FUNCTIONAL LANGUAGE 2.5 Have a conversation in a train station
Café Hub
WARMER Draw three or four pictures to show things you did this morning. Include one unusual thing. Then work in pairs. Guess the order and what happened. After that, walk around the class and show your pictures for other students to guess. He picks up a bag Gaby drops. The bag has her name and phone number on it. EXTENSION Imagine you are late for something important. Work with a partner and think of three reasons why, e.g. I was late because my neighbour’s parrot flew away and I helped to catch it. Share your ideas with the class and choose the best one.
F ask for travel information and check understanding
VIDEO COMPREHENSION A SPEAK Work in pairs. Are you usually early or late for things? Give examples. B Work in pairs. Number the pictures in order (1–6) to describe a morning when Gaby overslept. Then watch the video and check your answers.
a
c
b
4
6
1
e
d
f
5
2
3
C SPEAK What does the ticket officer find? What do you think will happen next?
FUNCTIONAL LANGUAGE A Read a conversation between a customer and a ticket officer. Underline five responses that are different from the video. Ask for travel information – trains Customer: Could I have a ticket to St Albans? Ticket officer: Of course. Would you like a single or a return? Customer: A single, please. Ticket officer: No problem. Customer: Do I have to change trains? Ticket officer: Yes, you need to change at Watford. Customer: What time’s the next train? Ticket officer: The next train’s in about ten minutes The next train leaves from platform 4B. Customer: What time does the train arrive in St Albans? Ticket officer: At 9.13.
SPEAKING A Work in pairs. Student A is the customer. Student B is the ticket officer. Write a conversation. Use these ideas to help you. Student A: Ask for information about trains to a place on the departure board. Student B: Answer Student A’s questions. Student A: Ask for directions to the correct platform. Student B: Give directions. Student A: Check understanding. B SPEAK Practise your conversation. Take turns to be the customer and the ticket officer. Then perform it for the rest of the class.
B
Watch the video again and check your answers to Exercise A. Write the correct information. ‘A return, please.’; ‘No, most trains are direct.’; ‘three minutes’; ‘platform 9’; ‘At 9:30.’
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VIDEO COMPREHENSION A Pre-teach overslept and remind students of prefixes. Students discuss in pairs. Make sure they give their partner specific examples. Monitor and assist when necessary. Take feedback from one or two pairs and encourage students to respond to each other’s ideas. B Pause the video if necessary to give students time to do the exercise. C Play the video. Students watch and check their answers to Exercise B. Students answer the question. Discuss answers with the whole class.
FUNCTIONAL LANGUAGE A Students work alone and then check their answers in pairs. B Play the video again for students to check their answers and rewrite the different sentences. SPEAKING A Students write their roleplay using the prompts. Monitor and give feedback as necessary. B Give students time to rehearse their roleplays. Ask them to practise both roles. When the students are confident, encourage pairs to perform their roleplays for the class.
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