The Human Brain — КСП, план урока, Английский язык, 11 класс
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Краткосрочный план
| Раздел |
Health and the Human Body
|
| Тема урока |
The Human Brain
|
| Класс |
11
|
| Цели обучения в соответствии с учебной программой |
11.2.6 - guess the intended meaning in unsupervised additional conversations on a wide range of topics in general and the curriculum, including the meaning of a limited number of unfamiliar topics to students; 11.3.2 - use appropriate syntax and vocabulary in asking and answering open-ended questions on familiar and some unfamiliar, general and curriculum-related topics;
|
| Цели урока |
Students know key vocabulary related to the human brain, including brain, memory, attention, and nervous system.
Students know how context can help them infer the meaning of unfamiliar brain-related vocabulary.
Students know how to form and answer open-ended questions about the brain using appropriate syntax and vocabulary.
|
| Ценности |
Students develop curiosity and a commitment to lifelong learning by exploring how the brain supports thinking and memory. They practise respectful listening and evidence-based discussion when sharing ideas about brain function.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Opening and Engagement 5 min |
Organisational moment:
Welcome students and introduce the lesson topic, “The human brain.”.
Ask students to name one thing they already know about the brain.
|
Students greet the teacher and share one prior idea about the brain. | Shares one relevant prior idea — 1 point. Stage maximum — 1 point. | board, notebooks |
| Topic Introduction 8 min |
Problem statement:
Ask: “How can we understand a new word about the brain when we do not know its exact meaning?”.
Present the lesson objectives and invite students to consider how context and word clues help readers infer meaning.
|
Students consider the question and suggest how surrounding words or examples may reveal meaning. | Suggests one reasonable context clue for inferring meaning — 1 point. Stage maximum — 1 point. | board, notebooks |
| Brain Vocabulary Input 12 min |
New material explanation:
Use the presentation to introduce the terms brain, memory, attention, and nervous system with short definitions and contextual example sentences.
Model how to infer the meaning of an unfamiliar term from the sentence around it.
Ask: “Which words in the example sentence help you infer the meaning of ‘attention’?”.
Answers:
Words describing focusing or noticing help indicate the meaning of “attention.”.
Слайд 1 — The Human Brain
Слайд 2 — A student rereads a paragraph, notices its key details, and later recalls them during a t…
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — Brain and nervous system
Слайд 5 — Memory and attention
Слайд 6 — Which matters more when studying in a noisy room—memory or attention—and why might someon…
Слайд 7 — Inferring unfamiliar words
Слайд 8 — Ask open questions
Слайд 9 — What the brain words reveal
Слайд 10 — Recall and apply
|
Students follow the presentation, record the key terms, and identify contextual clues in the example. Students answer that words about focusing or noticing indicate the meaning of “attention.” | Identifies two brain-related terms correctly — 1 point each. Explains one contextual clue — 1 point. Stage maximum — 3 points. | |
| Guided Discussion 10 min |
Questions to the class:
Ask: “What does the brain help us do?”.
Ask: “How might memory and attention work together when you learn something new?”.
Ask: “Which contextual clues could help you understand an unfamiliar word in a conversation about the brain?”.
Answers:
The brain helps us think, learn, remember, and control many body functions.
Attention helps us focus on new information, and memory helps us retain or recall it.
Examples, explanations, synonyms, and related words can provide clues.
|
Students answer the open-ended questions using the lesson vocabulary. Students listen respectfully and build on classmates’ ideas. | Gives one relevant answer about brain functions — 1 point. Explains a connection between memory and attention — 1 point. Names one useful contextual clue — 1 point. Stage maximum — 3 points. | board, vocabulary notes |
| Written Application 7 min |
Instructions:
Assign students to write two open-ended questions about the human brain and answer them using at least two lesson terms.
Remind students to use context in their answers to make the meaning of each term clear.
|
Students write two open-ended questions and answer them using at least two lesson terms and clear contextual clues. | Writes two relevant open-ended questions — 1 point each. Answers both with appropriate syntax and vocabulary — 1 point each. Stage maximum — 4 points. | |
| Reflection 3 min |
Runs the "Finish the sentence" reflection. Teacher picks which lesson moments to ask about — students pick a moment, then choose how it went.
|
Students complete the "Finish the sentence" reflection and assess their understanding of the topic. | Names one relevant new term — 1 point. States one inference strategy — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Use classroom materials responsibly and keep walkways clear while moving between activities. Discuss brain health respectfully and avoid presenting medical advice as a substitute for guidance from a qualified professional. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 11 класс
- Язык
- Английский
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