CHECKED _____________
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Short-term plan for English in Grade 10
| Unit | Stress and fear |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | Teen’s problems |
| Learning objectives covered in this lesson (curriculum reference) | 10.4.2 - білім алушыларға таныс және кейбір бейтаныс жалпы және оқу бағдарламасында көрсетілген тақырыптардағы қосымша мәтіндерде арнайы ақпаратты толық түсіну; 10.1.10 - cөйлеу және жазылымды бірқатар әлем басымдықтары бойынша рефлексия жасау және оларды тану құралдары ретінде қолдану; |
| 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 | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Storytelling with a trigger) |
Teacher: "Good morning, everyone. I want to tell you a short story about a student named Alex. Alex is 16. Yesterday, he felt great. He got an 'A' on a difficult math test, his best friend shared a funny video with him, and his parents said he could go to a concert on Friday. He was so happy and stress-free that he decided to celebrate by staying online playing games until 4 a.m. He then woke up late, missed his first lesson, and when the teacher asked for his homework, he realized he had forgotten to do it because he was so relaxed and happy. Do you think Alex handled his success well? What's the 'trigger' or mistake in my story?"
Expected student responses: "He stayed up too late." "He broke his daily routine." "He didn't plan properly." "The mistake is that being happy made him irresponsible." Teacher: "Exactly! The trigger is that positive feelings (happiness, relief) can sometimes lead us to neglect our routines and rules, which then creates new problems. Today, we'll explore various teen problems and how knowledge of rules, rights, and responsibilities can help us navigate them." |
Students listen to the story. They think critically to identify the deliberate mistake (poor time management, breaking a sensible routine). They volunteer answers. They connect the story to the lesson topic. | Provide a printed copy of the short story with key sentences highlighted. Use simple, clear language in the verbal telling. Allow thinking time before asking for the trigger. | Descriptors only (no points): • The student listens attentively. • The student identifies the trigger (breaking routine/rule). • The student makes a connection to the topic of problems. |
Whiteboard/Projector, Printed short story for SEN students. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | |||||