CHECKED _____________
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Short-term plan for English language in Grade 11
| Unit | I. Making contact |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Culture shock |
| Learning objectives covered in this lesson (curriculum reference) | 11.W2 write independently about factual and imaginary past and future events, activities and experiences on a wide range of familiar general and curricular topics 11.R3 understand the detail of an argument – both explicitly stated and implied – in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
| Lesson goal |
|
| Value for integration | Independence and patriotism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (mind‑map) |
Teacher says: “Take 1 minute to draw a quick mind‑map in your notebook around the phrase ‘Culture shock’. Write any words, feelings or situations that come to mind. Go!” After 1 min: “Now look at your map. Choose three associations that you find most interesting. I’ll ask a few of you to share.” Teacher picks 3 students (or invites volunteers) to explain their associations. Uses follow‑up questions: “Why did you write ‘language’ / ‘food’ / ‘home’?” Possible responses: “I wrote ‘confusion’ because everything is new”, “I wrote ‘Kazakh traditions’ because when I travel I miss our customs”. |
|
Descriptors only (no points) • Participates in mind‑map generation. • Selects three relevant associations. • Provides a brief oral explanation. |
Notebook, pen; board for shared words |
| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||