КСП «Dritish Science week» по английскому языку, 10 класс

1. By the end of the lesson, students will be able to ask at least three complex follow-up questions about British Science Week events and justify the writer’s attitude in a short article (LO 10.3.2; 10.4.6).
2. Students will create an innovative mini‑project idea for a school Science Week and present it using complex questions.
3. Students will analyse a real‑life text (British Science Week brochure) and identify the author’s opinion with evidence.

Teacher: “Good morning, Grade 10! Let’s start with a brain‑teaser. I will show you a picture of a strange machine: a giant clock made of vegetables, with a sign ‘Science Week 2024’. (show slide) Why would scientists build a vegetable clock? What does this have to do with British Science Week? Think for 30 seconds, then share your hypothesis with your partner.”

Teacher walks around, listens, elicits 2–3 ideas.

Teacher: “Great ideas! Today we will explore British Science Week – a real celebration of curiosity and innovation. Our goal: ask deep questions, understand author’s opinion, and create something new.”

• Observe the riddle image.
• Think individually (30 sec).
• Share hypothesis with a partner.
• Volunteer to explain (e.g., “It shows that science can be fun and creative”, “maybe they want to show that science is part of everyday life”).

• Student participates in partner talk.
• Hypothesis shows curiosity / attempt to connect science and creativity.
• Listens to peers’ ideas.

• Slide: image of ‘vegetable clock’ (AI‑generated or real).
• Projector / smartboard.
• AI tool: DALL·E / Midjourney to generate the riddle image.