Term 2

Unit 4. Investigate and report on timekeeping devices.

School №

Date: 9.12.22

Teacher’s name:Moldagulova A

Grade 11A

Number present:

Number absent:

Theme of the lesson:

Timekeeping devices

Learning objectives(s) that this lesson is contributing to

11.L4 - implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.L8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.R5 - deduce meaning from context in extended texts on a wide range of familiar and unfamiliar general and curricular topics

Lesson objectives

• listen and describe each timekeeping device using new topical vocabulary

• listen and distinguish the detailed information choosing correct answer

• discuss in groups the importance of timekeeping devices

Value links

Manage your time wisely.

Plan

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Assessment

Resources

Beginning the lesson

The lesson greeting.

Warm up

Draw a picture piece by piece

• Draw students' attention to the board, then draw a dot and ask what associations they can make.Then draw a line and draw until the students come up with the theme of time.

• Look at the board what do you see? .Give associations

-What is the theme of our lesson?

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

• listen and describe each timekeeping device using new topical vocabulary

• listen and distinguish the detailed information choosing correct answer

discuss in groups the importance of timekeeping devices

Grаphic orgаnizer:“Аnticipаtion guide

-Students you should should reаd the stаtements аnd complete the grаphic orgаnizer: “Аnticipаtion guide” individually with your predictions the first column “Before reаding”.

Ss respond to greeting аnd tаke their plаces.

Ss guess the theme of the lesson

-Ss in individually complete the first column before reаding “Аnticipаtion guide” with their predictions or prior knowledge аnd build curiosity аbout а new topic

Verbаl аssessment by the teаcher

Peer assessment

Lead-in. Picture gallery

- You must complete the map in pairs. Look around the classroom and you will see pictures on the wall. Pictures have letters at the bottom. Match a letter with a word.

-one of you will be writer the other one will be helper.

Focus attention on the pictures.Check the meaning of the words

-Look at the whiteboard, check your answers and repeat after me.

-Who hasn’t got any mistakes?

-Who has got one mistake?

To record the vocabulary.

Ss complete the cards with words. (individually) compare the answer in pairs

and check as a whole class.

Ss walk around the class and complete the paper

Ss record the words by completing card

Main activities

Ss answer to my questions.

-Which is the oldest clock? Newest?

Gap-fill

-and to find out about this, let's open our

books on page 34 Ex 1 and read the text The Timeline of Timekeeping and complete the text with the timekeeping devices in exercise 1. (Pair work)

-Listen to an interview with a historian and

check your answers to exercise 2.

Ss complete the text again individually. Exercise 4 page 35. (Audio 2.02)

Allows students a minute to read the questions.

Gives students time to read through the sentences.

Play the recording again. Students compare

answers and correct the sentences which are false.

-Listen again. Are the sentences true or

false? Correct the false sentences

1 Sundials are always accurate.

2 Water clocks were often used with another clock to make sure they were accurate.

3 Candle clocks appeared at around the same time as hourglasses.

4 The first clock towers didn’t display the time visually.

5 The minute hand didn’t appear on clock faces until pendulum clocks were invented.

Assessment criteria:

• Identify detailed information from recording correct with appropriate information about timekeeping devices

High level – 5 points

Mid level – 3 points

Low level – 2 point

G) (FA) Active method “Think,pair,share”

-Ss in group complete timeline by chronologically order according to the invention and choose one timekeeping device to talk about the importance of it Then a speaker of your group will present this devise.

- Ss have to write the words missing from a text.

-Ss listen and check

1sundial

2 water clocks

3 candle clocks

4 Hourglasses

5 Mechanical clock

6 Pendulum clock

7quarts wristwatch

8 atomic clocks

Ss swop their notebooks by clockwise

1

Students compare

answers and correct the sentences which are false.

-Ss in group complete timeline by chronologically order according to the invention and choose one timekeeping device to talk about the importance of it

Check in pair

Check answers in pair

Ending the lesson

Students in pаir complete Grаphic orgаnizer:- “Аnticipаtion guide” the second column аfter reаding for scаnning.

• Check аnswers with the clаss аnd then reаd out the informаtion

Peer аssessment

(I)Active method “Plus-Minus-Interesting”. Reflection.

Cards

Descriptors:

Points

Chooses F

1

Chooses T

1

Chooses F

1

Chooses T

1

Chooses T

1

TotalT

5

Exercise 1 page 34.

Focus attention on the pictures. Check the meaning of the words. Students then match the timekeeping devices with the images. Check the answer as a

class. Then ask students to discuss the question.

Exercise 2 page 34.

Ask students to read the quiz quickly and complete it with words from exercise 1. Check answers as a

Presentation

Video and images

class.

Handouts with task

Exercise 3 page 35. (Audio 2.02)

Play the recording for students to check their

answers. Check answers as a class.

Main

Activities

Exercise 4 page 35. (Audio 2.02)

Allows students a minute to read the questions.

Gives students time to read through the sentences.

Play the recording again. Students compare

answers and correct the sentences which are false.

Exercise 5 page 35.

Go through the words together. Check meaning

and pronunciation. Ask students to read the text

and complete it. Check answers as a class.

Ending the lesson

Giving the homework. WB ex.1-3 p.34.

Ask students: What have you learned today? What can you do now? and elicit answers: I can talk about timekeeping devices.

Additional information

Differentiation –

how do you plan to give more

Assessment –

support? How do you plan to

how are you planning to check

Critical thinking

challenge the more able

learners’ learning?

learners?

Differentiation can be achieved

Observe learners when participating in reading, listening, speaking, writing. Did each learner involved into work? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other).

Students think critically,

by task (selection of learning

exploring, developing,

materials and resources based on

evaluating and making choices

student strengths).

about their own and others’

By support. Less able learners

ideas

will be supported through step-

by-step instructions, graphic

organizers, sentence frames,

glossaries, thinking time. Small

group learning.

By outcome providing challenge,

variety and choice.