CHECKED _____________
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Short-term plan for Английский язык in Grade 10
| Field | Details |
|---|---|
| Unit | Английский язык |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Science and scientific phenomena |
| Learning objectives covered in this lesson (curriculum reference) | 10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately; 10.1.6 - organise and present information clearly to others; |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (visual meme discussion) |
Teacher: “Good morning, everyone! Let’s start with a funny image. Look at this meme (shows a picture of a cat sitting in a laboratory with a caption: “When you try to explain gravity to your cat but it just sits on your keyboard”).” Teacher poses two questions: “Why is this about us today? What does this meme have to do with science and scientific phenomena?” Teacher models an answer: “This meme shows that scientific phenomena are all around us — even cats and keyboards are part of gravity, which is a natural phenomenon. Today we’ll explore phenomena like gravity, radioactivity, and even social phenomena like networking.” Teacher dialogue: “Turn to your partner and share one idea: What scientific phenomenon do you notice in your daily life? Use one sentence.” Teacher listens to 2–3 responses, affirming with “Excellent!” or “Interesting — tell us more.” |
Students look at the meme, listen, and respond to questions. In pairs (3 pairs + 1 trio), students discuss the question: “What scientific phenomenon do you notice in your daily life?” Example responses: “I see gravity when I drop my phone.” / “I notice the psychological phenomenon of stress before exams.” A few students share their ideas aloud (teacher selects 2–3). |
Assessment (descriptors only, no points): • Descriptor: Student makes a relevant connection between the meme and scientific phenomena. • Descriptor: Student participates in pair discussion with at least one idea. • Descriptor: Student uses a topic-related word (e.g., gravity, natural, phenomenon). Note: no points awarded at this stage. |
• Meme image (printed or on projector screen) • Whiteboard • Projector • AI tool (optional): ChatGPT to generate additional funny meme descriptions or examples of phenomena for discussion. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||