Transportation: Week 2 - Literacy Minnesota · 2020. 1. 23. · Handout Future Tense: be + going to Props, Technology, or Other Resources ELMO or overhead projector Lesson Plan Review:

Minnesota Literacy Council, 2012 1 Transportation Unit

The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you

to adapt it for your own classrooms.

Intermediate Level (CASAS reading scores of 201-220)

Transportation: Week 2 Unit Overview This is a 2-week unit where students will become familiar with different modes of transportation, specifically the bus and Light Rail in MN. They will read bus schedules, light rail maps, as well as highway/city maps. They will learn how to ask for clarification when listening to directions and how to describe where things are on a map by using prepositions of location.

Focus of Week 2

Create a map of the school and its surrounding area.

Use prepositions of location to read a map and give directions.

Read short stories on transportation and answer simple wh-questions.

be + going to to express the future tense.


Transportation Unit: Week 2, Monday

Objectives Learners will be able to… Materials Life skill: Give and follow directions based on a basic street map. Literacy: Write their answers to questions using the present, present progressive, and the past. Listening/speaking: Listen for and understand basic walking directions to nearby locations. Transitions: Create a map of their school and its immediate surroundings. Grammar: Use prepositions of location to give directions and describe the locations of buildings on a map.

Make Student Copies

Textbook: Stand Out 3, 2nd

ed., p. 68 Make Single Copies or Reference

Volunteer Manual, 2012: Ball Toss, p. 46

Textbook: Stand Out 3, 2nd

ed., p. 67 & 69

School Map Example Props, Technology, or Other Resources

Ball (for Ball Toss game) ELMO or overhead projector Paper and markers

Lesson Plan Warm up: Writing (20mins) Description: Ss will write their answers to questions in the present, past, and present progressive; they will then do the Ball Toss game to practice asking/answering these questions. Materials/Prep: ball for the Ball Toss game; Volunteer Manual, 2012: Ball Toss, p. 46. Activity 1: Life Skill (40mins) Description: Ss will read a map, answer questions, and practice measuring distances on a map. Materials/Prep: ELMO or overhead projector; make singular copies of p. 67 & 69 of Stand Out 3, 2nd ed. and multiple copies of p. 68 of Stand Out 3, 2nd ed. for Ss.

Activity 2: Life Skill/Transitions/Grammar/Listening (60mins) Description: Ss will draw a map of their school and then use prepositions of location to give directions. Materials/Prep: paper and markers; make a few copies of the School Map Example to show Ss. Wrap-up: Time permitting, ask Ss what they learned today and write their answers on the board.


Teacher Directions: Warm Up: Writing

Materials: ball for the Ball Toss game; Volunteer Manual, 2012: Ball Toss, p. 46

Step 1: Prep

Reference the Volunteer Manual, 2012: Ball Toss, p. 46 if necessary.

Write these questions on the board before Ss arrive:

1. What did you do on Saturday?

2. What are you doing now?

3. What is your teacher doing now?

4. What do you do every day?

5. How do you usually get to school every day?

Step 2: Grammar and Writing

Ask different Ss to read each sentence for you. Then ask the class if they can tell you which TENSE is

in each sentence and how they know that (i.e., #1 = PAST because of DID; #2 = PRESENT

PROGRESSIVE because of ARE DOING/NOW, etc.)

Then have Ss write out their answers individually.

When most Ss are finished, do the ball toss to go over answers (i.e., ask a question and then throw

the ball to a student; that student then has to answer the question. When they’re finished, they

have to ask a question and throw it to another student, and so on.)

Teacher Directions: Activity 1: Life Skill

Materials: ELMO or overhead projector; Stand Out 3, 2nd ed., p. 67-69

Step 1: Setting the context

Ask Ss the questions in section A of Stand Out 3, 2nd ed., p. 67 to set the

context.

Then put the map on the ELMO or overhead projector and ask them a variety

of questions about it (i.e., What is this? What are the cities? What are the

major highways? etc.). Also point out the distance calculation legend on the

bottom left-hand side of the map. Explain what this means to Ss.


Step 2: Reading a Map

With the map still projected on the board, pass out p. 68 of Stand Out 3 and put Ss in pairs. Have

them work through sections C-E together.

When almost everyone is finished, regroup and go over all of the sections together as a class.

Step 3: Giving Directions

Put p. 69 of Stand Out 3, 2nd ed. on the ELMO or overhead projector and ask the question in section

F to Ss: How is this map different than the one on p. 67?

Go over the expression in section G and see if Ss can add 3 more to the list (i.e., behind, turn/take a

right, two blocks from, etc.).

Do section H together as a class. Then explain section I to Ss (i.e., model what they need to do) and

then pair them up. Afterwards, do section I as a class.

Teacher Directions: Activity 2: Life Skill/Transitions/Grammar/Listening

Materials: paper and markers; School Map Example


Ask the Ss what the “directional phrases” were from p. 69 of Stand Out 3. Have them try to tell you

these without looking at their handout: go straight, turn/take left/right, etc.) In addition to the ones

on p. 69, ask Ss to tell you a few more. If they don’t say these phrases, write them on the board for

the Ss:

Behind

Two blocks from

Walk (one block, 20 feet, etc.)

Stop at _____

Go up/down stairs

Step 2: Giving Directions in the School

Have Ss think of 2 locations in the school (i.e., the bathrooms, coordinator office, etc.) Have them

write down directions from their classroom to each of these locations using the prepositions of

location to help them. Provide an example for them (i.e., take a left out of the classroom and go up

the stairs. Turn right and walk 10 feet. The bathrooms will be on your left.)

Once Ss are finished, pair them up and have them give ONE of their directions around the school to

each other. Explain that one student will give the directions, and the other student will have to listen

and follow the directions. NO LOOKING at the directions. This is a listening activity. Tell them to ask


for clarification if they aren’t sure they heard the directions correctly (i.e., repeat back what they

thought they heard. This is review from last week.) They can also use other phrases they know, such

as Can you repeat that please?

Step 3: Making a map of the school

Once everyone is back from their tours, ask them what streets and landmarks surround your school.

Write them on the board.

Explain that now Ss are going to create a map of their school and its surrounding area (i.e., a few

blocks in every direction). Show the School Map Example so Ss can have a visual of what you want

them to produce. Put Ss in groups of 3-4 and pass out paper, markers, and/or pencils. NOTE: This

activity will be challenging for some of the Ss, as it’s not necessarily a language activity as a “spatial”

one.

When everyone is finished, have a couple of groups share their maps with the class. Use the ELMO if

possible. Make a photocopy of the best one and give it to your coordinator. They will use this map

tomorrow in class.


Sample School Map


Transportation Unit: Week 2, Tuesday

Objectives Learners will be able to… Materials Life skill: Read a short story about transportation. Literacy: Answer simple written WH-questions. Listening/speaking: Listen for and give directions using a basic map. Transitions: Use a basic map of a familiar area to identify familiar locations. Grammar: Use prepositions of location to describe the locations of buildings on a map; use be + going to to express the future tense.

Make Student Copies

Handout: School Map OR Where is the School?

Handout: Maria Rides the Light Rail

Handout Future Tense: be + going to Props, Technology, or Other Resources

ELMO or overhead projector

Lesson Plan Review: (30mins) Directions: Ss will use prepositions of locations to describe where things are on a map; they will also ask for and give directions using the same maps. Materials/Prep: copies of the School Map made yesterday in class (ask your coordinator for this) OR copies of the Where is the School? handout. Activity 1: Literacy (40mins) Description: Ss will read a story about how to use the Light Rail and will answer questions about it. Materials/Prep: copies of Maria Rides the Light Rail handout.

Activity 2: Grammar (30mins) Description: Ss will use be + going to to express the FUTURE tense. Materials/Prep: ELMO or overhead projector; one copy of Maria Rides the Light Rail, and multiple copies of the Future Tense: be + going to handout. Wrap-Up Time permitting, have Ss get into pairs and write down 5 things they learned in class today. Share afterwards.


Teacher Directions: Review

Materials: School Map (made in yesterday’s class) OR Where is the School?

Step 1: Prep

Ask your coordinator for the School Map that was drawn in

class yesterday. If your coordinator doesn’t have it, then use

the Where is the School? handout.


Choose two items in the room that you can move

around/manipulate in order to show prepositions of location.

Go through this list, and any more you can think of that are

relevant:

behind, next to, across from, on the corner of, etc.

Write down the appropriate phrases Ss say; supply the ones Ss don’t know.

Step 2: Prepositions of location

Pair Ss up and pass out the map made in yesterday’s class, OR the Where is the School? handout if

the School Map isn’t available. Instruct Ss to write10 sentences about where things are located on

the map (i.e., the school is next to the library, Greenbrier St. is two blocks from Maryland Ave., etc.).

When almost everyone is finished, have Ss share their answers with the class.

Step 3: Giving Directions

Project the map used in Step 2 on the ELMO and ask Ss to give you directions from the School to

another location. After they’ve done this successfully, ask Ss for more “directional phrases”; write

them on the board (i.e., go straight, take a left/right, stop at _____, etc.).

Then ask Ss what they can say if they need directions somewhere LOOK for: I need to get to

_____ from ______. Can you give me directions please? or something to that effect. Supply the

prompt for them if they don’t know and write it on the board.

In pairs, have Ss ask for and give directions to each other. They need to do at least 5 examples.

Afterward, have a few pairs share their examples with the class.


Teacher Directions: Activity 1: Literacy

Materials: Maria Rides the Light Rail

Step 1: Setting the Context

Ask Ss if they have ever used the Light Rail. If they have, ask them what they thought about it (i.e.,

Was it easy to use? Expensive? etc.).

Step 2: Reading

Pass out Maria Rides the Light

Rail to Ss. Read it one time for

them while they listen to you and

follow along with their fingers.

Then have them read it one or

two more times, whispering

quietly out loud so you can walk

around and hear them, before

answering the questions.

Step 3: Checking Comprehension

As Ss finish, pair them up so they can check their answers. Once everyone is finished, regroup and

go over all of the answers together as a class.

Teacher Directions: Activity 2: Grammar

Materials: ELMO or overhead projector; Maria Rides the Light Rail, Future Tense: be + going to


Project Maria Rides the Light Rail on the ELMO or overhead projector and only display the first

paragraph. Instruct Ss to come up and circle the verbs they see. Ask Ss what TENSE each verb is in

(i.e., lives = present; is going = future; asked = past). NOTE: Ss will probably NOT know that is going

is in the future; they will probably say present progressive.

Step 2: Explaining the rule – FUTURE TENSE: be + going to

Explain why you know is going is in the FUTURE and not the present context. Ask Ss what is

another way to express the future (i.e., will) and state that be + going to is another way to do that

too.


Write this diagram on the board for Ss:

I am going to + walk

You are going to + VERB

He/She It is going to + VERB

You (all) are going to + VERB

We are going to + VERB

They are going to + VERB

Then do the ball toss to practice making sentences you start out by saying a sentence (I am going

to teach tomorrow) and then toss the ball to another student who then has to make up a sentence,

and so on. Do this until you think a majority of Ss understand the grammar rule.

Step 3: Practice

Pass out the Future Tense: be + going to handout and let Ss

work on it independently. If Ss finish really quickly, have them

turn their papers over and write 5-10 sentences of their own.

Once everyone is finished, go over the worksheet together as a

class.


Where is the School? Taken from http://myplaceforenglish.blogspot.com

Look at the map above.

Write 10 sentences to describe where the streets and places are.

Example: The school is on the corner of First St. and Central Ave.

1. 2. 3. 4. 5.

http://myplaceforenglish.blogspot.com/


6. 7. 8. 9. 10.


Maria Rides the Light Rail

Maria lives in Minneapolis, MN and her sister lives in Los Angeles, CA. Maria is going to

fly and visit her sister in two weeks. She is going to use the Light Rail to get to the

airport. This is going to be her first time, so she asked her brother to help her. She

learned that using the Light Rail is really easy!

First, she needs to pay for her ticket. She must do this before getting on the Light Rail.

Her ticket cost $1.75 because it wasn’t rush hour. During rush hour (6-9am and 3-

6:30pm, M-F) the fare costs $2.25. Maria paid with cash, but she learned you can also

pay with a credit card or Go-To Card. A Go-To Card is like a transportation credit card.

You put money into your account; then you use your card to pay for the Bus or Light

Rail.

Second, she needs to get on the Light Rail after it stops; then she sits down and waits for

her stop. If she doesn’t know when her stop is coming, she needs to read the map. The

map is usually posted above the Light Rail doors.

Maria is excited to use the light rail, but she is even more excited to visit her sister.

Read the questions and then answer them in complete sentences.

1. Why does Maria need to use the Light Rail?

http://www.bing.com/images/search?q=light+rail+maps+minneapolis&view=detail&id=B9C9D34E44FD0BBB197B7DF5F66DDE9CFD74EFBD

http://www.bing.com/images/search?q=paying+your+fare+for+the+light+rail+in+minneapolis&view=detail&id=F0F36B7128EE70781DA4589579750E2C23E8177A


2. Is this her first time using the Light Rail?

3. What does Maria need to do first?

4. What does Maria need to do second?

5. How much does the Light Rail cost at 5pm on Wednesdays?

6. How much does it cost at 8am on Saturdays?

7. How can you pay for a Light Rail fare?

8. What is a Go-To Card?

9. Where are the Light Rail maps posted?

10. Do you think riding the Light Rail sounds easy?


Future Tense: be + going to

Read the sentences and fill in the correct form of the future tense: be + going to

EXAMPLE: Tom is going to leave (leave) this weekend.

1. We ______________________________________ (travel) to Mexico next year.

2. I ________________________________________ (have) a baby in December.

3. John and Mary ______________________________________ (name) their daughter

Stella.

4. The dog _______________________________________ (see) the veterinarian

tomorrow because he is sick.

5. You __________________________________________ (visit) me next month.

6. Rebecca _________________________________________ (teach) English next week.

7. You (all) __________________________________________ (take) to the bus to the Museum on

Wednesday.

8. She _____________________________________________ (be) sad when her daughter leaves

for college.

9. I ________________________________________________ (make) lunch soon.

10. Peter _____________________________________________ (bring) his wife flowers tonight.

11. She _______________________________________________ (be) happy when she sees the

flowers.

12. They _____________________________________________ (give) each other presents for

Hanukah.

13. You (all) ___________________________________________ (play) a basketball game next

week.

14. We ___________________________________________ (sing) in a concert tonight.


Transportation Unit: Week 2, Wednesday

Objectives Learners will be able to… Materials Life skill/Transitions: Read a map, bus fare table, and picture of a light rail pay station. Literacy/Grammar: Answer questions using be + going to to express the future tense. Listening/speaking: Identify the /sh/ sound and practice saying It in isolation and in context.

Make Student Copies

Handout: Future Tense: be + going to

Handout: Mary Rides the Light Rail

Handout: Reading a Light Rail Map

Handout: Paying your Light Rail Fare Make Single Copies or Reference

Volunteer Manual, 2012: Ball Toss, p. 46; Letter/Sound Drill, p. 113 (reference)

Light Rail Pay Station (picture)

Bus and Light Rail Fares (use if internet is down) Props, Technology, or Other Resources

ELMO or overhead projector

Laptop and LCD Projector

Lesson Plan Review : Literacy/Grammar (20-30mins) Description: Ss will ask/answer questions using be +going to. Materials: reference Volunteer Manual, 2012: Ball Toss, p. 46; make copies of Future Tense: be + going to. Activity 1: Phonics (30mins) Description: Ss will identify the /sh/ sound and practice saying it in isolation and in context. Materials/Prep: reference Volunteer Manual: Letter/Sound Drill, p. 113; make copies of Mary Rides the Light Rail. Activity 2: Life Skill/Transitions (30mins) Description: Ss will read a Light Rail map and answer questions about it. Materials/Prep: ELMO or overhead projector; make copies of the Reading a Light Rail Map handout. Activity 3: Life Skill/Transitions (30mins) Description: Ss will read a bus fare table and look at a Light Rail Pay Station picture and answer questions about both. Materials/Prep: Laptop and LCD projector; ELMO or overhead projector; make a copy of the Light Rail Pay Station picture and multiple copies of the Paying Your Light Rail Fare handout; (make one copy of Bus and Light Rail Fares if internet is unavailable). Wrap-up Ask Ss to tell you what they learned today.


Teacher Directions: Review: Literacy/Grammar

Materials: Volunteer Manual, 2012: Ball Toss, p. 46; Future Tense: be + going to

Step 1: Introduce the activity

As Ss come in, give them the Future Tense be + going to

handout. They were given this yesterday, but no one can ever

have enough practice (especially with grammar ). Use this

activity as a 10-minute buffer for late Ss.

Step 2: Grammar in Writing

Write these questions on the board:

1. What are you going to do tomorrow?

2. What is your friend going to do tomorrow?

3. What are we going to learn in class today?

4. What is your teacher going to do after you finish writing?

5. What are all of you going to do after you finish writing?

Instruct Ss to read each of the sentences; then ask them what TENSE these sentences are in

FUTURE. Ask them how they know that. Tell them that they need to write answers to these

questions in complete sentences. Explain that they might not know all of the answers (as in #2), but

that they need to make their answers up.

When Ss are finished, do the ball toss to practice asking/answering the questions. (Reference p. 46

of the Volunteer Manual if necessary).

Teacher Directions: Activity 1: Phonics

Materials: Volunteer Manual: Letter/Sound Drill, p. 113; Maria Rides the Light Rail

Step 1: Prep

Reference the Volunteer Manual: Letter/Sound Drill. P. 113.


Write these words on the board: ship, shake, sheep, push, cash, rush. Say each word for the Ss and

have them repeat after you. Then ask them what sound they hear in each of these words /sh/.

Practice saying the words again and have the Ss really enunciate the /sh/ sound.


Step 3: Letter/Sound Drill

Do the Letter/Sound Drill. Use the story, Maria Rides the

Light Rail, for #7 of the Letter/Sound Drill instructions.

Teacher Directions: Activity 2: Life Skill/Transitions

Materials: ELMO or overhead projector; Reading a Light Rail

Map


Project the Light Rail map on the ELMO or overhead projector. Ask

Ss what they think this map is of. If they don’t know, supply the

information; then ask if anyone has ridden the Light Rail and/or read

a Light Rail map.

Then go over the legend key with them and what the keys mean: rail

line, rail station, approx. travel time between stations, etc.

Step 2: Reading a Map

Put Ss in pairs and pass out the Reading a Light Rail Map

handout. Once everyone is finished, go over the answers

together as a class.


Teacher Directions: Activity 3: Life Skill/Transitions

Materials: Laptop and LCD projector; ELMO or overhead projector; picture of the Light Rail pay

Station, Paying Your Light Rail Fare; Bus and Light Rail Fares (if internet is unavailable)

Step 1: Prep

Hook up the laptop and LCD projector. Then type in the

following website: www.metrotransit.org/fares.aspx. You

should see “Bus & Light Rail Fares”. If the link doesn’t work, or

if the internet is down, use the Bus and Light Rail Fares

handout.


Ask Ss the following questions regarding the Bus & Light Rail

Fares table:

1. How much does it cost to ride the bus if you’re 14 years old during non-rush hours?

2. How much does it cost to ride the Light Rail if you’re 7 years old during non-rush hours?

3. How much does it cost to ride the bus or Light Rail if you’re 5 years old?

4. How much does it cost to ride the Light Rail if you’re 25 years old on a Monday at 5pm?

5. How much does it cost to ride the bus if you’re 65 years old on a Friday at 6:30am?

6. How much does it cost for an express bus if you’re a person with a disability? What about

everyone else?

7. What do you think Express Bus means?

8. Are transfers available in the Downtown zone?

9. What is the cheapest fare?

10. What is the most expensive fare?

Step 3: Paying your Fare

Project the Light Rail Pay Station picture using the ELMO or

overhead projector. Explain what it is, and then pass out the

Paying Your Light Rail Fare

handout.

Have Ss answer the questions

and then check answers

afterwards.

http://www.metrotransit.org/fares.aspx


Maria Rides the Light Rail

Maria lives in Minneapolis, MN and her sister lives in Los Angeles, CA. Maria is going to

fly and visit her sister in two weeks. She is going to use the Light Rail to get to the

airport. This is going to be her first time, so she asked her brother to help her. She

learned that using the Light Rail is really easy!

First, she needs to pay for her ticket. She must do this before getting on the Light Rail.

Her ticket cost $1.75 because it wasn’t rush hour. During rush hour (6-9am and 3-

6:30pm, M-F) the fare costs $2.25. Maria paid with cash, but she learned you can also

pay with a credit card or Go-To Card. A Go-To Card is like a transportation credit card.

You put money into your account; then you use your card to pay for the Bus or Light

Rail.

http://www.bing.com/images/search?q=light+rail+maps+minneapolis&view=detail&id=B9C9D34E44FD0BBB197B7DF5F66DDE9CFD74EFBD

http://www.bing.com/images/search?q=paying+your+fare+for+the+light+rail+in+minneapolis&view=detail&id=F0F36B7128EE70781DA4589579750E2C23E8177A



Reading a Light Rail Map

Look at the Light Rail map and then answer the questions.

1. What highways is Target Field Station near?

2. What bus routes connect with the Franklin Avenue Station?

3. If you want to go to Lake Nokomis, what stop(s) should you get off at?

4. What stops have a Park and Ride lot?

5. Does the Cedar-Riverside Station have a connecting bus route?

6. How many (approximate) minutes does it take to get from Franklin Avenue Station to

the Lake Street/Midtown Station?

7. How many (approximate) minutes does it take to get from Lake Street/Midtown Station

to Fort Snelling Station?

8. What stations connect with the airport?

9. What direction does this Light Rail go (North/South/East/West)?

10. What river does this Light Rail run along?


Bus and Light Rail Fares

Bus & Light Rail Fares Non-Rush Hours Rush Hours

Mon.-Fri.: 6-9 am & 3-6:30 pm

Adults (13 to 64)

Bus / Light Rail

$1.75 $2.25

Express Bus $2.25 $3.00

Seniors (65+) Photo ID with "T" endorsement required

Bus / Light Rail

$0.75 $2.25


Youth (6 to 12) Ages 5 and under ride free with paid fare (limit 3)

Bus / Light Rail

$0.75 $2.25


Medicare card holders Medicare card and Minnesota driver's license/state ID required

Bus / Light Rail

$0.75 $2.25


Persons with Disabilities

Bus / Light Rail

$0.75 $0.75


Downtown Zone Transfers not available with these fares

Bus / Light Rail

$0.50 $0.50


http://metrotransit.org/Data/Sites/1/media/lightrail/ticket_machineLarge-rev.jpg


Paying your Light Rail Fare

Look at the picture of the Light Rail Pay Station and answer the questions below.

1. If you want to purchase a Full Local Fare, what letter do you push? How much does the

fare cost?

2. If you want to purchase an Express Fare, what letter do you push?

3. Can you buy a 6 Hour Pass? What letter do you push?

4. If you want to change the language, what letter do you push? How many different

languages does the machine offer?

5. If you accidentally pushed the wrong button, what other button can you push?

6. Does the Pay Station accept $50 dollar bills? What dollar bills does it accept?

7. Can you pay for your fare with pennies?

8. Can you pay for your fare with a Go-To Card?

9. Can you pay for your fare with a credit card?

CHALLENGE: How many credit cards does the Pay Station accept?


Transportation Unit: Week 2, Thursday

Objectives Learners will be able to… Materials Life skill: Describe how to ride the bus. Literacy: Read a short story and respond to simple WH-questions. Listening: Listen for specific information regarding How to Ride the Light Rail. Transitions/Speaking: Rank transportation choices and debate on which one is better.

Make Student Copies

Handout: How to Ride the Light Rail

Handout: Riding the Bus (pros & cons), Riding the Light Rail (pros & cons)

Make Single Copies or Reference

Cut out a singular set of pictures: Riding the Bus

Volunteer Manual, 2012: Walking Dictation, p. 59 (reference)

Props, Technology, or Other Resources

Tape Laptop and LCD projector ELMO or overhead projector

Lesson Plan Review: Life Skill (20mins) Description: Ss will do a walking dictation to review the steps to riding the bus. Materials/Prep: tape; reference Volunteer Manual, 2012: Walking Dictation, p. 59; make a copy and cut out the pictures on Riding the Bus. Activity 1: Listening (45mins) Description: Ss will listen to a video on How to Ride the Light Rail Materials/Prep: Laptop, LCD projector, speakers; make copies of the How to Ride the Light Rail handout. Activity 2: Literacy/Speaking/Writing (30mins) Description: Ss will listen to a story about planning a light rail trip and practice using the MetroTransit trip planner. Materials/Prep: make copies of Planning a Trip; Laptop, LCD projector, internet connection Activity 3: Speaking/Transitions (30mins) Description: Ss will write a list of the pros and cons to riding both the bus and the light rail; then they will have a debate on which one is better Materials/Prep: make copies of Riding the Bus (pros & cons) and Riding the Light Rail (pros & cons) handouts. Wrap up Ask Ss what they learned today and write their answers on the board.


Teacher Directions: Review

Materials: Riding the Bus, Volunteer Manual: Walking Dictation, p. 59

Step 1: Prep

Cut out the pictures in the Riding the Bus handout.

Reference the Volunteer Manual: Walking Dictation, p.

59 if necessary.


Ask Ss if they remember the steps for riding the bus.

(They learned these during the first week of the unit).

Then hold up the Riding the Bus pictures and ask them

what each one is.

Step 3: Walking Dictation

Tape the pictures in the room or in the hallway and do a

walking dictation.

After one team has finished looking at all of the pictures and saying what they are, stop the activity

and review. Tape each picture on the whiteboard and instruct a student to come up and write down

what the picture is. Have the Ss correct for grammar or spelling mistakes when/if possible.

Teacher Directions: Activity 1: Listening

Materials: Laptop, LCD projector, speakers; How to Ride the Light Rail

Step 1: Prep

Test this website address (www.metrotransit.org/ride-light-rail.aspx) and make sure the video on

How to Ride the Light Rail works. If it does, hook up the speakers and LCD projector. If the link does

NOT work, or if the internet is down, simply READ the video script in Step 3.


Ask Ss if they know/remember the steps to riding the light rail (i.e., pay for your fare, wait for the

light rail, get on the light rail, sit down, wait for your stop, get off the light rail).

http://www.metrotransit.org/ride-light-rail.aspx


Step 3: Listening for Specific Information

Tell Ss that they are going to watch a video (or listen to you

read about) How to Ride the Light Rail. Explain that they will

watch/listen multiple times and write down what they hear.

Pass out the How to Ride the Light Rail handout.

VIDEO SCRIPT

The Light Rail line runs from the Mall of America in Bloomington to Target Field station in

downtown Minneapolis. Train service is available approximately every seven minutes during

rush hours, and every ten-fifteen minutes at other times. The fare for the Light rail is the

same as a local bus route. Make it easy and use a Go-To card to pay your fare. Don’t forget

to touch your Go-To card at a reader to validate your ride. Otherwise, be sure to purchase

your ticket at the ticket machine before you board. Light rail service details can be found on

every platform at metrotransit.org or by calling 612-373-3333.

Step 4: Checking Comprehension

Pair Ss up and have them read the script together in order to check their answers. Then regroup as a

class and read the whole script together. Answer any questions they may have about vocabulary or

content.

Then have them answer the comprehension questions. Once everyone is finished, go over the

questions as a class.

Teacher Directions: Activity 2: Literacy/Listening (planning a trip)

Materials: ELMO or overhead projector; One laptop with Internet connection, set to the

website metrotransit.org.; “Planning a Trip” handouts


Ask Ss, You need to take public transportation (define as bus or light rail,

if needed) to a new place. How can you find out which bus or light rail

you need to take? Affirm all valid answers; if no one says so, tell them

you can also use the Trip Planner on the Metro Transit web site. Ask

learners if anyone knows how to find that web site.

On the projected laptop, type metrotransit.org into the URL bar. Tell

learners that this is the website for metro transit.


Step 2: Scanning the screen for important information

Ask if anyone has used the trip planner before. Pose the following questions to encourage learners

to actively scan the screen:

If I want to plan a trip from one address to another, which one do I need: Plan a Trip,

Routes and Schedules, or Stops and Stations? (Answer: Plan a Trip).

What information do I need to type about the place I’m leaving from? (Answer: Address

OR Intersection OR Landmark). Quick definition check: ask the class for an example of an

intersection and a landmark; if they can’t give one, briefly give one or two examples of each.

Briefly demonstrate how you can click on any one of the three different options, and how

the highlighted option is yellow.

What information do I need about the place I’m going to? (Answer: Address OR

Intersection OR Landmark).

I want to leave after 10:30 a.m. Should I choose depart or arrive? (Answer = depart)

I want to get there after 10:30 a.m. Should I choose depart or arrive? (Answer = arrive)

Step 2: Read a scenario

In this exercise, learners practice listening to a scenario for specific information. This is different

than listening for general understanding, where the goal is overall comprehension. Here, the goal is

for learners to recognize the information that they will need to plan the trip.

Tell learners that they will hear a short reading. Tell them you will read it at a normal pace, not

slowly, but that you will repeat once or twice if needed. Tell them that as they listen, they should


write down ONLY the information they think they will need to plan the trip, using the graphic

organizer/chart on the handout, Planning a Trip.

Then, read the following scenario at an authentic pace:

In pairs, have learners check what they wrote down. Then, check answers as a whole class.

Step 3: Call a learner to come up to the laptop and type Sofiya’s information into the online Trip

Finder (or two learners can come up and do it together). Once the information is entered, three

trip options may come up.

Ask the class any or all of comprehension questions below to help them understand the results

of Option 1:

What does Sofiya need to take, the bus or the light rail? (Answer: light rail).

Which light rail line does she need to take? (Answer: the blue line).

How many transfers will she need to make? (Answer: none – there is only one light

rail to take and no bus).

How long will the trip take? (Answer: 5 minutes)

How far will she need to walk to get on the light rail? (Answer: .34 miles)

How far will she need to walk when she gets off the light rail? (Answer: .28 miles)

If she has to walk .34 miles to get on the light rail, what time should she leave her

apartment?

Optional Step 4

On the same handout, Planning a Trip, have learners write down the information they would

need to look up a trip from their home or apartment to a location of their choice at a date and

time of their choice. If more prompting is needed, tell them to go to Sumner Library, leaving

after 12:00 p.m. noon this coming Saturday.

Sofiya’s trip to Open Door Lake Street

Sofiya lives near the intersection of Cedar Avenue and Riverside Avenue in Minneapolis.

She needs to take public transportation to Open Door Lake Street for a registration

appointment. She has never been to Open Door Lake Street before, though, and doesn’t

know what bus or light rail route she needs to take. Sofiya’s appointment at 6:00 p.m.

this evening. Open Door Lake Street is at 2700 East Lake Street in Minneapolis.


Invite a learner or two to come in front of the class, read the information they wrote, and type

it into the trip planner. Note: Sumner Library is a “landmark” in the online trip planner.

Teacher Directions: Activity 3: Speaking/Transitions

Materials: Riding the Bus (pros & cons), Riding the Light Rail (pros & cons)


Ask Ss: Do you think riding the light rail is better or is the bus

better? Discuss.

Step 2: Pros and Cons

Put Ss into groups of 2-3. Give half of the class the Riding the

Bus (pros & cons) table and the other half the Riding the Light

Rail (pros & cons) table. Explain that they need to list at least

3-5 pros and cons for their topic. Afterwards, tell them that

they will debate why their topic is the better option.

Step 3: Debates

Ask Ss what a debate is. If they don’t know, briefly explain it to

them. Say that it’s important to know the cons to your topic (in

addition to the pros) so you can argue against your opponent

effectively. Give them this example: if a con to riding the bus is that it’s

slower, explain to Ss that a counter-argument could be “it’s slower

because it makes more stops so it serves a wider range of people’s

needs.” Give Ss 5 minutes in their groups to think of “counter-

arguments” to their “cons” list.

Then regroup and go over some key phrases for stating your point:

- I think ______ because of _______.

- I disagree with you because…

- Good point, but I don’t agree. I think _____ because of _______.

Have Ss practice the phrases with you, add to the list if they can think of alternative things to say,

and as always, make sure that they know to say “repeat please” or “I didn’t understand you”. Also

review asking for clarification (i.e., repeating back what they think they heard someone say.) They

practiced this last week with listening to directions, so explain that the same principle applies here.


Pair small groups up together and give them 5-10 minutes to debate their points. Circle around the

room and make sure everyone is using as much English as they can and that they are staying on

point.

Eventually bring everyone back together again and discuss the topic as a class.


Riding the Bus

http://dcnews.ca/wp-uploads/2011/01/bus1.jpg

http://www.bing.com/images/search?q=paying+your+bus+fare&view=detail&id=C8DF64327DDC28D374D6E7A9717CB66AE5416C8D

http://media.tumblr.com/tumblr_ln3nw8Eltl1qfob8c.jpg


http://www.freewebs.com/eminem_iz_the_best/eminem_8_mile_bus.jpg

http://www.mikanet.com/museum/images/bus_pull_cord.jpg

http://www.newsline.dot.state.mn.us/images/01/nov/14-busBBOP.jpg


How to Ride the Light Rail

Watch the Video and listen for the missing information.

Write down what you hear. Do not worry about spelling.

The Light Rail line runs ____________ the Mall of America in Bloomington ________ Target

Field station in downtown ____________________________. Train service is available

approximately every ______________ minutes during _________________________________,

and every _______________________________________ minutes at other times. The

_______________ for the Light rail is the ___________________ as a local bus route. Make it

_______________ and use a _____________________________ to pay your fare. Don’t forget

to ________________________ your Go-To card at a reader to validate your ride. Otherwise,

be sure to _____________________________ your ticket at the ticket machine before you

board. Light rail service details can be found on every platform at metrotransit.org or by calling

______________________________________.

Answer the questions in complete sentences.

1. What destinations does this light rail run from?

2. When is train service the fastest, during what times?


3. Does it cost the same price to ride the light rail as it does the bus?

4. Why do you think a Go-To card makes it easy to pay for your ride?

5. Where can you find light rail service details?


Planning a Trip

Take notes to plan Sofiya’s trip online.

From:

To:

Date:

Time:

Optional: Plan YOUR trip.

From:

To:

Date:

Time:


Planning a Trip

Sofiya

Story 1 Story 2


Riding the Bus (pros & cons)

PROS CONS


Riding the Light Rail (pros & cons)

PROS CONS

Transportation: Week 2 - Literacy Minnesota · 2020. 1. 23. · Handout Future Tense: be + going to Props, Technology, or Other Resources ELMO or overhead projector Lesson Plan Review:

Documents