CHECKED _____________
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Short-term plan for English language in Grade 10
| Unit | I. Controversial issues |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 10 Attendance: _____ Absent: _____ |
| Lesson topic | The environment |
| Learning objectives covered in this lesson (curriculum reference) | 10.R5 — deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics; 10.W1 — plan, write, edit and proofread work at text level independently on a range of general and curricular topics. |
| Lesson goal |
|
| Value for integration | Taza Qazaqstan (Clean Kazakhstan) |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts & instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (mind‑map + discussion) |
📌 Teacher says: “Let’s start with a 1‑minute mind map. In the centre write ‘ENVIRONMENT’. Around it add any words, problems, feelings that come to your mind. Go!” (Timer 60 sec). After 1 min: “Now choose 3 associations that seem most important. Turn to your neighbour (pair) and explain why you chose them. We’ll share with the whole class.” Teacher picks 3 pairs to report. Elicits conditionals naturally: “If we reduce waste, the air becomes cleaner…” |
• Draw mind‑map individually. • In pairs (6 pairs, 2 students each) discuss top 3 associations. • Share with class: “We wrote ‘plastic’, ‘smog’, ‘recycling’ because …” |
Descriptors (no points): - participates in mind‑map generation - contributes to pair discussion - provides a reason for choice |
• A4 paper / notebooks, coloured pens (optional) • Projector timer (online-stopwatch) |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||