282 SIDE BY SIDE GAZETTE

Text Pages 115-116: Side by Side Gazette

1. Have students talk about the title of the
article and the accompanying photograph.
2. You may choose to introduce the following
new vocabulary beforehand, or have students
encounter it within the context of the article:
build license plate
carpool lane reduce
certain road
ending rush hour
especially solve
expand subway
global system
highway traffic
1. Have students read silently or follow along
silently as the article is read aloud by you, by
one or more students, or on the audio program.
2. Ask students if they have any questions.
Check understanding of vocabulary.
3. Check students comprehension, using some
or all of the following questions:
When is traffic especially bad?
What are two ways that cities are trying to
solve their traffic problems?
What are two ways to reduce the number of
cars on the road?
Why is traffic a global problem?
4. As a class, discuss the following questions:
Does your city have a bus or subway
system?
Does your city have carpool lanes?
Does your city have traffic problems?
What time of day is the traffic especially bad
in your city?
What are ways to solve your citys traffic
problems?
Set the scene: Youre listening to the news on
the radio from different cities in North
America.
Listen to these news reports. Match the
news and the city.
A. Youre listening to WBOS in Boston. And
now, heres Randy Ryan with todays news.
B. Good morning. Well, the people in Boston
who usually take the subway to work arent
taking it today. Theres a big problem with
the subway system in Boston.
A. Youre listening to KSAC in Sacramento.
And now heres Jessica Chen with the
morning news.
B. Good morning. The big news here in
Sacramento is the traffic! Sacramento police
officers are on strike today, and nobody is
directing traffic. There are traffic problems
all around the city!
A. This is WCHI in Chicago. And now, heres
Mike Maxwell with todays news.
B. Good morning. Its snowing very hard in
Chicago right now. As a result, the streets of
the city are empty. People arent walking or
driving to work. There arent any trucks or
buses on the street. And mail carriers arent
delivering the mail.
A. Youre listening to CTOR in Toronto. And
now, heres Mark Mitchell with todays news.
B. Its a quiet Tuesday morning in Toronto.
There arent any bad traffic problems right
now, and there arent any problems with the
subway system or the buses.
LISTENING SCRIPT
LISTENING And Now, Heres
Todays News!
READING THE ARTICLE
PREVIEWING THE ARTICLE
FEATURE ARTICLE
Traffic: A Global Problem
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SIDE BY SIDE GAZETTE 283
A. Youre listening to WMIA in Miami. And
now, heres todays news.
B. Good morning. This is Rita Rodriguez with
the news. The children of Miami who usually
take school buses to school arent taking
them this morning. The men and women
who drive the school buses are on strike.
Some children are walking to school today.
Many students are staying home.
Answers
1. b
2. d
3. e
4. a
5. c
walk take a taxi
drive ride a bicycle
take the bus ride a motor scooter
take the train ride a motorcycle
take the subway
1. Have students look at the illustrations and
identify any words they already know.
2. Present the vocabulary. Say each word and
have the class repeat it chorally and
individually. Check students understanding
and pronunciation of the words.
1. Clap in Rhythm
Object: Once a clapping rhythm is established,
the students must continue naming different
ways to get to work.
a. Have students sit in a circle.
b. Establish a steady even beatone-two-
three-four, one-two-three-fourby having
students clap their hands to their laps twice
and then clap their hands together twice.
Repeat throughout the game, maintaining the
same rhythm.
c. The object is for each student in turn to name
a transportation word each time the hands
are clapped together twice. Nothing is said
when students clap their hands on their laps.
Note: The beat never stops! If a student misses
a beat, he or she can either wait for the next
beat or pass to the next student.
2. Drawing Game
a. Write the transportation words from text
page 115 on two sets of separate cards.
b. Place the two piles of cards on a table or desk in
the front of the room. Also have a pad of paper
and pencil next to each team's set of cards.
c. Divide the class into two teams. Have each
team sit together in a different part of the
room.
d. When you say Go!, a person from each team
comes to the front of his or her team, picks a
card from the pile, and draws the type of
transportation. The rest of the team then
guesses what the type of transportation is.
e. When a team correctly guesses the word,
another team member picks a card and draws
the item written on that card.
f. Continue until each team has guessed all the
words in their pile.
The team that guesses all the words in the
shortest time wins the game.
3. Ranking
a. Have students rank these types of
transportation by costfrom very expensive
to very cheap, with the first being very
expensive. For example:
1. take a taxi
2. drive a car
3. ride a motorcycle
4. ride a motor scooter
5. take the train
6. take the subway
7. take the bus
6. ride a bicycle
7. walk
b. As a class, in pairs, or in small groups, have
students compare their lists.
BUILD YOUR VOCABULARY!
How Do You Get to Work?
(continued)
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284 SIDE BY SIDE GAZETTE
c. Then have students rank the types of
transportation from very noisy to very quiet,
fromgood exercise to no exercise, and fromvery
fast to very slow.
4. Survey
a. Have students conduct a survey by
circulating around the room and asking each
other, "How do you get to school or work?"
b. Have students report back to the class.
c. For homework, have students draw up the
survey results in graph form (such as a bar
graph or pie chart.) In class, have groups of
students share their graphs.
Variation: Instead of interviewing fellow class
members, have students interview friends, family
members, or students in another English class.
5. Advantages and Disadvantages
a. Have students draw two columns on a piece
of paper. At the top of one column, have
them write Good. At the top of the other
column, have them write Bad.
b. Dictate one of the following ways to get to
work:
walk
ride a bike
take the bus
drive a car
take a taxi
ride a motor scooter
c. As a class, have students brainstorm ways
in which that form of transportation is good
and ways in which its bad. Write students
ideas in the columns and have students
copy them on their papers. For example:
drive a car
Good Bad
fast traffic
listen to the radio expensive
d. For homework, have students write a
paragraph about how they to get to school
or work. In their paragraphs, have them
include the advantages and disadvantages
of that type of transportation.
1. Have students read silently or follow along
silently as the text is read aloud by you, by
one or more students, or on the audio
program. Check understanding of new
vocabulary: roller-blade.
2. Have students first work in pairs or small
groups responding to the question. Then
have students tell the class what they talked
about. Write any new vocabulary on the
board.
Option: You might want to see if your
students can guess the country where people
in the photograph are taking the subway
(Tokyo, Japan) and where people are riding
bicycles (Beijing, China).
1. Tell Me a Story
Have each student choose one of the
photographs and write a description. In their
descriptions, have them answer the following
questions:
Is it noisy or quiet?
Are the people/Is the person in a hurry?
Is there a lot of traffic?
Is this fun? Why or why not?
2. Be an Observer!
Have students take a tour of their
neighborhoods, describe the types of
transportation they see, and then report back
to class.
1. Before reading the Fact File, ask the class:
What cities do you think have very large
subway systems? Write students ideas on
the board. After reading the table, have
students check their predictions.
FACT FILE Worlds Largest
Subway Systems
AROUND THE WORLD
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2. Read the table aloud as the class follows
along. See if students know the countries
where these cities are located:
Moscow, Russia
Tokyo, Japan
Mexico City, Mexico
Seoul, Korea
New York, USA
Paris, France
Osaka, Japan
Hong Kong, China
London, England
Sao Paulo, Brazil
3. Explain that the numbers in the table are in
millions. A thousand million is one billion.
Therefore, the number of Russian subway
riders, 3,160 million, can also be read as
3 billion, 160 million.
4. For additional practice, do either or both of
the following:
Ask students: Do you know any of these
large subways systems? Can you describe
them?
Ask students: Why do so many people take
subways? What is good about subways?
What is bad?
1. Set the scene: JeffZ, is writing to his
keypal.
2. Have students read silently or follow along
silently as the message is read aloud by you,
by one or more students, or on the audio
program.
3. Ask students if they have any questions.
Check understanding of vocabulary.
4. Suggestions for additional practice:
Have students write a response to JeffZ and
share their writing in pairs.
Have students correspond with a keypal on
the Internet and then share their experience
with the class.
Have students talk about the people and the
situation and then create role plays based on
the scene. Students may refer back to previous
lessons as a resource, but they should not
simply reuse specific conversations.
Note: You may want to assign this exercise as
written homework, having students prepare
their role plays, practice them the next day with
other students, and then present them to the
class.
Unusual Activities
Contrast: Simple Present and Present
Continuous Tenses
FOCUS
WHAT ARE THEY SAYING?
GLOBAL EXCHANGE
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