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The Minnesota Literacy Council created this curriculum with funding from the MN Department of Education. We invite you to adapt it for

your own classrooms.

MASTER

Road Safety: Week 1 of 2

Unit Overview: This is a two week unit during which students will learn about the importance of following safety rules

when on the road. They will learn about how to be a safe and cautious driver as well as how to be a safe cyclist and pedestrian. They will also focus on using modals correctly.

During the first week students will focus on car and driver safety. They will learn about getting a drivers license in the U.S. and compare it to the process in their own countries. They will also focus on driving

laws and rules & the importance of defensive driving. Finally they will practice describing emergencies and emergency situations that can arise when safety rules are not followed on the road. Throughout the week they will also focus on modals.

During the second week students will focus on pedestrian and bicycle safety. They will discuss the many reasons why people decide to be cyclists as opposed to drivers and be introduced to the safety rules for riding a bike. They will also be introduced to the safety rules for when cars & bikes interact on the roadways. They will learn how to be a cautious pedestrian and a careful driver when driving around

pedestrians. They will also review the modals they focused on during the previous week.

Unit Objectives: After this unit Ss will...

• ...know the basic process to apply for a MN drivers license

• ...understand simple U.S. driving laws & safety regulations • ...identify defensive driving techniques • ...correctly describe emergency situations

• ...identify reasons why people choose to ride a bike • ...understand basic safety rules for bicyclists • ...understand basic safety rules for cars & bikes when interacting on the streets • ...understand basic safety rules for pedestrians

• ...be able to correctly use the following modals: have to, don't have to, must, must not, should, should not

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Unit Outline: Week 1: Car & Driver Safety Monday: Getting a Drivers License / "Have to" & "Don't have to"

Tuesday: Driving Laws / "Must" & "Must not" Wednesday: Defensive Driving / Review modals from Monday & Tuesday Thursday: Describing Emergencies / "Should" & "Shouldn't"

Week 2: Pedestrian & Bicycle Safety

Monday: Why Ride a Bike? / Review modals from last week Tuesday: Bicycle Safety / Review modals from last week Wednesday: Pedestrian Safety / Review modals from last week

Thursday: Unit Review MATERIALS:

GIA3 - Grammar in Action Book 3 S04 - Stand Out Book 4 (first edition, white book w/purple accents) LP3 - LifePrints Book 3

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Road Safety: Week 1 / Monday, Week 1 of 2

Getting a Drivers License / "Have to" & "Don't have to"

Lesson Objectives (Students will...): Materials:

• ...understand process for getting a drivers

license in the U.S.

• ...correctly use modals "Have to" & "Don't have to"

Getting a Drivers License in the U.S.:

• Driving Discussion Questions • SO4: 143(A-B)-144(D)

Modals "Have to" & "Don't have to":

• Modals Worksheet

Activity Ideas:

Getting a Drivers License in the U.S.: • Divide the class into pairs and give each pair a set of the Driving Discussion Questions (see

Materials below). Give one S the questions for "Student A" and one S the questions for "Student B". Remind the Ss that they should not show their questions to their partners but instead take turns asking their partners the questions and listening to their answers. When the pairs are finished, go over the questions as a whole class and have the pairs share what they discussed.

• Introduce the process for applying for a drivers license in the U.S. by using pg. 143 in S04. The

listening activity on this page is hard and Ss may need to listen to the CD several times to

complete this activity. If your Ss are having trouble try pausing the CD after each point and discussing it, or you can read the dialogue yourself so that you can pace it slowly and enunciate.

o For added practice divide Ss into pairs and have them practice asking and answering the questions from Activity B on pg. 143 in SO4 (this is outlined as Activity C on the same

page)

• Have Ss look at the driver's license application on pg. 144 in SO4. Ask them comprehension questions about the form (What is this?, What information does it ask for? What do you need to fill

it out?, etc...) Have the Ss practice filling out the form with their own information. o As an added activity for a higher level class you could make an overhead of the form and

have the class fill it out together based on the personal information of a pretend person (T

would have to make up ahead of time) Modals "Have to" & "Don't Have to":

• Before giving the worksheets to Ss introduce the modals; "Have to" and "Don't have to" using the

tables at the top of Modals Worksheet (see Materials below) as a teacher reference. Write several examples on the board to ensure the Ss understand how to use and when to conjugate Have to Has. When you are sure the Ss understand, hand out the worksheets and start

working on the sentences. o First have Ss do sentences 1-5 on Modals Worksheet together as a whole class to make

sure that they understand how to correctly complete the activity. o Then, have Ss do sentences 6-10 in pairs or small groups re-grouping as a whole class to

check their answers. o Finally, have the Ss do sentences 11-15 alone. If some Ss finish early, have them pair up

to check answers with each other. When everyone is done, re-group as a whole class to check answers.

• If you have extra time before class ends, ask the Ss to tell you one new thing that they learned

today. Write down the things that the Ss tell you on the board so that before the Ss leave they can

see a list of the new things they learned.

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DRIVING DISCUSSION

STUDENT A’s QUESTIONS (Do not show these to student B) 1. Do you like driving a car or do you like to be a passenger?

2. What does being able to drive mean to you?

3. Do you think people change character when they are behind the wheel?

4. Have you ever had, been in, or seen a driving accident?

5. Do you think that people should not be allowed to drive when they are older?

6. Do you always follow the rules of the road when you drive?

7. What do you think about when you are driving?

8. Do you think you are a good or bad driver?

9. Do you think there should be more or less rules for drivers in your country?

10. If you went on a road trip, where would you like to go?

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DRIVING DISCUSSION

STUDENT B’s QUESTIONS (Do not show these to student A)

1. How old do you think people should be before they are allowed to drive a car?

2. How do you think people drive in other countries?

3. Do you think people should have to re-take the driving test every few years?

4. What should governments do to make driving safer?

5. Do you prefer to drive or travel another way?

6. What do other people say about how you drive?

7. What do you think the punishment for drunk driving should be?

8. Do you think driving is dangerous?

9. Do you think men or women are the best drivers?

10. Do you think there should be more or less rules for drivers in the U.S.?

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Have to shows that an action is necessary.

I have to

You have to

He

She

It

has to

We have to

They have to

take a written test.

Use the right modal (have to, has to, don’t have to, or doesn’t have to) to restate the

regulations for learners and drivers. Use the tables above for help.

1. It’s not necessary for a learner to take the test in English.

2. It’s not necessary for learners to be American citizens.

3. It’s necessary for learners to pay $5.00 for a permit.

4. It’s necessary for learners to take a written test

5. It’s not necessary for a learner to get 100 percent on the written test.

6. It’s not necessary for a learner to be twenty-one to get a license.

7. It’s not necessary for a driver to have perfect vision.

8. It’s not necessary for a learner to pay $20.00 for a license.

9. It’s necessary for learners to show proof of age.

10. It’s not necessary for a learner to show a birth certificate.

11. It’s necessary for a learner to get 80 percent on the written test.

12. It’s not necessary for learners to go to private driving school.

13. It’s not necessary for a learner to make an appointment to take the written test.

14. It’s not necessary for drivers to be able to speak English.

15. It’s necessary for drivers to follow all the rules of the road.

Don’t have to shows that an action is not necessary.

I don’t have to

You don’t have to

He

She

It

doesn’t have to

We don’t have to

They don’t have to

take a test in English.

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Road Safety: Week 1 / Tuesday, Week 1 of 2 Driving Laws & Safety / "Must" & "Must not"

Lesson Objectives (Students will...): Materials:

• ...review modals "Have to" & "Don't have to"

• ...correctly use modals "Must" & "Must not"

• ...demonstrate knowledge of driving laws and driving safety rules in the U.S.

Modals "Must" & "Must not":

• GIA3: 87(C)

Driving Laws & Driving Safety:

• GIA3: 90(A), 91(C)

Activity Ideas:

Quickly review "Have to" and "Don't have to" which were introduced during yesterday’s class (refer to Modals Worksheet from yesterday’s materials if needed for teacher reference. Do not hand this out

to students.) Modals "Must" & "Must not":

• Have Ss do Activity C on pg. 87 in GIA3. Before handing out the worksheet, introduce the

modals; "Must" and "Must not" using the tables on the side of GIA3 pg. 87 as a teacher reference. Write several examples on the board. When you are sure the Ss understand, hand out the worksheets and do #1 as a whole class, then have Ss complete Activity C in pairs or small groups.

When they are finished go over the answers as a whole class.

Driving Laws & Safety: • Have Ss do Activity A on pg. 90 in GIA3. Review the signs and then divide the class into small

groups to complete the activity. Come together as a whole class to go over the answers. o Divide into groups again to complete the additional activity listed, "Draw three common

traffic signs and give the traffic rule for each". This could be a lot of fun to do with large

paper and markers/crayons. After finished groups could post their work around the room and then present it to the class.

• Have Ss do Activity C on pg 91. Go over the example dialogue together as a whole class. As a

whole class write a sample dialogue for the first picture. Then, divide the class into pairs, or small groups and have the pairs/groups write dialogues for pictures 2-4. Come back together as a whole class and have pairs/groups volunteer to read their dialogues for the class. Discuss the issues represented in the pictures and have the Ss say what types of punishments they think the drivers

should receive.

• If you have extra time before class ends, ask the Ss to tell you one new thing that they learned

today. Write down the things that the Ss tell you on the board so that before the Ss leave they can see a list of the new things they learned.

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Road Safety: Wednesday, Week 1 of 2 Defensive Driving / Review modals from Monday & Tuesday

Lesson Objectives (Students will...): Materials:

• ...read "Drivers think they drive better than others" article & answer comprehension questions to show understanding of article

• ...demonstrate understanding of defensive driving techniques and their importance

Read Article: • "Drivers Think..." Article

Defensive Driving Techniques:

• Defensive Driving - Seven Tips

Activity Ideas:

Read Article:

• Choose one of the suggested warm-ups from pg. 3 of the "Drivers Think..." article (see Materials

below).

• Choose one of the Before Reading / Listening activities from pg. 4 of the "Drivers Think..."

article (see Materials below).

• Have Ss read the article from pg. 2 of the "Drivers Think..." article (see Materials below). Employ various reading strategies to ensure Ss comprehension of material:

o T reads aloud while Ss focus on marking difficult words. Class discusses words. o T reads aloud while Ss focus on listening for pronunciation. o T pairs Ss and has partners read to each other (repeating if hard)

o Whole class reads in round robin style (each person reading a section) o Ss read silently while T helps those who are struggling.

• Have Ss do the Gap Fill exercise(s) on pg. 5 & 6 of the "Drivers Think..." article (see Materials

below). The exercise on pg. 5 is easier b/c it lists the vocabulary words on the side, while the exercise on pg. 6 is harder b/c it does not. You can give all the Ss the same exercise or divide your class by skill level and have the different levels do different exercises.

o To do these exercises the T would hand out the page they have chosen for each S and then read through the article while the Ss listen and fill in the blanks on their sheets. The T may need to read the article several times for all the Ss to correctly fill in their sheets. When everyone is done they can use their copies of the article to check their work.

"Defensive Driving Tips" Presentations:

• Before class print out one copy of the Defensive Driving - Seven Tips article (see Materials

above) and cut it into 7 strips (one tip on each strip). Divide the class into 7 groups. (if your class

is small choose the best tips and reduce the number of groups) Assign each group one of the defensive driving tips. Do not give the students the whole article. Just give them the strip for their groups tip! Tell the groups that they should read their tip and prepare a presentation for the class.

They can make a poster, prepare a skit, give an oral presentation, whatever they want to do, but they can't just read off the piece of paper. Encourage the Ss to try and use the modals that they have been learning this week in their presentations (Have to, Don't have to, Must, Must not). Give the groups 15-20 min. or so to prepare. Don't spend so much time preparing that there is no time

for presentations. Remember that the goal is creatively presenting the material and not just standing up and reading from a strip of paper! When the groups have prepared have them take turns presenting their tip to the class.

• If there is time after the presentations have the class reflect on what they have learned today.

What do they think is the most useful defensive driving tip that they learned? Will they use the defensive driving tips or do they already drive this way?

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Seven Good Defensive Driving Techniques

1. Always wear a seat belt. Statistics show that wearing a seat belt greatly improves the chances of

surviving a serious accident. In the U.S. it is illegal to drive without wearing a seat belt.

2. Anticipate danger and watch the road ahead. Make sure you leave a good gap between vehicles,

at least two car lengths. Drivers who adopt defensive driving techniques like this are able to brake

early and take evasive action in time to avoid danger. It also gives you time to see others entering

a freeway or driving through an intersection. Even when you have a green light, it is still wise to

look for other drivers who may be illegally trying beat a red light.

3. Avoid internal distractions. Make sure your driving mirrors are set before you take off so you have

a clear view in both directions. Avoid talking on the telephone, changing the CD player or radio

stations. In fact, avoid any distracting activity at all which might take your attention away from the

main activity, which is driving safely.

4. Be especially careful in heavy traffic. Some of the greatest risks during driving happen when

drivers find themselves among a large pack of cars. One careless move by any car in the pack

has the potential to affect everyone else. The way to avoid an accident is to safely steer away

from the pack of cars towards the front.

5. Steer clear of heavy vehicles. Watch carefully for heavy vehicles in your rear view mirror, and

avoid driving in front of or beside them. Particularly avoid trucks with heavy, insecure loads,

especially when driving around corners or rounding bends.

6. Drive with two hands on the wheel. Defensive drivers always grip the steering wheel securely with

their hands at the nine and three o'clock positions. This position ensures maximum control of your

vehicle at all times.

7. Do not travel in the blind spot of another vehicle. Blind spots can be a real trap. A good rule of

thumb when overtaking or following other traffic is to remember if you cannot see their mirrors,

they cannot see you!

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Road Safety: Thursday, Week 1 of 2 Describing Emergencies / "Should" and "Shouldn't"

Lesson Objectives (Students will...): Materials:

• ...review defensive driving tips

• ...correctly use the modals "should" and "shouldn't"

• ...practice describing emergency

situations

• Defensive Driving - Pictures:

Bad Driving Pictures The Modal "Should" and "Shouldn't":

• GIA3: 89 Describing Emergency Situations:

• LP3: 102

Activity Ideas:

Quickly Review defensive driving tips covered yesterday using the Defensive Driving - Pictures (see Materials below) provided or you can find/create your own pictures/examples. Show the Ss a picture/example of poor driving and ask them to identify the defensive driving tip that is not being

followed by telling you what the driver "Has to" or "Must" do if they want to be a safer driver. o i.e., The T shows a picture of someone not wearing a seatbelt. The Ss say, "He/she

must/has to wear a seatbelt."

Correctly use the modal "Should" & "Shouldn't" • Have Ss do Activity F on pg. 89 in GIA3. Before handing out the worksheet, introduce the modals;

"Should" using the table on the side of GIA3 pg. 89 as a teacher reference. Write several

examples on the board. When you are sure the Ss understand, hand out the worksheets and do #1 as a whole class, then have Ss complete Activity F in pairs or small groups. When they are finished go over the answers as a whole class.

Describing Emergency Situations: • Have Ss read the story on pg. 102 of LP3. In pairs or small groups have them work to finish the

story by putting the events in order to describe what happened during the emergency situation.

When finished have the Ss discuss the activity.

• Ask the Ss if they have ever been in an emergency situation. Was it hard for them to describe it to others? As a class make a list of the most important things to remember when describing an

emergency situation and write it on the board. When you have your list then work as a class to put the list in order of the first thing you should tell a person when describing the emergency to the last thing.

Describing Emergency Situations & Correctly using the modal "Should" & "Shouldn't": • Give the Ss short scenarios of emergency situations and then ask them what the people involved

"should" do. Have the Ss practice giving advice based on the emergency descriptions and using

should.

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