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How to start
•
Ask the students to mime different jobs or mime activities
we can do in different places in the city. Say, for example,
I’m in the library
(students pretend to read),
I’m a police
officer
(students pretend to direct traffic),
I’m a bus driver;
I’m in the park.
✔
Teaching tip
•
Associating vocabulary with actions helps contextualise
language andmakes learningmoremeaningful for students.
•
Ask the students to think back to transport for a lot of people
and types of transport for small groups or one person. Say
different types of transportation. If the transport is for a
lot of people, they clap, if it is for a few people, they stamp
their feet. Say, for example,
bus
(clap),
plane
(clap),
bike
(stamp),
car
(stamp),
train
(clap).
•
Take out the red, yellow and green traffic light cards from
Lesson 3. Tell the students to stand up and walk in place.
Hold up the yellow traffic light (students walk in place more
slowly), hold up the red traffic light (students stop), show
the green traffic light (students walk again). Remind the
students that if the pedestrian light is red, they wait. If the
light is green, they check if it’s safe to cross and cross.
Activities: step-by-step guide
Activity 1
•
Tell the students to look at the sets of pictures and to tick
the correct actions. Ask:
When is it safe to cross the street?
When the light to cross is green or red?
Students tick the
picture on the left of the boy crossing when the light is
green. Ask:
Where is it safe to cross the street? Using the
zebra crossing or outside the zebra crossing?
Students tick
the picture on the left of the girl crossing within the limits of
the zebra crossing. Ask:
When we ride our bike or use our
rollerblades what do we need to wear? Protective gear or
nothing?
Students tick the picture on the right of the girl
wearing a helmet on her bike. Remind students to be safe
in the city.
•
Discuss the different pictures. Why is it important to cross
at the zebra crossing? Why do we need to wait until the light
is green to cross the street? Why is it important to wear
protective gear and clothing when we do sport?
✔
Teaching tip
•
Remind the students that even when they are crossing
using a zebra crossing or when the pedestrian light is green,
they should be careful, cautious and look both ways before
they cross the street.
Activity 2
•
Ask the students to look at the photo and signs. Ask them
to work in pairs and try to match the photos/pictures to the
signs.
•
Go over the answers with the class. Point to the sign with
the bus. Ask:
What is this sign for? The bus stop or the train
station?
Find out if they have ever taken a bus or waited at a
bus stop. What do you need to do at a bus stop? (wait until
you bus arrives, make sure you get on the right bus, pay
your fare). Point to the seat belt sign. Ask:
What is this sign
for? To wear your seat belt or to park the car?
Look at the
photo of the girl wearing a seat belt and talk about why it’s
important to always wear seat belts when in a car. Point to
the zebra crossing sign. Ask:
What is this sign for? That it
is safe to cross here, or not?
Remind students to be careful
Content objectives
•
Know and respect basic traffic and road safety
regulations.
•
Know and identify different traffic signs.
Vocabulary
•
bus stop, protective gear, seat belt, sign, traffic lights,
zebra crossing
Structures
•
Be safe
in the city.
•
Cross
at the zebra crossing.
•
Use
protective gear.
•
If the light
is
red, you
wait
.
•
If the light
is
green, you can cross.
•
Wear
your seat belt.
•
Danger!
Don’t
cross here.
Resources
•
Track 8
Road safety
