Resource used. KEY WORDS: Transport n 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

Cassette/CD.

Warm-up

Exercise 1

KEY WORDS: Transport ⁿ 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_____________________________________ ^

■ 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).

Exercise 2

■ 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.

,, Exercise 3

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■ Play the recording twice for students to identify the five people in the Key Words in Exercise 1.

these days. They're often late or cancelled. But I suppose ifs 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?

Exercise 4

■ Students use the Mini-dictionary to check the differences in meaning of the words. Ask students how they would translate the words into their LI.

■ Students work individually, completing the sentences.

■ Check students' answers by asking individuals to read aloud the sentences.

Answers

1 travel 2 flight 3 trip 4 drive 5 journey

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. Ifs 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, ifs really terrible these days...

3 People say I'm mad, 'cos I always ride to school. I love going on my bike and actually ifs 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

KMt 5

Skills Focus-

9 Problems

Objectives

■ To talk about transport problems.

■ To read a travel book extract quickly for specific information.

■ To practise reading strategies for completing sentence gaps in a text.

■ To roleplay 'problem' situations.

■ To practise using collocations.

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