CHECKED _____________
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Short-term plan for English in Grade 11
| Unit | Clothes journeys |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Clothes’ journeys |
| Learning objectives covered in this lesson (curriculum reference) |
11.3.2 – ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics 11.3.5 – interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics; 11.4.5 – deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics; |
| Lesson goal |
|
| Value for integration | Independence and patriotism |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement – Meme & discussion |
Show a meme/picture: a T‑shirt with tags “Made in Bangladesh”, “Designed in Italy”, “Sold in Kazakhstan”. Ask: “Why is this about us? What journey does this T‑shirt make before it reaches your wardrobe?” Teacher script: “Look at this image. In 30 seconds, share with your shoulder partner one idea. Then we’ll discuss.” 🤖 AI tool: use DALL·E / Midjourney to generate a meme-style image of a T‑shirt with passport stamps. |
|
Descriptors only, no points • Student expresses a plausible connection between the image and clothing journey. • Uses at least one vocabulary item (e.g. supply chain, export, global). |
Projector, slide with meme; whiteboard. |
| Откроется после регистрации: Lesson middle (20‑25 min) · Lesson end (5‑10 min) · Reflection (5 min) | ||||