CHECKED _____________
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Short-term plan for Английский язык in Grade 11
| Unit | Writing |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Writing Task 2 – Problem and solutions |
| Learning objectives covered in this lesson (curriculum reference) |
11.5.1 – independently plan, write, edit and correct work at the text level on a wide variety of general and curricular topics; 11.5.2 – use a wide variety of vocabulary corresponding to the topic, genre, grammatically correctly spelled out; 11.5.3 – write grammatically correctly on a wide variety of general and curricular topics; 11.5.4 – use the appropriate style and register to achieve a certain level of formality in a wide variety of genres of writing on general and curricular topics; 11.5.5 – develop logical arguments with minimal support by giving, if necessary, examples and reasons for a number of written genres on familiar general and curricular topics; 11.5.6 – write coherently at the text level, using various copula words, on a wide variety of familiar general and curricular topics; |
| Lesson goal |
|
| Value for integration | Unity and solidarity |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engage |
Provocative question + quick voting: “Every year, 1.3 billion tons of food is wasted globally, while 1 in 9 people go to bed hungry. Is food waste a problem we can solve individually, or does it require international unity? Raise your hand if you believe individual actions matter. (pause) Now, who thinks only governments can fix this?” Brief debrief: “Interesting split! Today we’ll learn how to write about complex problems and propose realistic solutions — and you’ll see that solidarity (unity) can appear even in an essay.” 🤖 AI support: Use ChatGPT to generate 2–3 alternative provocative questions on environmental/social issues (personalised for class interests). |
• Listen to the question. • Vote by raising hands. • 2–3 students briefly share opinion (30 sec each). • Reflect on the idea that problems often need both individual and collective action. |
Descriptors (no points):
|
• Whiteboard / smartboard for voting tally. • Slide with statistic (FAO). • ChatGPT-generated discussion prompts (optional). |
| Откроется после регистрации: Lesson middle (20-25 min) · Lesson end (5-10 min) · Reflection (5 min) | ||||