Developing speaking: Talking about statistics — КСП, план урока, Английский язык, 10 класс
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Краткосрочный план
| Раздел |
Speaking: Discussing and interpreting statistics
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| Тема урока |
Developing speaking: Talking about statistics
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| Класс |
10
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| Цели обучения в соответствии с учебной программой |
10.2.7.1 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics; 10.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics; 10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;
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| Цели урока |
Students know and use vocabulary for describing statistical data, including increase, decrease, remain stable, percentage, proportion, and trend.
Students know how to express and compare viewpoints about statistics and identify explicit agreement between speakers.
Students know how to skim a text containing statistical information to identify details that merit closer reading.
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| Ценности |
Students practise intellectual honesty by distinguishing what the data shows from personal interpretation.
They develop respectful dialogue by listening carefully to different viewpoints and acknowledging areas of agreement.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Opening and Prior Knowledge 5 minutes |
Organisational moment:
Welcome students, check readiness, and display the lesson topic: “Talking about statistics.”.
Ask students to recall where they encounter statistics in everyday life and invite a few brief examples.
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Students prepare their materials and share examples of statistics they have seen in news, sport, science, or social media. | Readiness and relevant contribution — 1 point each, max 2 points. Stage maximum — 2 points. | board, notebooks |
| Introducing the Topic 8 minutes |
Problem statement:
Present the question: “When two people look at the same statistics, why might they reach different conclusions?”.
Show a chart about changes in students’ daily screen time and ask students to identify what the figures show and what they do not prove.
Introduce useful expressions: “The data shows…,” “There is a slight increase in…,” “I agree to some extent,” and “I see your point, but…”.
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Students examine the chart, suggest possible conclusions and limitations, and practise the expressions for describing data and responding to viewpoints. | Identifies one accurate observation from the chart — 1 point; identifies one limitation or possible alternative interpretation — 1 point; uses one target expression appropriately — 1 point. Stage maximum — 3 points. | chart handout, board |
| Vocabulary and Models 8 minutes |
New material explanation:
Explain and model key statistical vocabulary: percentage, proportion, trend, increase, decrease, fluctuate, and remain stable.
Use the presentation to show sample charts and model sentences describing a trend with accurate subject-specific vocabulary.
Model a short exchange in which speakers state their views and explicitly agree or partially agree.
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Students listen, note the vocabulary, interpret the sample charts, and identify phrases that signal a speaker’s viewpoint and degree of agreement. | Defines or paraphrases four target terms accurately — 1 point each, max 4 points. Stage maximum — 4 points. | |
| Viewpoint Listening 7 minutes |
Questions to the class:
Read aloud a short dialogue: “The survey shows that 60% of students prefer online resources. I think this proves that printed books are no longer useful.” “I agree that online resources are popular, but the survey does not prove that printed books are useless.”.
Ask: “What is the first speaker’s viewpoint?” “What does the second speaker agree with?” “What conclusion does the second speaker reject?”.
Answers:
The first speaker thinks online resources have made printed books unnecessary.
The second speaker agrees that online resources are popular.
The second speaker rejects th…
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Students listen to the dialogue, identify each viewpoint, and state that the speakers explicitly agree on the popularity of online resources but disagree about whether printed books are useless. | Identifies the first speaker’s viewpoint — 1 point; identifies the shared point of agreement — 1 point; identifies the rejected conclusion — 1 point. Stage maximum — 3 points. | dialogue handout, board |
| Statistics Speaking Game 7 minutes |
Instructions:
Organise students into pairs and give each pair a data card with a small set of statistics on a general or curricular topic.
Explain the speaking game: one student describes a trend and proposes a conclusion; the partner responds by agreeing, partially agreeing, or disagreeing and supports the response with a figure from the card.
Ask pairs to switch roles and use at least two target expressions during the exchange.
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Students take turns describing the data, proposing an interpretation, and responding to a partner with a clear viewpoint supported by a figure from the card. | Describes one trend accurately — 1 point; supports a claim with a figure — 1 point; responds using an appropriate agreement or disagreement expression — 1 point. Stage maximum — 3 points. | |
| Skimming and Application 6 minutes |
New material explanation:
Distribute a short text containing several statistics and ask students to skim it quickly for its main topic and the section that deserves closer reading.
Give the assignment: write two sentences describing a statistic and one sentence responding to an interpretation of it, using target vocabulary and a suitable agreement phrase.
Remind students to distinguish a reported figure from an opinion about that figure.
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Students skim the text to locate its main topic and a relevant detail, then complete the written task using statistical vocabulary and a phrase expressing agreement or disagreement. | Identifies the main topic and a detail meriting closer reading — 2 points; writes an accurate statistical description — 1 point; responds to an interpretation with an appropriate phrase — 1 point. Stage maximum — 4 points. | |
| Exit Quiz 2 minutes |
Instructions:
Give a brief quiz with two items: choose the phrase that signals partial agreement and select the accurate description of a simple data trend.
Collect responses for a quick check of understanding.
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Students answer both quiz items independently, selecting a partial-agreement phrase and an accurate description of the trend. | Selects the partial-agreement phrase correctly — 1 point; identifies the accurate trend description — 1 point. Stage maximum — 2 points. | |
| Reflection 2 minutes |
Runs the "Where did this lesson land?" reflection. Students drop a point on a 2D grid — clarity vs interest. The class scatter reveals the quadrant problem.
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Students complete the "Where did this lesson land?" reflection and assess their understanding of the topic. | Provides one relevant statistical expression — 1 point; states one sound interpretation or discussion strategy — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep walkways clear and handle printed materials carefully. When discussing statistics from online sources, use trustworthy sources and avoid sharing personal or sensitive data. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 10 класс
- Язык
- Английский
- Направление обучения
- Физмат
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