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How to start
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Track 15.
Ask the students to say the chant from the
unit.
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Ask the students to close their eyes and to imagine a street
scene. Ask them to imagine all the different things on a
street – shops, trees, cars. Ask them if there are any things
that we use to stay safe on the street. Tell them to open
their eyes, Elicit answers. Ask them to imagine where we
walk. Do we walk with the in the middle of the road? Where
do we cross the street? What helps cars know when to stop?
Is it dark when we walk down the street at night? Why not?
Where do we throw our rubbish?
Activities: step-by-step guide
Activity 1
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Ask the students to look at the street scene. Tell them to
look carefully and see if anything seems odd or is out of
place. Say, for example:
A fridge in the street? What’s a
fridge doing in the street? Should it be in a house or in the
street?
Ask them to find other items that should not be in
the scene and to cross them out. When they have finished
they can compare their answers with a partner. Check
answers.
•
Look at the isolated images around the scene and read
through the words. Tell the students to look at the main
image and match. They work in pairs and say the words.
Check answers. Say, for example,
Point to the street light,
Show me the bin.
Students show the correct image in the
main scene or isolated images.
•
Discuss how different things in the street help us. For
example, How do street lights help us? (they give us light
when it’s dark), How do zebra crossings help us? (they show
us where it’s safe to cross).
Activity 2
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Do!
Show the students the traffic light cards. Ask them to
say the colours. Ask:
What does the red light mean?
(stop).
What does the green light mean?
(go)
What does the yellow
light mean?
(slow down).
•
Explain to the class that when there is a lot of traffic, there
are sometimes traffic jams. Ask them what happens when
there are traffic jams? (cars stop or move very slowly, people
honk their horns, some people get frustrated if they are in
a hurry).
•
Do!
Make space in the classroom to organise a street
scene. Ask three students to come to the front and to hold
the traffic light cards (make sure they stand in a line). Ask
some students to come to the front and act as pedestrians.
Explain that they must cross the street when the traffic is
stopped. Ask some other students to come to the front and
to pretend to be cars. The student with the green traffic
light holds up their card and the students who are ‘cars’
move. They can use pretend steering wheels, honk their
horns… When the yellow traffic light is up, cars slow down.
When the red traffic light is up, traffic stops. At this point,
the ‘pedestrians’ pretend to cross the street. Repeat, but
this time change colours quickly and say,
Oh no! There’s a
big traffic jam!
Ask the students to react accordingly.
•
Ask the students to decide if they liked the activity or not.
If they liked the traffic jam a lot, they colour 3 stars. If they
didn’t like it, they colour 1 star. If it was OK, but not their
favourite activity, they colour 2 stars.
•
Mime and ask:
Are traffic jams loud or quiet?
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Read the sentence at the bottom of the page.
Content objectives
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Identify things that do not fit into a city setting.
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Carry out actions to demonstrate different situations in
a city.
Vocabulary
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bin, pavement, road, street light, traffic jam, traffic
light, zebra crossing
Structures
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Is there
a bin?
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There are
traffic lights.
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There is
a zebra crossing.
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Lots of things in the street
help
you.
Cross
the street at
the zebra crossing.
Resources
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Track 15
Material
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Three traffic lights (red, orange and yellow circles)
In the street
