How do I get to
London???
Do you want to
travel far???
Then only
with:
One First
Class ride,
please!
‘Over a dollar for a
gallon? You
kidding???’
Rail Transport – A2
UNIT OVERVIEW
This unit focuses on the field of rail transport and issues connected with using it.
Our students will improve their use of vocabulary related to railways and revise
the use of active and passive voice. The main goal of this unit is introducing
students to situations they can encounter while travelling by train or when
discussing rail transport with foreign colleagues or friends. The basic strategy is
to expose them to materials and situations as authentic as possible (e.g. a train
timetable, a dining car menu, web quest), even though some of the materials
(unmodified and unabridged) can appear too difficult for A2 level students at first.
However, in real life pre-intermediate students have to encounter situations like
these very often – this material choice should help them find effective strategies
of ‘getting by’.
After completing this unit our students should be able to deal with a range of
these situations independently and should also be able to predict what they can
encounter linguistically so that they feel more comfortable using English. To give
an example, they should be able to hold a short conversation with a stranger
while travelling by train or they should be able to understand relevant information
and pass it on.
SELF-ASSESSMENT GRID
These are our goals in this unit, READ them carefully. After completing the unit,
RE-READ them and CIRCLE the appropriate answer:
Listening
Reading
Spoken
Interaction
Spoken
Production
Writing
I can understand phrases and the highest frequency vocabulary related to the
area of rail transport (e.g. basic train times and delays information, ticket sales
information, national railways, types of trains). I can catch the main point in
short, clear, simple phone messages or announcements.
I can read short, simple text about rail transport. I can find specific, predictable
information in simple material such as prospectuses, menus and timetables
and I can understand short simple e-mails.
I can communicate in simple and routine tasks such as asking for train
information or buying tickets. I can handle very short social exchanges such as
with co-travellers but I can’t usually keep the conversation going myself.
I can use a series of phrases and sentences to describe basic train types or
the characteristics of rail transport. I can describe my educational background
and my present or most recent job.
I can write short, simple notes and messages relating to train transport or
simple work issues. I can write a very simple personal e-mail, for example
thanking or inviting someone.
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
INTRODUCTION – listening - speaking
LISTEN to the recording and ANSWER the questions below:
Can you tell me what you think this song is about?
Do you travel by train? Do you prefer trains to buses? Why/ why not?
Do you have a funny story about travelling by train; can you tell the others about
it?
Grammar - READING
Text A
RAIL TRANSPORT
In rail transport, a TRAIN is made of one or more connected cars (RAIL VEHICLES) that
move to transport things (FREIGHT) or people (PASSENGERS) from one place
(STATION of DEPARTURE) to another (STATION of ARRIVAL) through a planned way
(TRAIN ROUTE). The train is moved by power (PROPULSION). There are two basic
types of propulsion: a locomotive with railroad cars or a multiple unit (SELFPROPELLED) train. A locomotive can be powered by STEAM, COAL, electricity or
diesel. The electric locomotives get electricity (RECEIVE the CURRENT) from
OVERHEAD LINES. Trains with two locomotives, one at each end, are called DOUBLEHEADED trains. Trains can also be moved by horses or pulled by a cable.
Under the train there can be two rails (CONVENTIONAL), one rail (MONORAIL) or no
rail (MAGLEV – magnetic levitation).
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
What are the separate parts of a train called?
What do trains transport?
How are trains moved?
What types of rails can trains have?
DISCUSS these questions with your partner, then FIND another pair and COMPARE your
ANSWERS:
What are the advantages and disadvantages of train transport (passengers and freight)?
What makes a good train service (e.g. trains arrive on time; cleanliness; nice and helpful
personnel; discount system)?
Do Czech Railways offer a good service and why/why not? What can they do better?
Text B
TYPES of TRAINS
There are two basic types of trains – PASSENGER trains and FREIGHT trains.
Passenger trains travel between STATIONS (larger buildings; longer distance) or
STOPS (small or no building; short distance). Freight trains travel between big (MAJOR)
stations where they take (LOAD) or leave (UNLOAD) material (FREIGHT). Longdistance passenger trains can have a car for eating (DINING or RESTAURANT CAR)
and for sleeping (SLEEPER). Trains connecting cities (INTER-CITY trains) do not stop
at small stations. Local trains (STOPPERS) stop at (SERVE) all the stations. There are
also trains connecting the city and the outside of the city (SUBURBS) for people living
outside but working in the city (COMMUTERS). These are COMMUTER trains. All
passenger trains have a mechanism that can stop the train in special situations
(EMERGENCY). There is a handle the passengers can pull and it is called the
EMERGENCY BRAKE. If you do not use it right, you have to pay extra money (a FINE).
Other vehicles travelling on rails are the metro (SUBWAY/TUBE/UNDERGROUND) and
the tram (or STREETCAR in the US).
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
What are the types of trains and what is their specific function?
Which train is more expensive – Inter-City or a stopper? Why?
How do we call the people who have to take a train to work?
What do we call the special mechanism passengers can use to stop the train?
DISCUSS these questions with your partner, then FIND another pair and
COMPARE your ANSWERS:
What are the advantages/disadvantages of being a commuter?
How do you travel to work? Do you use more than one means of transport? How
much time does it take you?
READING
READ the descriptions and LOOK at the photos. Then MATCH the descriptions
with the right photos.
1)
An electric train arriving at Tile Hill station, England (an electric multiple unit
pulling into Tile Hill station)
2)
A locomotive at a station, Bristol, Wales (Grange class steam locomotive)
3)
A local train, California (a commuting, short-distance train)
4)
Full wagons, England (freight wagons before unloading)
5)
Train interior, Finland (passenger car of a long-distance train)
6)
Burlington No. 5603 locomotive
A)
B)
C)
D)
E)
F)
Vocabulary – READING - WRITING (note-taking) - SPEAKING
READ and REPORT the times and stations on the route from Prague to Ostrava
and EXPLAIN the icons used.
TRAIN GUIDE Prague - Ostrava
EXPLANATION SYMBOLS
‘Time-telling’ Extension:
Can you TELL TIME in a different way than it is written in the Train Guide?
Can you briefly describe your DAILY ROUTINE? (Time you get up, go to
work, have lunch, finish work, have dinner, watch TV, go to bed)
Do you know what GMT means and can you explain it to your partner?
Can you explain ‘AM’ and ‘PM’?
MAKE a DIALOGUE with your partner about your daily routine, take notes and
TELL others.
Stand up and ASK others to FIND someone with a similar daily routine to yours.
‘Picture’ Extension:
What is the sign for an information office at a railway station?
What is the sign for public toilets?
Can you think of any other signs and describe them?
VOCABULARY - LISTENING
When you go to a foreign country for the first time it can be difficult to
UNDERSTAND signs and notices. Have you ever had a problem with this? Do
you want to TELL the others about it?
MATCH these English notices with these places.
LISTEN to five conversations and IDENTIFY the places.
MAKE a waiter-customer DIALOGUE in the dining car.
USEFUL EXPRESSIONS: DINING CAR MENU
May I take your order?
What would you like to drink/eat?
I will have/Could I have …., please.
How much is/are …
Here you are.
Could I have the bill, please.
Could I pay by card?
Keep the change.
Is there a smoking area here?
READING - WRITING (note-taking) - SPEAKING
WEB QUEST - FIND types of tickets, routes and timetables, TAKE NOTES and
PLAN the cheapest/luxurious trip in the UK or the USA. COMPARE and
PRESENT to class:
www.onerailway.com/offers, types of tickets, timetables, services
www.stanstedexpress.co.uk, the same for Gatwick and Heathrow, image librarytrain photos
www.amtrak.com, American national railways, routes-browse by region, how to
book, before you ride, at the station, on-board, special needs
www.railpage.org.ou, Australian rails
HOMEWORK: MAKE NOTES about the Czech railway system, PRESENT to
class.
EXTRA ACTIVITIES and MATERIALS
LISTENING - SPEAKING (pronunciation)
[Vector Connections - meeting people]
[Language Library – V1002 Meeting People 1/D1004 The Hotel Bar, G1004 Present
Continuous, Numbers, Telling the Time]
VOCABULARY SUPPORT (see below, under B1)
Road Transport – A2
UNIT OVERVIEW
This unit focuses on the field of road transport and related issues. Our students will improve their
use of vocabulary related to road transportation and traffic rules and revise the use of modal
verbs. The main goal of this unit is introducing students to situations they can encounter while
driving a car, travelling in a foreign country or when discussing road transport with foreign
colleagues or friends. The basic strategy is to expose them to materials and situations as
authentic as possible (e.g. traffic signs, a dialogue with a policeman, car profiles, web quest),
even though some of the materials (unmodified and unabridged) can appear too difficult for A2
level students at first. However, in real life pre-intermediate students have to encounter situations
like these very often – this material choice should help them find effective strategies of ‘getting
by’.
After completing this unit our students should be able to deal with a range of these situations
independently and should also be able to predict what they can encounter linguistically so that
they feel more comfortable using English. To give an example, they should be able to hold a short
conversation about types of cars, a possible technical problem with a car while travelling or they
should be able to understand relevant information and pass it on.
SELF-ASSESSMENT GRID
These are our goals in this unit, READ them carefully. After completing the unit, RE-READ them
and CIRCLE the appropriate answer:
Listening
Reading
Spoken
Interaction
Spoken
Production
Writing
I can understand phrases and the highest frequency vocabulary related to the area
of road transport (e.g. basic technical information related to road vehicles,
information on different traffic rules, national standard of traffic calming measures
and traffic safety). I can catch the main point in short, clear, simple phone
messages or announcements.
I can read short, simple text about road transport. I can find specific, predictable
information in simple material such as prospectuses, car profiles and road safety
measures and I can understand short simple e-mails.
I can communicate in simple and routine tasks such as asking for directions or
dealing with a car repair service. I can handle very short social exchanges such as
with co-travellers but I can’t usually keep the conversation going myself.
I can use a series of phrases and sentences to describe basic car types or the
characteristics of road transport. I can describe my educational background and
my present or most recent job.
I can write short, simple notes and messages relating to road transport or simple
work issues. I can write a very simple personal e-mail, for example thanking or
inviting someone.
INTRODUCTION – speaking
LOOK at the picture on the board and ANSWER the following questions:
Do you understand this picture? Can you explain it?
Can you tell me how to use the gear shift? Which speed goes with which gear?
Do you remember the first time you were driving?
Do you remember the worst time you were driving? Tell the others about it.
Grammar - READING
Text A
SOME RULES FOR PEDESTRIANS
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
As car drivers use ROADS for moving from one place to another, people who walk
(PEDESTRIANS) should use special ways called PAVEMENTS (for more people in
towns) or FOOTPATHS (smaller, usually outside towns). They shouldn’t walk close to
the end of the pavement (KERB) with their back to the TRAFFIC. If they have to step
into the road, they should look both ways. If there is no pavement, the pedestrians
should walk on the right-hand side (e.g. in England) or on the left-hand side (in the rest
of Europe) of the road so that they can see the coming vehicles. They must keep close
to the side of the road.
When crossing the road, children should not be left alone until they can understand the
Code (all rules) and use it well. The safest places to cross are usually under the road
(SUBWAY), over the road (FOOTBRIDGE) or roads with a zebra or PELICAN (signalcontrolled, with a button for pedestrians) crossings. For people who cannot see or have
problems with their sight (BLIND or PARTIALLY-SIGHTED) there are crossings with
TACTILE PAVING – special pavement they can feel underfoot; sometimes there is also
a sound signal (BLEEPING or CLICKING). Pedestrians must not wait around or on
crossing areas.
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
What do pedestrians use for walking?
What do pedestrians have to do before stepping into the road? Why?
Where are the safest places to cross the street?
Name the special things that help the blind cross the road.
DISCUSS these questions with your partner, then FIND another pair and COMPARE your
ANSWERS:
Can you think of any other rules for pedestrians? Try to make a list.
Imagine your neighbour is a young child. Make a dialogue explaining the Code of
pedestrian behaviour to him/her.
VOCABULARY - GRAMMAR
Can you DESCRIBE and EXPLAIN these traffic light signals? USE can,
should/not, must/not:
Do not cross
Cross with care
Do not start to cross
Text B
LEFT OR RIGHT
When we travel to a foreign country by car the first thing we need to know is the ‘right’
side to drive on. In the countries where they drive on the right side of the road, vehicles
have the DRIVER’S SEAT and the STEERING WHEEL on the left. We call this a lefthand drive (LHD). Traffic signs are on the right side of the road, road circles
(ROUNDABOUTS) go against the clock (COUNTERCLOCKWISE) and pedestrians
should look to the left first when they are crossing the road. In the countries where they
drive on the left side of the road, vehicles have the driver’s seat and the steering wheel
on the right. We call this a right-hand drive (RHD). Traffic signs are on the left,
roundabouts go clockwise and crossing pedestrians should first look right. And on which
side was the driver’s seat in history? The first cars usually had the seat in the middle.
Later, some cars had the seat on the left (at the centre of the road) to control the
distance from the cars on the other side. Some cars had the seat on the right to help the
driver control his distance from walls, bushes or other barriers. In the end, the LHD
became more dominant.
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
What changes in the car interior if we sit in a Czech car and in an English car? How does it
change?
On which side of the road are the traffic signs in Britain?
Which direction do roundabouts go in Germany?
Where was the driver’s seat in the first cars?
Did you know that about one third of all the countries drive on the left? Here is proof; can you
NAME some of the countries on the map and EXPLAIN WHY they prefer driving on the left???
Red = drive on the right
Blue = drive on the left
History QUIZ question:
The idea to travel on the left originally comes from the need for self defence. Could you explain
why? Discuss with your neighbour.
Vocabulary - SPEAKING
=================================================================car
interior/exterior
WORK with the vocabulary list at the bottom of this unit, to make sure you UNDERSTAND the
useful expressions check the website www.highwaycode.gov.uk and ASK and ANSWER
questions about car interior/exterior with your neighbour.
Afterwards READ this sentence. ASK your teacher for help if you don’t understand:
The rule of the road is a paradox quite,
For if you keep to the left, you’re sure to be right.
Make pairs, the teacher will tell you if you are from a country driving on the right or the left. FIND
another pair that drives on the opposite side to yours. Try to EXPLAIN to them why it is better to
drive on your side so that they believe you.
Vocabulary – READING - WRITING (note-taking) – SPEAKING - LISTENING
WEB-QUEST: In pairs decide which car make you will represent (e.g. VW, BMW, Ford) and
TELL the other students. FIND the official web-site you need and CHOOSE one model of a car.
FIND technical information about it and take notes. When you are ready, MAKE a
PRESENTATION.
In your PRESENTATION you should think of these details:
-TYPE of car (e.g. offroad, pick-up, saloon,
convertible)
-PRICE (low, mid-range,
high)
-TOP SPEED
-ACCELERATION
-CONSUMPTION (litres
per 100km)
-GEAR
mechanism
(automatic, manual)
-SPECIAL EQUIPMENT
(air-bags,
navigation
system, air conditioning)
-DASHBOARD DESIGN
(interior material, colours,
music system).
Grammar – READING - WRITING (note-taking) - SPEAKING
Traffic signs TEST
EXPLAIN
and
GIVE
NAMES
http://www.highwaycode.gov.uk
of
these
road
signs;
for
help
check
LISTENING – SPEAKING – WRITING - Grammar
In pairs DISCUSS how a good driver should behave on the road. How does a bad driver behave?
MAKE two LISTS (‘good’ and ‘bad’) and COMPARE with another pair.
‘Good’ list: e.g. uses seat belts, keeps speed limits, stops at pedestrian crossings.
‘Bad’ list: e.g. talks on the cell-phone, smokes when driving, goes over speed limits.
Do you remember the last time you were stopped by the police? Was there any problem? TELL
your neighbours about it.
Make groups of three. One of you will be a policeman, one of you a driver who did something
wrong and the third one a co-passenger. MAKE a driver-policeman DIALOGUE using your
‘good’ and ‘bad’ lists. When you are finished, CHANGE ROLES.
USEFUL LANGUAGE: Could I see your driver’s licence?
Could you step out of your car?
Do you know what you did?
I thought it was alright.
I didn’t notice.
Did you see the sign at the crossing?
HOMEWORK: Imagine you are a driving school instructor. Make brief notes about the basic
rules and skills a driving student needs to know. In the next class you will try and
teach your classroom neighbour to drive.
EXTRA ACTIVITIES and MATERIALS
LISTENING – SPEAKING - Grammar
[English Language Library – V1004 Meeting People 3/G1008 Word Order. Expressions of place and time;
V2003 Taxi. Bus/D2013 Travelling by Taxi; V2001 Requesting. Socialising 1/D2010 At the HotelDirections]
Transport Economics and Ecology– A2
UNIT OVERVIEW
This unit focuses on the field of Economics and Ecology in transport and connected
issues such as positive and negative externalities. Our students will improve their
use of vocabulary related to transport economics and ecology and revise the use of
the zero and first conditional as well as the future simple. The main goal of this unit
is introducing students to situations they can encounter when discussing transport
economics and ecology with foreign colleagues or friends or while travelling and
using transport networks in foreign countries. The basic strategy is to expose them
to materials and situations as authentic as possible (e.g. graphs and tables, city
plans, web sites), even though some of the materials (unmodified and unabridged)
can appear too difficult for A2 level students at first. However, in real life preintermediate students have to encounter situations like these very often – this
material choice should help them find effective strategies of ‘getting by’.
After completing this unit our students should be able to deal with a range of these
situations independently and should also be able to predict what they can encounter
linguistically so that they feel more comfortable using English. To give an example,
they should be able to understand basic relevant terms connected with the toll
collection technology and in simple words explain to a foreigner the toll system in our
country. They should also be able to express predictions or simple hypothesis
concerning future developments in ecological transport.
SELF-ASSESSMENT GRID
These are our goals in this unit, READ them carefully. After completing the unit, REREAD them and CIRCLE the appropriate answer:
Listening
Reading
Spoken
Interaction
Spoken
Production
Writing
I can understand phrases and the highest frequency vocabulary related to the
area of transport economics and ecology (e.g. basic graphs, city traffic
limitation information, toll system). I can catch the main point in short, clear,
simple phone messages or announcements.
I can read short, simple text about economics or ecology in transport. I can
find specific, predictable information in simple material such as prospectuses,
charts and graphic reports and I can understand short simple e-mails.
I can communicate in simple and routine tasks such as asking for toll
information or providing it. I can handle very short social exchanges such as
with work-related acquaintances but I can’t usually keep the conversation
going myself.
I can use a series of phrases and sentences to describe basic toll systems or
the characteristics of externalities. I can describe my educational background
and my present or most recent job.
I can write short, simple notes and messages relating to transport economics
and ecology or simple work issues. I can write a very simple personal e-mail,
for example thanking or inviting someone or explaining a simple issue I am
familiar with in my mother tongue.
INTRODUCTION – speaking
Yes/No
Yes/No
Yes/No
Yes/No
Yes/No
LOOK at the picture and ANSWER the questions below.
What can you see in the picture? Which country is it?
What do we call this type of road in English?
Can you read what the green sign says? Do you understand it?
What do the drivers have to do?
Do we have the same system in our country?
How would you call our system?
Grammar – READING
Text A
TRANSPORT ECONOMICS
If we want to define transport economics, we have to talk about civil engineering and
economics together. Economics in transport is a very practical area of study. It looks at how
people (PASSENGERS) and things (GOODS) travel through transportation networks at
different speeds and for different prices. If we want to travel fast for longer distance, we will
probably choose to travel by plane. Also if a ticket is bought in advance, it will be cheaper
than a ticket bought one day before departure. If we need to send a package overseas for
low price, we will use the ship transport rather than a plane. The system of transport
economics is based on what someone (CLIENT, CUSTOMER) wants (DEMAND) and what
someone else (BUSINESS OWNER, FIRM) can or wants to sell (OFFER). It is quite difficult
to understand when and how much people or things will travel (DEMAND for
TRANSPORTATION FACILITIES) because in transportation we choose between nonsimilar goods – e.g. we can take a car or a train. The study of these problems is called
ECONOMETRICS. If we talk about positive effects transport has for its users, we should
also talk about the negative effects (NEGATIVE EXTERNALITIES). The main negative
externalities are air pollution, not enough traffic safety and congestion. Governments in
many countries are trying to minimise these negative effects by traffic regulation mainly in
cities (e.g. London City CONGESTION CHARGE).
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
Can you explain what the transport economics is?
What is the system of transport economics based on?
What does Econometrics study?
What are the positive and negative externalities of transport?
DISCUSS these questions with your partner, then FIND another pair and COMPARE your
ANSWERS:
Is there any traffic regulation in Prague to prevent congestion?
Do you know anything about the London congestion charge and can you explain it to others?
Do you know any other European city with traffic regulation?
Text B
TOLL COLLECTION
A toll road is a road on which some company (TOLL AUTHORITY) collects money (FEE) for
the use of the road by vehicles. There can also be toll bridges or toll tunnels. The non-toll
roads are usually financed from taxes (PETROL TAX). The first toll collecting in history could
be the mythical Greek FERRYMAN Charon who charged toll to transport dead people
across the river Acheron. In England, until the 17th century, there were some Roman roads
of better quality but most were simple TRACKS through the earth. There were three groups
taking care of these roads:
the
owning the land where the
roads
monasteries.
the
only tolls in roads in the
United Kingdom are toll
bridges, toll tunnels, small
private
congestion
Today
roads
and
King,
the
ran
aristocracy
and
the
charging
schemes such as the one
in the centre of London. In
Europe toll roads are most
used in France, they are
called Autoroutes and the drivers have to pay quite a lot for using them (they CARRY
HEAVY tolls). In Austria, the Czech Republic and Switzerland the payment for toll
motorways is done in the form of STICKERS which are placed on the front window. They
are usually valid for a year like in our country or for limited time (few weeks) for lower price
like in Austria. Recently, the ETC (ELECTRONIC TOLL COLLECTION) was introduced to
make the payment faster. Drivers who want to use the ETC have to enter a programme and
the money is taken (DEDUCTED) from their credit card each time they drive through.
LISTENING – SPEAKING
Discussion points:
TALK to your partner and ANSWER these questions:
How are the non-toll roads financed?
Who was taking care of roads in England before the 17th century?
Where are the tolls in roads in England these days?
Where are the most expensive roads in Europe?
How do the drivers in the ETC programme pay for using the road?
DISCUSS these questions with your partner, then FIND another pair and COMPARE
your ANSWERS:
Do you know about any plans of the Czech government to modernise or change the
toll collection system?
Can you think of the possible problems the ETC can cause?
LISTENING – SPEAKING – WRITING - READING
Think of some things you have with you today (shoes, cell phone, car, watch). Which
are imported and which Czech made? Where were they made? How do you think
they were transported from the factory to the shop you bought it? DISCUSS with
your partner and REPORT to your classmates.
ANSWER these questions and MAKE a ‘Czech’ and ‘foreign’ LIST with your partner.
COMPARE with another couple.
What are the major imports and exports in the Czech Republic?
Which products made in our country are better than products in other countries?
What do these countries export: Greece, China, Russia, Scotland, Germany,
Hungary, France, Spain, and India?
MAKE a SURVEY. Ask your classmates if they prefer buying Czech or foreign
products and why. WRITE the answers into the grid below where you can see an
example.
Example of your questions:
What sports shoes do you usually buy?
What brand are they?
Where is the company from?
Why do you buy this brand?
Answers:
Type
PRODUCT
Running shoes
of
BRAND
Country of ORIGINREASON
Adidas
Germany
I believe TV commercials/
Roman Šebrle uses them too.
When you are finished, PRESENT your results to the class. When you listen to your
colleagues make notes. Did everybody have the same results as you? What was
different?
LISTENING – SPEAKING
PUT these countries on the chart below. COMPARE with your partner:
Brazil, France, Germany, Greece, Italy, Japan, Russia, Singapore, UK, USA, the
Czech Republic, Slovakia, Romania, Ukraine, Saudi Arabia
Rich in natural resources
Low GDP per capita
High GDP per capita
Poor in natural resources
DISCUSS with your partner:
Why are some countries richer than others?
READING – SPEAKING
MATCH the first halves of the sentences to the second halves:
If you would like to place
we could discuss the rate of commission later.
If you can’t meet
insurance cover for the shipment.
Let us know if you want us to arrange an order, contact us by telephone.
We would appreciate if
the delivery date, let us know as soon as
possible.
If you are interested in our offer
we could become your exclusive distributor.
In similar sentences DESCRIBE what a person has to do to get his/her freelance
licence (živnostenský list). Use the prompts below to build a ‘chain’ of sentences.
If ….
I decide to start my own business  (need to) get a freelance licence  (have to)
have a certificate of qualification  register with the Business-owners office 
report the start of my business activity at the Tax-collecting Office, the Social
Security Office and my health insurance company  start my business  (have to)
fill in the Tax return form in March  pay tax  (hope to) have no problems with the
Law 
WRITING – SPEAKING
Use the ‘chain’ model from the exercise above and MAKE your own CHAIN with
your partner. DESCRIBE what a person has to do to get a job in your company. Do
not forget to give one wrong piece of information. When you are finished, READ your
chain to the class. The others have to find out the mistake.
READING – WRITING
READ this text. Use the highlighted expressions and WRITE if-sentences about
global warming. READ your sentences to the class. You can also use the ‘chain’
model.
Global Warming
Global warming effects environment and human life. The main effect of it is increasing
carbon dioxide (CO2) and increasing global average temperature. This also means that sea
levels rise and agriculture has to change strategies because the weather conditions are very
unstable. We can see the effects of reductions in the ozone layer. In extreme weather
conditions it is also easier for diseases to spread.
In the ecosystem we can notice for example a smaller snow cover on the Poles. Some
animals might have to change the place of living, which could kill them.
When we think of countries below the sea level such as Holland or Bangladesh, we can see
they are at high danger of being flooded thanks to the melting icebergs.
HOMEWORK: MAKE an organisation DIAGRAM of your company with your position
in it. PREPARE a short presentation (3-5mins) about it explaining
what your company does exactly and what your work is. Next lesson
you will present it to the others.
EXTRA ACTIVITIES and MATERIALS
LISTENING - SPEAKING (pronunciation)
[English Language Library – V3002 Hotel and Restaurant /D3019 At the restaurant with a
friend, G3019 Uses of ‘would’, D3020 Arriving at a hotel.]