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Short-term plan for Английский язык in Grade 10
| Unit | Unit 7 |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Practical English Episode 4 |
| Learning objectives covered in this lesson (curriculum reference) |
10.1.5 - use feedback to establish personal learning goals; 10.2.3 - understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including discussion on a limited range of unfamiliar topics; 10.3.6 - manage the discussion and change the language by rephrasing and correcting the discussion on a range of familiar general and educational topics; 10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics; 10.6.5 - use a wide variety of question types on a wide range of familiar general and curricular topics; |
| Lesson goal |
|
| Value for integration | Law and order |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a deliberate mistake) |
Teacher: "Good morning, class. I want to tell you a quick story about my weekend. I wasn't feeling well, so I decided to get some medicine. I went to the supermarket, walked up to the counter, and said to the cashier, 'I have a terrible headache and a sore throat. Can I have some antibiotics, please?' The cashier looked confused but sold me some aspirin. I took two pills right there in the store aisle with a bottle of cola. I felt better immediately and drove home very fast because I was in a hurry."
Teacher: "Okay, what do you think? Did I do everything correctly? Discuss with your partner for one minute and find at least one thing I did wrong or that was unsafe." |
Students listen to the story. They discuss in pairs to identify mistakes (e.g., asking for antibiotics without prescription at a supermarket, taking medicine incorrectly, unsafe driving). They share findings with the class. | Descriptors (no points): • Listens attentively to the story. • Collaborates with a partner to identify incorrect/safe actions. • Volunteers to share identified mistakes (e.g., "You shouldn't take antibiotics without a prescription," "You shouldn't drink cola with medicine," "Driving fast is dangerous"). |
- - AI Tool: ChatGPT could be used to generate alternative, more complex "mistake stories" for differentiation. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||