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DIDACTIC UNIT

 

-MEANS OF TRANSPORT-

 

 

 

 

 INTERMEDIATE LEVEL

 

 

 

DIDACTIC UNIT JUSTIFICATION

 

This didactic unit is based in a communicative approach. That means that we do not intend to look just for the grammar contents to be learnt, but to give our students the necessary resources to develop a communicative competence.

 

 

CURRICULUM DEVELOPMENT

Traditionally, curriculum was though to be a list of linguistic elements, based on grammar and phonological questions, plus a number or new words to learn.

This type of curriculum cannot take place from a communicative approach. The important aspect is not the gradation of the grammar points, but the conceptualisation of the functions, which are necessary for the learner to reach the most important thing, which is communication.

When a second /foreign language is taught to immigrants/ethnic minorities, the necessities of these immigrants should be taken into account. That is to say, the reasons why they learn that foreign language.

This reflection would drive the teacher to the necessities and interest of students. This reflection will also focus on the way communication takes place, and will lead the work to the tasks and activities that are going to take place in our lessons.

It is usually forgotten the active subject of these teaching process when the curriculum is being planned. The student is the most important thing in the teaching/learning process, and it cannot be left aside.

To avoid that to happen, there is a movement (Task based approach, Nunan 1.989, Zanon 1990) which takes into account the student necessities before planning the curriculum. This model implies a flexible curriculum design. These tasks are cyclic and sequenced from these that are familiar in terms of learners’ competence to the less familiar and more complex ones.

In a Task based approach, the task is relate first to the procedure and then to the contents, because the type of content depends on the adopted procedure.

Usually, the teacher and the Educational Authorities, leaving aside the most important aspect of it, the student, have done the planning of the curriculum. So if the teacher wants to have a curriculum related with the necessities of the students, he/she should take into account:

bulletTo know the students’ profile.
bulletTo know the linguistic necessities (it could happen that the curriculum vary from one group to another).
bulletTo know students peculiarities (culture, social …)
bulletTo know why immigrants want to learn the language.
bulletMotivate the students through positive activities.

 

The curriculum must provide the student with a good command of the target language. It must be taught in a natural way to learners.

Moreover, it is said that communication is somehow, information, and the curriculum must provide these information to students.

A communicative curriculum needs objectives or goals relate with:

bulletNecessary lexicon for communication.
bulletLinguistic structures.
bulletLinguistic skills.
bulletCommunicative functions to be learn.
bulletSocial context for communication.
bulletSocio-cultural aspects of the region.

 

Finally, the creation of didactic materials for our curriculum should let us to work in different pedagogic situations.

Three phases should be taken into account when planning the curriculum:

    1. The planning, or design phase: tries to reach the first version of the didactic unit.
    2. The development phase: means the use of this first edition of the didactic material within a real situation. It intends to check the material, to see the advantages and disadvantages and possible improvements.
    3. The evaluation phase would deal with the revision and actualisation of the didactic material, generating a new version.

 

 

 

CHARACTERISTICS OF THE PROPOSED ACTIVITIES

 

The activities used in this approach must promote real communication. They should be focused on a type of language which is useful, using common vocabulary and functions of every day life. The activities must be:

bulletFunctional. The finality is the transmission or reception of information in a given context.
bulletProducing real life situations.
bulletFacilitating the realisation of operative acts, which are important for their necessities.
bulletIntegrative Skills. Listening, speaking, reading and writing.
bulletMotivating, interesting and creative activities, which will gain the student attention.
bulletInformation within the activity must be interesting for the addresser and the addressee.
bulletOne of the interlocutors looks for information.
bulletThe activity must be challenger for the students.

 

 

 

Development of the didactic unit:

 

Means of transport

 

 

 

INTRODUCTION

 

The content of this didactic unit is an example of how we want to elaborate our didactic material in order to reach the goals proposed in our project.

 

We want our students to reach a good level of command in the target language, by using this didactic unit. They should be able to use basic vocabulary related to means of transports. They also should be able to know and use them.

 

We cannot limit this didactic unit to a local level. We have to think in a European dimension. Every teacher should adapt it to his/her necessities.

 

This will help our students to have a wider point of view of how transports are used within Europe.

 

There are others topics that are linked to means of transport and should be included when dealing with this didactic unit:

 

bulletCities.
bulletPromoting public transports.
bulletCivic behaviour. Non-written rules.

There are also important cultural differences which should be taught in class, such as ‘one day travel card’ , ‘tickets for big groups’, etc.

The bus can be used in different ways depending on the country you are in: stop places, schedules, etc.

 

 

 

LINGUISTIC RESOURCES.-

 

a.- GENERAL OBJECTIVES.-

The main objectives are:

 

    1. – To know means of transport.
    2. – Be able to use them.
    3. – To understand the main cultural factors.
    4. – To be able to recognise the main data from a ticket, timetable, station, etc..
    5. – To keep a conversation with his/her teacher about the topic.

 

 

 

- SPECIFIC OBJECTIVES.-

    1. To understand new lexicon about transports.
    2. To know new lexicon and spelling.
    3. To recognise logotypes of the most important public transports in your city (underground, train, taxi, bus……….)
    4. To know and to understand the way each transport is used.
    5. To use new vocabulary for asking questions.

 

 

 

- COMMUNICATIVE OBJECTIVES.-

 

    1. To create dialogues between the teacher-students and students-students using specific vocabulary.
    2. To be able to ask: for addresses, places, schedules, ……………………
    3. To be able to follow instructions, going to places.

 

 

 

SOCIAL AND CULTURAL OBJECTIVES.-

 

bulletTo know the different means of transport, its social and cultural aspects, prices, stations….
bulletTo respect civic rules.

 

 

 

b.- FUNCTIONS .-

To know the normal use of the public transports, use of maps, etc. …..

 

bulletAsking and giving information about time.

What time is it?

What time does the train/bus……..?

 

bulletAsking and giving information about metro, bus, train, etc…..

 

What train/metro/bus goes to St James street?

…………………………………………..

 

bulletAsking and giving information about schedules related to means of transport.
bulletLinguistic resources for: buying tickets, asking for prices, timetables.

 

How much is ………?

What time does the train leave?

 

 

LEXICON:

 

bulletType of transports.
bulletLexicon related with means of transport: platform, via, ticket, map, street, areas, ….
bulletSchedules.

 

 

BASIC VOCABULARY

Nouns.- bus, lorry, car, bike, train, motorbike, taxi, cart, transatlantic, sailing ship, raft, submarine, yacht, plane, helicopter, globe, boat, streetcar,.

Verbs.- Driving, park, speed up, brake, land, take off, board.

Adjectives.- Beautiful, ugly, big, small, medium, comfortable, uncomfortable, new, old, fast, slowly, wide, narrow, large, clean, dirty.

 

Linguistic Structures.-

Interrogative clauses: what, where, when….

How much/ how many…….

Affirmative clauses.

Negative clauses.

 

 

LANGUAGE

 

-*Speaking:

                . Basic vocabulary.

                . Statements: Making sentences with a good grammar level.

-* Listening:

                . Identification of the new vocabulary.

                . Classification of the new vocabulary.

-* Writing:

                . Easy statements related to the new topic.

                . Spelling of the new vocabulary.

-* Reading:

                . Crosswords.

                . Joining words with images.

                . Fill the gap. Uncompleted words.

                . Ordering sentences.

                . Basic reading

                . Skimming.

                . Scanning.

 

 

c.- CULTURAL ASPECTS

bulletUse of polite expressions.
bulletDifferent types of greetings.
bulletDifferent types of tickets.
bulletIdentification of logotypes.
bulletPositive use of transports
bulletNecessity of public transports.
bulletShowing respect for civic and social rules.
bulletChunks of history: First roads made by Romans. Spanish outline of the main roads come the XVIII century (made by Borbones).

 

 

d.- METHODOLOGY

Teachers should teach a language, not about the linguistic aspects of the language.

It should be focus in the acquisition of the four main skills: listening, speaking, reading and writing.

Teacher should activate mechanism of learning and acquisition, so the learners could be independent.

Main characteristics:

    1. Significant learning: based in the student interest.
    2. Cyclic contents: from short term memory, to long term memory.
    3. Learning by doing and by participating, it is longer lasting.
    4. Creative, participative and creating a nice environment.
    5. Socialization: the last goal of teaching a language is to help people to be able to go into a society. If the language we teach does not help to this goal, there is not success.
    6. Students must learn to learn. They must lead their learning process.
    7. Multidimensional method, that is to say, not only take one method, take several methods when teaching.
    8. The teacher must be able to focus on diversity.

 

e.- STUDENT’S EVALUATION.-

CONTENTS

+

+/-

 

-

 

To know the main means of transport: Train, Bus, Taxi, Ship, Plane, Car, Metro,……

     

To be able to distinguish between the most common signs related to public transport.

     

Can he /she ask for a concrete address?.

     

To know the meaning of the words: quickly – slowly, here – there, left – right, up – down, …

     

To know how to buy a ticket for the train, bus, metro…..

     

Being able to follow easy instructions.

     

Being able to ask for information.

     

Being able to read easy and concrete schedules.

     

To know the requisites for driving: cars, lorries, vans, motorbikes, bikes, public transports,

     

Understanding of the concepts: before- now- after- Corner - yesterday - today - tomorrow.

     

Being able to read a map.

     

Being able to get the main information from a ticket.

     

Being able to give information to someone about public transports.

     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

STUDENT’S

 

WORKBOOK

 

 

" MEANS

 

OF

 

TRANSPORT"

 

 

 

    DIFFERENT TYPE OF TRANSPORTS 

 

        

 

        

 

        

 

    WHAT DO THEY SUGGEST TO YOU? (intercultural topic) 

 

UNDERGROUND

 

BUS

 

SHIP

 

PLANE

 

TRAM

 

 

CAR

 

 

LORRY

 

 

BIKE

 

RAFT

 

 

SPACESHIP

 

MOTORBIKE

 

 

HELICOPTER

 

READ AND TALK ABOUT THESE PICTURES.- 

 

BUS

BIKE

 

RAFT

 

PLANE

 

SHIP

CAR

 

SAY AND WRITE THE NAME

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CLASSIFY THE FOLLOWING WORDS 

 

Bike

Submarine

Plane

Lorry

Tram

Train

bicycle

Ship

Raft

Globe

Car

Bus 

 

 

GROUND 

SEA

AIR

 

   

 

 

   

 

 

   

 

 

   

 

FIND THE WORDS WHICH ARE RELATED TO MEANS OF TRANSPORTS.

 

Train – Book – House – Bus – Plane - Whale – Cart – Metro –Dog – Boy 

 

Means of transport

Others

 

 

 

 

 

 

 

 

 

 

LINKING WORDS WITH IMAGES

 

 

 

RAFT

 

 

BUS

 

 

 

SHIP

 

TRAM

 

 

METRO

 

 

LORRY

 

 

 

BASIC VOCABULARY

Nouns.- bus, lorry, car bike, train, motorbike, taxi, cart, transatlantic, sailing ship, raft, submarine, yacht, plane, helicopter, globe, boat, streetcar,.

Verbs.- Driving, park, speed up, brake, land, take off, board.

Adjectives.- Beautiful, ugly, big, small, medium, comfortable, uncomfortable, new, old, fast, slowly, wide, narrow, large, clean, dirty.

 

COMPLETE WITH THE FOLLOWING SENTENCES

 

Lorry – car – train – metro – bus – raft – plane -

 

bulletJuan goes everyday to work by ................
bulletMohamed came to Spain by ............... from Morocco.
bulletPedro transports different fruits to Europe by .......................
bulletMadrid y Barcelona are linked by ...................
bulletThe 22nd of May we will go to Seville by.............
bullet.............. goes under the ground.
bulletThe ............... is the most expensive transport. 

 

 

 

 

 

 

 

 

LINK THESE NOUNS - SINGULAR AND PLURAL -

 

Lorry

Train

Ship

............................

Car

Cars

Rafts Bikes

Trains

Raft

Helicopter

Lorries

Bus

Helicopters

Bike

..............................

 

FINDING PLACES

 

Given the local map of your city, follow the instructions: colour the addresses.

 

bulletThe street where you live: green colour.
bulletThe main street of your city: blue colour.
bulletThe post office: red colour.
bulletThe bus station: yellow colour.

 

 

 

Highlight the following main points of your city:

bulletTaxi
bulletHospitals
bulletTrain stations ( RENFE, DB,............ )

 

USING THE MAP OF YOUR CITY-- TOWN .

 

 

 

  

Ask to a partner how you could go to the train station.

Write down the itinerary you have been given.

..............................................................................................

..............................................................................................

..............................................................................................

 

WORDS AND IMAGES’ ASSOCIATION

 

 

 

 

 

 

 

 

 

 

 

 

 

 

COMPLETE THE FOLLOWING WORDS

 

.................O.................E

 

S.............ES..........P

H......L............PT......R

 

SH..........

C..................

 

B................. 

 

CROSS OUT THE WRONG WORDS

 

 

SHIP

 

LORRY

 

CAR

 

 

PLANE

 

SPACESHIP

 

HELICOPTER

 

 

MOTORBIKE

 

 

CAR

 

 

TRICYCLE

 

BUS

 

 

TRAM

 

 

STREETCAR

 

 

 

JOIN THE SYNONYM WORDS

FAST   SHORT

BEAUTIFUL

 

SLOW DOWN

WIDE  

SLOWLY

LAND  

SMALL

EXPENSIVE  

CHEAP

TO FLOAT  

TAKE OFF

BIG  

NARROW

SPEED UP  

TO SINK

LARGE

 

 

 

UGLY

 

 

 

 

SPEAK UP WORDS USING THE SYLLABLES YOU HAVE IN THE CIRCLE.

 

 

 

 

 

 

READING TEXT

 

 

Mohamed

 

Mohamed came to Spain by raft.

 

Rafts are similar to boats, but they are smaller. People who travel by raft are "illegal persons". They try to get a better job in Europe.

 

They would like to come using normal ways. However, they have no visa. They have to use this type of transport if they want to go within Europe.

 

If you want to come by raft from Morocco to Spain, you have to cross the Mediterranean Sea.

It is a dangerous journey; some of them never reach the Spanish’s shore.

 

Mohamed used to go for a walk in his hometown. He used to dream about the other side of the coast, he used to dream about the opportunities he would have in Europe.

 

He reached ‘the other side’ of the coast. He now misses his hometown. Not everything that he had heard about Europe was true.

 

ANSWER THE FOLLOWING QUESTIONS.-

Where is Mohamed from?

..............................................................................................

What is a raft?

..............................................................................................

What do you think about this dangerous journey?

..............................................................................................

What means of transport do you know?

..............................................................................................

Why do you think some people want to come to Europe?

..............................................................................................

 

 

 

INTERCULTURAL ASPECTS

WORK WITH YOUR PARTNER.

Different cultures have different type of transports.

 

 

I should respect different ways of using public transports in other cultures.

 

 

 

I usually buy vehicles which are made in foreign countries.

 

 

People in northern Europe use the bicycle very often.

 

 

 

Train tickets are different in others countries.

 

 

 

 

 

REVIEW OF VOCABULARY

Put the following numbers with its right place

 

1

 

Handlebars

1

Easy chair

2

Pedal

3

Square

4

Wheels

5

Brake

6

   

 

Wing

1

Cabin

2

Tren de aterrizaje

3

Nose

4

   

 

Windscreen

1

Headlamps

2

Bumper

3

Boots

4

Bonnet

5

Steering wheel

6

Screens

7

   

 

 

Carriage

1

Line

2

 

3

 

4

   

 

 

Cabin

1

Remolque

2

Rear-view mirror

3

Windscreen

4

   

 

 

 

Tank

1

Rear-view mirror

2

Exhaust

3

Headlamp

4

Engine

5

   

 

 

FILL THE NAME OF THE DRIVER WITH THE VEHICLE AND THE PLACE WHERE YOU CAN FIND IT:

 

Vehicle

Driver

Place where it can be found

Underground

   

Ship

   

Bus

   

Train

   

Taxi

   

Plane

   

Lorry

 

Bike

 

Motorbike

 

 

 

DEBATE. SHARING DIFFERENT CULTURES:

bulletGiven the above means of transport:
    1. Talk about the most common means of transport in your country.
    2. Talk about the most uncommon means of transport in your country.
    3. Give a list of these which doesn’t exist in Europe.
    4. Give a list of these which doesn’t exist in your country.
    5.  

       

      Compare these vehicles used in Europe with the same used in your country.  

       

     

    Bus

     

     

     

     

    Similarities and differences

     

     

    Taxi

    Train

    Metro

     

    COMPLETE THE FOLLOWING SENTENCES

     

    Taxi driver, engine driver, cyclist, pilot, captain

     

      1. The __________was arrested when the ship tied up at the port.
      2. We were overcharged when we were taken to the airport by the ____________________
      3. The ________________was not wearing the helmet.
      4. The _______________ was accused of smuggling at the airport.
      5. The train did not stop at St, Paul’s Station because the ____________________ fell asleep.

     

     

    MAIN LOGOTYPES OF YOUR CITY

     

    DRAW THE FOLLOWING LOGOS

     

    (It is important to work with the main logos of the public transport in your city)

     

     

     

    TRAIN

     

     

     

     

     

     

    BUS

     

     

     

     

     

     

    TAXI

     

     

     

     

     

     

    AIRPORT

     

     

     

     

     

     

     

     

     

    FOLLOW THE ORDERS:

    X Red .- train station logotype.

    X Green .- taxi logotype.

    X Yellow .- post office logotype.

    X Blue .- underground logotype.

     

     

    MISCELLANEOUS. POSSIBLE ACTIVITIES

     

     

    bulletWe should initiate a dialogue with our students about the steps to follow when somebody wants to use a train\bus\plane... etc..

    What are the necessary steps?

    How can we buy a ticket?

     

    bulletAfter this activity, we should present to our students the name of all the services that are available in our city, schedule, organisation, ways of using it, etc.

     

    bulletThen we could describe the nearest train\bus station.

     

     

     

    bulletOther options for creating discussions in class:

     

    bulletTo work over the main logotypes of our country. Then we could compare different cultures and to see the similarities and differences.

     

     

    bulletWe could also teach them different ways of travelling, different types of tickets, possible interesting points of our city\country which could be interesting for students.

     

    bulletTickets machines\offices.

     

     

    bulletPublic transport within the city\town.

     

    bulletPublic transport intercity\international.

     

     

    bulletWe could do some visits to these target points.

     

    bulletThe inspector\ticket collector.

     

     

     

    CROSSWORDS:

     

     

     

    B

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    V

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    Z

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This project is being carried out with the support of the European Community in the framework of the Socrates programme. The content of this project does not necessarily reflect the position of the European Community, nor does it involve any responsibility on the part of the European Community. For questions and contact: 
 eu-project@gmx.com
 
Latest update of this page: 2005-06-28 
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