"Travel and transport" Ашық сабақ

Term 3

Unit 7 "Travel and transport"

School:

Date: 28.02.2019

Teacher’s name:

Grade 8

Number present:

Number absent:

Theme of the lesson:

Vocabulary and language focus: Transport: nouns.

Learning objectives(s) that this lesson is contributing to

8.C8 develop intercultural awareness through reading and discussion

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

8.UE7 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

• Pronounce and name verbs to do with travelling and transport.

• Recognize and use the form of the past perfect.

Most learners will be able to:

• Do a questionnaire about famous explorers.

Some learners will be able to:

• Speak fluently about past event using the past perfect.

Value links

Travelling to broaden the mind.

Cross curricular links

Geography, History.

Previous learning

CLIL: Geography. Natural environments.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Learning about other cultures.

Health and Safety

Breaks and physical activities used.

Planned timings

Planned activities

Resources

Beginning the lesson

5 min

The lesson greeting.

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

To revise previous lesson.

Answer the questions

1.What do you know about tropical rainforests?

2.What do you know about the conditions in a rainforest?

3.What types of animals and plants are there and where do they live in the forest?

4. How many layers in a tropical rainforest?

What are they?

5. What do people destroy the forest for?

6.What is the solution of saving the rainforests?

Divide into two groups with juice.

Main Activities

15 min

Ex.1 p.80. Classifying words.

Answers:

Land: bus, camel, car, bicycle, train, horse, lorry, tram

Water: boat, ship, submarine

Air: plane, helicopter, spacecraft, airship

Grammar theme: Past Perfect

We form the past perfect with had and past participle

We form negative sentences with not or never.

We use the past perfect to talk about an action that happened before another action in the past.

Task 1 Vocabulary work

I- group

Complete the sentences with the words in the box

Camel tram helicopter lorry spacecraft submarine

1. A_____ has four legs and lives in Kazakhstan.

2. A _____ can go straight up and down in the air.

3. A _____ has four or more wheels and carry heavy loads by road.

4. A _____ can carry people and fly far from Earth.

5. A ____ is a kind of ship that moves underwater.

6. A _____ runs on rails along the streets of a town or city.

II –group

Guess the forms of transport. Write complete the sentences using the notes.

1.runs on rails / in or between cities

2.four wheels / carries about four or five people

3.kind of ship / moves underwater

4.runs on rails / along streets / a town or city.

5.has wings / can carry up to 850 people.

6. four legs / eats grass

Task 2 Grammar work

Ex.5 p.80. Paraphrasing.

Answers:

1) hadn't seen/ had never seen

2) had made

3) had tried

4) hadn't eaten

5) had sailed

Ending the lesson

Ex.6 p.80. Odd one out.

Answers:

1) had seen

2) got

3) arrived

4) hadn't flown

5) had taken

6) moved

Ex.2 p.80. Completing questionnaire. Gist listening. Comparing answers.

Answers:

1. a 2) b 3) c 4) b 5) c

Evaluation.(5 min)

Activate

Complete the sentences using the past perfect and your own ideas.

1.By the time I was ten, …..

2.They were late because, ….

3.Before I went out, …….

4. I couldn’t call you because …..

5.When I read the email, I realized …..

Self-assessment.

Reflection

If you liked something at the lesson you put it into the column “plus”, if you didn’t like or were bored during some part of the lesson, you can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson.

Giving the hometask. WB p.56

Self-assessment.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

CD

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Raise awareness about cultural diversity through reading and discussion.

2.Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;

3. Form simple perfect forms for recent, indefinite and unfinished past actions

Descriptor:

A learner:

• recalls some events based on his/her own experience.

• uses the topical vocabulary while talking about quantities of things people use;

• uses the simple perfect forms accurately.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Types of tasks

Points

Hometask

Vocabulary work

Grammar work

Completing questionnaire

Evaluate

Total

Types of tasks

Points

Hometask

Vocabulary work

Grammar work

Completing questionnaire

Evaluate

Total

Types of tasks

Points

Hometask

Vocabulary work

Grammar work

Completing questionnaire