CHECKED _____________
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Short-term plan for English in Grade 11
| Unit | Making statements and providing information |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Use of English: Relative clauses |
| 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 (Storytelling with a trigger) |
Teacher: "Good morning, everyone. Before we start, let me tell you a short story about my friend, a young architect. 'My friend, that recently won a prestigious award, is someone for who I have great respect. The project she worked on, and which she is incredibly proud, involved sustainable design.' Did my story sound perfectly natural?" (Pause for reactions) "Exactly, there are a couple of hiccups. Your task is to listen carefully and identify what exactly sounded wrong in my sentences. You have 2 minutes to discuss with your desk partner." |
Students listen attentively to the story. They discuss in pairs, trying to spot the grammatical errors (misuse of 'that' in a non-defining clause, incorrect preposition 'for who'). They share their guesses with the class. | Descriptors (no points): • The student actively listens to the story. • The student participates in pair discussion. • The student attempts to identify the grammatical trigger. |
Whiteboard/Projector with the two incorrect sentences. Timer. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||