Kayvan Saman Kayvan Saman

Vocabulary (Transport), Reading (Transport Trivia)
Elementary, CEFR A2 level


In this lesson, Ss learn about different means of transport and how to use the presented vocabulary in a personalised way. They also have the chance to read several facts related to the same topic about different parts of the world, reflect on them and try to modify the information in them about their own city/ country.


Main Aims

  • To provide clarification and practice on transport vocabulary

Subsidiary Aims

  • To provide scan reading practice using a text about Transport in the context of Transport Trivia


Transport Vocabulary (20-25 minutes) • To allow Ss to check their background information about transport, learn and practise new words and phrases and use them in personalised contexts

At first, Ss are shown a set of pictures of various modes of transportation and asked what kind of commute each one is about. After eliciting the answers and drilling them, they are given a number of incomplete sentences to do with travelling to different destinations and asked to finish them by putting in the type of transport of their choice and compare them in pairs. Next, there is WC feedback followed by drilling full sentences and they are hinted what upsides or downsides there could be about one/ two of the options and asked to compare them all in terms of advantages and disadvantages in pairs/ groups. After this, Ss are asked to look at the board marked slow on the left end and fast on the opposite. Then they are invited to work in pairs and order the means of transport from the slowest to fastest. Pairs are merged for Ss to discuss whether they agree with each other and after WC feedback the answers are put on board. Should there be any disagreement, I will allow space for a few changes on the speed scale. The question " How do you travel to work/ school/ university?" is written on board and the use and pronunciation of by ... is checked and drilled if necessary. Subsequently, They are directed to the activity in the book and work in pairs to share ideas. Then they switch partners to exchange previously discussed information.

Reading, Transport Trivia (20-25 minutes) • To allow Ss to identify specific information (statistics) and discover and learn to use collocations regarding transportation

The 1st sentence from the trivia is extracted and written on board and Ss are asked to puzzle out the missing part in pairs. Then they are directed to the box of answers and allowed to work through the rest of the text individually and compare answers in pairs again. Next, the feedback is provided by having Ss listen to audio part reading out the sentences. For the following exercise, the 1st one is elicited as an example and Ss are given the remaining task to do in pairs.The right answers are checked by letting Ss read the text a 2nd time and WC feedback is provided alongside drilling the answers chorally and individually with emphasis on weak pronunciation of prepositions. Should there be a need for focused drilling, first the prepositions will be written on board the Ss will repeat the phrases to realise the right way of doing it. For the last part, the difference between a lot of and not many is elicited in the first place. Then Ss are asked to check the truth of the sentences about their own city in pairs and in case of any contradiction, modify them to be true about it. In groups formed by merged pairs, they check the information in each sentence together.

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