Travel and Transport lesson plan

8.3B Travel and Transport (Language with content)

LESSON 7-8 : Means of Transport

Lesson type: Revision, Skills development

School: NIS Aktobe

Date: 25.02.2015

Teacher name: Naukenbayeva D.S.

Grade: 8C

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

8.C10use talk or writing as a means of reflecting on and exploring a

range of perspectives on the world

8.S5 interact with peers to negotiate, agree and organize priorities and

plans for completing classroom tasks

8.W1plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

use subject-specific vocabulary to discuss means of transport

to brainstorm on the topic Transport

Most learners will be able to:

compare transport of the 20 and the 21 centuries

use descriptive adjectives to describe subjects

Some learners will be able to:

monitor debates

summarize debates

Previous learning

Simple Tenses, Infinitives and Gerunds

Planned timings

Planned activities

Resources

Start

10 min

Starter “Graffiti Wall”(BT: knowledge)

Learners take a minute to think about associations on the topic “Transport”. Learners come up to the graffiti wall and draw or write everything they want to share on the topic. When the graffiti wall is ready learners comment on their work. (W)

blank poster, markers

Middle

3 min

10 min

15 min

15 min

20 min

Teacher informs the objectives of the lesson

Discussion (BT: understand)

Learners look at the picture and answer the questions (W)

- What do you see in the photo?

- What was transportation like in the past?

- What types of transportation do you see?

- What does that tell you about life in the past?

Research on transport of the 20^th century (BT: apply)

Learners walk around the classroom, discuss the means of transport they see in the pictures posted around the room and fill in the chart(G)

Venn diagram collaborating on Transport of the 20 and the 21 centuries(BT: analyze)

Learners make Venn diagram to compare transport of the 20 and the 21 centuries (What was the same as now and what was different from now?)(G)

Debates “Modern transportation change daily life” (BT: evaluate)

Learners debate on the pro and cons “Modern transportation change daily life” (W)

Criteria fordebates

Vocabulary (interesting, high-level)

Grammar (present perfect, modal verbs)

Presentation (Eye Contact, Loud Voice)

Pronunciation (1 mistake possible)

Appendix 1

PPT (Picture of an old city)

Pictureshttp://www.loc.gov/pictures/resource/cph./

Appendix 2

End

7 min

Feed back.(BT: evaluate)

Reflexive screen

Students choose the beginning of the sentence from the screen and express their own thoughts:

I have learned that…

The most interesting moment was…

The most difficult thing was….

I understood that …

Now I can…

I was surprised by …

Next time I’ll…

I’d like to tell that …

Appendix 1

PPT (Reflexive screen)

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links

Physics, History
Critical thinking

Values links

More support:

Allow thinking time.

Create mixed-ability groups for part of the discussion.

Offer differentiation by support.

More-able learners:

List in bullet point form their answers to the critical thinking exercise.

Summarise the group’s findings.

Encourage them to justify their opinions.

Monitor learners as they share their experiences to check for recurring errors for future planning.

Monitor learners’ definitions and offer differentiation by support.

Monitor for correct spelling of specific vocabulary and if necessary ask them to peer assess or check online (self-assessment).

Observe learners when participating in discussion. Did the group dynamics work? Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other)

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communicationset out in the Subject Programme for G8 English.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Transportation

Purpose:

What is it used for?

Technology & Design:

What makes it move?

How fast does it go?

What materials are used to build it?

Use in Daily Life:

Do most people use this transportation?

How does/did it affect daily life?

Car/Automobile

Plane

Train

Horse-Drawn Wagon

Dogs -Drawn Sledge

Transportation:

Purpose:

What is it used for?

Technology & Design:

What makes it move?

How fast does it go?

What materials are used to build it?

Use in Daily Life:

Do most people use this transportation?

How does/did it affect daily life?

Car/Automobile

It is used to move people and things from one place to another.

An engine makes it move.

Cars were made of metal.

Most people did not own their own car

It makes life easier.

People can get places faster.

Plane

It is used to move people and things from one place to another.

An engine makes it move.

Planes were made of metal.

There were not so many planes

People can get places faster.

Train

It is used to move people and things from one place to another.

An engine made it move.

It moved on tracks

Many people rode on trains

Horse-Drawn Wagon

It is used to move people and things from one place to another.

Horses pull it

Wheels help make the wagon move.

Farmers and shopkeepers used wagons to move their goods to the market

Dogs -Drawn Sledge

It is used to move people and things from one place to another.

Dogs pull it

Farmers and shopkeepers used wagons to move their goods to the market