CHECKED _____________
____________________
Short-term plan for English in Grade 11
| Unit | STEM |
|---|---|
| Teacher’s name | ____________________ |
| Date | _____________ |
| Class | Grade 11 Attendance: _____ Absent: _____ |
| Lesson topic | Mixed Conditionals |
| Learning objectives covered in this lesson (curriculum reference) |
11.C.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world; 11.R.2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics; 11.S.1 - use formal and informal language registers in talk on a range of general and curricular topics, including some unfamiliar topics; 11.S.6 - navigate talk and modify language through paraphrase and correction in talk on a wide range of familiar and some unfamiliar general and curricular topics; 11. UE.5 - use a range of transitive and intransitive verb complementation patterns on a wide range of general and curricular topics |
| Lesson goal |
|
| 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 (Brainstorming) |
Teacher: "Good morning! Today we're diving into the fascinating world of hypotheses and consequences in science and life. Let's start with a simple question: What if the internet had never been invented? Think for 30 seconds. I want to hear your ideas about the consequences for science, communication, and your personal life. Let's brainstorm." (Writes student ideas on the board, categorizing them as 'past condition -> present result' or 'present condition -> past result' without naming the grammar yet). "Interesting perspectives! These 'What if' scenarios are powerful tools for reflection, and today we'll learn the precise grammatical structures to express them." | Students think individually, then volunteer answers. Possible responses: "Scientists would collaborate more slowly," "We would use libraries more," "If we didn't have the internet now, last year's research would have been much harder." They listen to the teacher's categorization. |
Descriptors:
|
Whiteboard/markers, student notebooks. AI Tool: Mentimeter or AnswerGarden for real-time anonymous brainstorming. Helps achieve 11.C.10 by visually aggregating diverse perspectives instantly. |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||