esol notes for teachers entry 3

www.ltmuseum.co.uk/learning

ESOL notes for teachers Entry 3

London Transport Museum Pre-visit notes for teachers

London Transport Museum has a rich and varied collection which tells the story of transport in London over the last 200 years. These worksheets have been developed to aid tutors on an independent visit to the Museum with their students. Each level has pre-visit, during-visit and post-visit lesson plan and student handouts.

Lesson duration2 hours 30 minutes

Lesson aims:

• Raise students’ awareness of different jobs and individual people working in transport • Providestudentswithopportunitiesforfluencypracticearoundthetopicoftransport • Develop students’ writing skills through a collaborative task

Lesson objectives At the end of this lesson, students should be able to…

• Make contributions to a discussion about transport issues and experiences (Sd/E3.1a) • Follow and participate in a discussion about transport issues and experiences (Lr/E3.7c) • Note take, plan, draft and proof read a text with appropriate conjunctions and accurate spelling as part of a dictogloss activity (Wt/E3.1a, Wt/E3.1b, Wt/E3.4a, Wt/E3.3a) • Use basic sentence structure accurately in the above activity (Ws/E3.2a)

Booking your visit

Please note that educational visits to the museum must be booked in advance.

Please log on to the Museum’s website www.ltmuseum.co.uk or call +44 (0)20 7565 7298 for the latest information on how to book your trip to London Transport Museum.


00.00 Introduction

In pairs, ask students to brainstorm the different jobs that are done by people working in the transport sector. Give them a time limit and see which pair has the most job types on their list. Take feedback to the board.

00.10 Vocabulary building Pre-visit handout 1: London Transport Museum

Put students into small groups. Give each group the pictures of people working in transport past and present on Pre-visit handout 1: London Transport Museum.

Ask students to discuss the questions on the handout regarding the jobs that the people are doing.

Feedback answers and make a note of any useful vocabulary that is discussed.

Answers:

1. a train controller (1959) 2. a track inspector (1971) 3. a bus garage mechanic (2000) 4. an underground line rubbish collector (1998) 5. a woman bus conductor during WW1 6. a transport interpreter (1923)

As a whole group, ask students to discuss how they think these jobs have changed from past to present.

00.25 Discussion questions – experiences of using transport in London Questions to be cut out from ‘Discussion cards’ handout.

• Each student is given a question card (if possible a different card for each student) – add, remove, substitute questions as necessary. • Thisisaminglingactivity.Studentsfindapartnerandtheninturntheydiscussthe twoquestions.Encouragestudentstoaskeachotherfollowupquestionsandtofind out as much as possible.



• Afterthisdiscussion,studentsswapcardsandfindanewpartner. Students then discuss these questions. This is repeated until students have spoken in three or four different pairings.

Take feedback. During feedback ask students to report back on interesting facts, accounts, and stories that they heard.

00.50 Introduction to dictogloss Pre-visit handout 2: London Transport Museum

As an introduction to the dictogloss, show students a picture of Joseph Clough from Pre-visithandout2andaskthemtobrieflyguessinpairs:

• the job he did • why he is in the London Transport Museum

Takeafewguessesfromthegroupandthenbrieflyexplainhowthedictoglosswillwork.

Dictogloss is a collaborative writing task where a text is dictated several times, with opportunities for discussion, and then reconstructed by a group of students. The aim is not for students re-create an exact copy of the original text, but to produce their own version whichreflectsthefactsandisasaccurateaspossible.

01.20 Dictogloss Pre-visit handout 3: London Transport Museum

The procedure is as follows:

1. Ensure the spellings of names, places etc in the text are written on the board before beginning the activity. 2. Read the text – students listen only – no writing. 3. In pairs, students discuss what they heard, establishing the main facts. 4. Re-read the story. Students take notes of essential facts and language – do not do this as a traditional dictation but ensure that students are note-taking (it may be necessary to talk about how to take notes at the beginning of the lesson) 5. Students compare their notes in pairs. 6. Re-read the story for the last time. Students add to their notes. 7. Put students into groups of three. They compare notes and then collaboratively write a version of the text.



8. On completion, each group displays their work on the wall and students look at the others groups’ texts.

9. Finally, show the group a copy of the original version.

Draw attention to language areas in the text (e.g. past tense, regular/irregular verbs, use of prepositions, punctuation etc)

02.00 Follow-up discussion

After the dictogloss activity, display the following questions and put students into groups to discuss them before taking feedback.

Q1: Joe Clough started driving a bus many years ago. How do you think the job has changed?

Q2: What are the positive and negative aspects to working in public transport?

Q3: How do you think work in public transport will change in the future?

02.20 Preparation for the visit See the next lesson plan for student instructions.

02.30 End


www.ltmuseum.co.uk/learningwww.ltmuseum.co.uk/learning

ESOL worksheets Entry 3

How many types of transport have you been on this week?

Can you think of a problem you’ve had travelling by public transport?

What do you dislike most about public transport?

What did you think about the public transport when you firstcametotheUK?

Should more people travel by public transport?

Which type of public transport is the best?

Do you think public transport is good for all ages?

Is transport in the city different from the countryside?

Do you think public transport is good value for money?

Do you think it’s difficulttoimprovepublic transport?

What improve-ments to local transport should the council make?

How important is good public transport to a city?

Do you think it’s good to drive a car in the city?

Do you think taxis and mini-cabs are good ways to travel

Do visitors to Londonfindthepublic transport system easy to use?

What are the advantages of travelling by bus?



Pre-visit handout 1London Transport Museum

Discuss with your group:

•Whatjobswerethesepeopledoing?

•Whenweretheyworking?

1 2 3

4 5 6




Discuss with your group:

• What jobs were these people doing?

• When were they working?

• What job do you think he did?

• Why do you think he is in the London Transport Museum?

© TfL from the London Transport Museum collection




Dictogloss text about Joe Clough:

Joewasbornin1887inJamaicaandwasthefirstblackmanevertodriveamotorbusinLondon.He immigrated to Britain in 1906 and in 1908 got a job as a bus driver. He drove his bus through the freezing cold. He had no idea he was making history.

He married his wife in 1911 and then drove an army ambulance in the Great War in Belgium. The other soldiers treated him equally and he was the captain of the army cricket team.

In 1919 he went back to driving a London bus for 29 years. He also drove buses for school trips. Sometimesthechildrenteasedhimbecauseitwasthefirsttimetheysawablackman.However,Joe didn’t get upset and many people respected him for this.

Later, Joe got a job as a taxi driver and he was very successful. People asked him to drive the car for

their weddings because they thought he brought good luck.



London Transport Museum Pre-visit notes for teachers


Lesson duration1 hour 30 minutes

Lesson aims

Encourage students to discuss the London Transport Museum’s content, focusing on the topic of work.

Lesson objectives:

At the end of this lesson, students should be able to…

• Ask others to describe things in the museum (Sc/E3.3d) • Talk about facts at the musuem (Sc/E3.4a) • Express likes and dislikes regarding museum content (Sd/E3.1c) • Express views and opinions about content at the museum (Sd/E3.1d) • Ask about other people’s opinions of the museum during the visit (Sd/E3.2) • Extract the main points and ideas from written texts at the museum (Rt/E3.4a)



00.00 Visiting instructions

Either before the visit (at the end of the last lesson) or on the way, give students the task worksheets. Ideally students will work on the tasks in groups of three.

Eachgroupwillhaveaninstructionsheetwhichexplainswhattheyneedtofindout.Oneachgroup’shandout, write the name of the person (or animals) they are to focus on:

• Cast Iron Billy • Horse tram conductor • Electric train guard • The tram conductor • The talking horses

Thegroupswillhavetofindtheperson(oranimals!)andmakenotesontheworksheet.

There is a second task which will focus on more general aspects of the museum’s content. Withinthegroup,eachstudentwillneedtotakeresponsibilityforonequestion,findingout the opinions of the other two students. Ensure students are clear that they all have a ‘job’. The aim of this is to encourage interaction as students move through the museum.

Ensure that students are aware that they will need to make notes because at the beginning of the post-visit lesson they will be feeding back on what they found out.

If you have access to cameras, it would be very useful for students to take these with them to photograph anything that would support their presentations in the next lesson.

01.15 Progress check

Halfway through the visit, arrange to meet up with the students and check how things are going – ensure they have found their person, etc.

01.30 End



During visit handoutLondon Transport Museum

Task A

Yourgroupisgoingtofindoutabout_____________________.

Make some notes about the following things:

1. When did he/they work?

2. What was his/their job?

3. Why do you think he is/they are in the museum?

4. What do you think is interesting or important about him/them?



Task B

While you are walking around the museum, you also need to discuss the following questions.

Each student in your group is responsible for one question. Thismeansyoumustfindoutwhat

the other two people think and make some notes.

1. What is the most interesting job in transport you have seen information about in the

museum?

2. What has been the best thing in the museum?

3. What strange or new facts have you found out about transport in London?



London Transport Museum Post-visit notes for teachers


Lesson duration2 hours 30 minutes

Lesson aims • Provideanopportunitytosharethefindingsoftheirmuseumvisit • Discuss the duties of a tube customer service assistant

Lesson objectives At the end of the lesson, students should be able to…

• Present their answers in a more formal manner (Sc/E3.2a) • Describe things at the museum (Sc/E3.4f) • Express feelings, likes and dislikes about the museum’s content (Sd/E3.1c) • Express views and opinions about the museum’s content (Sd/E3.1d) • Relate their own views with those of the groups’ during and after the presentations (Sd/E3.1g) • Listen for relevant information during the presentations (Lr/E3.3a) • Scan a job description to locate general information (Rt/E3.7a) • Readajobdescriptionforspecificinformation (Rt/E3.7b)


00.00 Feeding back on museum visit tasks

Setupthepresentationtask.Explainthateachgroupwillgiveafive-minutepresentation in which they must cover all the questions in Task A of the during visit worksheet. Encourage them to provide additional information, not just the question answers.

Encourage each member of the group to make a contribution to the presentation.

Ideally,eachgroupwillhaveapictureofthepersontheywerefindinginformationabout, on OHP or IWB.

Give students preparation time (approx. 20 minutes) in their groups to go over their notes and plan what they are going to say.

Finally, explain that while each group gives a presentation, the other groups need to make notes using the grid worksheet on Post-visit handout 1: London Transport Museum.

00.25 Group presentations Post-visit handout 1: London Transport Museum

Eachgrouphasfiveminutestogivetheirpresentation–otherstudentsaretomakenotes on the grid on the handout 00.50 Presentationde-briefing

De-brief the presentations by going through the questions on the grid worksheet, commenting on interesting issues arising from the presentations along with linguistic areas you want to focus on.

Make sure students have the opportunity to comment and ask questions.

01.05 Interesting jobs in transport feedback

As a whole group, ask students to feedback on Task B, question one. This will lead into the next part of the lesson. 01.20 Tube Customer Service assistant – duties brainstorm



Post-visit handout 2: London Transport Museum Show students the picture of the Tube Customer Service Assistant and ask them to describe the job name / role.

Provide the students with a brief overview of a Tube Customer Service Assistant’s job role, and then tell students they are going to read a detailed job description for this job in a few minutes time.

Tell students that there are three main areas of the job. Write these on the board:

• Customer service • Safety and security • Keeping the service running

In small groups, ask students to discuss what kinds of duties might be included under the headings.

After a few minutes, write up a class brainstorm on the board.

01.40 Job description Post-visit handout 3: London Transport Museum

Give out the Tube Customer Service Assistant job description. Pre-teach vocabulary as necessary (e.g. supervise, evacuate, departure, signal).

Ask students to read the text and compare it with the class brainstorm.

Takefeedbackfromthegroup,circlingdutiesthestudentshadcorrectlyidentified;noting those that were missing.

For a fuller job description and more information visit: http://www.tfl.gov.uk/corporate/jobs/ currentcampaigns/customerserviceroles/1665.aspx 01.55 Pros and cons of the job

Put students into pairs and ask them to discuss the following questions (written on the board):



• Would you like to do this job? • What’s the most interesting part of the job? • Whatwouldbethemostdifficultpartofthejob?

Afterfiveminutes,takefeedbackfromafewpairsandsharetheirresponseswiththeclass.

02.15 Conclusion

Finally, re-cap what you have done in the pre, during and past-visit stages.

Ask students to describe to the class what they have learned. Ask students for their opinions about the lesson content and what they feel about visiting museums. Refer students back to questions 2 and 3 in Task B of the During visit handout: London Transport Museum.

02.30 End




Post visit handout 1London Transport Museum

Listen to the other groups and make a few notes about their presentations.

Who are they talking about?

What job did he/they do?

Why is he/are they in the museum?

What is interesting about him/them?

Comments or questions about the presentation




Job description: Tube Customer Service Assistant

Main duties:

Customer Service

1. Help customers in main areas of the station such as platforms and ticket halls

2. Help people buy the right ticket or use the ticket machines

3. Help pregnant women, disabled people and people with buggies or heavy shopping

4. Make public announcements and write notices on information boards

5. Deal with complaints – asking managers if necessary

6. Supervise the ticket barriers

Safety and security

1. Watch and listen for safety problems and help stop dangerous things happening

2. Report any problems to the station supervisor

3. Evacuate the station by following the correct system

4. Repair broken equipment or tell the relevant person

5. Do regular station checks

Keeping the service running

1. Make sure train departure times, and the time between trains, are as close to the

timetable as possible

2. Be on the platform to help customers get on and off trains as quickly and safely as

possible

3. Help with any incidents or customer accidents

4. Talk and cooperate with signal, control and other technical staff

5. Pass information to and from train drivers, including giving hand signals

esol notes for teachers entry 3

Documents