2.1
VOCABULARY Types of transport A Find six types of transport in The adventures of Alastair Humphreys . Write them in the correct place. Then add the words in the box. cab coach ferry helicopter minibus tram van
PRONUNCIATION A
2.1 Listen and repeat.
TEACHER ZONE For extra practice, use the Vocabulary Worksheet for this lesson in Teacher Zone. EXTENSION After Vocabulary Exercise C, work in pairs. One person mimes or draws one of the collocations. The other student guesses what it is. VOCABULARY GAME After Vocabulary Exercise A, students can do the Vocabulary Game. making the sounds. You should feel the vibration with the /b/ and /v/ sounds, but not the /p/ sound. /v/ = voiced, lower lip against top teeth, with vibration Place a hand on your throat when METHODOLOGY Pronunciation: /p/, /b/ and /v/ sounds /p/ = unvoiced, short, released with a burst of air (place hand in front of mouth) /b/ = voiced version of /p/, no strong air puff
1 /p/ plane
2 /b/ boat
3 /v/ visa
B
2.2 Listen and write the words in the correct place. /p/ /b/ /v/ bus
Travel by air
Travel over land Travel by sea bike
pay; park; passenger; passport
van; visit; very
helicopter plane
boat, ferry, ship
bus, cab, car, coach, minibus, tram, van
bank; bike
C 2.3 Listen, check and repeat the words. D SPEAK Work in pairs. Practise saying the sentences. Your partner has to decide if you’re saying a or b. 1 a Put some oil in the van. b Put some oil in the pan. 2 a I’ll give you my vote. b I’ll give you my boat. 3 a Where are all the peas? b Where are all the bees? 4 a Your best isn’t good enough. b Your vest isn’t good enough. 5 a Let’s take a cab. b Let’s take a cap. SPEAKING TASK A PLAN Work with a partner to plan a microadventure. Plan: • where to go • how to get there, using a range of types of transport • what to do during your microadventure B SPEAK Tell a new partner about your plans. Discuss: • things that might go wrong • advice to make your microadventure better C PRESENT Work with your original partner again and work out your final plans. Then tell the class.
Game
B Add (+) or remove (–) one word to make each sentence correct. Use the Transport collocations box in Exercise A to help you. 1 I go to work by a bus every day. (–) 2 It’s not far so you can go foot. (+) 3 I took taxi home last Saturday night. (+) 4 I usually get to my English lessons by a tram. (–) C Replace each verb in bold with a phrase. 1 I walked . I went . 2 We flew . We travelled . 3 They cycle to work. They go to work . 4 She drove . She took . 5 You should sail . You should go . D SPEAK Work in pairs. Talk about: • the forms of transport that you always/often/never use. • your favourite/least favourite ways of travelling. Transport collocations With all the transport nouns in Exercise A, we can use the verbs go or travel + by . We don’t use a/an before the noun. We can also use take or get + a/an . • He had to travel there by ship because he didn’t want to take a plane . • You don’t need to take a car , you can go by bus . When somebody doesn’t use transport, we can use go (or another verb) + on foot . • … and crossing India on foot . on foot by plane by bike a car by boat/ship on a
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VOCABULARY A Remind students that some of the transport types are in Reading Exercise B. Allow them to check answers with a partner before checking with the whole class. B Do number 1 together if necessary. Then, once students have finished, check answers as a class. C Encourage students to work in pairs while they do this exercise. Then check as a class. D Monitor and help as required. Take feedback from one or two pairs.
PRONUNCIATION A
2.2 Check students pronounce the sounds correctly.
B C
2.3 Play the audio twice if necessary.
2.4 Model the pronunciation and ask students to repeat. D Encourage clear, slow articulation, especially for /v/ words. SPEAKING TASK Revise vocabulary for travel and transport before they begin. After Exercise C, students could present their plans.
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20/02/26 20:23
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