TN-World_Carfree_Day_Gimn.pdf

Teacher’s Notes

World Carfree Day

by Magdalena Kondro

Type of activity: individual, pair and group work

Focus: vocabulary connected with transportation,

expressions for discussing advantages and

disadvantages of modes of transport; reading,

listening and speaking skills

Level: elementary – intermediate; lower secondary

Time: 30–40 minutes

Preparation: Make a copy of the Student’s Worksheet

for each student. (Optional) Find images of the

vehicles from Activity 3 on the Internet.

5. If you have access to the Internet in class, use a

search engine to ﬁ nd images of each vehicle,

especially of the ones that are new to students.

Show the pictures to the whole class and ask

students what they think of each vehicle, which

ones they have used and which ones they would

like to try.

Alternatively, divide students into pairs, then ask

Student A in each pair to turn their back to the

screen and show Student B an image of one of the

vehicles students may not have seen, e.g. a

Segway. Student B then describes the image in

detail for Student A to draw. When the drawing is

ﬁ nished, Student A compares it with the image on

the screen. Repeat with Student A dictating

another image to Student B.

6. Ask students to imagine that their town authorities

plan to reduce car trafﬁ c in the area in which

they live and want to encourage more eco-friendly

vehicles instead. In the same pairs as in stage 3

above, students should discuss the advantages

and disadvantages of using each form of transport

from Activity 3 in their area. Encourage them to

use the expressions from Activity 4 in their

discussion.

7. Go through the eight forms of transport with the

whole class and elicit their advantages and

disadvantages from different pairs.

Procedure:

1. Write World Carfree Day on the board and explain

the concept behind the holiday. Divide students

into groups and ask them to make a list of

disadvantages of using a car. To prompt students’

ideas, you can list the following categories to help

them with the task: environment, health, social

life, money. Set a time limit of 3 minutes. Elicit

the ideas proposed by different groups.

2. Give each student a copy of the Student’s

Worksheet. Ask students to fold the worksheet

along the dotted line so that they can only see

Activity 1. Give students 2 minutes to write down

as many forms of transport other than cars as they

can.

3. Students can now complete Activity 2, i.e. they

can compare their lists in pairs and tick all the

forms listed that are eco-friendly. Elicit all the

eco-friendly forms of transport students have

come up with.

4. Tell students to look at the eight eco-friendly

forms of transport in Activity 3 and ask which of

them appear on their lists from Activity 1. Then

students match the forms of transport with their

deﬁ nitions a–h . Pre-teach: vehicle, handlebars,

platform, frame, wheels, preferably by drawing

the pictures of the objects on the board. Encourage

students to begin the matching task with vehicles

they know and to make guesses about the

unfamiliar ones. Check the answers with the

whole class and practice the pronunciations of

the names of the vehicles.

Extension

Refer students to the website below and ask them to

choose the vehicle they like best:

http://www.environmentalsciencedegrees.net/

b l o g / 2 0 1 0 / 3 5 - c o o l - a l t e r n a t e - m o d e s - o f -

transportation. Students should then write a

description of the vehicle. They can use the

deﬁ nitions from Activity 3 as a model.

www.macmillan.pl

P H O TO C O P I A B L E

Plik z chomika:

Inne pliki z tego folderu:

Inne foldery tego chomika: