CHECKED _____________
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Short-term plan for English in Grade 9
| Unit | Traditions around the world |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 9 Attendance: _____ Absent: _____ |
| Lesson topic | Project work- How is modern Kazakh music different from traditional Kazakh music |
| 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 (Real-life hook & prediction) |
Teacher: "Good morning! I want to start with a short clip from a popular Kazakh TV show or online music award ceremony. As you watch, think about this: What instruments do you hear? What is the overall feeling?" (Plays a 60-second clip featuring a modern Kazakh pop or hip-hop song with clear traditional elements, e.g., 'iK' or 'Ninety One' using dombyra samples). "Now, I have a headline from a music blog: 'Traditional Kazakh Music is Disappearing, Replaced by Global Pop.' Based on the clip you just saw and your own knowledge, do you predict this statement is completely true, partially true, or false? Discuss with your partner for one minute and give one reason for your prediction." |
Students watch the clip attentively. They discuss the prediction question in pairs. They share initial thoughts (e.g., "Partially true, because I heard a dombyra in a pop song, so it's not completely replaced," or "False, because traditional music is still played at weddings and concerts."). |
Descriptors:
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- Video clip (YouTube/Edpuzzle link). - Projector/Smartboard. - AI Tool: YouTube AI summary (e.g., using 'Glimmer' or 'Summarize.tech') to quickly generate a transcript and key themes of the video for immediate teacher reference to guide discussion. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||