Transportation and Public Transit

Конспект урока

Педагогика и дидактика

Pupils, today we take cars, trains, airplanes and power boats for granted. But we haven’t always had them. People have lived on earth for millions of years. But until a few hundred years ago, there weren’t that many ways to get aroun



547 KB

0 чел.

Transportation and Public Transit

(Zatirka Olena Mykhailivna)

Date:                              Form:


Lesson’s plan.


  •  to repeat and to actualize lexics on the given topic
  •  to continue to form skills of dialogue and monologue speech on the given topic
  •  to improve pupils’ reading and writing
  •  to revise grammar material (must, mustn’t, have to, don’t have to)
  •  to form skills of working in groups
  •  to bring up respect to other people


     Greeting: Good morning, how are you…


Pupils, today we take cars, trains, airplanes and power boats for granted. But we haven’t always had them. People have lived on earth for millions of years. But until a few hundred years ago, there weren’t that many ways to get around… besides walking!  So pupils, today we continue to speak about transport and its history. But first I want you to answer some questions:

   1) What transport do you often use?    

   2) What transport do you never use?

   3) Have you ever ridden a horse?

   4) How about a motorcycle?

   5)  How do you get to school?

   6) How long does it take?

   7) How much is the bus\trolleybus\fixed-route taxi fare?

     Follow up:

Activity 1.Pupils, look at the screen and say the words you know for the forms of transport. What is it? At this picture you see… And this is…. What can you see in this…

 I see you know these words well enough. So now you will get another task.


Activity 2. At the previous lesson we looked at the dictionary entries for bus and for train and the notes at each entry. Now write me please which of the words and phrases in the box are used with bus and which with train? Remember that some can be used for both.

  Open your workbooks and put down the date. Today is…

So the task is on the screen, you’ve got about 2 minutes for it.

   So which of the words and phrases in the box are used with bus and which with train? Name them in turn. Start, please.


Get on   double-decker   change   station   by  driver   stop   catch   get off

________________________ a bus     ________________________ a train

________________________ a bus     ________________________ a train

________________________ a bus     ________________________ a train

a bus ________________________     ________________________ trains

a bus ________________________   a train/railway ________________________

a bus ________________________     a train ________________________

a ________________________ bus     go ________________________ train  

go ________________________ bus


 Remember that we say train station in informal English, but the more common form is railway station or just station.

 Activity 3. Now we’re going to listen to three children talking about the transport they use. Your task is to decide whether the sentences are true or false. Then the false sentence and we’ll check the answers together.

 Are these statements true and false? Don’t forget to correct the false sentence.

  1.  Ben has to walk to school.
  2.  Ben’s mum hasn’t got a car.
  3.  Sarah has to travel a long way to school.
  4.  Sarah likes her journey.
  5.  Adam doesn’t have to use public transport on weekdays.
  6.  Adam sometimes travels by tram.

Very well, you’re good enough at listening but what about grammar? Now we’ll check it up.

Activity 4. I’d like us to revise some grammar material. Look at the screen and put the verb into correct form. One minute for you.

 Have you coped with the task?

1) Why is the Pr.Cont. used here? (We use the Pr.Cont. for actions that are happening now.

4) Why have you used the Pr.Perfect? (The action has happened a short time ago)

5) You have used the Past Simple because… ( The action  happened yesterday)


 Not bad, and now one more grammar task for you.

At the last lesson we spoke about the using of modal verbs: must and have to. Now let’s see the way you have learnt it. Who can remind me the rule?

 We use must and have to for obligation. We use mustn’t when something isn’t allowed. We use don’t have to when something isn’t necessary.OK, so start doing. Put down only the words from the box.

  •  Activity 5. Well done! The next task: let’s choose the right word or phrase in italics to complete these questions. Cross out the incorrect word. Ask and answer the questions with a partner. Who will be the first to start?

From your conversation I understood that your attitude to our public transport differs. But nevertheless we have to keep working .

Activity 6.Now pupils, let’s divide into two groups. Every group will get a text about history of transport. You have to read it and then the representatives of every group will retell its part of the text to another group. After that you will have to retell the story of the representative and pass through the quiz.


You have about three minutes for reading.

Have you already read the text?    

 Who is the representative of your group? And yours? Change your places, please. End retell the text you’

  Text 1

 One of the most important inventions was the wheel. The people of Mesopotamia first used wheels between 3500 and 3000 B.C.

 Another important invention was the boat. The first boats were just rafts. People

made them by laying tree trunks or brunches side by side and tying them together. Later on they covered the bottoms of the rafts with animal skins to try to keep the water out.

 Around five thousand years ago, the Egyptians made the first sailboats. The sails catch the wind and use wind power to make the boat go.

 The horses traveled a lot farther after the invention of horseshoes. Horseshoes are metal shoes nailed to the bottom of a horse’s foot. People built roads to ride their horses and roll their carts on. In Rome, writers complained about traffic jams thousands of years ago. There were too many carts and horses!

 Text 2

 Richard Trevithick built the very first locomotive. A locomotive is a vehicle with

        an engine that runs on railroad tracks. It pulls other vehicle behind it. The locomotive was powered by a steam engine. People also put steam engines on boats. Some of the first steamships traveled the Mississippi River.

          The first railroad line to carry people opened in 1825. The United States built a railroad that went all the way across the country, from New York to Sacramento.

 Railroads and steamships changed the way people live. People could buy fresh milk and vegetables that the trains transported from far away places.

 Trains also changed the way people traveled in cities. Before trains, horses and mules pulled trolley cars on tracks. These didn’t go very fast. In the late 1800s, electric railways began to replace the horse trolleys. These were much faster.

   Have you retold the texts? Then take your seats back.

So, who is going to tell us the first part of the history? Begin, please.

Now your turn.

I see you understood the text well so let’s pass through the quiz together. Your task is to choose the right answer.


   Quiz 1

Let’s do the second quiz the same way.

Quiz 2


Activity 7.Now let’s listen to the radio programme about the way people traveled 70 years ago . Pay attention to which forms of transport does Charles mention? Answer the questions. 

1. How old is Charles?

2. How many houses were there in his village when he was a boy?

3. Where was his school?

4. How did he use to get there?

5. Why didn’t many people have cars in those days?



So pupils, now you know different types, history of transport and how forms of transportation affect the way we live. And to summarize the lesson let’s find the pluses and minuses of the following options.




 Walking to school            

 Getting more exercise, parents do not have to take time from work to pick up pupils

 in rainy or bad

         weather, you need to carry an umbrella or wear extra clothes

 Taking the bus to school

 more economical than private transportation, better on the environment

 buses go on their own schedule, not yours

 Getting a ride to school



 Stage coaches & wagons









 Buses and subways






 So pupils, what pluses and minuses of walking to school? (When we walk to school we get more exercise and parents don’t have to take time from work to pick us up. It is good for our health and we can enjoy beautiful nature)

 And what about minuses? (In rainy or bad weather, we need to carry an umbrella or wear extra clothes. Walking to school takes much time and it is heavy to carry bags)

 What advantages of taking the bus to school? (It is more economical than private transportation, better on the environment. It is faster than on foot)

 What are the disadvantages of taking bus to school? (Buses go on their own schedule, they often too crowded)

  What about getting a ride to school? (It is funny and good on the environment.)

And minuses? (It is almost impossible in our town.)

Trains (You can sleep and eat inside and you can enjoy beautiful view through the window)

Minuses (You can’t stop where\if you want)

Automobiles (You can travel with people you like and stop where you want)

Minuses (You must sit all the time)

Airplanes (It is the fastest way of traveling, rather convenient)

Minuses (Too expensive and dangerous)


        Evaluation. You’ve worked hard today and deserved the best marks. I will put them during the next lesson.

        Homework. Your home task is to learn the song Leaving on a jet plane by heart. The lesson is over, goodbye.



А также другие работы, которые могут Вас заинтересовать

40509. Фольклористика XVIII века 23 KB
  Параллельно с этим шла публикация того что было собрано: Чулков Собрание разных русских песен 1776 Лёвшин Русские сказки 1780 Львов Собрание русских народных сказок с их голосами 1790 Но в этих сборниках было мало собственно русского фольклора: не выработали принципы по которым отбирать произведения для публикации конъюнктура Появление имперского сознания повлекло за собой стремление понастоящему узнать самое себя свою сущность. Итог: сборник Кирши Данилова Древние российские стихотворения 1804 в котором...
40510. Школа заимствования в русской фольклористике 20 KB
  Принципы Произведения одни и те же у разных народов. Причины сходства: одна прародина всех народов и всех фольклорных текстов обмен фольклорными богатствами в результате контакта между народами Недостатки Народы только и делают что заимствуют друг у друга фольклор = у народов нет своих национальных корней но это преувеличение.
40511. Радищев и фольклор 20.5 KB
  Радищев и фольклор. Концепция Радищева вершина русской фольклористики XVIII века. Радищев как и многие другие интересуется фольклором. Фольклор выражает идеологию и психологию коллективное бессознательное народа.
40512. Анализ волшебно-сказочного сюжета по выбору студента 36.5 KB
  Фундаментальная оппозиция свой чужой определяет как известно всю поэтику и проблематику волшебной сказки. При этом оппозиция братьев осложняется тем что Иванцаревич в первой части сказки по терминологии В. В результате возникает как уже отмечалось подробно разработанная на разных уровнях система отражающая все важные для фольклорной сказки аспекты природный природносоциальный семейнородственный и родственный в смысле учения Н. Противоречие между метафизическим и бытовым уровнями мировосприятия отличающимися друг от друга как...
40513. Былины Киевского цикла 20 KB
  Три типа персонажей: князь Владимир богатыри враги Князь Владимир центральный персонаж но богатырь главный герой.
40515. Былички 21.5 KB
  Былички. Былички истории о покойниках леших домовых память о древнеславянской мифологии. Былички мифологические рассказы о духах природы и домашнего очага. По композиции былички: мемораты воспоминания о встрече; фабулаты есть сюжет повествование.
  Шаповал ГЕНЕАЛОГИЧЕСКАЯ КЛАССИФИКАЦИЯ ЯЗЫКОВ Новосибирск 2002. ОСНОВНЫЕ ПОЛОЖЕНИЯ ГЕНЕАЛОГИЧЕСКОЙ КЛАССИФИКАЦИИ ЯЗЫКОВ Понятие генеалогической классификации Генеалогическая классификация основана на определении родственных отношений между языками. При этом доказывается общность происхождения родственных языков и демонстрируется их развитие из единого часто реконструируемого специальными способами языка который получает название праязык. При генеалогической классификации языков прежде всего выясняется степень их родственных отношений и...
40517. Классификация согласных по различным признакам 24 KB
  2 По способу образования по характеру преграды: смычные взрывные: чистые смычные например: [б] [г]. аффрикаты смычнощелевые например: [ц] [ч]. вибранты дрожащие например: [р] щелевые фрикативные однофокусные например: [j] [ф] [в] двухфокусные сложные щелевые шипящие щель образуется в двух местах. 3 По месту образования по активному органу: губные: губногубные билабиальные например : [п] губнозубные лабиодентальные например: [ф] язычные: переднеязычные: зубные например: [т]...