A selection of English ESL means of transport printables with discussion starters, speaking cards, speaking practice

Vocab and questions for the conversation phase of Trinity Grade 5.

Trinity Grade5 vocab summary and conversation questions

The following board game will help your students revise vocabulary related to transportation. Students throw the die and need to say the name of the job. Hope it\'s useful!

Transportation - Board game

Cards for customer and train/bus company employees with various situations, focused on practising "real English".

Catching a train/bus roleplay cards

With this activity students can practice talking about places in the city and how to get their, either by mentioning the means of trasnportation or the directions.

Places in the city, modes of transportation and directions

A fun role play to act out an emotion filled traffic stop.
Directions: 
1. (Prior to class) – Cut out the role cards, laminate, and place in separate tubs/containers.  - Set for a class of twenty without having to re-use roles -
2. (At the start of class) - Set the scene: One person is a police officer and the other is a driver that the police officer has pulled over. The driver will sit as though in an automobile and the police officer must approach them and explain why the driver was pulled over. Each will have received a role card previously and must ad lib their part.
3. Have students randomly pull a role card from a tub to be either a police officer or driver. 
4. Set a time limit (or not) and have them present their roles. Good fun!!


Police Road Stop Role Play

The series "Weird" brings texts about bizarre or extraordinary things. All texts have written exercises and topics for discussion. 

If you like this worksheet, you can find more "Weird " here:

https://en.islcollective.com/mypage/my-creations?search_key=Weird&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Weird means of transport

The series "Discussion corner" intends to bring up interesting subjects to discuss in the classroom or as a pair work.

If you like this worksheet, you can find more "discussion corners" here:

https://en.islcollective.com/mypage/my-creations?search_key=Discussion+corner&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12



Discussion corner - means of transport

Learners will conduct a survey, and ask their peers ,"How do you come to school?"

Transportation

Some questions on transport for oral practice. Here are some Transport Questions for your students to answer. The main questions are for more advanced students and the second range is for students with a lower level, just to give them ideas on what to say when answering. any other ideas are welcome. It can also be used as a survey in a real class and then study the results, make a graph, etc... 

Travel questions. Survey

This is a mini- book about transport and pollution for toddlers. Just cut out the pages and fix them together with a stapler. Hope you will like it. The pictures are from the internet. Kids may color some. Thanks.

transport

2 readings a B1 level THEN a B2 level with the same questions- and an Engineering Extension: The Science Behind Supersonic Flight. there are general questions and a general vocabulary exercise with DISCUSSION QUESTIONS. 

2 READINGS (B1 and B2 ) with same questions-CONCORDE -with ENGINEERS WORKSHEET EXTENSION CONCORDE

This B1-level worksheet explores how transportation works in six English-speaking countries through short, realistic interviews. Each 250-word reading features a speaker from a big city (e.g. Vancouver, New York, Prague, London) who describes the transport options in their city and compares them to other parts of their country.

After reading, students answer multiple-choice comprehension questions for each interview. Then, they complete vocabulary activities to practise useful phrases (lexical chunks) such as “the traffic is terrible,” “I prefer taking the tram,” and “in the countryside, people usually rely on cars.”

To support speaking fluency, students use the chunks to complete and personalise sentences about their own experience. They then answer discussion questions in pairs or groups.

Bonus activity
Students should look at the pictures provided and describe them in paragraph form. They should use useful transport-related vocabulary and aim to write at least one paragraph (5–7 sentences) per picture. This can also be used as extra speaking practice. Encourage students to include opinions, comparisons, and their personal preferences when describing the images.

Transportation in My Country – Reading, Vocabulary & Speaking Practice (B1)

Discussion starters, speaking cards

Means of transport

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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15 Means of transport, Discussion starters, speaking cards, Speaking Practice English ESL worksheets pdf & doc