• Display three pictures of the different forms of travel (prepared before class). Ask students to think about the thing in common between all these pictures and direct the discussion on the different modes of travel. • Hand out copies of Worksheet 1 and tell students that it focuses on some common words and phrases connected with different forms of travel. • Ask students to work in pairs to put the words and phrases in the correct categories. • Check answers as a class.

• Hand out copies of the following picture or display it on the board. • Ask students to discuss in groups what the people in the picture are doing and why they gathered like this. • Ask some follow-up questions: What kind of train system is available in your area? What are the advantages of commuting by train over traveling by car? How do people find cheap or discount train tickets to get around your city in your country? What do you like and dislike about trains? • Start your open class feedback by listening to students answers and responding genuinely to their opinions.

• Stick some flashcards that show the definitions of blocking words on the walls and hand out worksheet 2 ( Word Definition Activity) with the blocking words. • Tell SS that the definitions of the words are stuck (with blue tack) around the room and they have to go around and find the right definition. • Ask students to work in pairs to match the words in the handout with the flashcards on the walls by writing the correct number of the flashcard in front of the appropriate blocking word. • Elicit answers from SS and give whole class feedback.

• Write the title "Train Travel Information" on the board and tell SS that it’s the name of the article that they’ll be reading. . • Give SS one minute to brainstorm different ideas about the possible content of the text . • Ask SS to discuss in pairs what kind of information they expect to see in the notice. At the end of a minute ask for ideas about the notice’s contents. • Write students’ ideas on the board as a list on the board underneath the title. • As a feedback,give each learner a copy of the text. Give them a short time (one to two minutes) to skim-read the subtitles and the text to get an overall idea of the content of the article. • Get SS to discuss in pairs again whether they have changed their ideas or not. • Review the ideas on the board now that students have seen the text. How much of the content of the text did students predict? Was there anything they didn’t think of?

• Hand out the copies of the sentence completion task & direct students to the questions and instructions.Tell SS that they should always check the number of words that can be used in each gap – in this case no more than three words. • Instruct SS to look at the questions and think about what type of word could be missing. • Explain that the language before and after the gap can always reveal some clues about the missing information as the sentences have to be grammatically correct as well as correct for meaning. • Ask students to look at the questions and highlight any key words. • Remind students that the words that appear in the text will often be synonyms or paraphrases of the words in the questions. • Ask SS to scan the text looking for key words, synonyms and paraphrases. • Ask SS to read the relevant part of the text very carefully. • Ask SS to complete the gaps with words from the text. • Ask SS to check their answers in pairs. Where they disagree, ask them to explain their decisions, identifying key words and phrases in the text to support their choices.

• Ask students to do the speaking activity(a). Tell them that they have only one minute to prepare. • Get SS to interview each other and ask them to allow their friends to speak for two minutes maximum and one minute minimum. • Start open class feedback asking SS about the interesting stories they heard from their partners.