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Pre-Listening:
Tell students that they are going to watch a talk
about how the map for the London Underground was developed. Before
they watch have students match these words from the text with their
meanings.
Peer assessment:
Have students swap the Handout 2 with the person
next to them. Show them Slide X and have them check the
answers.
Answer keys:
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1.
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2.
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3.
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4.
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5.
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6.
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7.
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8.
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A
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H
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C
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D
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G
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F
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E
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B
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Differentiation:
After checking the answers, make sure students
can pronounce each item, as they will hear them in the video. The
underlined syllables are stressed. Have more-able students read the
words out loud.
Listening:
Task 1. Have students watch the short talk and then ask
them these questions (WC):
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Why has the London Underground map been
included in this series?
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What is so special about the London
Underground?
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Is it similar to the Almaty
Underground?
Assessment
criteria:
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Suggested answers by less-able
students
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London Underground improved because it was
difficult for passengers to understand it. But now, maps all over
the world are the same as the London Underground
map
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Suggested answers more-able
students
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Harry Beck's London Underground map was a huge
improvement over earlier versions because it simplified complex
information so that passengers could find their way around the
system. It has become a design classic which has influenced similar
maps all over the world
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Task 2. Present the questions and watch each part again.
Each section is short, so play the video several times if students
want to listen to it again.
Self-assessment:
Show them Slide X and have them check their own
answers.
Answer keys:
1.
Rivers, bodies of water, trees and parks, and
stations of course!
2.
It was very crowded with lots of information
included in a very small space.
3.
The edges showed stations in the wrong places
because they couldn't even fit on the paper due to their distance
from the city center.
4.
Passengers only want to plan a journey - i.e.
getting on and off the right trains.
5.
The system is described as "a complicated mess
of spaghetti".
6.
Because they gave away a thousand of the maps
in only one hour.
7.
They use color to show different lines and
symbols to show different types of
station.
8.
1. The first one is focus (on who you're doing
this for); 2. The second principle is simplicity (the shortest way
to deliver what is needed); 3. The last thing is thinking in a
cross-disciplinary way, e.g. an electrical engineer using his
skills to design a map for a transport
system.
Post-listening:
Tell students that they have to read the phrases
from the talk and choose the best meaning for each one in this
context.
Self-assessment:
Show them Slide X and have them check their own
answers.
Answer keys:
-
c 2. b 3. a 4. b 5. C
UOE (Grammar
Revision):
Tell students that the underlined tense is
present perfect (have/has + past participle), which is normally
used to talk about events in an unfinished past context. It is used
here, even though these actions really belong in a finished past
context, to make the action seem more relevant to the present and
engage the listener's attention.
You could also point out that in the same way,
historians sometimes use present simple to describe past actions,
e.g.:
- The king wanted all his men to fight, so he
called them together and said ...
- The king wants all his men to fight, so he
calls them together and says ...
Home assignment:
Students can choose one of the three topics
provided or use their own ideas. They could do the research in
their own time to produce the text. The frame offers support and
limits the length, but students don't have to use it. The text
could be submitted as a written assignment for marking or
presentations could be delivered in a subsequent lesson with
feedback from the teacher and
classmates.
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ЖИ көмекші
13 Ақпан 2023
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