Transport — КСП, план урока, Английский язык, 10 класс
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Краткосрочный план
| Раздел |
Grammar in Context: Future Tenses and Transport
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| Тема урока |
Transport
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| Класс |
10
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| Цели обучения в соответствии с учебной программой |
10.1.4 Analyze and respond to constructive feedback.
10.1.4 Анализировать и реагировать на конструктивную обратную связь
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| Цели урока |
Students know the form and use of the future continuous for actions in progress at a specified future time.
Students know the form and use of the future perfect for actions completed before a specified future time.
Students know how time expressions and context help distinguish the future continuous from the future perfect in transport-related texts.
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| Ценности |
Students practise respectful communication by giving and receiving constructive feedback on classmates’ grammar choices.
They develop responsibility by checking their own explanations against grammatical rules and evidence from the text.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Opening and Prior Knowledge 5 min |
Organisational moment:
Welcome students, check readiness, and display the lesson topic, “Transport.”.
Ask students to recall one future-tense form they already know and give a transport-related example.
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Students prepare their materials and share a familiar future-tense form with a transport-related example. | Readiness and participation — 1 point. Correctly recalled future-tense example — 1 point. Stage maximum — 2 points. | board, notebooks |
| Grammar Problem and Goals 6 min |
Problem statement:
Present the sentences: “At 8 a.m. tomorrow, I will be travelling to school” and “By 8 a.m. tomorrow, I will have reached school.”.
Ask: “How does the meaning change when we use ‘will be travelling’ instead of ‘will have reached’?”.
State the lesson goal: distinguish the future continuous from the future perfect using rules, a text, and varied tasks.
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Students compare the sentences and explain that the first describes an action in progress at a future time, while the second describes an action completed before that time. | Identifies the in-progress meaning — 1 point. Identifies the completed-before meaning — 1 point. Stage maximum — 2 points. | board, sentence cards |
| Future Forms Explained 9 min |
New material explanation:
Present the forms: future continuous = will be + verb-ing; future perfect = will have + past participle.
Explain that the future continuous describes an action in progress at a stated future time; the future perfect describes an action completed before a stated future time.
Highlight common clues: “at this time tomorrow” and “at 8 a.m.” for an action in progress; “by then” and “by 8 a.m.” for completion before a deadline.
Show transport-related examples and a short text: “By noon, the train will have crossed the border. At that time, passengers will be resting in their s…
Слайд 1 — Future Continuous and Future Perfect
Слайд 2 — A train leaves one country and enters another during a long journey. A friend asks whethe…
Слайд 3 — Learning objectives
Слайд 4 — Future continuous
Слайд 5 — Future perfect
Слайд 6 — Read the transport text
Слайд 7 — Compare the time clues
Слайд 8 — Apply both forms
Слайд 9 — Key conclusions
Слайд 10 — Recall and transfer
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Students note the two forms and their uses, identify the time clues in the examples, and answer that the train will have crossed the border and passengers will be resting in their seats. | States both verb forms correctly — 1 point each, max 2 points. Matches each tense to its meaning — 1 point each, max 2 points. Correctly answers both text questions — 1 point each, max 2 points. Stage maximum — 6 points. | |
| Guided Text Practice 7 min |
Questions to the class:
Ask students to read the short text: “By 6 p.m., the bus will have arrived at the terminal. At 6 p.m., the drivers will be checking the vehicles for the next journey.”.
Ask: “Which action will be completed by 6 p.m.?”.
Ask: “What will the drivers be doing at 6 p.m.?”.
Ask students to identify the time expressions that support their answers.
Answers:
The bus will have arrived at the terminal.
The drivers will be checking the vehicles.
“By 6 p.m.” signals completion before that time; “at 6 p.m.” identifies an action in progress at that time.
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Students read the text, identify the future perfect and future continuous clauses, and explain how “by 6 p.m.” and “at 6 p.m.” guide their choices. | Identifies the completed action — 1 point. Identifies the action in progress — 1 point. Explains both time clues — 1 point. Stage maximum — 3 points. | textbook, board |
| Individual Grammar Task 8 min |
Instructions:
Give students a task to complete each sentence with the future continuous or future perfect form of the verb in brackets.
Sentences: “By midnight, the flight __ (land).” “At 9 a.m. tomorrow, we __ (travel) by train.” “By the end of the week, the new road __ (open).” “At this time tomorrow, the passengers __ (wait) at the station.”.
Ask students to underline the time clue and explain one answer using the rule.
Invite students to check answers independently against the two forms.
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Students complete the four sentences, underline each time clue, and explain one choice. Expected answers: “will have landed,” “will be travelling,” “will have opened,” and “will be waiting.” | Each correct verb form — 1 point, max 4 points. Each correctly identified time clue — 1 point, max 2 points. Clear rule-based explanation — 1 point. Stage maximum — 7 points. | |
| Constructive Peer Feedback 5 min |
Questions to the class:
Ask pairs to exchange one completed sentence and its explanation from the individual task.
Model the feedback frame: “Your tense choice is correct because…; one suggestion is…”.
Remind students to refer to the time clue and grammatical rule, and to respond respectfully to feedback.
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Students exchange and review a sentence, give one specific strength and one useful suggestion, and respond by accepting or explaining their tense choice with reference to the time clue. | Feedback identifies a specific strength — 1 point. Feedback gives a relevant, respectful suggestion — 1 point. Response refers to a rule or time clue — 1 point. Stage maximum — 3 points. | notebooks, feedback checklist |
| Quick Check Quiz 3 min |
Instructions:
Give a short quiz: choose the correct form in “By 7 p.m., the ferry (will be leaving / will have left)” and “At 7 p.m., the ferry crew (will be preparing / will have prepared) the next departure.”.
Ask students to write one brief reason for each choice.
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Students select “will have left” for completion before 7 p.m. and “will be preparing” for an action in progress at 7 p.m., then give a reason for each answer. | Correct first choice and reason — 1 point. Correct second choice and reason — 1 point. Stage maximum — 2 points. | |
| Reflection 2 min |
Runs the "How much did you like the lesson?" reflection. Hold the gauge to rate the lesson from 0 to 100 — see the class average instantly.
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Students complete the "How much did you like the lesson?" reflection and assess their understanding of the topic. | Accurately states the use of each tense — 1 point each, max 2 points. Gives a relevant reflection on feedback — 1 point. Stage maximum — 3 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep bags and personal belongings clear of walkways so students can move safely between paired activities. Use classroom devices and presentation equipment only as instructed, and keep cables away from walking areas. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 10 класс
- Язык
- Английский
- Направление обучения
- Гуманитарное
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