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Short-term plan for Английский язык in Grade 10
| Unit | Controversial issues. Subunit 2.1 The environment |
| Teacher's name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Cities and houses. Moving to the mega cities. conditional1. Conditional |
| Learning objectives covered in this lesson (curriculum reference) |
Learning objectives To expand vocabulary on cities, houses, and megacities. To practice and use Conditional Type 1 in meaningful contexts. To develop speaking, reading, and writing skills on the topic of city life. Lesson objectives Students will: ✔ Use city-related vocabulary in speech. ✔ Understand and apply Conditional Type 1. ✔ Discuss advantages and disadvantages of megacities. ✔ Produce conditional sentences in writing and speaking. Learning outcomes By the end of the lesson, students will be able to: Form Conditional Type 1 correctly. Describe life in megacities using new vocabulary. Compare cities and express predictions about the future. Complete reading, speaking, and writing tasks. |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Actions for SEN students | Assessment formats | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Real-life case) |
Teacher: "Good morning class! Today we're going to explore an important decision many people face. Imagine you've been offered an amazing job opportunity in Tokyo - one of the world's largest megacities with over 37 million people! What would you consider before making this decision? Let's brainstorm together."
AI Tool: Use Google Earth to show Tokyo skyline and ask: "What do you notice about this city compared to where we live?" |
Students share initial thoughts about moving to a megacity. They observe the Tokyo visualization and identify differences from their local environment.
Possible responses: "It's very crowded," "The buildings are very tall," "There would be more job opportunities," "The transportation looks advanced." |
Provide printed images of Tokyo with labeled vocabulary. Use sentence starters: "I would consider ______ because ______." Allow pointing responses for non-verbal students. | Formative: Observation checklist for participation and vocabulary use. Track who contributes ideas about city life. | Projector, Google Earth, printed city images, whiteboard, markers |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) · Homework | |||||