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Short-term plan for Английский язык in Grade 10
| Unit | Unit 4: Organic and non-organic worlds |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Discussing the difference between organic and non-organic food 1.2 |
| Learning objectives covered in this lesson (curriculum reference) |
10.2.5 recognise the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics and curricular topics 10.5.3 explain and justify their own and others’ point of view on a range of general and curricular topics 10.5.6 navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment formats | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Riddle) |
Teacher: "Good morning! Let's start with a small puzzle. I'm thinking of something you can eat. It can be grown in two very different ways. One way is often called 'natural' and avoids synthetic chemicals. The other way is more common and might use these chemicals to grow bigger and faster. What am I describing, and what are the two 'ways'?" Allow 1-2 minutes for quiet thinking. Teacher: "Please share your hypotheses with the class. Don't worry about being perfectly precise." Listens to 3-4 student answers, guiding them towards the keywords "organic" and "non-organic/conventional". Teacher: "Excellent. You've identified our topic: organic and non-organic food. Today, we'll listen to what people really think about it and learn to discuss our own views clearly." |
Students listen to the riddle. They think individually, then volunteer answers (e.g., "Fruits and vegetables?", "Organic farming and normal farming?", "Food from a garden vs. food from a big farm?"). They engage in a brief whole-class discussion to guess the topic. | Oral formative assessment: Teacher observes initial vocabulary recall and hypothesis-building skills. No formal grading. | Whiteboard/marker for noting student hypotheses. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||