CHECKED _____________
____________________
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 – Problems/Causes (IELTS) |
| 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 | 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) Engagement (method: real‑life news hook) |
Teacher says: “Look at this headline: ‘Plastic waste in oceans triples by 2030 – UN report.’ What problems does this cause? What are the root causes? Turn to your neighbour and predict two problems and two causes. In 1 minute I will ask for your ideas.” Teacher listens, writes 2–3 student answers on the board. “Today we will learn how to structure problems and causes exactly as required in IELTS Writing Task 2.” | Students read the headline, discuss in pairs, predict problems (e.g. marine life extinction, health risks) and causes (e.g. overproduction of plastic, poor waste management). 2–3 pairs share with class. | Descriptors (no points): • actively participates in pair discussion • offers at least one plausible problem and one cause • listens to peers. | Slide with news headline; whiteboard / smartboard; markers. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||