CHECKED _____________
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Short-term plan for английский in Grade 10
| Unit | Science and scientific phenomena |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Interesting facts about genetics. DNA: Grammar Past modals of speculations |
| Learning objectives covered in this lesson (curriculum reference) |
10.2.3.1 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics; 10.6.13.1 - use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past on a wide range of familiar general and curricular topics |
| Lesson goal |
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| Value for integration | Unity and solidarity |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Provocative question & voting) |
Teacher: "Good morning! Today we're diving into genetics. I have one question for you: 'If scientists found DNA from a 10,000-year-old human that was 50% identical to yours, what is the most likely explanation?' Let's vote quickly. Option A: They are your direct ancestor. Option B: It's a coincidence or contamination. Option C: All humans share a common genetic blueprint. Show me your finger for A, B, or C. (Pauses for response). Interesting! Now, let's keep this question in mind. Our lesson will give us the grammatical tools to speculate intelligently about such mysteries. We'll listen to a talk and learn to use phrases like 'They must have been...', 'It can't have been...', 'It might have happened...' to discuss the past." | The student votes by showing 1, 2, or 3 fingers. Listens to the teacher's introduction and connects the provocative question to the lesson's grammar focus. | Teacher presents the question and options verbally and simultaneously displays them in large, clear text on the screen/board. Allows extra think time before voting. | Descriptors: The student participates in the vote and shows initial curiosity about the topic. No points. |
Whiteboard/interactive screen. Prepared slide with the question and three options (A, B, C). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||