CHECKED _____________
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Short-term plan for English language in Grade 11
| Unit | Unit 1: Investigate and report on animal world: bats, eagles, bees and dolphins |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | The golden eagle |
| Learning objectives covered in this lesson (curriculum reference) | 11.3.7.1 – use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.5.8.1 – communicate and respond to news and feelings in correspondence through a variety of functions on a wide range of general and curricular topics |
| Lesson goal |
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| Value for integration | Taza Qazaqstan (Clean Kazakhstan) |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engage – real‑life news hook |
Teacher: “Good morning! Look at the screen — this is a real headline from last month: ‘Golden eagle found dead near power line in Almaty region – conservationists alarmed.’ What do you think happened? Why are power lines dangerous for eagles? Turn to your partner and predict 2 reasons.” Teacher shows short video (30 sec) of golden eagle flying near power lines. Elicits 2–3 ideas. Then says: “Today we’ll explore the golden eagle’s world and find out how we can help protect it.” AI integration (shared screen): “Let’s ask Perplexity (https://www.perplexity.ai) a quick question: ‘Main human threats to golden eagles in Kazakhstan.’ I’ll type it, you read the answer aloud.” Teacher displays result (1–2 cited sources). |
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Descriptors only (no points): • Actively participates in prediction. • Listens to AI answer and notes at least one threat. • Uses English for pair discussion. |
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| Откроется после регистрации: Lesson middle (20–25 min) · Lesson end (5–10 min) · Reflection (5 min) | ||||