Unit 9 Wheels
Unit objectives
Draw students' attention to the unit objectives and ask them which of these activities are new. For example, they may have read newspaper and magazine articles but not a report.
Resource used: Cassette.
Warm-up
Exercise 1
Key Words
aeroplane, balloon, bicycle, boat, bus, car, coach, ferry, helicopter, hovercraft, lorry, motorbike, ship, train, the underground, van, yacht
■ Students work in pairs, reading the Key Words and completing the table.
■ When checking answers, students may wish to discuss both air and noise pollution and which types of transport cause the most pollution.
Answers
Land: bicycle bus car coach lorry motorbike train van (NB: the underground travels under the land)
Sea: boat ferry hovercraft ship yacht
Air: aeroplaneballoonhelicopter
Cause pollution: aeroplane boat bus car coach ferry helicopter hovercraft lorry motorbike ship the underground van
Have wheels: bicycle bus car coach lorry motorbike train the underground van
Exercise 2
■ Using the table in Exercise 1, students ask and answer questions about travel.
■ Some of the pairs then report back to the class about their partner.
■ Find out which means of transport none of the students has been on and which means of transport the majority would like to go on.
Exercise 3
Key Words
commuter, cyclist, lorry driver, motorist, pedestrian
■ Students match the Key Words with the definitions.
■ Check answers by having students say the definitions in full sentences, e.g. 'A commuter is someone who … .'
Answers
commuter/3 cyclist/1 lorry driver/5 motorist/2 pedestrian/4
■ Ask students to look back at the Key Words in Exercise 1 and give the names of the person who flies an aeroplane (pilot), rides a motorcycle (motorcyclist), drives a train (train driver), sails a ship/yacht (captain, sailor).
Exercise 4
■ Play the cassette twice for students to identify the five speakers from the definitions in Exercise 3.
Answers
1 lorry driver 2 pedestrian 3 cyclist 4 motorist 5 commuter
■ When students have checked the answers, you may wish to play the cassette again for more intensivecomprehension work, e.g. play the first speaker again and ask: ‘What time does he start work?’ (6 o’clock) ‘How far does he drive?’ (100 miles)
Tapescript
1 Well, I usually start work at about six in the morning. I don’t usually do long distances ?C the furthest I drive is about a hundred miles. It’s very stressful, know what I mean? Driving all day. And the traffic’s really bad nowadays, much worse than when I started. Traffic jams everywhere …
2 Look at them! Cars parked everywhere. And crossing the road is really dangerous. People drive so fast. I was going across the road the other day with my grandson, and suddenly this big lorry came along and nearly hit us. And the pollution, it’s really terrible these days …
3 People say I’m mad, ’cos I always ride to school. I love it and actually it’s much quicker than the bus or even a car because the traffic’s so bad these days. And it keeps me fit, doesn’t it?
4 I know I use it too much, but public transport is terrible where I live. We live out of town, you know, and I need the car to go shopping, to go to work, to take the kids to school.
Lesson 1 On Your Bike
Reading
Grammar
Language in Use
Lesson 2 On the Move
Listening Exx.1-7
Pronunciation Exx.8-9
Speaking Exx.10-12

Title
Lesson 3 Clean Machines
Teaching aims
1 For students to have practice in gist reading(scanning) and reading for detail.
2 For students to learn the meaning of some important words & phrases and to have practice using them in a written gap-fill.
Main point
Students finish the reading exercises.
Difficult point
Students finis
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