CHECKED _____________
KSU "____________________"
Short-term plan for Английский язык in Grade 10
| Unit | Capabilities of human brain |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | The human brain |
| Learning objectives covered in this lesson (curriculum reference) |
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| Lesson goal |
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| 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 (Riddle) |
Teacher: "Good morning! I have a riddle for you. It's the most complex object in the known universe. It weighs about 1.4 kilograms, has the consistency of soft tofu, and contains roughly 86 billion cells that communicate using electricity and chemicals. You use it right now to solve this riddle. What is it?" Wait for hypotheses. "Exactly, it's the human brain! Today, we'll explore its amazing capabilities. But first, think: Why is understanding our own brain also important for following rules and laws in society?" Listens to 1-2 brief answers. |
Students listen to the riddle. They propose hypotheses ("Is it a computer?", "The brain?"). Once the answer is revealed, they think about the connection between the brain and rules/laws. They might respond: "Because the brain controls our choices" or "We need it to understand right and wrong." | Descriptors only (no points): • The student actively listens and attempts to solve the riddle. • The student volunteers a hypothesis or an answer. • The student attempts to make a connection to the lesson's value theme. |
Whiteboard/Projector for the riddle text. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (8 min) · Reflection (5 min) | ||||