CHECKED _____________
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Short-term plan for English in Grade 10
| Unit | Capabilities of Human Brain |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Stress is bad for you |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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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 (Riddle) |
Teacher: "Good morning! Let's start with a brain-teaser. Listen carefully: 'I can be short, I can be long. I can be managed, but if ignored, I grow strong. I affect your heart, your sleep, and your mind. Doctors say too much of me is unkind. What am I?' Take 1 minute to think and discuss with your neighbor. What's your hypothesis?" After 1 minute: "Okay, let's hear your ideas." Listens to 2-3 student answers (e.g., "pressure," "worry," "anxiety"). "Excellent ideas. You're on the right track. The answer is 'Stress'. Today, we'll explore why it's considered 'bad for you' and how our amazing brains handle it." |
Students listen to the riddle. They think individually for 30 seconds, then turn to a partner (pair work) to discuss their hypothesis for 1 minute. Volunteers share their guesses with the class. | Descriptors: The student participates in the discussion, offers a logical hypothesis related to the topic, and listens actively to peers. No points. |
Whiteboard/marker. AI Tool: ChatGPT (pre-session) to generate a variety of topic-related riddles for differentiation. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (7 min) · Reflection (3 min) | ||||