Functional Skills: Transport
Transport
Activity 1
Activity 6
Activity 11
Activity 2
Activity 7
Activity 12
Activity 3
Activity 8
Activity 13
Activity 4
Activity 9
Activity 14
Activity 5
Activity 10
Activity 15
Cycling
Which of the following bikes would you prefer and why?
Drag and drop the rosettes to indicate your choice
Why?
Activity 1 - Cycling
Functional Skills: Transport
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Cycling
Activity 2 - Cycling
Functional Skills: Transport
What kind of person might want to buy the bike below? Why would the bike
be suitable for them?
Next
Cycling
Activity 2 - Cycling
Functional Skills: Transport
What kind of person might want to buy the bike below? Why would the bike
be suitable for them?
Next
Cycling
Activity 2 - Cycling
Functional Skills: Transport
What kind of person might want to buy the bike below? Why would the bike
be suitable for them?
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Cycling
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Similarities
Differences
Activity 3 - Cycling
Functional Skills: Transport
Summarise the similarities and differences of the three different models of
bikes below:
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1 Imagine you own one of these bikes and you want to sell it. Write an
advertisement to go in the local paper. An advertisement for up to 20
words costs £12.50 and you will be charged £2.15 for every additional
word over that total. Try to make your advertisement sound appealing.
Share your advertisement with your partner/group and discuss what
makes an effective advertisement given the constraints of the word limit.
Activity 4 - Cycling
Functional Skills: Transport
Cycling
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2
Now write an advertisement for one of the other bikes that would be
Help
found in a specialist bike magazine where money is no object.
3
Design your advertisement and evaluate how it is effective in
persuading the reader to buy the bike.
Cycling
To help you plan your advertisement, complete the table below listing
persuasive techniques by writing what will be used in your advertisement.
Example to be used in advertisement
Superlative
Rhetorical question
Modifiers
(adjectives/adverbs)
Image
Activity 4 - Cycling
Functional Skills: Transport
Persuasive feature
Emotive language
Specialist
language/information
Use of colour
Other information
required
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Cycling
Activity 5 - Cycling
Functional Skills: Transport
Read the following webpage and rate the
reasons given for cycling on a scale of 1-12 (1
being the best reason, 12 the worst reason).
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Activity 5 - Cycling
Functional Skills: Transport
Best
Worst
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Organise the reasons given into categories in the Venn diagram below:
Environment
Health
Regular cyclists enjoy a fitness
level equal to that of a person
ten years younger.
Cycling at least twenty miles a
week reduces the risk of heart
disease.
National heart disease rates
would fall by between 5 and 10
percent.
Bicycles require no road tax,
no MOT, no insurance, no
licensing, no breakdown
recovery services, and above
all no fuel bills.
A good bicycle will last for
years.
A bicycle can be parked just
about anywhere.
Activity 6 - Cycling
Functional Skills: Transport
During rush-hour, a bicycle is
about twice as fast as a car.
Twenty bicycles can be parked
in the same space taken up by
one car.
To make a bicycle requires
only a fraction of the materials
and energy needed to make a
car.
Financial
A good bicycle needs at most
about £50-worth of
maintenance a year.
To make a bicycle requires
only a fraction of the materials
and energy needed to make a
car.
Bicycles produce absolutely no
pollution - they are a lot
quieter too.
Cars kill and maim thousands
of people every year - bicycles
don't.
Back
Cycling
You have been asked to write a report for your school/college/local council
about students cycling to school/college.
Before you
begin, think
carefully about
the kind of
language to be
used in a
report.
Activity 7 - Cycling
Functional Skills: Transport
Most appropriate
Sort the
following
phrases and
features of
style, showing
those that are
appropriate for
a report and
those that are
inappropriate:
Least appropriate
Click here for more
information on ACTIVE and
PASSIVE VOICE
Discuss with you partner why these
features/phrases are / are not appropriate.
Next
Using Active and Passive – Identify whether the following sentences are
written in the active or the passive voice and then try to rewrite them so all
the active sentences are written in the passive and all the passive
sentences are written in the active.
ACTIVE and PASSIVE VOICE
More information on
Functional Skills: Transport
Origional
A/P
We all climbed into the car.
A
P
The essay was written on time
by Frank.
A
P
The mouse was eaten by the
cat.
A
P
Cheryl lit the fire.
A
P
The police car was driven the
wrong way down the road.
A
P
His sister was tickling Jim.
A
P
Jim was tickled by his sister.
A
P
The lion broke out of its cage.
A
P
Rewrite
Click the boxes; once to choose
Passive ‘P’ and twice to choose
Active ‘A’
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Cycling
Click here if you want to remind yourself of the report
format you used in the Personal Safety unit of work.
Activity 7 - Cycling
Functional Skills: Transport
Remember to set out your report appropriately using titles, subheadings, bullet points, advantages/disadvantages,
problems/solutions and overall recommendations. Use some of
the reasons given on the webpage to help you think about the
issues but you will need to think about possible problems too.
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Features of a Report
Functional Skills: Transport
Identify the features of a report
Hint
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Private Transport
Activity 8 - Private Transport
Functional Skills: Transport
Your Headteacher/Principal is concerned about the number of students using
cars/private transport in the morning, particularly about the congestion,
inconvenience to local residents and added danger to pedestrians. Listen to the
following comments from a range of people with views on this issue, making
notes on what they say.
Resident
Headteacher / Principal
Student 1
Student 2
(Click the icon to play)
Use your notes to help you write a discursive speech on the issue of
students using private transport to travel to school/college. To prepare,
complete the tasks in Activities 9 and 10.
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Activity 9 - Private Transport
Functional Skills: Transport
Identify the job of each of the following connectives and with your partner
sort them using the table:
Contrast and Balance
Cause and Effect
Addition
Comparison
but
equally
too
yet
again
also
moreover
nevertheless
consequently
comparatively
because
and
instead
furthermore
likewise
until
inevitably
alternatively
consequently
similarly
as a result
in addition
in contrast
Back
On the next slide is an argument outlining the benefits of
school uniform. Read through with your partner and identify
the topic sentences and the connectives used to link points.
Remember, a new paragraph will be taken whenever there is
a change in TIME, PERSON, TOPIC or PLACE (TiP ToP).
Activity 10 - Topic Sentences
Functional Skills: Transport
Topic Sentences
Also work out why the writer as taken a new paragraph when
they do.
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Activity 10 - Topic Sentences
Functional Skills: Transport
Topic Sentences
School uniform is undeniably beneficial in schools today. Pupils look
smarter than if they wore their own clothes. However, some people claim that
dictating what children
should
wear in schools
denies
Having
read through
the text,
scan them
back the right to selfexpression through through
fashion.to
Yet,
this
argument
does not acknowledge that
look
again
at the counterarguments:
schools are preparing
young people for the work place where they will have to
look smart and many of them will be required to wear a uniform of some
• How do they follow the initial point
description.
raised in each paragraph?
In addition, school uniform is an efficient method of clothing a child on a
• Does this argument use fact or
daily basis. Whilst some may argue that purchasing uniform at the
opinion?
beginning of each school year is expensive the reality is that school clothes are
Are some
thereofexamples
both children
here, or would wear if they
cheaper to replace• than
the costlierofitems
had a free choice. does the writer make his or her
opinions seem like facts?
Moreover, there might well be cases of bullying if pupils wore their own
How
thisthe
done?
clothes. If a child• did
notishave
money to buy fashionable items then they
could easily be victimised whereas enforcing school uniform ensures that all
pupils look equal.
Furthermore,
when on school
or excursions,
pupils
(Remember
that trips
the highlighting
tool
can are
be more easily
identifiable if they are wearing a uniform. Although children would argue
to helpin
you
– why
use surely
different
colours?)
they are moreused
comfortable
their
own not
clothes,
safety
is a more
important consideration?
Show Task
Hide Task
Next
Topic Sentences
To help you compile your thoughts on these features of argument writing,
complete the table below.
1
Activity 10 - Topic Sentences
Functional Skills: Transport
Paragraph
Subject of
Paragraph
Topic
Sentence
Counter-Argument
Being smart
“pupils look smarter
than if they wore
their own clothes…”
“denies them the
right to selfexpression..”
Connective(s) Used
To Link
“However…”
“Yet…”
2
3
4
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Topic Sentences
Now plan your speech on the issue of students using private transport to
travel to school/ college, outlining both positive and negative arguments. Use
the table below to help you plan.
Topic
Sentence
Counter-Argument
Connective(s)
Used To Link
1
2
Activity 10
Functional Skills: Transport
Subject of
Paragraph
3
4
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Persuasive Writing
Rail continues to be the safest form of land transport. Despite a
handful of high-profile accidents in recent years, rail is getting
safer, and the chances of surviving a crash in a rail vehicle are far
greater than in any other vehicle.
Activity 11 - Persuasive Writing
Functional Skills: Transport
Read the webpage below and explain how it persuades the reader that rail travel is
a safe mode of transportation.
Travelling by train is 15 times safer than going by car and five
times safer than going by bus or coach. You are far more likely to
be involved in an accident whilst walking, cycling or driving to the
station than when you are on the train.
Every year 3,500 people are killed on Britain's roads and 300,000
people are injured. There was a 25% increase in car occupant
fatalities in greater London in the first nine months of 2000
compared to the same period in 1999. Lorries make up 7% of road
traffic yet they cause over 20% of road fatalities.
Highlight in RED where rail
travel is compared to other
forms of transport;
Highlight in BLUE where
persuasive/emotive
language has been used;
Highlight in YELLOW
where facts are given;
Highlight in GREEN where
opinions are stated;
Circle in black any
statistics that have been
used.
Railfuture believes proper enforcement of existing road traffic
laws - on speed, drivers' hours, vehicle maintenance and
overloading for example - would be a good start, Speed cameras
are supported by sensible, law-abiding motorists.
The majority of fatalities on the railways are, sadly, a result of
trespass and suicides - not lack of train safety. Currently the
primary cause of rail incidents, 55%, is vandalism - obstructions
on the track and missiles aimed at trains. You are far more likely
to injure yourself walking up and down steps at the station (or
anywhere else) than while you are on the train.
Back
Facts or Opinions?
Organise these statements into facts and opinions:
Activity 12
Functional Skills: Transport
FACTS
Tom is the worst
poet in the school.
My bedroom is the
best room in your
house.
OPINIONS
Picasso is the
world’s greatest
painter.
85% of weather
forecasts are
accurate.
A dictionary is a
useful tool.
Painting is fun.
A dictionary
contains definitions
of words.
O is the chemical
symbol for oxygen.
Next
Facts or Opinions?
Hopefully you can see the difference between facts and opinions. Just to
check, write one fact and one opinion for each of the following topics:
FACT
OPINION
Fashion
Your House
Food
Celebrities
Activity 12
Functional Skills: Transport
TOPIC
Music
Discuss with your partner what makes the facts
different from the opinions you have written.
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Argument Writing
Complete the table explaining the effect these features have on the reader.
Feature
Example
Effect
1.
2.
1.
Persuasive/
Emotive
Language
2.
1.
Fact
2.
1.
Opinion
Activity 13
Functional Skills: Transport
Comparison
2.
1.
Statistics
2.
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Persuasive Speech
Write a speech to persuade the rest of your group that your favourite way to
travel is the best way (e.g. train, flying, walking, cycling, driving, horse-riding,
motorbiking, skating, etc.).
Example to be used in speech
Unity/Uniting the Audience
Activity 14 - Persuasive Speech
Functional Skills: Transport
Persuasive Feature
Click for
more
information
Emotive Language
Opinions
Rhetorical Questions
Expert Opinion
Metaphors / Similes
Guilt/Fear
Imperatives
Repetition
Conditional Sentences
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Conditional Sentences
When you have tidied your room, then you can go out to play.
Activity 14 - Conditional Sentences
Functional Skills: Transport
Conditional sentences are ones that do exactly what their names suggests
– gives conditions! These are generally sentences that contain two or more
clauses, one giving the condition and the other stating what will happen as
a consequence, e.g.
Condition
Consequence
Comma separating the clauses
The clauses in the sentence can be reversed so the consequence
comes before the condition:
When
tidied
your
roomyou
, then
can go
outroom.
to play.
Youyou
canhave
go out
to play
when
haveyou
tidied
your
Next
Conditional sentences
Finish the following sentences so they all contain a consequence after the
condition. Then rewrite all of the sentences so that the two clauses are
reversed.
Activity 14 - Conditional Sentences
Functional Skills: Transport
1. If you eat all of your dinner, …
2. When the washing machine has stopped, …
3. If the coast is clear, …
4. When the school bell rings, …
5. If the dog bites you, …
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Formal Writing
Aeroplanes burn kerosene; a non-renewable fossil fuel. This releases
carbon dioxide (CO2) and other greenhouse gases into the atmosphere,
which contribute to global warming and climate change.
Activity 15 – Formal Writing
Functional Skills: Transport
Read the article below on carbon dioxide emissions from air travel:
On a per-passenger kilometre basis, long haul flights are more fuelefficient than short haul flights. This is because take-off and landing require
more fuel than cruising. On a short-haul flight, the landing and take-off
cycle accounts for a greater proportion of the total flight than on a longhaul flight. However, the additional miles flown on a long-haul flight yield a
greater overall greenhouse gas impact.
Given this information, and using ideas of your own, write a letter to your
Member of Parliament outlining what you think the Government should do
about this issue – if anything!
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Formal Writing
To ensure you use an appropriate tone in your letter, practice formal writing
by giving alternatives to the informal phrases below:
FORMAL
Alright mate, how you doing?
I reckon that …
Activity 15 – Formal Writing
Functional Skills: Transport
INFORMAL
You see, the thing is …
I think you should get this sorted.
Thanks for listening.
Remember how a formal letter should be set out. If you have any difficulties with
the letter’s layout or the tone/language expected, then use the writing frame on
the next page to help you construct your argument.
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Formal Letter – writing frame
The House of Parliament,
Westminster,
London,
SW1 1AA
Dear Sir/Madam,
I am writing to you in order to express my views about …
Activity 15 – Formal Writing
Functional Skills: Transport
13, Cliff Street,
Newtown,
NT1 8NB
12th February
I believe that …
Whilst some people feel … I think …
It is argued that … yet …
Despite the fact that … it is clear …
Although many in society think … I strongly believe …
As the political representative for my area, I feel you should …
Thank you for your time and consideration.
Yours faithfully,
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