CHECKED _____________
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Short-term plan for English language in Grade 11
| Unit | I. Making connections in Biology |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Сloning |
| Learning objectives covered in this lesson (curriculum reference) | 11.W8 — communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics; 11.R3 — understand the detail of an argument – both explicitly stated and implied – in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
| Lesson goal |
|
| Value for integration | Creativity and innovation |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engage |
Mini‑game: “Clone or no clone?” (timer 2:00) Teacher says: “Stand up if you think the statement is true about cloning; stay seated if false.” Statements (projected one by one):
After each, teacher asks “Who can explain quickly?” Collects 2–3 short answers. Transition: “Today we will explore arguments about cloning — both what is said and what is implied.” |
|
Descriptors (no points): - responds physically (engagement) - offers at least one reason (verbal) - shows curiosity about the topic |
Projector / slides with 4 statements; timer (online or phone); whiteboard for quick notes |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||