CHECKED _____________
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Short-term plan for English language in Grade 11
| Unit | Curricular: biology |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Grammar: determiners: Articles – Generic use |
| Learning objectives covered in this lesson (curriculum reference) | 11.3.7.2 – use appropriate subject‑specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 – recognize patterns of development in lengthy texts [inter‑paragraph level] on a range of more complex and abstract general and curricular topics |
| Lesson goal |
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Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | SEN support | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|---|
| Lesson opening (5 min) Engagement (storytelling with mistake) |
Teacher says: “Good morning! Today we begin with a short story about a biologist. Listen carefully — I’ve hidden a grammar mistake. Raise your hand when you hear it.” Story: “A biologist was studying a cell from a sheep. She said: ‘The DNA is the blueprint of life. An organism like sheep can be cloned. But we must remember that the cloning is still expensive.’” Pause after each bold phrase. Elicit the mistake: “the cloning is wrong – we need zero article: cloning (generic uncountable).” Write on board: Generic article rules → the + singular countable / a + singular / zero + plural/uncountable |
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SEN support
Visual cue card with three patterns (icons: one sheep / one apple / many cells) on desk. Story printed with underlined phrases for slower readers. |
Descriptors (no points): identifies mistake, participates in correction, copies patterns. | Printed story slip (A5), board markers, cue cards. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | |||||