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КСП «Feedback for the summative assessment» по английскому языку, 11 класс

Краткосрочный план урока по английскому языку для 11 класса по теме «Feedback for the summative assessment». Открыты цели обучения, цели урока и начало урока; весь план и файл Word — после бесплатной регистрации. Материал написан на английском языке.

  • Английский язык
  • 11 класс
  • Обновлено 25.09.2026
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Short-term plan for Английский язык in Grade 11

UnitUnit 10
Teacher’s name____________________
Date_____________
ClassGrade 11   Attendance: _____   Absent: _____
Lesson topicFeedback for the summative assessment
Learning objectives covered in this lesson (curriculum reference) 11.1.7 – build and defend a logical argument while speaking or writing;
11.1.8 – develop intercultural sensitivity through reading and discussion;
11.2.8 – recognize contradictions in an argument during free discussion on a range of general and academic topics, including some unfamiliar ones;
11.4.1 – understand the complex and abstract main points of free discussion within a wide variety of familiar and unfamiliar general and curricular topics;
11.4.2 – understand specific information and details of voluminous texts on a wide variety of familiar and unfamiliar general and curricular topics;
11.6.1 – use pre- and post-modifying structures with nouns on a variety of general and academic topics;
11.6.2 – use various determiners related to nouns of wide and additional use, as well as textual references to a wide variety of general and curricular topics;
11.6.3 – use various adjectives in combination with the word that /zet, infinitive and wh- clauses / x-clauses on a wide variety of general and curricular topics.
Lesson goal
  • Goal 1 (argumentation): Students will be able to identify at least two contradictions in a peer’s argument during the feedback discussion, using evidence from their own written work.
  • Goal 2 (intercultural sensitivity): Students will discuss how different cultural perspectives influence the interpretation of “professionalism” in academic feedback, providing at least one example from their reading.
  • Goal 3 (language structures): Students will correctly use at least two pre-modifying (e.g., compound adjectives) and two post-modifying structures (e.g., reduced relative clauses) when giving written feedback on a sample text.
Value for integration Diligence and professionalism

Lesson flow

Lesson stage / TimeTeacher actions (complete prompts and instructions)Student actionsAssessment (criteria • descriptors • points)Resources
Lesson opening (5 min)
Engagement (method: visual provocation)

Teacher: “Look at this meme on the screen. It shows a student saying: ‘I finished my SA but I forgot to check the rubric.’ Why is this about us today?” (image: meme with tired student and rubric).

Teacher leads a 1‑min pair share: “Turn to your partner and share one connection to your own experience.”

Whole‑class discussion: 2‑3 students share. Teacher links to diligence and professionalism – finishing what we start and quality work.

AI tool: generate meme using imgflip or DALL·E prompt “student tired after summative but ignoring rubric”.
  • Observe the meme, think individually (10 sec).
  • Pair share (1 min): discuss a time they missed feedback or a rubric point.
  • Volunteer responses: “I once ignored the word limit and lost points” / “I didn’t use the feedback from the last SA.”
 Descriptors (no points):
  • Contributes a relevant personal connection.
  • Actively listens to partner.
  • Shows willingness to reflect on own mistakes.
  • Projector / screen with meme (AI‑generated or from stock).
  • Whiteboard.
Откроется после регистрации: Lesson middle (20‑25 min) · Lesson end (5‑10 min) · Reflection (5 min)

Материал опубликован обезличенно: имя автора и название школы из него убраны.

В справочнике учителя: Как составить КСП по 130 приказу пошагово: пример и шаблон

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