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КСП «Grammar in context: will, be going to, present continuous and present simple for future» по английскому языку, 10 класс

Краткосрочный план урока по английскому языку для 10 класса по теме «Grammar in context: will, be going to, present continuous and present simple for future». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

  • Английский язык
  • 10 класс
  • Обновлено 25.09.2026
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Short-term plan for английский язык in Grade 10

UnitModule 3 OUT OF THIS WORLD
Teacher’s name____________________
Date_____________
ClassGrade 10    Attendance: _____    Absent: _____
Lesson topicGrammar in context: will, be going to, present continuous and present simple for future
Learning objectives covered in this lesson (curriculum reference)10.4.2 - understand specific information and details from voluminous texts on a number of familiar general and educational topics and some unfamiliar topics;
Lesson goal
  • By the end of the lesson students will choose and use correctly will, be going to, present continuous and present simple for future in context (controlled and semi-controlled tasks) with at least 80% accuracy.
  • Students will identify and explain why each future form is used (prediction, plan, arrangement, scheduled event) in short texts and dialogues and justify their choices in pairs.
  • Students will collaborate in mixed-ability teams to create a short role-play/plan that uses at least three different future forms correctly while demonstrating unity and solidarity (team roles, respectful interaction).
Value for integrationUnity and solidarity

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 (storytelling with deliberate mistake/trigger) Teacher script (step-by-step):
  1. Teacher: "Good morning, class. Today I want to tell you a short true story about my weekend plans. Listen carefully — there is one sentence that sounds strange. Tell me which one." (Speak clearly; show a picture of a calendar.)
  2. Teacher tells story (approx. 50–60 words) slowly, with one deliberate grammar trigger sentence: "On Saturday I will visit a friend because we already agreed. Actually, I'm going to the park at 10. My sister is coming next month, and we play tennis tomorrow."
  3. Teacher: "Which sentence sounded wrong? Why?" Pause for answers. If no answer, prompt: "Think: is this about a plan, a fixed schedule, or a prediction?"
  4. Teacher confirms correct spotting and briefly links to the lesson: "Today we will sort when to use will / be going to / present continuous / present simple for future."
Teacher-class dialogue prompts:
  • Teacher: "Who can repeat the sentence that sounded strange?"
  • Teacher: "What would be the correct way to say it?"
  • Teacher: "Which future form do we use for arrangements? For decisions made at the moment? For timetables?"
 Student actions (scripted):
  1. Listen attentively to the story. (Visual: watch calendar image)
  2. Raise hands / call out the sentence that sounded odd: "We play tennis tomorrow." or "My sister is coming next month, and we play tennis tomorrow."
  3. Answer prompts: "You should say 'We are playing tennis tomorrow' OR 'We will play tennis tomorrow' depending on whether arrangement is planned."
Possible student responses:
  • "The wrong sentence is 'We play tennis tomorrow.' It should be 'We are playing tennis tomorrow'." (arrangement)
  • "Maybe 'I will visit a friend' — is it a plan or a decision?"
 SEN adaptations and supports:
  • Provide printed story with the trigger sentence highlighted; larger font and clear spacing.
  • Use text-to-speech to play the story twice (slower rate) and display the sentences on the board.
  • Allow a peer-buddy to whisper the odd sentence if student is unsure.
  • Offer a choice board with three sentences to choose from for easier response.
Concrete techniques: point to highlighted sentence, gesture, allow non-verbal responses (card: A/B/C), give extra wait time (5–8 seconds). 		Success descriptors:
  • Student correctly spots the deliberately incorrect sentence (identify = evidence).
  • Student gives plausible correction or explains why it sounds wrong (explain = evidence).
 Resources:
  • Short printed story handout (large font); calendar image on slide
  • Projector / speakers (for TTS); whiteboard and markers
  • Text-to-speech tool (Speechify / Microsoft Immersive Reader)
Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min)

Материал опубликован обезличенно: имя автора и название школы из него убраны.

В справочнике учителя: Как составить КСП по 130 приказу пошагово: пример и шаблон · Приказ № 130

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