Vocabulary work (W/I)
•Students use the Mini-dictionary to
check the meaning of the Key Words. Check students' pronunciation of the Key
Words.
•Students look at the photos and use the
Key Words to identify the types of transport (helicopter, yacht,
motorcyclist, hovercraft, balloon).
• Read through the instructions. Say an
example sentence for each situation and point out the verb forms used, e.g.
I've been on a motorbike a couple of times. It was great! I get the bus to
school every day. I'd like to go on a yacht. Point out the verb forms used in
the sentences. Give students time to think of their own sentences.
• Students work in pairs, saying
their sentences. Monitor and check the verb forms and use of the Key Words.
KEY WORDS: Transport
Verbs: go on foot; go by
bus/train/plane; go on a bus/train/ship/car /tram; go in a lorry/taxi/car
Types: balloon, ferry, helicopter,
hovercraft, lorry, ship, the underground, van, yacht
People: commuter, cyclist, lorry driver,
motorist, motorcyclist, passenger, pedestrian
Making a brochure (T)
• Read through the instructions. Ss
should read the people’s comments about places, where they have recently
been. They need to read that and prepare a brochure or a poster of that
place, advertising this place.
• Students work in groups, paying
attention to the resources given by the Teacher. T. monitors and controls the
work.
Brochure requirements:
ü
Name
of the travel destination.
ü
Dates
of the trip.
ü
Daily
entries about the trip.
ü
Personal
comments by travel companions.
ü
Fun
titles at the beginning and at the end of the journal.
ü
Photographs
and captions.
ü
Postage
stamp (cultural artifact) on the second page.
ü
It
should be concise and accurate.
• They have special assessment
rubrics. They can assess each other according to it.
Listening for gist (W/I)
• Play the recording twice for
students to identify the five people in the Key Words in Exercise 1.
Answers
1 lorry driver 2 pedestrian 3 cyclist 4
motorist 5 commuter
Tapescript
1 Well, I usually start work at about
six in the morning. I don't usually do long distances - the furthest I drive
is about a hundred miles. It's very stressful, know what I mean? Driving all
day. And the traffic's really bad nowadays, much worse than when I started.
Traffic jams everywhere ...
2 Look at them! Cars parked everywhere.
Crossing the road is really dangerous nowadays. People drive so fast. I was
going across the road the other day with my grandson and suddenly this big
lorry came along and nearly hit us. And the pollution, it's really terrible
these days ...
3 People say I'm mad, 'cos I always ride
to school. I love going on my bike and actually it's much quicker than the
bus or even a car because the traffic's so bad these days. And it keeps me
fit, doesn't it?
4 I know I use it too much but the
public transport is terrible where I live. We live out of town, you know, and
I need to get in the car to go shopping, to go to work, to take the kids to
school.
5 I try to get the 7.25 so I have to get
up early and walk to the station. The problem is that the trains are so
unreliable these days. They're often late or cancelled. But I suppose it's
better than driving. At least I can read the newspaper on my way to work. By
the time I get off in London I've read most of it.
Option
• When students have checked the
answers, you may wish to play the recording again for more intensive
comprehension work. For example:
- after the first speaker, ask: What
time does he start work? How far does he drive?
- after the second speaker, ask: What
happened when the woman was crossing the road with her grandson?
- after the third speaker, ask: The
speaker talks about the advantages of cycling. What are they?
- after the fourth speaker, ask: What
does she use her car for?
- after the fifth speaker, ask: How
does the speaker get to the station? What are the problems with the trains?
What does he do during the journey?
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