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GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2)

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1 Warm up

Match the pictures of city transport with these words.

a taxi a train a bike a bus

a tram an Uber the Underground a scooter

1. 2. 3. 4.

5. 6. 7. 8.

1. Which types of transport need tracks or rails to travel on?

2. Which types of transport can you rent in many cities?
3. How is an Uber different to a taxi?

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2 Listening

Elsa lives in Canada. She is planning to visit her friend Adam in the UK. Listen to Adam’s voice message
for Elsa. He is telling her how to get from the airport to his house.

1. Which three types of transport from the airport does Adam talk about?
2. Which transport is he using now?

Listen again and choose the verb form that you hear

1. I’m really excited that you’re coming / you come to visit next week!
2. Trains are leaving / leave every three hours...
3. I sometimes am taking / take a taxi but it’s very expensive...
4. ...it is costing / costs about 60!
5. There’s also the bus. It is taking / takes an hour from the airport to the bus stop near my house.
6. And, to confirm, we ’re meeting / meet at that coffee shop near my flat at 3 o’clock on Thursday.
7. I’m trying / I try something different today ...
8. ...today - I’m taking / I take the tram to work .
9. But I have to go the tram is leaving / leaves now ...
10. ... and I ’m needing / need to check my messages for work.

3 Language point

Study these sentences and answer the questions.

1. Trains leave every three hours.

2. I sometimes take a taxi but it’s very expensive - it costs about £60!
3. There’s also the bus. It takes an hour from the airport to the bus stop near my house.

• We use 1 present simple / present continuous to talk about things that someone does regularly,
or things that are always true.

• Which of the examples above shows something that someone does regularly? 2 . . . . . . . . . . . . . . . .

• We use adverbs like sometimes with present simple sentences. Can you think of other adverbs to
use with this form? 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

"... and I need to check my messages for work."

• Need (and want) are state verbs which describe feelings. They 4 can / cannot be used in continuous
forms.

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Study these sentences and answer the questions.

1. I’m trying something different today - I’m taking the tram to work.
2. But I have to go -– the tram is leaving now ...

• We use 5 present simple / present continuous to talk about things at this moment or around now.

There is another way to use present continuous.

1. I’m really excited that you’re coming to visit next week!

1. And, to confirm, we’re meeting at that coffee shop near my flat at 3 o’clock on Thursday.

We can use present continuous to talk about future arrangements or plans that we make with other
people.

1. Which of these sentences is NOT a future arrangement?

a. I’m seeing the doctor next week.

b. I’m meeting my mum for lunch tomorrow.
c. I’m sitting in a cafe and having a coffee.
d. I’m going on holiday in two weeks.

4 Practice
Complete the sentences with the correct form of the verb in brackets. When you check answers,
identify the form and the reason for using it.

1. I my friends for a coffee later. (meet)

2. Many tourists bikes to see the city. (rent)
3. It £5 per hour to rent a bike. (cost)
4. We often the bus to the beach. (take)
5. I the beach. (love)
6. I can see Annie. She in the sea. (swim)
7. He to check the map. (need)
8. You your parents next week, right? (visit)
9. Be quiet! The baby . (sleep)
10. Trams every ten minutes from here. (leave)

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5 Writing
Imagine that a friend is coming to visit you. You cannot meet your friend at the airport, so you are
writing a message to them to explain how to get to your house. First, read the options and choose
what you want to say, or use your own ideas.

• When is your friend coming? next week / at the weekend / tomorrow

• Which transport is best from the airport to your house? train / bus / taxi
• Cost of transport?
• Time? 45 minutes / 2 hours / 3 hours
• Where to meet your friend? at your house / at a coffee shop / in the town square
• When to meet your friend? 2:30 / 4:00 / 7:00
• What you’re doing now? on the bus / at work / at a coffee shop

Write your message (100 words).

Compare your message with a classmate. How is their message different to yours? Can you suggest
any improvements or corrections?

6 Extra practice/homework
Read this message from a host family to a new student. Choose the best form to complete the
sentences in the text.

Hi Maria! We’re so happy that you 1 come / ’re coming to stay next week. Too bad we can’t
meet you at the airport, but here’s some information about how to get to our house when
you arrive. Trains 2 leave / are leaving every 30 minutes from the airport. The train 3 costs /
is costing £15 but it 4 takes / is taking an hour to get to our town. If you 5 want / ’re wanting
6
to travel more quickly, there are taxis. And to confirm, my neighbour meets / is meeting
7
you at the house in the afternoon on Friday. I cook / ’m cooking a lot of food right now for
a big family dinner at the weekend. My son and daughter 8 come home / are coming home
from university on Saturday so that they can meet you. I have to go now the dog 9 makes / is
making a lot of noise. Maybe he 10 needs / is needing to go out. See you soon.

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7 Optional extension

There are many expressions with the verb take in English. Use the letters you are given to make a
word which often follows take.

1. I usually take the nitra to work.

2. It takes an rhuo to get to the town centre from my house.
3. I always take lots of shopto when I go out with my friends.
4. I sometimes take a wheros in the evening.
5. I think it’s important to take a kabre from work or study every hour.

Discuss the sentences in pairs – are they true for you? If they’re not true, change the information to
make them true. Use full sentences.

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Transcripts

2. Listening

Adam: Hi Elsa,

Adam: I’m really excited that you’re coming to visit next week! Thanks for sending me your flight
details.

Adam: I’m sorry I can’t meet you at the airport, but there are several ways to travel from the
airport to my house. Trains leave every three hours, at 10:00, 1:00 and 4:00.

Adam: That’s a long time for you to wait, but the trains are fast. I sometimes take a taxi but it’s
very expensive - it costs about £60!

Adam: There’s also the bus. It takes an hour from the airport to the bus stop near my house. And,
to confirm, we’re meeting at that coffee shop near my flat at 3 o’clock on Thursday.

Adam: I’m trying something different today - I’m taking the tram to work.

Adam: The trams are new and very clean. But I have to go - the tram is leaving now and I need
to check my messages for work. See you soon!

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Key
1. Warm up

5 mins.
Call attention to the context and work with the whole class to match the words with the pictures. Drill the
pronunciation of all items. Then pose the follow-up questions and nominate students to answer. You can point
out the tracks/rails in the pictures. Ask students if they have a bike/scooter rental scheme in their town. You could
also ask students if they often use Uber or a similar scheme.
1. a bike 2. a bus 3. a scooter 4. a taxi
5. a train 6. a tram 7. an Uber 8. the Underground

Answers:
1. Train, tram and the Underground
2. Bikes and scooters.
3. You book an Uber through an app, but you can find a taxi in the street.

2. Listening

10 mins.
Students will listen to the recording twice. The first time, they listen for main idea – explain the context and go
over the instructions. Play the recording and check answers. Then students listen again for detailed information,
choosing the correct verb form. Give students a minute to look through the sentences and recall what they heard
before you play the recording again. If students need to listen again, that’s fine. Check answers – present simple
and present continuous will be explored further in the Language point.
1. Train, taxi and bus. 2. Tram.

Answers to Listening 2:
1. you’re coming 2. leave 3. take 4. costs
5. takes 6. ’re meeting 7. I’m trying 8. I’m taking
9. is leaving 10. need

3. Language point

10 mins.
Students have already covered the basic forms and uses of present simple and present continuous in previous
lessons. In this lesson, they compare and contrast the two forms, including adverbs of frequency, state (or stative)
verbs and future arrangements. Go through the examples and questions with students one by one. Elicit/explain
the meaning of adverbs and arrangements – if appropriate, you may want to translate this into students’ L1. Finally,
drill the target language in all the example sentences with the students.
Answers:
1. present simple
2. I sometimes take a taxi... The other examples show things that are always true.
3. Always, usually, often, rarely and never can be used with present simple to refer to habitual actions.
4. cannot
5. present continuous

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Answer:
c

4. Practice

10 mins.
Go over the instructions and do the first one as an example with the class. Students work alone and then check
answers in pairs – they should also prepare to identify each form and explain why they have chosen it. This is an
important skill, as students will need to be able to use grammar terms to demonstrate their understanding at this
level and higher levels.
NOTE: If students are finding this difficult, skip the speaking stage and do the extra practice/homework exercises
in class for additional support.
1. ’m meeting (future arrangement)
2. rent (happens regularly)
3. costs (always true)
4. take (happens regularly)
5. love (state verb)
6. ’s swimming (happening now)
7. needs (state verb)
8. ’re visiting (future arrangement)
9. ’s sleeping (happening now)
10. leave (always true)

5. Writing

13 mins.
In this stage, students will activate the vocabulary and grammar from the lesson in a short writing activity. Go over
the instructions for the activity and give students just a minute to plan their writing by choosing options. They
can, of course, use their own ideas, but they shouldn’t take much time to plan the content. Then students can
write their message – encourage them to use the transcript as a model. Monitor and support as necessary. Early
finishers can compare texts with a classmate and reflect on content and accuracy. Collect everyone’s writing to
check and correct later.

6. Extra practice/homework

2 mins to explain.
These exercises can be assigned for homework or used instead of the speaking activity if the class needs more
support. If you use these for homework, make sure that you mark the exercises in a future class, or collect them
from students and mark them yourself outside class. If you prefer, you can make the answers available to students
and they can check their own answers.
1. ’re coming
2. leave
3. costs
4. takes
5. want
6. is meeting
7. ’m cooking
8. are coming home

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9. is making
10. needs

7. Optional extension

10 mins.
These exercises are designed as a cooler activity if you have time in your lesson. In this activity, students can
discover and practise five common phrases with the verb take. Go over the information and demonstrate the
anagram activity with the first sentence. Give students a couple of minutes to complete the exercise – they can
work alone or in pairs. Drill the sentences with the class. Then set students up in pairs to discuss the sentences –
demonstrate with the first sentence. They should speak in full sentences using the target language.
1. train 2. hour 3. photos 4. shower 5. break

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