Transport

1. 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

2. Cycling Which of the following bikes would you prefer and why? Click on small images to show magnified version. Click on magnified version to hide Drag and drop the rosettes to indicate your choice Why? Activity 1 - Cycling Back

3. Cycling What kind of person might want to buy the bike below? Why would the bike be suitable for them? Activity 2 - Cycling Next

4. Cycling What kind of person might want to buy the bike below? Why would the bike be suitable for them? Activity 2 - Cycling Next

5. Cycling What kind of person might want to buy the bike below? Why would the bike be suitable for them? Activity 2 - Cycling Back

6. Cycling Summarise the similarities and differences of the three different models of bikes below: Click on small images to show magnified version. Click on magnified version to hide Differences Similarities Activity 3 - Cycling Back

7. Cycling 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. 1 Activity 4 - Cycling Click on small images to show magnified version. Click on magnified version to hide 2 Now write an advertisement for one of the other bikes that would be found in a specialist bike magazine where money is no object. Help 3 Design your advertisement and evaluate how it is effective in persuading the reader to buy the bike.

8. Cycling To help you plan your advertisement, complete the table below listing persuasive techniques by writing what will be used in your advertisement. Activity 4 - Cycling Back

9. Cycling 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). Activity 5 - Cycling Next

10. Best Activity 5 - Cycling Worst Back

11. 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. During rush-hour, a bicycle is about twice as fast as a car. 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 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 To make a bicycle requires only a fraction of the materials and energy needed to make a car. A good bicycle needs at most about £50-worth of maintenance a year. Cars kill and maim thousands of people every year - bicycles don't. Bicycles produce absolutely no pollution - they are a lot quieter too. Back

12. Cycling You have been asked to write a report for your school/college/local council about students cycling to school/college. Most appropriate Before you begin, think carefully about the kind of language to be used in a report. Sort the following phrases and features of style, showing those that are appropriate for a report and those that are inappropriate: Activity 7 - Cycling 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

13. Click the boxes; once to choose Passive ‘P’ and twice to choose Active ‘A’ 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. P A P A P A More information on ACTIVE and PASSIVE VOICE A P P A A P P A P A Back

14. Cycling Remember to set out your report appropriately using titles, sub-headings, 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. Click here if you want to remind yourself of the report format you used in the Personal Safety unit of work. Activity 7 - Cycling Back

15. Identify the features of a report Features of a Report Hint Back

16. Private 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. Activity 8 - Private Transport 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. Back

17. Identify the job of each of the following connectives and with your partner sort them using the table: Activity 9 - Private Transport but equally too yet again also moreover nevertheless consequently comparatively because and instead furthermore likewise until inevitably alternatively consequently similarly Back as a result in addition in contrast

18. Topic Sentences 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). Also work out why the writer as taken a new paragraph when they do. Activity 10 - Topic Sentences Next

19. (Remember that the highlighting tool can be used to help you – why not use different colours?) 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 them the right to self-expression through fashion. Yet, this argument does not acknowledge that 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 description. In addition, school uniform is an efficient method of clothing a child on a daily basis. Whilst some may argue that purchasing uniform at the beginning of each school year is expensive the reality is that school clothes are cheaper to replace than some of the costlier items children would wear if they had a free choice. Moreover, there might well be cases of bullying if pupils wore their own clothes. If a child did not have the 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 trips or excursions, pupils are more easily identifiable if they are wearing a uniform. Although children would argue they are more comfortable in their own clothes, surely safety is a more important consideration? • Having read through the text, scan back through to look again at the counter-arguments: • How do they follow the initial point raised in each paragraph? • Does this argument use fact or opinion? • Are there examples of both here, or does the writer make his or her opinions seem like facts? • How is this done? Activity 10 - Topic Sentences Next Show Task Hide Task

20. Topic Sentences To help you compile your thoughts on these features of argument writing, complete the table below. Activity 10 - Topic Sentences Next

21. 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. Paragraph Activity 10 Back

22. Persuasive Writing Read the webpage below and explain how it persuades the reader that rail travel is a safe mode of transportation. 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. 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. 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. 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. Activity 11 - Persuasive Writing Back

23. Facts or Opinions? Organise these statements into facts and opinions: FACTS OPINIONS Activity 12 Tom is the worst poet in the school. 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. My bedroom is the best room in your house. Next

24. 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: Activity 12 Discuss with your partner what makes the facts different from the opinions you have written. Back

25. Argument Writing Complete the table explaining the effect these features have on the reader. Activity 13 Back

26. 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.). Activity 14 - Persuasive Speech Click for more information Next

27. Condition Consequence Comma separating the clauses Conditional Sentences 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. When you have tidied your room, then you can go out to play. Activity 14 - Conditional Sentences The clauses in the sentence can be reversed so the consequence comes before the condition: When you have tidied your room You can go out to play when you have tidied your room. , then you can go out to play. Next

28. 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. • If you eat all of your dinner, … • When the washing machine has stopped, … • If the coast is clear, … • When the school bell rings, … • If the dog bites you, … Activity 14 - Conditional Sentences Back

29. Formal Writing Read the article below on carbon dioxide emissions from air travel: 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.On a per-passenger kilometre basis, long haul flights are more fuel-efficient 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 long-haul flight. However, the additional miles flown on a long-haul flight yield a greater overall greenhouse gas impact. Activity 15 – Formal Writing 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! Next

30. Formal Writing To ensure you use an appropriate tone in your letter, practice formal writing by giving alternatives to the informal phrases below: Activity 15 – Formal Writing 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. Next

31. Formal Letter – writing frame 13, Cliff Street, Newtown, NT1 8NB 12th February The House of Parliament, Westminster, London, SW1 1AA Dear Sir/Madam, I am writing to you in order to express my views about … 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, Activity 15 – Formal Writing Back