CHECKED _____________
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Short-term plan for Английский язык in Grade 11
| Unit | Unit 9 “Clothes’ Journeys” |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Summative Assessment for the Unit 9 “Clothes’ Journeys” |
| Learning objectives covered in this lesson (curriculum reference) |
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| 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 (Riddle) |
Teacher: "Good morning! To warm up our minds for today's assessment, I have a riddle for you. Listen carefully: 'I am born in a field, transformed in a factory, sold in a store, worn for a season, and often end my life in a landfill. My journey is long, but my use is sometimes short. What am I, and what is the biggest problem with my journey?' Take a moment to think. What could this be? Share your hypotheses."
Possible prompts: "Think about our unit topic. What items have a complex lifecycle?" Script: After 1 minute: "Okay, who has an idea? Yes, Aruzhan?" (Listens). "Interesting. Anyone else? Yes, it's a piece of clothing, specifically fast fashion. The problem is environmental waste. This riddle encapsulates the 'Clothes' Journeys' we've studied and sets the tone for today's tasks." |
Students listen to the riddle. They think individually and then volunteer answers. Possible responses: "A T-shirt?", "Jeans?", "Fast fashion?", "The problem is pollution/ waste." They engage in brief discussion. | Descriptors:
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Whiteboard/Projector (to display the riddle). AI Tool: A text generator (like ChatGPT) could be used to create multiple thematic riddles for differentiation. |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||