CHECKED _____________
____________________
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 | Role-play (ex5-11) |
| Learning objectives covered in this lesson (curriculum reference) |
11.3.2.1 - 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 11.4.6.1 - recognise the attitude, opinion or tone of the writer in extended texts 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 (method: Storytelling with a deliberate mistake/trigger) |
Teacher says: "Good morning, everyone! Sit down, please. Today we’re going to talk about people who work in biology labs. Listen to a short story. I visited a biotech company last week. I saw a scientist, Dr. Aisha, who was growing bacteria in a huge tank. She told me: 'We use these bacteria to produce insulin for diabetic patients. It’s a hard job, but I love it because my work helps people.' Then she showed me a machine that reads DNA sequences. She said: 'This machine was invented by a farmer who wanted to improve crop yields.' Wait—a farmer invented a DNA sequencer? Is that true? Hmm, I’m not sure. What do you think? Is that possible? Can a farmer invent a DNA sequencer?" (Teacher pauses for 10 seconds, scanning faces.) "Let’s check the truth in today’s lesson." Note: The deliberate mistake is that a farmer did not invent a DNA sequencer; it was developed by scientists and engineers. This triggers curiosity and critical thinking. |
Students listen to the story. Some might raise eyebrows, whisper, or shake heads. After the teacher asks "Is that possible?", students respond: "No, a farmer wouldn’t have that training." / "Maybe if they studied engineering too?" / "It sounds unlikely." They share initial ideas briefly. |
Descriptors (no points): • Student expresses an opinion (correct or not) about the story’s plausibility. • Student uses prior knowledge or logic to question the information. • Student participates in the brief class discussion. |
• Teacher’s oral story • Whiteboard for noting student ideas (optional) |
| Откроется после регистрации: Lesson middle (25 min) · Lesson end (10 min) · Reflection (5 min) | ||||