КСП «Project. An interview summary: teenage years p.19» по английскому языку, 9 класс

Краткосрочный план урока по английскому языку для 9 класса по теме «Project. An interview summary: teenage years p.19». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

Английский язык
9 класс
Обновлено 25.09.2026

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Short-term plan for Английский язык in Grade 9

Unit	Hobbies and qualities
Teacher’s name	____________________
Date	_____________
Class	Grade 9 Attendance: _____ Absent: _____
Lesson topic	Project. An interview summary: teenage years p.19
Learning objectives covered in this lesson (curriculum reference)	9.4.6.1 determine the author's opinion or point of view in long texts in the context of general and study topics 9.5.6.1 write texts related to general familiar and learning topics using different connectives
Lesson goal	Identify the author's opinion and point of view in an interview text (teenage years) using text evidence. Write a coherent interview summary (150–180 words) using at least 5 different connectives (addition, contrast, cause, sequence, conclusion). Create a creative visual summary (mindmap or infographic) that reflects the main ideas and the author’s attitude.
Value for integration	Creativity and innovation

Lesson flow

Lesson stage / Time	Teacher actions (complete prompts and instructions)	Student actions	Assessment (criteria • descriptors • points)	Resources
Lesson opening (5 min) Engage	Storytelling with a deliberate mistake/trigger: “Yesterday I read an interview with a 15‑year‑old musician. She said: ‘Most teenagers today are lazy and have no real hobbies. I spend all my free time playing computer games.’ But wait – the interview title was ‘Young talents’. Can you spot the mistake? What is wrong with that statement?” Teacher listens to 2–3 ideas, then reveals: “The author’s opinion is hidden – she actually criticises laziness, but the interview celebrates talent. We need to find the real point of view.”	Students listen and raise hands to point out the contradiction. Possible responses: “The title says talents but she says teenagers are lazy – that doesn’t match.” / “Maybe the author is ironic.” Students write down one question about the author’s attitude.	Descriptor (no points): Participates in spotting the mistake; formulates a relevant question about author’s viewpoint.	Whiteboard / slide with the trigger sentence; sticky notes.
Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min)

Lesson stage / Time

Teacher actions (complete prompts and instructions)

Student actions

Assessment (criteria • descriptors • points)

Resources

Lesson opening (5 min)
Engage

Storytelling with a deliberate mistake/trigger:

“Yesterday I read an interview with a 15‑year‑old musician. She said: ‘Most teenagers today are lazy and have no real hobbies. I spend all my free time playing computer games.’ But wait – the interview title was ‘Young talents’. Can you spot the mistake? What is wrong with that statement?”

Teacher listens to 2–3 ideas, then reveals: “The author’s opinion is hidden – she actually criticises laziness, but the interview celebrates talent. We need to find the real point of view.”

Students listen and raise hands to point out the contradiction.
Possible responses: “The title says talents but she says teenagers are lazy – that doesn’t match.” / “Maybe the author is ironic.”
Students write down one question about the author’s attitude.

Descriptor (no points): Participates in spotting the mistake; formulates a relevant question about author’s viewpoint.

Whiteboard / slide with the trigger sentence; sticky notes.

Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min)

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Lesson middle (20–25 min)
Lesson end (5–10 min)
Reflection (5 min)
Ready-to-use tasks

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