Week 16 – Transport & travel basics

Week 16 – Transport & travel basics (A1+ → A2‑)

Theme: Talking about transport, simple travel plans, and timetables.

Main grammar:

• Present Simple for timetables/schedules: The train leaves at 7.30.
• Can / can’t for possibility and ability in travel context: You can take a bus., You can’t fly direct.
• Question patterns: How do you go to…?, What time does the bus/train leave?

CEFR link:

A1+ / early A2: Can ask and answer simple questions about travel and transport; can understand and talk about basic timetables (CEFR: “Can ask and answer simple questions about travel”, “Can understand short, simple information on timetables.”)

1. Lesson objectives (for students)

By the end of the week, students can:

1. Name common types of transport and say how they usually travel.
2. Use Present Simple to talk about timetables and regular transport:
   • “The bus leaves at 6:15.”
3. Use can / can’t to talk about travel options and simple ability:
   • “You can take a tram.” / “You can’t get a direct train.”
4. Ask and answer simple travel questions:
   • “How do you go to work/school?”
   • “What time does the train/bus leave?”

2. Grammar focus (with Ukrainian‑speaker notes)

a) Present Simple for transport timetables

Use:

• For fixed schedules (train, bus, plane timetables):
  • The train leaves at 7.30.
  • The bus arrives at 9.05.

Form review:

• Subject + verb(s) in Present Simple
  • The bus leaves at six. (3rd person -s)
  • The trains leave every hour.

Question & negative:

• What time does the train leave?
• The train doesn’t stop here.

Ukrainian issues:

• Forgetting 3rd person -s:
  • “The bus leave at 6” → The bus leaves at 6.
• Using present continuous for timetables:
  • “The train is leaving at 7” – acceptable in some contexts, but teach Present Simple as standard for schedules.

b) Can / can’t for travel options

Form:

• can / can’t + verb (same for all persons)
  • You can take a bus.
  • We can’t fly direct to London.

Meaning in this week:

• Possibility / option:
  • You can go by train.
  • You can’t get a tram there.
• (Also light ability):
  • I can drive, but I can’t ride a motorbike.

Ukrainian issues:

• Using “can” + infinitive is usually not a problem; main issue is word order in questions:
  • “Can you go by bus?” → sometimes produced as “You can go by bus?” – accept as spoken, but model correct question pattern.

c) Question patterns

How do you go to … ?

• How do you go to work/school?

Answer with by + transport:

• I go by bus / by car / by tram / by metro.
• I walk to school.
• I go on foot. (optional phrase)

What time does … leave/arrive?

• What time does the train leave?
• What time does the bus arrive in Kyiv?

Ukrainian issues:

• Word order in questions (forgetting auxiliary does / do):
  • “What time the train leaves?” → What time does the train leave?

3. Vocabulary sets

Transport:

• bus, coach, tram, train, metro / underground, taxi, car, plane, bicycle / bike, motorbike
• station, bus stop, airport, platform, ticket, ticket office, return ticket, single ticket

Travel & time phrases:

• in the morning/afternoon/evening, at night
• at 6:15, at half past seven, at quarter to nine
• every day, on weekdays, at the weekend

Functional phrases:

• How do you go to work/school?
• I go by … / I take the … / I walk.
• What time does the bus/train leave?
• It leaves at … / It arrives at …
• You can take … / You can’t take … / You can change at …

4. Lesson skeleton (60–90 minutes)

1) Warm‑up (10–15 min)

• Quick class survey: “How do you usually go to work/school?”
  • Board: bus, car, on foot, bike, metro, etc.
  • Students raise hands or use polls; you note frequencies.
• In pairs, students ask:
  • “How do you go to school/work?” – “I go by bus / I walk.”

2) Presentation – Transport vocabulary & patterns (10–15 min)

1. Show pictures or list of transport types. Drill pronunciation.
2. Model full sentences:
   • I go to work by bus.
   • I go to school by car.
   • I walk to school.
3. Elicit & board pattern: go by + transport / walk (no by).
4. Quick controlled practice:
   • Gap‑fill / matching: go by bus, go by train, go by plane, walk.

3) Presentation – Present Simple for timetables (15–20 min)

1. Show a simple bus or train timetable (3–4 times, 2 destinations). For example:

Kyiv → Lviv: 07:30, 12:15, 18:00

Kyiv → Odesa: 09:00, 20:30

2. Elicit sentences:
   • The train leaves at 7.30.
   • The bus arrives at 6.15.
3. Board the pattern:
   • The bus/train + leaves/arrives + at + time.
4. Question form:
   • Teacher asks: “What time does the train leave?”
   • Students answer using timetable.
5. Highlight:
   • does + verb (no -s) in question.
   • leaves / arrives (with -s) in short answers.

4) Controlled practice – Timetable Q&A (10–15 min)

• Students work in pairs:
  • Each has the same simple timetable (or A/B versions with missing information for info‑gap).
  • They ask and answer:
    • “What time does the train to Lviv leave?”
    • “It leaves at 7.30.”
• Monitor for 3rd person -s and does in questions.

5) Presentation & practice – Can / can’t for travel options (10–15 min)

1. Show a small map or list of journeys:
   • Kyiv → City A: bus or train.
   • Kyiv → City B: plane only.
   • Kyiv → Village C: bus only.
2. Model sentences:
   • You can go to City A by bus or by train.
   • You can’t go to Village C by train.
3. Elicit rule: can / can’t + verb (same for all persons).
4. Short controlled practice:
   • Students complete sentences from cues:
     • You _ go by bus. (can)
     • You _ fly direct. (can’t)

6) Freer practice – "My journey" speaking (15–20 min)

Students plan and describe a simple real or imaginary journey.

1. Give a short prompt, e.g. "home → work/school" or "Kyiv → Lviv".
2. Students write notes, not full sentences:
   • transport: bus / train / car / etc.
   • time: leaves at…, arrives at…
3. In pairs, they tell each other about their trip:
   • “I usually go to work by bus. The bus leaves at 7.30 and arrives at 8.00. You can also go by metro, but you can’t go by tram.”
4. Encourage follow‑up questions:
   • “What time does it leave?” / “How do you go home?”

5. Homework / revision ideas

Choose 1–2:

1. Writing – My way to work/school
   • Students write 5–7 sentences:
     • how they usually go;
     • what time they leave / arrive;
     • 1–2 sentences with can / can’t (other options).
   • Example:
     • “I go to school by bus. The bus leaves at 7.10 and arrives at 7.40. I can go by car when my father drives, but I can’t go by tram.”

2. Create a mini timetable
   • Students create a simple 3‑line timetable (for a bus from their area).
   • Write 3 questions and 3 answers using What time does … leave/arrive?

3. Online / card drill
   • Flashcards for transport and question patterns:
     • Front: "How do you go to work?" → Back: model answer.
     • Front: "What time does the train leave?" → Back: "It leaves at …".