Mobile applications — КСП, план урока, Английский язык, 10 класс
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Краткосрочный план
| Раздел |
Technology and Communication
|
| Тема урока |
Mobile applications
|
| Класс |
10
|
| Цели обучения в соответствии с учебной программой |
10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups; 10.1.4 - evaluate and respond constructively to feedback from others; 10.1.5 - use feedback to set personal learning objectives;
|
| Цели урока |
Students know key vocabulary for mobile applications, including app features, benefits, and potential drawbacks.
Students know how to compare mobile applications and justify recommendations using relevant examples.
Students know how to give constructive peer feedback and use it to set a personal learning objective.
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| Ценности |
Responsible digital citizenship: students consider how mobile applications can support wellbeing, learning, and communication while recognizing potential risks.
Cooperation and respect are practiced through collaborative discussion and constructive peer feedback.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Warm-Up and Objectives 5 min |
Organisational moment:
Welcome students, check readiness, and introduce the topic, “Mobile applications.”.
Explain that students will compare apps, collaborate on a recommendation, and use feedback to improve their work.
|
Students — prepare materials, listen to the lesson objectives, and name a mobile application they use or know. | Students name one relevant mobile application — 1 point. Students state one lesson objective in their own words — 1 point. Stage maximum — 2 points. | board, notebooks |
| Introducing the Challenge 5 min |
Problem statement:
Ask: “A school wants to recommend one mobile application to help Grade 10 students organize their learning. What features should the app have, and what risks should the school consider?”.
Invite students to suggest criteria and record key ideas on the board.
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Students — propose app features and possible risks; expected answers include reminders, calendars, ease of use, privacy, screen time, and cost. | Names one useful feature — 1 point. Identifies one potential risk — 1 point. Stage maximum — 2 points. | board, application feature cards |
| Exploring App Vocabulary 8 min |
New material explanation:
Present the key terms “user-friendly,” “notification,” “subscription,” “privacy settings,” “in-app purchase,” and “offline access,” and explain each with a short example.
Show examples of app functions and model comparing two applications using “whereas,” “however,” and “because.”.
Слайд 1 — Mobile Applications
Слайд 2 — A navigation app can give directions without an internet connection, while many apps also…
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — Features and ease
Слайд 5 — Payments and privacy
Слайд 6 — Choose and justify
Слайд 7 — Compare app functions
Слайд 8 — Feedback improves recommendations
Слайд 9 — Key takeaways
Слайд 10 — Recall and apply
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Students — listen to explanations, match terms to examples, and note how comparison linkers express similarities or differences. | Matches four terms to their meanings — 1 point each, max 4 points. Uses one comparison linker correctly — 1 point. Stage maximum — 5 points. | |
| App Recommendation Game 8 min |
Instructions:
Form small groups and give each group an app scenario card and role cards.
Ask groups to choose the most suitable app from the options, discuss benefits and risks, and prepare a short recommendation using at least two target terms.
Remind students to share speaking time and listen to teammates.
|
Students — take group roles, compare the app options, discuss the scenario, and prepare a recommendation; expected responses identify a suitable app and justify the choice with features and risks. | Contributes one relevant spoken idea — 1 point. Uses two target terms accurately — 2 points. Gives one justified recommendation — 1 point. Stage maximum — 4 points. | |
| Peer Review Assignment 8 min |
Questions to the class:
Ask each group to draft a brief recommendation for the school, including the app’s purpose, two useful features, and one risk or safeguard.
Direct groups to exchange drafts and give feedback using the prompts: “One strength is…,” “Could you clarify…?” and “You might improve this by…”.
Remind reviewers to be specific, respectful, and constructive.
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Students — write a group recommendation, exchange it with another group, and give constructive feedback; expected feedback identifies a strength and one actionable improvement. | Draft includes the purpose and two features — 2 points. Draft identifies one risk or safeguard — 1 point. Feedback includes one specific strength and one actionable suggestion — 2 points. Stage maximum — 5 points. | |
| Check Understanding 6 min |
Instructions:
Give students a short individual quiz on the lesson vocabulary, app comparisons, and responsible app use.
Ask students to answer independently and review the answer key after submission.
|
Students — complete the quiz independently; expected answers correctly define terms, identify a comparison, and select a reasonable privacy or wellbeing safeguard. | Defines two target terms correctly — 1 point each, max 2 points. Selects a justified app-comparison statement — 1 point. Identifies one suitable safeguard — 1 point. Stage maximum — 4 points. | |
| Reflection 5 min |
Runs the "Reflection" reflection. End the lesson with quick student feedback — emoji vote and share the results.
|
Students complete the "Reflection" reflection and assess their understanding of the topic. | Identifies one piece of feedback — 1 point. Explains a constructive response or change — 1 point. Writes one specific personal learning objective — 1 point. Stage maximum — 3 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Use devices only as directed, protect personal information, and avoid sharing account details or private data during app discussions. Keep screens at a comfortable distance and take short eye breaks if using devices. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 10 класс
- Язык
- Английский
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