CHECKED _____________
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Short-term plan for English Language in Grade 10
| Unit | Reported speech |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Reported questions |
| Learning objectives covered in this lesson (curriculum reference) |
|
| Lesson goal |
By the end of the lesson, students will be able to:
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Real-life hook) |
Teacher: "Good morning! Imagine you missed a fascinating school council meeting yesterday. Your friend attended. You ask them: 'What did the principal say about the new sports complex?' Your friend replies: 'She asked if we had any suggestions for the design.' Notice anything? The original question was direct, but your friend reported it indirectly. Today, we'll learn the 'grammar magic' behind reporting questions like a pro. Look at these two sentences on the board. In pairs, predict: what are the main differences between a direct question and a reported one?"
Writes on board: 1) Direct: "Do you have any suggestions?" 2) Reported: She asked if we had any suggestions. AI Integration: Uses an AI text generator (like ChatGPT) to instantly create a variety of similar real-life "missed event" scenarios to ensure the hook is relatable for all students. |
Students discuss in pairs. Possible responses: "The word order changed," "The tense is different," "It starts with 'She asked if...'". | Descriptors: Actively participates in pair discussion. Makes a prediction about grammatical changes. (No points) |
Whiteboard/markers, AI text generator (e.g., ChatGPT) for scenario creation. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||