CHECKED _____________
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Short-term plan for English in Grade 9
| Unit | Unit 7. Music and Film |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Listening: people talking about different situations |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Provocative question with voting) |
Teacher: "Good morning! Let's start with a quick vote. Imagine you could only have one for the rest of your life: original soundtracks from films OR the visual effects and CGI. Which is more important for a movie's success? Show me thumbs up for soundtracks, thumbs down for visual effects. Ready? Vote now!" After a 10-second vote: "Interesting! I see a split. [Name], you voted for soundtracks. Can you tell me in one sentence why?" Listens, then asks a student who voted for visual effects. "Thank you! Both are crucial, and today we'll listen to people discussing similar creative choices and figure out not just what they say, but what they really think." |
Students vote using thumbs. Selected students provide one-sentence justifications (e.g., "Music makes you feel the scene," "Good visuals make it believable"). | Descriptors:
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None required. AI Tool Suggestion: Mentimeter or Slido for live, anonymous polling and instant visualization of class opinions to spark immediate engagement. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||