Reflect lesson plan;Traffic Pollution Damages Kid’s Lungs

Traffic pollution is very dangerous for people healthy especially lungs. In this lesson students will learn how dangerous of pollution and how to protect ourself form the bad pollution.
Teacher start the lesson by greeting students and gave students the pictures which concerned to the topic. Asking students guess what they are going to learn and to enhance students’ interest. Next, teacher teach the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc. Then, teacher divide Task Cycle into three steps that is, Pre-listening and While-listening. At the end, teacher talks about grammatical function of Present Participial.
The passage that teacher give to students to listen and fill in the blank is quite difficult. Teacher should give easily and shorter passage because if it too long student will be boring and don't want to do it. And in the class should have fun game that related to the lesson to encourage students.

Lesson Plan
Subject: English
Unit 2: Pollution Length: 60 minutes
Lesson No.3: Traffic Pollution Damages Kid’s Lungs Experience Level: Intermediate(Grade 9)
Unit Aim: Students know and can express the ideas to solve the pollution.
Terminal Objectives:
By the end of this lesson students will be able to convey the traffic pollution in their community in English.
Enabling Objectives:
By the end of this lesson students will be able to
1. Listen to traffic pollution damages kid’s lungs and comprehend.
2. Read the article “Traffic Pollution Damages Kid’s Lungs” answer the questions correctly. Standard:
1.2.1 Converse and write to exchange information about themselves, various matters around them, situations, news and matters of interest to society, and communicate the information continuously and appropriately.
4.2.2 Disseminate/convey to the public the information and the news about the school, the community and the local area in foreign languages.

Lesson Plan Outline:

Teacher	Students	Assessment
Pre-Task (10 Minutes) 1. Teacher gives students the pictures which concern to the topic. Asking students guess what they are going to learn and to enhance students’ interest. 2. Teacher elicits the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.	-Students guess the topic that they are going to learn from the pictures. -Students learn the key words concerning Traffic Pollution Damage Kid’s Lungs, such as undertaken, traffic fumes, highway, weakened, etc.
Task-Cycle (25) (Pre-listening) 3. Teacher lets the students guess whether the sentences in the exercise are true or false according to the passage that they are going to learn. (While-listening) 4. Teacher asks students to listen to the passage the “Traffic Pollution Damages Kid’s Lungs” (2 rounds) and fill the missing words in the blanks. 5. Teacher checks the answer together by asking students the answer. If the students give the wrong answer, teacher will correct it by giving the true answer. 6. Teacher asks students to work in pairs with by practicing the conversation concerning to the passage.	- Students guess whether the sentences in the exercise are true or false according to the passage that they are going to learn. - Students listen to the passage the “Traffic Pollution Damages Kid’s Lungs” (2 rounds) and fill the missing words in the blanks. - Students check the answer together. -Students work in pairs with by practicing the conversation concerning to the passage.	Listening rubric Speaking rubric

Language Focus (15) 8. Teacher introduces the grammatical function of Present Participial from the content, and writes the sentences with the vocabulary that concern with the content.	Students learn grammatical function of Present Participial from the content, and write the sentences with the given words.	Writing rubric
Wrap-up(10) 9. Teacher asks students to work in group of three and brainstorm to discuss about the given photos which concern to the lesson. Using the questions: -What is happening in each photo? -Does it benefit to the environment? Why? 10. Teacher asks students to present an idea to solve traffic pollution. One group, one idea. 11. Teacher asks students to summarize what students have learnt, such as the vocabulary, the content of the story, and the grammatical function in the lesson.	- Students work in group of three and brainstorm to discuss about the given photos which concern to the lesson. - The members in each group present the ideas to solve traffic pollution. One group, one idea. -Students summarize what students have learnt. And what they get from the lesson.

Worksheet No4

: GAP FILL: Put the words in the box into the gaps. Traffic pollution damages kids’ lungs
Road _________ is a serious danger to children’s health. That’s the worrying conclusion of the longest and largest study* ever undertaken into the effects of traffic fumes on child ___________. Researchers from the University of Southern California spent 13 years studying children who lived within 500 meters of busy highways. They found that most of the 3,600 children in the study had __________ weakened lungs. Researchers said this meant the children could have _________ problems for the rest of their lives. The main author of the study W. James Gauderman said: "Someone suffering a pollution-related _______ in lung function as a child will probably have less than healthy ______ all of his or her life.” He added: "If you live in a high-pollution area and live near a busy road, you get a doubling of the _______.”
Gauderman and his team conducted their ________ on youngsters who lived near busy roads. Once a year, the team measured the children's lung _____. It checked how much air the children could release in one breath and how quickly it could be released. The team found that by their 18th birthday, children who lived within 500 meters of a highway _______ three per cent less air compared with children who lived one-and-a-half kilometers away. Further, the _______ children’s lung power was seven per cent ______ in the rate at which they could exhale. Gauderman said that: "Even if you are in a relatively low ________ pollution area, living near a road produces lung problems." About a third of the children moved away from busy roads during the study but stayed near the same _________. Their lungs developed more healthily.

development lungs damage significantly breathing deficit pollution community power highway regional weaker research exhaled

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Worksheet No3

TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):

a. A study into pollution and children’s lungs was the largest ever. T / F

b. Researchers monitored different children for 30 years. T / F

c. The survey found almost half of children studied had lung damage. T / F

d. Living near a busy road doubles the chances of lung damage. T / F

e. Researchers tested the children’s lungs on a monthly basis. T / F

f. Kids living 500 meters from busy roads had 30% less lung power. T / F

g. Living near a road is still bad even if it’s in a low pollution area. T / F

h. Children who moved away from roads still suffered lung problems. T / F

Worksheet No6
The Present Participle as an Adjective
The present participle of most verbs has the form base+ing and is used in the following ways:
worrying, breathing, suffering, living

That’s a worrying conclusion of the longest and largest study* ever undertaken into the effects of traffic fumes on child development.
Researchers said this meant the children could have breathing problems for the rest of their lives.
Someone suffering a pollution-related deficit in lung function as a child will probably have less than healthy lungs all of his or her life.
Even if you are in a relatively low regional pollution area, living near a road produces lung problems.
Exercise: Finish these sentences starters by using present participle.

a) Road pollution __________________________________________________
b) Traffic fumes ___________________________________________________
c) Highways _____________________________________________________
d) Healthy lungs __________________________________________________

StructureoftheWords: Verb+ing
Examples

Worksheet No5

Traffic Pollution Damages Kid’s Lungs
A: Have you ever heard of traffic pollution before?
B. Yeah, why are you talking about this?
A: Right. The research said that, it affects kid’s lungs.
B: And, what happens to the kids?
A: The traffic fumes will damage the lungs and the children will suffer from the disease B: What is the main problem of traffic pollution?
A: Because of a huge increase in the amount of the cars in the town.
B: Um. What can you do to help prevent pollution?
A: I think we have to use green energy and avoid traffic jam routes.
B: Um. It seems a good idea

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Traffic pollution damages kids’ lungs
Road pollution is a serious danger to children’s health. That’s the worrying conclusion of the longest and largest study* ever undertaken into the effects of traffic fumes on child development. Researchers from the University of Southern California spent 13 years studying children who lived within 500 meters of busy highways. They found that most of the 3,600 children in the study had significantly weakened lungs. Researchers said this meant the children could have breathing problems for the rest of their lives. The main author of the study W. James Gauderman said: "Someone suffering a pollution-related deficit in lung function as a child will probably have less than healthy lungs all of his or her life.” He added: "If you live in a high-pollution area and live near a busy road, you get a doubling of the damage.”
Gauderman and his team conducted their research on youngsters who lived near busy roads. Once a year, the team measured the children's lung power. It checked how much air the children could release in one breath and how quickly it could be released. The team found that by their 18th birthday, children who lived within 500 meters of a highway exhaled three per cent less air compared with children who lived one-and-a-half kilometers away. Further, the highway children’s lung power was seven per cent weaker in the rate at which they could exhale. Gauderman said that: "Even if you are in a relatively low regional pollution area, living near a road produces lung problems." About a third of the children moved away from busy roads during the study but stayed near the same community. Their lungs developed more healthily.

Listening Rubric

Listening skills
	Area of concern 1 pts	Needs work 2 pts	Good 3 pts	Very good 4 pts
Ability to focus.	Area of concern The student was not able to concentrate on the listening task and was easily distracted and inattentive.	Needs work The student found it difficult to concentrate on the listening task, but was able to attend occasionally.	Good The student was mostly attentive and usually able to listen with good concentration.	Very good The student was able to concentrate fully and listen very attentively throughout the assessment.


General understanding.	Area of concern Student did not understand enough vocabulary or information to answer the questions.	Needs work While the student did not understand a lot of the vocabulary and information, he/she was able to complete some of the questions.	Good The student showed a good general understanding of the vocabulary and information, with most questions completed.	Very good The student showed a very good general understanding of all vocabulary and information, completing all the questions.


Listening for details.	Area of concern Student was unable to grasp specific details when listening, and did not include them in the answers.	Needs work Although the student showed a limited ability to listen for details, specific information was occasionally included.	Good The student was able to include most specific information and details in his/her answers.	Very good The student included all the specific information and details in his/her answers.


Accuracy of answers.	Area of concern The student's answers were mostly left out or unrelated to the information given.	Needs work The student included a small amount of information, however, a lot was left out or was not accurate.	Good Answers were mostly accurate and related to the information given, with a only a few errors.	Very good The content was always accurate and related to the information given.

Speaking Rubric

Speaking Rubric
	Poor 0 pts	Fair 1 pts	Good 3 pts	Excellent 5 pts
Clarity	Poor All questions and answers were awkward and incomprehensible.	Fair Questions and answers were awkward and incomprehensible to understand at times.	Good Questions or answers were awkward at times but always understandable.	Excellent Questions and answers were clear and comprehensible.



Pronunciation	Poor Student's pronunciation was incomprehensible.	Fair Student's pronunciation made understanding difficult.	Good Student's pronunciation was understandable with some error.	Excellent Student's pronunciation was like a native speaker.



Fluency	Poor Student was unable to ask or respond to questions.	Fair Student took a long time to ask and respond to questions.	Good Students were able to ask and answer the questions with little difficulty.	Excellent Students were able to communicate clearly with no difficulty.


Comprehension	Poor Student was unable to comprehend questions. Questions had to be repeated.	Fair The student showed little comprehension of questions. Questions had to be repeated.	Good The student understood most of what was asked of him/her.	Excellent The student fully understood the questions asked and answered correctly.


Content	Poor Did not ask appropriate question for information, no response to question.	Fair Ask some inappropriate questions for information or answered question with very limited answers.	Good Gave appropriate questions for survey information but responses were limited in content.	Excellent Gave appropriate questions and good content in responses to questions.