№

Темы

Количество часов

Дата

1

Vocabulary: Meeting new people

Grammar: Present tenses overview

1

2

Vocabulary: Family and relationships

Grammar: Past tenses review

1

3

Vocabulary: Family and relationships

Grammar: “Used to” and “ would”

1

4

Vocabulary: Studying

Grammar: The present for future events

1

5

Vocabulary: Studying

Grammar: Future review

1

6

Vocabulary: Studying

Grammar: The passive

1

7

Vocabulary: Working

Grammar: The passive with modals and other passive constructions

1

8

Vocabulary: Working

Grammar: Phrasal verbs

1

9

Vocabulary: Working

Grammar: Wishes and regrets

1

10

Vocabulary: Working

Grammar: Subjunctive mood

1

11

Vocabulary: Meeting and presenting

Grammar: Forming questions, types of questions

1

12

Vocabulary: Meeting and presenting

Grammar: Reported speech

1

13

Vocabulary: Meeting and presenting

Grammar: Reported speech

1

14

Vocabulary: Environmental concerns

Grammar: Types of verbs, action and state verbs

1

15

Vocabulary: Environmental concerns

Grammar: Infinitives and participles

1

16

Vocabulary: Environmental concerns

Grammar: Conditional sentences

1

17

Vocabulary: Tradition and superstition

Grammar: Modal verbs

1

18

Vocabulary: Tradition and superstition

Grammar: Complex object

1

19

Vocabulary: Tradition and superstition

Grammar: Complex subject

1

20

Vocabulary: Media and celebrity

Grammar: Articles review

1

21

Vocabulary: Media and celebrity

Grammar: Either / neither / both

1

22

Vocabulary: Media and celebrity

Grammar: Nouns overview

1

23

Vocabulary: Crime and the law

Grammar: Pronouns overview

1

24

Vocabulary: Crime and the law

Grammar: Numbers

1

25

Vocabulary: Crime and the law

Grammar: Quantity

1

26

Vocabulary: Customs and cultures

Grammar: Relative clauses: defining and non-defining

1

27

Vocabulary: Customs and cultures

Grammar: There is/There are

1

28

Vocabulary: Customs and cultures

Grammar: Ellipsis

1

29

Vocabulary: Customs and cultures

Grammar: Inversion

1

30

Vocabulary: Technology and the future

Grammar: Adjectives, gradable and non-gradable adjectives

1

31

Vocabulary: Technology and the future

Grammar: Comparative and superlative adjectives

1

32

Vocabulary: Art and culture

Grammar: Adverbs review

1

33

Vocabulary: Art and culture

Grammar: Prepositions review

1

34

Vocabulary: Art and culture

Grammar: Suffixes and prefixes

1

LESSON 1

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Meeting new people

Grammar: Present tenses overview

Learning objectives

11.3.3 Explain and justify their own point of view on a range of general and curricular topics

11.5.1 Plan, write, edit and proofread work at a text level with little or no support on a range of general and curricular topics

11.5.6 write coherently at a text level using a variety of connectors on a growing range of general and curricular topics

11.5.7 Use independently an appropriate layout on a growing range of general and curricular topics

Lesson objectives

All learners will be able to:

students will be able to use present tenses (Present Simple, Present Continuous) to describe themselves and ask/answer questions when meeting new people.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

1. Warm-Up

Objective: Set the context and activate prior knowledge.

Activity: Brainstorm phrases commonly used when meeting someone for the first time.

T writes: "What do you say when you meet someone new?"

Transition: Introduce the lesson focus on meeting people and using present tenses.

Greeting

Students share ideas (e.g., "Hi, my name is...", "Where are you from?").

Middle

35 min

1. Objective: Teach/review the use of Present Simple and Present Continuous in the context of meeting people.

Present Simple:

Use for general facts, habits, routines.

Example sentences:

"I live in Paris."

"I work as a teacher."

Present Continuous:

Use for actions happening right now or temporary situations.

Example sentences:

"I am visiting London this week."

"I am learning English."

2. Practice Examples:

T asks: “What tense is this?” and elicits the rules.

Interactive Example:

T: “I am teaching now. What are you doing now?”

Students answer using Present Continuous.

3. Controlled Practice

Objective: Practice the target grammar in a structured format.

Individual Task:

Fill in the blanks with the correct form of the verb (Present Simple or Present Continuous):

1. She _______ (work) in a bank.

2. They _______ (learn) Spanish this month.

3. I _______ (come) from Italy.

Pair Work: (Role-play)

Partner A: Pretend to be meeting someone for the first time.

Partner B: Respond using prompts:

Name, job, city, what you're doing today.

Example:

A: "Hi, I’m Sarah. Where are you from?"

B: "I’m from Spain. I’m living in London now."

4. Free Practice

Objective: Apply the target language in a real-world context.

Pair Work:

Scenario: You’re at a party, and you meet someone new.

Each student asks/answers 3-4 questions about hobbies, job, or travel plans.

Use both Present Simple and Present Continuous.

Students review the use of Present Simple and Present Continuous in the context of meeting people.

Students practice the target grammar in a structured format.

Verbal evaluation

Mutual evaluation

PPT

Video

Cards

End

5 min

REFLECTION

The class comes back to lesson objectives and discusses what they have achieved and what has left.

Saying goodbye

LESSON 2

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Family and relationships

Grammar: Past tenses review

Learning objectives

11.2.6 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

11.4.5- deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

Lesson objectives

All learners will be able to:

students will be able to use present tenses (Present Simple, Present Continuous) to describe themselves and ask/answer questions when meeting new people.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Objective: Activate prior knowledge and introduce the topic.

Activity: T writes on the board:

"Think about a special family event or a fun memory with friends. What happened?"

Transition: Explain that today’s lesson will focus on describing family and relationship memories using past tenses.

Greeting

Students share one or two-word answers (e.g., wedding, holiday, birthday).

Middle

35 min

1. Presentation

Objective: Teach/review the use of Past Simple and Past Continuous in the context of family and relationships.

Past Simple:

Use for completed actions in the past.

Example:

"I visited my grandparents last weekend."

"We had a family dinner."

Past Continuous:

Use for actions in progress at a specific time in the past or to set the scene.

Example:

"I was talking to my sister when the phone rang."

"At 7 PM, we were having dinner together."

Interactive Example:

T asks: “What’s the difference?” using:

"I met my cousin yesterday." (Past Simple)

"I was meeting my cousin when it started raining." (Past Continuous)

2. Controlled Practice

Objective: Practice the target grammar in a structured format.

Individual Task:

Fill in the blanks with the correct form of the verb:

My parents _______ (get) married in 1990.

I _______ (talk) to my brother when he suddenly _______ (shout).

We _______ (play) in the garden while my mom _______ (cook) dinner.

Pair Work: (Role-play)

Partner A: Share a story about a past family event.

Partner B: Ask follow-up questions using past tenses.

Example:

A: "Last year, we celebrated my grandparents’ anniversary."

B: "Who was there? What were you doing during the party?"

3. Free Practice

Objective: Use past tenses in a real-world context.

Pair Work:

Share a memory about a family gathering or a fun time with friends.

Include details about:

What happened (Past Simple).

What people were doing at a specific moment (Past Continuous).

Example:

"At my cousin’s wedding, I danced a lot. While we were dancing, my little brother fell asleep on a chair!"

Teacher’s Role:

Monitor conversations and provide feedback on grammar use.

Review the use of Past Simple and Past Continuous in the context of family and relationships.

St practice the target grammar in a structured format.

St share a story about a past family event

St use past tenses in a real-world context

Verbal evaluation

Individual evaluation

Mutual evaluation

PPT

Video

Cards

End

5 min

REFLECTION

You may ask students any of the followings:

Tell an English word you learned and what it means?

Describe a mistake you made and what learned from it?

Explain how you challenged yourself today?

Tell about something you noticed today?

Saying goodbye

LESSON 3

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Family and relationships

Grammar: “Used to” and “would”

Learning objectives

11.2.2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

11.2.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

11.3.3 explain and justify their own and others’ point of view on a range of general and curricular topics

Lesson objectives

All learners will be able to:

students will be able to use "used to" and "would" to talk about past habits and routines in the context of family and relationships.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Objective: Activate prior knowledge and introduce the topic.

Activity: Show a picture of a family gathering from the past (e.g., a black-and-white photo of a family picnic or celebration).

Ask: "What do you think these people used to do together?"

Encourage students to share quick ideas.

Transition: Introduce the lesson focus on describing past family habits and routines using "used to" and "would."

Greeting

Students do the instructions

Middle

35 min

1. Presentation

Objective: Teach/review the use of "used to" and "would."

"Used to":

Use for past habits, states, or situations that no longer happen.

Example:

"We used to visit my grandparents every summer."

"I didn’t use to like vegetables."

"Would":

Use for repeated past actions (but not states).

Example:

"My dad would always tell us bedtime stories."

Interactive Examples:

Show a short video clip of a family scene from the past

Pause the video and ask:

"What did they use to do?"

"What would they do every weekend?"

2. Controlled Practice

Objective: Practice the target grammar in a structured format.

Individual Task:

Complete the sentences with "used to" or "would":

We _______ (play) board games after dinner when I was a child.

My grandmother _______ (tell) us stories about her childhood.

I _______ (not get) along with my brother when we were younger.

Pair Work:

Show pictures of family scenes (e.g., a picnic, playing games, holiday dinner).

Partner A: Describe what people "used to" or "would" do in the picture.

Partner B: Ask follow-up questions.

Example:

A: "They used to play in the park every weekend."

B: "Did they always play football?"

3. Free Practice

Objective: Use "used to" and "would" in real-world contexts.

Pair Work:

Share memories of your family when you were younger.

Use prompts like:

What games did you play?

What traditions did you have?

Who used to do something funny?

Example Dialogue:

A: "My family used to have big Sunday dinners."

B: "What would you eat?"

A: "We would always have roast chicken and potatoes."

Teacher’s Role:

Monitor conversations, provide corrections, and encourage elaboration.

Students review the use of "used to" and "would."

St practice the target grammar in a structured format.

St describe what people "used to" or "would" do in the picture.

Verbal evaluation

Verbal evaluation

Verbal evaluation

example family memory video

PPT

Cards

Pics

End

5 min

Reflection: “3-3-1”

3 sentences to reflect on the lesson

3 adjectives to describe the lesson

1 word about the lesson

Saying goodbye

LESSON 4

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Studying

Grammar: The present for future events

Learning objectives

11.3.3- explain and justify own and others’ point of view on a wide range of general and curricular topics; 10.4.8 - use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

11.5.1- plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

11.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Lesson objectives

All learners will be able to:

Understand the use of Present Simple and Present Continuous for future events.

Apply the rules to real-life contexts.

Engage with the topic through interactive and collaborative activities.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Activity: "What’s on Your Calendar?"

Show a short video of people discussing their plans (use an app like Edpuzzle for interactive questions).

Ask students: What are they talking about? How do they describe their plans?

Greeting

Free talk

Individual еvaluation

Middle

35min

1. Presentation

Focus on Grammar Rules:

Present Simple for schedules (e.g., The train leaves at 6 PM.)

Present Continuous for arrangements (e.g., I’m meeting my friend tomorrow.)

Interactive Activity:

Use the app Kahoot to quiz students on the difference between Present Simple and Present Continuous with fun, competitive questions.

2. Practice

Individual Work

Task: Use an app like Google Jamboard. Provide incomplete sentences for students to complete:

The movie ___ (start) at 7 PM.

We ___ (have) lunch with Sarah on Sunday.

Pair Work

Task: "Plan a Weekend"

Each pair creates a mock weekend schedule using Present Simple and Present Continuous.

Use the app Padlet to share their plans.

Group Work:

Task: "Event Planner Game"

Groups role-play as event planners. Each group must schedule a day (e.g., a birthday party) using both tenses.

They present their schedule briefly.

3. Production

Game: "Grammar Race"

Use a game app like Quizlet Live. Students race to correctly match sentences with Present Simple or Present Continuous.

Students find the difference between Present Simple and Present Continuous with fun, competitive questions

St create a mock weekend schedule using Present Simple and Present Continuous.

Groups role-play as event planners. Each group must schedule a day

Verbal evaluation

Verbal evaluation

Verbal evaluation

Kahoot

PPT

Google Jamboard

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Learners list 3 things they found out/learnt on the lesson.

Saying goodbye

LESSON 5

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Studying

Grammar: Future review

Learning objectives

11.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

11.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics;

11.5.7 - use independently appropriate layout at text level on a range of general and curricular topics;

Lesson objectives

All learners will be able to:

Understand the usage of different future tenses.

Practice constructing sentences and dialogues using future tenses.

Engage with the topic through collaborative and interactive tasks.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "Predict the Future"

Show a short video (e.g., people making plans or predictions about the future).

Use an app like Edpuzzle to pause and ask: What tense are they using? What do you think will happen next?

Greeting

Students play Edpuzzle

Verbal evaluation

PPT

Middle

35 min

1. Presentation

Explain the Rules:

Future Simple (I will visit Paris next year) - for promises, decisions made at the moment, predictions without evidence.

Going to (I’m going to study hard) - for plans and predictions based on evidence.

Present Continuous (I’m meeting my friend tomorrow) - for fixed arrangements.

Visual Aid: Use Nearpod or Padlet to show examples with visual timelines.

2. Practice Activities

Individual Work

Task: Complete sentences using the correct future tense on Quizizz or a Google Form.

Example:

"Look at those clouds! It _____ (rain) soon."

"She _____ (visit) her grandmother next weekend."

Pair Work

Activity: "Planning a Day Out"

Pairs create a short dialogue planning an event, using at least two different future tenses. Example:

A: What will we do this weekend?

B: I’m going to book tickets for the movie.

A: Great! I’ll bring snacks.

Group Work (10 minutes)

Game: "Future Tense Bingo"

Each group gets a bingo card with scenarios (e.g., a prediction based on evidence, a spontaneous decision, a fixed arrangement).

Students must write or say sentences matching the scenarios to complete the card.

Use an app like Wordwall to gamify this task.

St complete sentences using the correct future tense on Quizizz or a Google Form.

Verbal evaluation

Verbal evaluation

Verbal evaluation

Kahoot, Quizizz, Nearpod

Printed Bingo cards or an online version

Markers and chart paper for group tasks

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

Learners list 3 things they found out/learnt on the lesson.

Saying goodbye

LESSON 6

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Studying

Grammar: The passive

Learning objectives

11.3.7 - use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics;

11.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics;

11.5.6 - write coherently at text level using a variety of connectors on a range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

Understand the structure and use of the passive voice.

Use passive voice accurately in context.

Engage in collaborative and interactive activities to reinforce learning.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "Spot the Passive"

Play a short video (e.g., a news report or cooking demo).

Students listen and identify examples of the passive voice (The cake is baked in the oven).

Discuss: Why is the passive used?

Greeting

Students listen and identify examples of the passive voice

Mutual avaluation

Video

Middle

35 min

1. Presentation

Focus on Grammar. Structure:

Present Simple Passive: The book is read by students.

Past Simple Passive: The cake was baked yesterday.

Explain with a visual diagram (e.g., subject-object flip, use of "be" + past participle).

Highlight when to use passive voice: when the agent is unknown, unimportant, or obvious.

Interactive Activity:

Use an app like Quizizz to create an online board with sentences. 2. Practice

Individual Work

Activity: Passive Voice Quiz

Use Kahoot or Quizizz for a quick quiz.

Example question: Rewrite: "She writes the letter."

A) The letter is written by her.

B) She is writing the letter.

Pair Work

Activity: "Describe the Process"

Show a picture or video of a process (e.g., making tea or recycling).

Partner A describes using active voice; Partner B converts it to passive.

Example: Partner A: "They boil water."

Partner B: "Water is boiled."

Group Work

Activity: "Who Did It?" Detective Game

Groups create a crime scene story using passive voice (e.g., The vase was broken. The fingerprints were found.).

Present their story to the class.

Students rewrite them in the passive voice in real-time.

St A describe a pic using active voice

St B convert it to passive.

Groups create a crime scene story using passive voice

Verbal evaluation

Individual evaluation

Verbal evaluation

Interactive apps: Kahoot, Padlet, Quizizz.

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning answering the questions:

- What has been learned today?

- What remained unclear?

- What is necessary to work on?

Saying goodbye

LESSON 7

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Working

Grammar: The passive with modals and other passive constructions

Learning objectives

11.2.6 Deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

11.3.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics

Lesson objectives

All learners will be able to:

Understand and use passive voice with modals and other passive constructions in context.

Develop confidence in forming and recognizing passive structures.

Engage in interactive, collaborative, and independent grammar activities.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "What Must Be Done?"

Play a video clip showing a workplace or household scene.

Ask: What needs to be done? Encourage students to respond using passive modals (The floor must be cleaned. The reports should be finished.).

Greeting

Free talk

Verbal evaluation

Video

Middle

35 min

1. Presentation

Focus on Grammar:

Passive with Modals:

Structure: Modal + be + past participle (e.g., This task must be completed.)

Other Passive Constructions:

Phrases like It is said that..., The book is believed to be...

Show examples and highlight differences between active and passive constructions.

Interactive Activity:

Use Padlet for students to create a live board of sentences converting active modal sentences into the passive.

Example: People can see the stars at night. → The stars can be seen at night.

2. Practice

Individual Work

Activity: Passive Modals Quiz

Use Kahoot or Quizizz to test comprehension.

Sample question:

Rewrite: You should complete the form.

A) The form should be completed.

B) The form is completing.

Pair Work

Activity: "Advice Column"

One student gives advice using active voice (e.g., You must fix the bike.).

The partner rephrases in passive voice (The bike must be fixed.).

Group Work

Activity: "Passive News Report"

Groups create a short news report using passive constructions (e.g., The new law is expected to be passed. The concert must be postponed.).

Present to the class.

Students make notes on differences between active and passive constructions.

St convert active modal sentences into the passive.

One student gives advice using active voice, other rephrases in passive voice

Groups create a short news report using passive constructions

Individual evaluation

Verbal evaluation

Verbal evaluation

PPT

Apps: Kahoot, Quizizz, Wordwall.

Short video clips or images for group activities.

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

What have you remembered on the lesson today?

What was new for you?

What information was interesting for you?

What is the difference of defining and non-defining relative clauses?

Hometask: revise grammar themes from the units

Saying goodbye

LESSON 8

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Working

Grammar: Phrasal verbs

Learning objectives

11.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

11.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Lesson objectives

All learners will be able to:

Identify and understand the meaning of common phrasal verbs in context.

Use phrasal verbs accurately in sentences and conversations.

Practice phrasal verbs through individual, pair, and group activities.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "Guess the Meaning"

Show a short video clip (e.g., a sitcom or vlog) with several phrasal verbs highlighted in subtitles (break down, look after, take off).

Ask students: What do you think these phrasal verbs mean?

Discuss briefly and introduce the topic.

Greeting

Free talk

Verbal evaluation

Video clip

Middle

35 min

1. Presentation

Focus on Grammar and Meaning:

Types of Phrasal Verbs:

Transitive/Intransitive (e.g., turn off the light vs. sit down).

Separable/Inseparable (e.g., turn it off vs. look after it).

Interactive Visual Aid: Use an app like Padlet or a mind-mapping tool to categorize phrasal verbs.

Video Clip:

Play a second video with phrasal verbs in context (e.g., a how-to video or an animated story).

Students jot down verbs they hear and guess meanings.

2. Practice

Individual Work

Activity: Phrasal Verbs Quiz

Use Kahoot or Quizizz to test understanding.

Example question:

What does "give up" mean?

A) To continue

B) To stop trying

Pair Work

Activity: "Complete the Sentence"

Provide pairs with half-complete sentences.

Example: I need to look __ my little sister this weekend.

Partners fill in the correct phrasal verb (e.g., look after).

Group Work

Activity: "Roleplay with Phrasal Verbs"

Groups create a short dialogue using at least 5 phrasal verbs (e.g., call off, pick up, run out of).

Perform the dialogue for the class.

Students practise phrasal verbs

Students jot down verbs they hear and guess meanings.

St fill in the correct phrasal verb

Groups create a short dialogue using at least 5 phrasal verbs

Individual evaluation

Verbal evaluation

Verbal evaluation

Apps: Kahoot, Quizizz, Padlet, Wordwall.

Short video clips with subtitles.

Task sheets for pair and group activities.

End

5 min

REFLECTION

What have I learnt?

What new words have I learnt?

What are my problems?

Saying goodbye

LESSON 9

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Working

Grammar: Wishes and regrets

Learning objectives

11.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

11.4.2 - understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics;

11.6.3 - use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Understand and use "wish" structures and the third conditional to express wishes and regrets.

Distinguish between wishes about the present, future, and past.

Practice and reinforce these structures through interactive and collaborative activities.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "If Only…"

Show a short video clip (e.g., someone missing a train, forgetting a birthday, or making a mistake).

Ask: What do you think the person is regretting?

Write responses on the board (e.g., If only I had set an alarm!).

Introduce the topic of expressing wishes and regrets.

Greeting

Verbal evaluation

Short video clip

Middle

35 min

1. Presentation

Grammar Explanation:

Wishes about the Present:

Structure: I wish + past simple (e.g., I wish I were taller.).

Used to express unreal situations or desires.

Wishes about the Past:

Structure: I wish + past perfect (e.g., I wish I had studied harder.).

Used to express regrets.

Wishes about the Future:

Structure: I wish + would/could + base verb (e.g., I wish he would stop talking.).

Used to express frustration or hope for change.

Interactive Diagram: Create a timeline on Padlet to illustrate when each structure is used.

Video Clip:

Play a clip showing people expressing regrets or wishes.

Ask students to identify the grammar structures used.

2. Practice

Individual Work

Activity: Grammar Quiz on Quizizz or Kahoot

Example question:

I didn’t go to the party, and now I regret it.

A) I wish I went to the party.

B) I wish I had gone to the party.

Pair Work

Activity: "Regretful Conversations"

Partner A describes a situation using active voice (e.g., I didn’t prepare for the test.).

Partner B rephrases it with a regret or wish (I wish I had prepared for the test.).

Group Work

Activity: "Wishful Roleplay"

Groups create a short skit where characters express wishes and regrets.

Example scenario: Someone missed a flight, forgot their homework, or had a bad day.

Each group performs their skit using at least 3 wish/regret structures.

Students identify the grammar structures used.

St describe a situation using active voice, other st rephrases it with a regret or wish

Groups create a short skit where characters express wishes and regrets

Verbal evaluation

Verbal evaluation

Verbal evaluation

Verbal evaluation

Apps: Kahoot, Quizizz, Padlet.

Short video clips with scenarios.

Bingo cards (digital or printed).

End

5 min

REFLECTION

Students reflect on the lesson answering the questions:

• What have you remembered on the lesson today?

• What was new for you?

• What information was interesting for you?

• What pros and cons of a mobile phone can you name?

Saying goodbye

LESSON 10

School:

Date:

Teacher name:

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Vocabulary: Working

Grammar: Subjunctive mood

Learning objectives

11.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

11.5.7 - use independently appropriate layout at text level on a range of general and curricular topics ;

11.3.6 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

Lesson objectives

All learners will be able to:

Understand the form and function of the subjunctive mood in English.

Use the subjunctive mood accurately in hypothetical, formal, and emotional contexts.

Practice through individual, pair, and group tasks with interactive tools.

Plan

Planned timings

Planned activities

.

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

Warm-Up

Activity: "If I Were a Millionaire…"

Write the phrase If I were a millionaire… on the board.

Students complete it with a hypothetical scenario (…I would buy a yacht.).

Briefly discuss why we use "were" instead of "was" and introduce the subjunctive mood.

Greeting

Students complete the phrase

Verbal evaluation

PPT

Middle

35 min

1. Presentation

Grammar Explanation:

Subjunctive for Hypotheticals:

Structure: If + subject + were + complement (e.g., If I were you…).

Subjunctive for Formality/Desires:

Verbs like recommend, suggest, insist + that + base verb (e.g., I recommend that she study harder.).

Subjunctive for Emotions/Desires:

Expressions like It’s essential that…, I wish…

Interactive Diagram: Use Padlet or a mind-mapping tool to categorize subjunctive uses and structures.

Video Clip:

Play a short video (e.g., a speech or scene from a movie) where the subjunctive mood is used (e.g., It’s crucial that you be here on time.).

Students identify examples of the subjunctive mood.

2. Practice