CHECKED _____________
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Short-term plan for Английский язык in Grade 11
| Unit | Английский язык |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Questions 2 |
| Learning objectives covered in this lesson (curriculum reference) |
11.6.9 - употреблять широкое разнообразие глаголов в форме настоящего и прошедшего времен, включая растущее число тонких различий [аспекты прошедшего времени и завершенности/аспекты простого времени и длительности] на большое разнообразие общих и учебных тем 11.3.2 - задавать и отвечать на открытые вопросы высокого порядка, используя соответствующий синтаксис и лексику на ряд общих и учебных тем, в том числе некоторых незнакомых тем; |
| Lesson goal |
|
| Value for integration | Law and order |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (Riddle) |
Teacher: "Good morning! Let's start with a language puzzle. I'm going to say a question, but I want you to listen carefully to HOW I ask it. 'Can you tell me where the library is?' Now, a direct question would be 'Where is the library?'. My version sounds more polite, doesn't it? Here's your riddle: What is the grammatical 'magic trick' that transforms a direct question into a more formal or polite one, and why might this be especially important when talking to a police officer, a judge, or in a formal complaint? Discuss your hypotheses with your neighbor for one minute."
Teacher circulates, listens to hypotheses. After a minute, asks for ideas. Possible student answers: "You change the word order," "You add a polite phrase at the beginning," "It sounds less direct/rude." Teacher confirms: "Exactly! This 'trick' is called forming an Indirect Question. Today, we'll master this skill, connecting it to the value of Law and Order, where clear and respectful communication is key." |
Students listen to the riddle. They discuss in pairs, formulating hypotheses about the grammatical structure and its social importance. Volunteers share their ideas with the class. |
Descriptors:
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Whiteboard/marker. AI Tool: A language model (e.g., ChatGPT) can be pre-prompted to generate a list of contrasting direct vs. indirect questions on the board to visually support the riddle after discussion. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||