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pairs icon (254 bytes) 9.1 Practice asking re train times pages 80-83
small groups icon (285 bytes) 9.2 Practice in using transactional language

 

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9.1

Objectives

Practice in asking simple questions relating to travel and listening out for times and platform numbers.

Materials

Timetables - copies A and B.
Master copy. (Adobe® Reader® version not available)

Preparation

Make two copies of the timetable. Keeping the original as the master copy, blank out some of the information from the other two, making sure that you don’t blank out the same information in both.

1 Ask learners to imagine they have spilt coffee over their timetables and there is now information missing from both of them. They ask each other questions to obtain the missing information, e.g.

¿A qué hora sale el tren para Sevilla?
¿A qué hora llega el tren a Sevilla?
¿Tengo que hacer transbordo?

3 When all the gaps are filled, A and B compare timetables which should be identical or you conduct a whole class question and answer session.

The completed timetable can be retained as portfolio evidence.

This activity can also be carried out as a whole group information gap activity by giving each learner a timetable with only a small amount of selected information on it – so that everyone has different information to give out.

9.2

Objectives

Practice in using transactional language relating to travel.

Materials
Adobe.gif (224 bytes)

Board game, die & 4 counters for each group
Sets of 12 cue cards, each with a different phrase in both Spanish and English (see example below). These should be a mixture of questions and statements, of varying length and complexity.

1 Give each group of four a board, a die, four counters and a pack of cards face down in the middle of the board.

2 Explain that each player in a group starts from a different corner of the board and the objective is to be the first to complete one circuit of the board and arrive in Madrid in the middle.

3 Each player in turn throws the die and advances that number of places on the board in a clockwise direction.

3 The person on the player’s right then picks up a card from the top of the pile and reads out in English what is written on it.

4 The player translates it into Spanish and it is checked by the person holding the card. The translation must be absolutely accurate otherwise the player forfeits his/her next turn.

I’d like a single ticket for Zaragoza.

Quería un billete de ida para Zaragoza.

What time does the next train leave for Alicante?

¿A qué hora sale el próximo tren para Alicante?

You can devise your own variations of this game to suit your learners’ needs, e.g. the statements can be read out in Spanish for translation onto English – particularly the phrases learners are more likely to need to understand rather than use themselves. And, of course, the cards can be used independently of the board either for revision or assessment purposes.

 

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