CHECKED _____________
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Short-term plan for Английский язык in Grade 11
| Unit | Reading |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Reading: Answering multiple choice questions |
| Learning objectives covered in this lesson (curriculum reference) |
11.4.3 - fluently read a number of long texts at a speed sufficient to determine their content that deserves additional reading on a number of complicated and abstract, general and curricular topics; 11.4.5 - to establish the meaning from the context of voluminous texts on a wide variety of familiar and unfamiliar general and curricular topics; 11.4.6 - to determine the attitude, opinion or tone of the author in voluminous texts on a number of more complex and abstract general and curricular topics; 11.4.8 - select and evaluate paper and digital information resources to clarify the meaning and in-depth understanding; 11.4.9 - to recognize inconsistencies of arguments in voluminous texts on more complex and abstract general and curricular topics; |
| Lesson goal |
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| Value for integration | Diligence and professionalism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (method: real-life case & prediction) |
Teacher: "Good morning! Look at this headline from The Guardian (2024): 'Rising sea levels threaten 200 million people by 2050 – new study'. I want you to predict: what kind of arguments will the article use? Will the author be alarmed, neutral, or optimistic?" Teacher writes predictions on the whiteboard. "Now, I’ll give you two multiple-choice options – which one fits the article’s tone? Let’s check after we read an excerpt." Teacher shows a short paragraph (80 words) from the article with two MC options. Students vote by hands. "Great discussion! We will use these skills today: answering multiple-choice questions about tone, detail, and argument." |
- Students listen to the news hook. - They predict tone/arguments verbally. - They read the short excerpt and vote on the tone (A – alarmed / B – neutral). - They justify choice with a partner. |
Descriptors (no points): • Participates in prediction • Makes a reasonable guess about tone • Uses at least one phrase from the text to support choice |
- Whiteboard / markers - Projector with news headline (Canva slide) - Short excerpt handout (or slide) 🤖 AI tool: ChatGPT generates 2 plausible multiple-choice options for tone (alarmed / neutral). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||