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    • COMMON QUESTIONS
    LIFESKILLS PERFORMANCE OBJECTIVES
    TRANSPORTATION  LEVELS: 100 and 150

    Note to teachers: This lifeskills unit has been combined for levels 100 and 150, which represent the similar speaking, but different reading and writing levels. See REEP Level Descriptors. The lifeskills objectives to choose from are for the most part the same for levels 100 and 150, but differentiations have been made in the target language (sample language and structures) and the resources, as appropriate.

    TRANSPORTATION UNIT GOAL
     Students will demonstrate their ability to use level appropriate language skills to communicate transportation needs and navigate the transportation system.

    TRANSPORTATION LIFESKILLS PERFORMANCE OBJECTIVES (Summary):

    1. Set class learning goals, i.e.lifeskills objectives to be covered in this unit.
    2. Given visuals, identify means of transportation.
    3. Ask/answer questions about transportation used to get to school, work, and shopping. (150: identify other locations as well).
    4. Identify home, school, job on a map.
    5. Given visuals, identify traffic signs. 
    6. Given a map, give/ask for simple street directions to places in the community. (150 only)
    7. Ask/answer questions about bus/Metro.
    8. Give/follow directions for using a Metro card machine.

     
     
    LIFESKILLS PERFORMANCE OBJECTIVES 

    FUNCTIONS AND SAMPLE LANGUAGE

    		 RESOURCES 
    (Also see Resource Page for this unit and resources on the side bar).

    INTEGRATION
    1. Set class learning goals, i.e.lifeskills objectives to be covered in this unit. 100 and 150: 
    Express need: 
      I need to read the bus 
      schedule. 

    Identify barriers: 
      I don't have a driver's 
      license. 
      I don't understand the 
      bus schedule. 
      I can't drive.

    		 100 and 150: 

    See Needs Assessment 

    REEP Activity: Identifying Barriers to Transportation

    		100 and 150: 
    Structures: 
      Simple present 
      Can/can't 
      (modals) 

     
    2. Given visuals, identify means of transportation.  100 and 150: 
    Report info: objects: 
      This is a car. 
      Those are buses.     		 100: 
    Basic Oxford Picture Dictionary (BOPD), p. 76 
    Survival English 1, p. 116, 140 

    100 and 150: 
    Oxford Picture Dictionary (OPD), p. 104 and software 
    English Extra, p. 100 

    		 100 and 150: 
    Structures: 
      Demonstrative 
      pronouns 
      Singular/Plural 
      Simple present 
    3. Ask/answer questions about transportation used to get to school, work, and shopping. 

    150 students should identify other locations as well. 




    Back to Top

    		 100 and 150: 
    Seek/report info: self/others: 
    How do you go/get to 
    school/work? 
    I walk. 
    I sometimes take the bus. 

    150: 
    I sometimes take the bus. 
    It takes about 20 minutes to walk. 

    		 100: 
    BOPD Workbook, p. 76 
    LifePrints 1, p. 43, 46 
    Survival English 1, p. 117-119, 121 

    100 and 150: 
    English Extra, p. 100, 101 
    Basic Grammar in Action, p. 168, 177 

    150: 
    Survival English 2, p. 166, 163 

    		 100 and 150: 
    Structures: 
      Simple present 
      Yes/no questions 
      Wh- questions 
      Adverbs of 
      frequency 
      Simple past (see 
      extensions below) 

    Extension: How did you get to work in your country?  (Foundations, p.  189, top half) 

    Extension: How did you come to the  United States?  Lifeprints 1, p. 47;  OPD, p. 24-25;  published (Best of Web) and student generated maps 
    4. Identify home, school, job on a map.  100 and 150: 
    Report info: location: 
      This is my street. 
      This is my school. 
      I work here. 
      My school is on 
      Clarendon Blvd. 

    Vocabulary: 
      South, North, East, 
      West 

    150: 
    This is the library. 
    It is across from the Metro station. 

    		 100: 
    BOPD Literacy Program, p. 214 

    100 and 150: 
    Paper or online maps of Arlington and Arlington neighborhoods (click on Civic Association Maps) 

    Teacher and student generated maps 

     

    		 100 and 150: 
    Structures: 
      Demonstrative 
      pronouns 
      Prepositions of 
      location 
    5. Given visuals, identify traffic signs. 
     
     
     
     

     




    Back to Top

    		 100 and 150:
    Report info: objects/signs/symbols: 
      Don't Walk. 
      Stop. 
      One Way. 
      School Xing
      No Outlet
     
     
     
     
     
     

     

    		 100:
    Survival English 1, p. 135, 137 
    First Words, p. 117, 118 

    100 and 150: 
    OPD, p. 107 
    English Extra, p. 98 
    Visuals from Building Real Life English Skills, p. 273-281

    Activity: Take a walk around the school and identify traffic signs and their meanings.

    		 100 and 150:
    Structures: 
      Imperative 
     
     
     
     
     
     
     
     
     

     
    6. Given a map, give/ask for simple street directions to places in the community. (150 only) 150: 
    Seek/report info: location: 
      Excuse me. Can you tell 
      me how to get to the day 
      care center? 
      Excuse me. Is there a 
      post office around here?
      It's on Columbia Pike. 
      Go 4 blocks. 
      Turn left on Glebe Rd.     		 150: 
    Survival English 2, p. 162-165, 
    Foundations, p. 178-179 
    Going Places 1, 60-62 
    Elementary Communication Games, #7 (change place names if necessary), #19

    Paper or online maps of Arlington and Arlington neighborhoods (click on Civic Association Maps) 

    Teacher and student generated maps

    		 150: 
    Structures: 
      Imperative 
      Prepositions of 
      location 
      Simple present 
      Questions 
      Ordinal numbers 
    7. Ask/answer 
    questions about bus/Metrorail. 





    Back to Top

    		 100 and 150: 
    Seek/report info: location, time, price: 
    Where does this bus go? 
    Does this bus go to   Ballston? 
    When does the bus come? 
    The bus comes at 12:15. 
    How much does it cost? 

    Make/respond to request: clarification: 
    Excuse me. Could you please repeat that? 

    150: 
    How do I get from the Clarendon Metro to the Silver Spring Metro stop?

    		 100: 
    First Words, p. 119 
    LifePrints 1, p. 39-41 
    Access, p. 77, 78 
    Survival English 1, p. 120, 125-128 
    English ASAP Literacy, p. 70-73 

    100 and 150: 
    OPD, p. 104 
    Foundations, p. 181-184, 187-190 
    Look Again Pictures, p. 22-29, 

    Metrobus timetables
    Metrorail Map

    150: 
    Going Places 1, p. 85-86
    Basic Grammar in Action, p. 176 

    		 100 and 150: 
    Structures: 
    Simple present 
    Yes/no questions 
    Wh- questions 

    Extension: 
      Complete the 
      Word Find
      from the Kids' 
      section of the 
      Metro web site

    Extension:
      Ask/answer 
      questions about 
      long distance bus 
      or airplane travel 
      (Look Again 
      Pictures, p. 62-70, 
      Survival English 2, p. 169-174)
    8. Give/follow directions for using a Metro card machine. 



    Back to Top

    		 100 and 150: 
    Instruct/respond to instructions: 
      Put $1.10 here. 
      Press here.     		 100 and 150: 
    Field trip using the Metro. 

    Flash cards of steps to put in order or use for TPR. 

    Transparency made from a photograph of a Metro card machine and fare chart. 

    		 100 and 150: 
    Structures: 
      Imperative 
      Singular and plural 

    Extension: 
      Plan and go on a 
      field trip using the 
      Metro 

    Back to Unit Index


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