Road Safety. ESOL Teaching Pack

Road Safety ESOL Teaching Pack For additional support and information, or to order further copies of this pack, call: 0141 5652559 or email: j.mills@...
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Road Safety

ESOL Teaching Pack For additional support and information, or to order further copies of this pack, call: 0141 5652559 or email: [email protected]

© 2010 Integration Through Safety Glasgow

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Publishing Details

First Published: February 2009 Produced by Mark Watson

Second Edition: March 2010 Produced by Jeremy Mills ITS Glasgow Co-ordinator Glasgow College of Nautical Studies 21 Thistle Street Glasgow G5 9XB

In association with Strathclyde Fire and Rescue 91 Port Dundas Road Cowcaddens Glasgow G4 1ES

The information within is presented as a not-for-profit, educational resource for teachers and peer educators. Imagery and factual information from third party sources is reproduced with the permission of copyright holders. Teachers / Peer Educators are permitted to make photocopies of the contents of this pack to use within their place of work.

©2010 Jeremy Mills / Mark Watson / ITS Glasgow / Glasgow College of Nautical Studies / Strathclyde Fire and Rescue

© 2010 Integration Through Safety Glasgow

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Integration Through Safety: ITS GLASGOW Road Safety ESOL Teaching Pack: Introduction This short course was designed to promote learning about Road Safety through English (ESOL) language lessons. It is part of the Integration Through Safety (ITS) Glasgow project, which encompasses a wide range of safety issues. The course was designed with Elementary and Pre-Intermediate (SCQF Level 3/4, SQA Access 3/Intermediate 1) ESOL learners in mind, although it is adaptable to suit other levels of English proficiency. It can stand alone or be integrated into a General English programme.

The safety information which forms the basis of the course was provided by RoSPA. The safety message is of key importance to the programme and other activities have been specially graded to suit the level of learner the project is aimed at.

The activities focus on interconnected items of vocabulary and

grammar that are related to the topic and reinforce the key concepts behind the project – educating the learners and helping them stay safe.

Jeremy Mills ITS Glasgow Project Co-ordinator Glasgow College of Nautical Studies March 2010

© 2010 Integration Through Safety Glasgow

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Contents Lesson

Page

Road Safety Words

5

Road Safety – What do you know?

6

Different Crossings

7-8

Be Safe on the Street

9

Crossing the road

10

Cycling Safety

11-12

Car Safety

13

Road Safety Crossword

14

Teacher’s Notes

15 – 21

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Road Safety Words Exercise 1 Can you match the words in the middle of the page to the pictures at the side? Exercise 2 Now, can you write a sentence to describe each picture, e.g. Dad is holding his child’s hand. They are crossing the road.

nouns motorbike car pedestrian helmet bicycle pavement

(-ing) verbs riding holding crossing pressing driving wearing waiting

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Road Safety – What Do You Know?



Look at the statements below about road safety. Some are TRUE and some are FALSE.



Write TRUE or FALSE beside each sentence – if the sentence is FALSE, you should write the correct answer.

Example: Drivers are allowed to use mobile phones. FALSE Drivers are not allowed to use mobile phones. 1. Cyclists should wear a helmet. ______________________________________________________________________ 2. The speed limit on roads in UK towns and cities is 40 mph. ______________________________________________________________________ 3. Pedestrians should cross the road when they see the green man. ______________________________________________________________________ 4. Cars are allowed to drive in cycle lanes. ______________________________________________________________________ 5. Cyclists can ride their bicycles on the pavement. ______________________________________________________________________ 6. It is okay to have two or three alcoholic drinks before driving. ______________________________________________________________________ 7. You should not keep your dog on a lead when walking near the road. ______________________________________________________________________ 8. Buses always stop to let pedestrians cross the road. ______________________________________________________________________ 9. Pedestrians are allowed to walk on the motorway. ______________________________________________________________________ 10. All passengers and the driver in cars in the UK must wear seatbelts (or child seats). ______________________________________________________________________ © 2010 Integration Through Safety Glasgow

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Different Crossings Zebra Crossing

Wait for traffic to stop then cross the road.

Central Island

Wait here to cross the road in two stages.

Subway

Goes under the road away from the traffic.

Pelican Crossing

Press the button and wait for the green man.

School crossing patrol

They stop traffic to help children cross the road. (Also called a Lollypop Man or Lollypop Lady)

Footbridge

Goes up and over the road away from the traffic.

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Different Crossings Exercise 1 Turn over the page with the pictures on it. How many crossings can you remember? Work with your partner – write the names of the different crossings and try to describe them to each other e.g. A pelican crossing has traffic lights which make the traffic stop. You push a button... etc Now turn over and check your answers and your descriptions to see if you were correct.

Exercise 2 Imagine you are describing a pedestrian crossing to schoolchildren who have never used one before. Write a short instruction guide which could help them. Use the following words to help you:

button

look careful

green man

push

cross wait stop

traffic walk don’t run

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Be Safe on the Street Can you help John be safe on the street? He’s having some problems remembering the rules of the road. Use the words at the bottom of the page to help you complete the story.

I travel on a country road to work, and it is often dark in the morning when I leave home, so I must wear (1)____________ clothes when I am walking.

There is a very busy road near my house, so I always use the (2)____________. It is great because I push the button and all the (3)____________ stops for me. Sometimes it can be hard to see the traffic in all directions, so I try to (4)____________ and (5)____________ before I cross the road.

Not all of the roads I cross have (6)_____________ crossings, unfortunately. So, on these roads I must be more careful and find a safe (7)____________ to cross, far away from (8)______________ cars.

parked

traffic listen

pedestrian

place crossing

look bright

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Crossing the Road

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Cycling Safety Exercise 1 Look at the picture of the bicycle below and label the items. .

tyre

bell

wheel

headlight

helmet

saddle

reflector

brakes

pedals

handlebars

Why do you think the following are important for bike safety? helmet

headlight

reflector

brakes

tyres

bell

Exercise 2 Discuss with a partner: What can you see in the picture? What time is it? What do you think happened?

These words are all part of the story: Do you know what they are in the past? leave:___________

ride:___________

crash: __________

fall: __________

hurt: ___________

Which are regular / irregular? Now listen to Laura talk about what happened. Were you right about her story? © 2010 Integration Through Safety Glasgow

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Cycling Safety Exercise 3 Listen again and complete the sentences:

She can’t _____________________________________________________ She should____________________________________________________ She must_____________________________________________________ She shouldn’t__________________________________________________

Exercise 4 Do you know the difference between these modal verbs? can

should

must

have to

Discuss with a partner some more rules for cyclists? Now, write some rules for cyclists: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Rules for pedestrians: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Rules for drivers: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Compare your ideas with others in the class and check with your teacher.

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Car Safety Exercise 1 Discuss with a partner: Do you like cars?

Can you drive?

Do you drive in this country?

What is the “Highway Code”?

Exercise 2 Look at the picture of a car. Write one word from the box on each line.

wheel seatbelt 1. __________

door mirror

indicator steering wheel

2. __________

headlight tyre

boot

3. __________

4. __________

5. __________

6. _________

7. __________

8. __________

9. __________

Exercise 3 Here are some rules about driving in the UK. Can you complete them with words from Exercise 2. Everyone has to wear a ________ at all times when the car is moving, or a child restraint for young children. Drivers must remember to look in their ________ and signal using their ________ before turning. After dark you must remember to switch on your ________. And finally, when you get out of the car, you must look before you open your ________.

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Road Safety Crossword What do you remember about road safety? What must a pedestrian do? What must a cyclist do? What must a driver do?

Work with a partner to complete this crossword.

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Teacher’s Notes Introduction

These are the teachers’ notes for the Road Safety ESOL pack. These materials can be used as a stand-alone pack, or certain parts can be used to complement certain topic areas in an ESOL course. The pack can be adapted to suit the needs of the learner and the context.

Ask the learners questions about how they travel to class (walking, driving etc), and try to elicit the idea of “being safe”. Try to have a short (5 min) class discussion about how to be safe on the roads. At this point, it is not important if the learners’ ideas are accurate, it is more about establishing the context, because they will be improving their road safety knowledge throughout the course.

Road Safety Words (p5)

Exercise 1

Distribute the vocabulary worksheet, “Road Safety Words” to pairs of learners. Explain to the learners that they have eight pictures and several words in the middle of the page. They have to match the words in the middle to one of the pictures – two or three words can be matched with each picture. Allow the learners a few minutes to do this (allow them to use a dictionary if you feel it is necessary) and check the answers as a class. Depending on the level of your class, and how well they complete the previous exercise, you can do one of the following activities to follow up the vocabulary matching exercise. The learners should use the vocabulary they just learned by putting it into sentences:

Exercise 2

In pairs, learners talk about the pictures. What can they see? What is happening? e.g. “The man is waiting at the side of the road with his son.” Then learners write short sentences describing the pictures (as explained in exercise two on the worksheet). Many of the pictures can be described using the Present Continuous tense and the vocabulary in the middle of the page. © 2010 Integration Through Safety Glasgow

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For weaker students this can be done orally. One partner can cover the words in the middle with their hand and point at a picture. The other partner has to remember, and say, the names of all the things in that picture.

Road Safety – What do you know? (p6)

To conclude the first lesson, there is a TRUE/FALSE guessing activity. Explain to the learners that they are going to read ten statements about Road Safety in the UK. Some of them are true and some contain false information. If the sentence is true the learners should write TRUE (or put a tick) beside it. If they think the sentence is false, they should write FALSE (or put a cross) beside it, but they should also rewrite the sentence to make it correct (as shown in the example). This activity can be done individually or in pairs. Check the answers in whole class feedback when all the learners have finished.

Answers: 1.T / 2. F (30mph) / 3. T / 4. F / 5. F / 6. F / 7. T / 8. T / 9. F / 10. T

Different Crossings (p7 - 8)

Optional - Recap on the previous lesson. You can do this in a variety of ways. Simply choose some learners to explain what they did in the previous lesson, or write a list of vocabulary on the board they have encountered and ask them to tell you what it means. Alternatively, you could prepare and cut up some vocabulary cards and have learners come to the front, take a card from you and either explain it to the class, draw it on the board or even mime it and have the other learners guess what it is.

Explain that although adults generally know how to cross the road safely, they have a responsibility to set a good example to children as well as educating their children effectively in road safety. Tell the learners that there are many ways to cross the road in this country. Put them into small groups and ask them to think about the different crossings they have seen/used before. After a few minutes, distribute the first “Different Crossings” worksheet face down to pairs of learners. Tell them not to look at it. When all the pairs in the class have the worksheet, tell the learners that they have 2 minutes (shorten or lengthen this time at your discretion, depending upon the ability of your

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class) to read and memorise as much of the information as they can. They are not allowed to write any notes.

After the 2 minutes has elapsed, gather in all of the worksheets. Distribute the second worksheet and ask the learners to complete the first exercise. When they have all finished, you can redistribute the first worksheet to allow them to check their answers. The second exercise requires the learners to write instructions for children to use a pedestrian crossing. This can be done individually. The key vocabulary is contained within the box at the bottom of the page, and the learners should be encouraged to transform these words into complete sentences, using other road safety vocabulary they already know. Use of the imperative is common here, so model the first one or two sentences as examples, to help the learners begin their writing, e.g. “Stop at the side of the road, on the pavement. Look both directions….” etc Ask them to compare what they wrote with their partner’s answer and have one or two volunteers read a complete story to the class.

Be Safe on the Street (p9)

Divide the learners into small groups and ask them to discuss how they travel to class (Do they walk? drive? get the bus?) and what problems they have on their way. Allow a few minutes for the discussion and monitor/assist them where necessary. Ask a few learners to describe their journey to the class. Next, explain that they are going to help a man named John remember the rules of the road. Distribute the first worksheet from lesson 2 (‘Be Safe on the Street’) to pairs of learners and instruct them to read the story. Ensure that they do not complete the missing words at this point. To check that they understand the story, before they read it you could write two or three questions to establish context on the board. Next, ask the learners to read the story more carefully and instruct them to look at the words in the box at the bottom of the page. They should try to put all of these words into the correct gap in the story. Model the first one as an example. Allow the learners (individual/pairs) time to complete the story and then check their answers with the adjacent person/pair. Finally, check the answers together. You can read the story aloud to do this (with the learners stopping you to insert the correct words) or if you have confident learners who don’t mind reading aloud themselves, this is an alternative.

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Answers: 1. bright / 2. crossing / 3. traffic / 4. look / 5. listen / 6. pedestrian / 7. place / 8. parked

Crossing the Road (p10)

Explain to the learners that they are at the Leisure Centre on the map. They want to go to the school. With their partner, they should discuss and then write down a short description of how they will get to the school. You can assist them by beginning the story: “First, I walk past the car park, then I arrive at the traffic lights. I wait at the traffic lights until I see the green man…” and so on. Monitor and assist learners with this activity. Check the answers together (there are several different routes, so encourage learners to provide you with more than one answer).

For further practice, ask the learners to choose a different starting point and destination, and describe that journey (writing sentences again). This can be done two or three times and allows you time to walk around the classroom checking every learner’s work.

Cycling Safety (p11-12)

Exercise 1 – A safe bicycle

Ask the learners if they can ride a bicycle, and if they use one in this country. Have a class discussion about the main differences in road safety when you are walking and when you are riding a bicycle. Discuss and review reasons for cycling and associated risks. Make a note of the best suggestions on the board.

Exercise 1

Hand out the worksheet. Learners match the parts of a bicycle and the words. They can use a dictionary and work with a partner. After they have matched the items, elicit the function of each item. Ask students how these items help keep a bike safe.

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Exercise 2

Draw learners’ attention to the picture. In pairs, learners discuss what they think happened. Feedback as a class and compare ideas. Refer the students to the list of verbs. Some of them will have been used by the students in speculating about what happened. Ensure the meaning of all the words is understood and get the learners to complete the past simple activity, using a dictionary if they need to

Exercise 3

Now play the students the audio or read the transcript. Were they right about the story?

Tapescript: Alex: Hi Laura, how are you? How did you hurt your head? Laura: I rode home last night and I crashed into an old woman on the pavement. Alex: Was she OK? Laura: She was fine, but I fell off my bike and hurt my head. Alex: Well it’s your own fault. You can’t ride on the pavement and you should wear a helmet to protect your head. Laura: I left it at home. Alex: Any why didn’t you see her? Laura: Because it was dark and I was going very fast. Alex: You must use lights at night – a headlight and a red light at the back. And you shouldn’t go too fast.

Exercise 3

Play the audio again and the learners should listen and complete the sentences..

Exercise 4

To expand on this, encourage learners to use modal verbs to create more rules. Elicit the different meanings of the modal verbs of obligation. Depending on the level of the class this may be easy or more challenging. In pairs or small groups, allow the learners time to discuss and compile rules for pedestrians and drivers. These could be laws or © 2010 Integration Through Safety Glasgow

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advice. Monitor and assist the learners with the activity then feed back as a class. The pedestrian rules are to recap on previous lessons and the rules for drivers are an introduction to the next lesson.

Car Safety (p13)

Exercise 1

Ask the learners if they can drive a car, and if they use one in this country. Have a class discussion about the main differences in road safety when you are driving compared to walking or riding a bicycle. Make a note of the best suggestions on the board. Elicit the meaning of the Highway Code and explain if necessary.

Exercise 2

Give the class a short time to complete the car vocabulary exercise. Learners may know, or be interested in finding out, other car vocabulary – provide this information or encourage learners to research for themselves.

Exercise 3

Ask the learners to read and complete the information using the vocabulary from Exercise 2.

Answers: seatbelt / mirrors / indicators / headlights / door

Allow learners to discuss more about car safety. It may be that members of the class can drive in the UK of their countries if so, you could hand out more road safety information of copies of the Highway code and develop further lessons from these materials. However this teaching pack is intended to raise awareness about general road safety, not to give in depth information about driving in the UK

Road Safety Crossword (p14)

Explain how to complete a crossword puzzle in case it is new to the learners, then let © 2010 Integration Through Safety Glasgow

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them proceed in pairs or teams before going over and explaining the answers as a class.

Answers: 1. helmet / 2. red man / 3. indicators / 4. seatbelt / 5. red light 6. pavement / 7. alcohol / 8. lead / 9. button / 10. headlight 11. road / 12. left

Suggested extension activities:

Street Seen Photopack! The Street Seen Photopack is a resource which can be used during or after any of the lessons in this course. It contains a selection of full colour photographs of road safety scenes, and an activity book with several ideas how to exploit these picture resources.

Spelling Test Choose 10-12 words from the previous lessons at random, and dictate them to the learners without allowing them to see. The learners write down the words they hear. Have the learners exchange their completed tests, and mark them together as a class, using the board.

Short Story Ask the learners to write a short story (50-100 words) about road safety. They could describe their journey to class/work or they could describe how they would teach their children about good road safety practice.

Quick Team Quiz Put together a short quiz, which can be done at the end of any of the lessons. Divide the class into teams and give points for correct answers. Example questions could include: Name THREE safe places to cross the road. To keep safe, what should you do when you are out walking? How can you be a safe driver?

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