CHECKED _____________
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Short-term plan for Английский язык in Grade 11
| Unit | Unit 1. Making connections in biology |
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Junk food |
| Learning objectives covered in this lesson (curriculum reference) | 11.3.7.2 – use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics 11.4.7.1 – recognize patterns of development in lengthy texts [inter-paragraph level] on a range of more complex and abstract general and curricular topics |
| Lesson goal |
|
| Value for integration | The working person |
Lesson flow
| Lesson stage / Time | Teacher actions (complete prompts and instructions) | Student actions | Assessment (criteria • descriptors • points) | Resources |
|---|---|---|---|---|
| Lesson opening (5 min) Engagement (riddle / brain‑teaser) |
Teacher says: “Listen to a short riddle. I am everywhere – in schools, in offices, in hospitals. I taste sweet or salty, but I make you tired and sick if you eat too much. I am cheap and quick. What am I?” Pause for guesses. “Yes, junk food. Now in pairs, write one hypothesis: why do people eat junk food even if they know it’s unhealthy? Share three ideas.” |
Students listen, think, and respond (junk food, fast food, processed snacks). In pairs they discuss and write one hypothesis (e.g., “Because it’s cheap and tasty”, “Because of advertising”). Two pairs share aloud. | Descriptors (no points): • contributes an idea in pair • offers a hypothesis about junk food consumption • listens and respects other opinions |
– whiteboard / projector – slide with riddle text – notebook for pair notes |
| Откроется после регистрации: Lesson middle (20-25 min) · AI‑assisted subtask (part of group work… · Lesson end (5-10 min) · Reflection (5 min) | ||||