КСП «Grammar — Present/Past Tenses and Cleft Sentences Summative Assessment for the Unit „The Animal World» по английскому языку, 11 класс

1. By the end of the lesson, students will accurately use at least five different present and past tense forms in written and spoken statements about animals, with no more than one tense error per 60–80 words of produced text.
2. By the end of the lesson, students will construct at least three cleft sentences (at least one It-cleft and one Wh-cleft) that correctly place emphasis on a chosen piece of information about the animal world.
3. By the end of the lesson, students will self-assess and peer-assess grammar accuracy against a checklist and correct at least two identified errors in their own or a partner’s work.

Teacher greets the class and says:

“Good morning, Grade 11! Today is our summative assessment lesson on tenses and cleft sentences in the unit «The Animal World». Before we start, I want to tell you a short story about a wildlife photographer. Listen carefully — there are grammar mistakes hidden in it. Your job is to catch them.”

Teacher reads the story twice at a natural pace:

“Last summer, a photographer named Aisha go to the steppe to film snow leopards. She was waiting for three days when finally a leopard appears near the rocks. It is the most beautiful animal she ever saw. She has took hundreds of photos since that morning. What she remembers most is not the photo — it was the silence of the mountains that she remembers. Now she is working on a new project about saiga antelopes.”

Teacher asks: “How many grammar problems did you notice? Turn to your partner for 60 seconds and compare your lists.”

Teacher collects answers on the board, confirms the four errors (go → went, appears → appeared, has took → has taken, word order in the cleft sentence), and links them to the lesson objective: “These are exactly the two grammar areas we are assessing today: present/past tenses and cleft sentences.”

Students listen to the story and individually note suspected errors (30 sec).

In pairs (6 pairs of 2 in a class of 12), they compare lists and agree on 3–4 errors (60 sec).

Pairs report their findings aloud; one student per pair names one error and corrects it.

Students copy the corrected sentences into their notebooks as a reference bank for the assessment task.

No points.

Descriptors:

• Identifies at least 3 of the 4 planted errors.
• Corrects the tense forms using the correct past/present form.
• Participates in pair discussion and reports at least one correction.

Teacher’s story script (printed or on screen).

Whiteboard / markers.

Notebooks.

Optional: Gamma slide with the story text for visual learners.