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Public transport-use

TOGETHER_Public transport_3_Training session.pdf

Training session1

Introduction 3

Exercises 7

→ Part 1: IntakeExercise 1 A: The introductory site visit 8

Exercise 1 B: The introductory site visit in class 9

Exercise 2: Advantages and disadvantages of PT 10

Exercise 3: Introduction to the portfolio 11

Exercise 4: Different kinds of PT-use 12

Exercise 5: Everyday situations on PT (1) – PT-announcements 13

Exercise 6: Everyday situations on PT (2) – PT-conversations 14

Exercise 7: Wrap up of experiences – The PT-wall 15

→ Part 2: TheoryExercise 8: Group division 17

Exercise 9: Planning a trip (Step 1): Choice of destination 18

Exercise 10: Planning a trip (Step 2): Choice of PT-provider (or combinations) 19

Exercise 11: Planning a trip (Step 3a): Online planners 20

Exercise 12: Planning a trip (Step 3b): Reading time-tables 21

Exercise 13: Planning a trip (Step 3c): Prices and tickets 22

Exercise 14: Planning a trip (Step 4a): Asking for information via phone (1) – Preparation 23

Exercise 15: Planning a trip (Step 4b): Asking for information via phone (2) – Role play 25

Exercise 16: Planning a trip (Step 4c): Asking for information via phone (3) – The real call 26

Exercise 17: Wrap up (with portfolio) 27

→ Part 3: PracticeExercise 18: Executing a trip by PT (1) – Preparation 28

Exercise 19: Executing a trip by PT (2) – Signs and written information 29

Exercise 20: Executing a trip by PT (3) – Spoken information in PT-stations 30

Exercise 21: Executing a trip by PT (4) – Contact with others 31

→ Part 4: Round-upExercise 22: Exchange of experiences 32

Exercise 23: Summary (with portfolio) 33

Training sessionExecuting a trip by public transport



Training session2

Main working materials

→ Working materials for trainersTrainer guide ‘All around public transport’

→ Working materials for trainees

Worksheets

Worksheet 1: The introductory site visit

Worksheet 2: Linking PT-pictograms

Worksheet 3: PT-announcements

Worksheet 4: PT-conversations

Worksheet 5: Prepare your trip

Worksheet 6: Reading time-tables

Worksheet 7: How much does it cost?

Worksheet 8: Asking for information via phone (Preparation)

Worksheet 9: Asking for information (Phone call – Role play)

Worksheet 10: Asking for information (Real phone call)

Worksheet 11: Signs and written information in PT-stations

Worksheet 12: Spoken information in PT-stations

Worksheet 13: Social contacts on PT



Training session3

General guidelines when working with immigrants

When working with immigrants, please be aware of linguistic, cultural and gender issues. You

should not only think about specific needs of the course, but also about the approach, back-

ground and gender of your training staff. Some of the aspects you should consider, depending on

the culture and the individuals attending your courses are:

• If you are not totally familiar with your trainees’ skills take your time to interview them about

their experiences.

• Avoid bringing trainees into an embarrassing situation due to culture, gender or religion.

• Sometimes gender specific training is more appropriate.

• If you want to conduct gender specific training, then your trainers should be of the same gen-

der as the trainees.

((( You will find a table of culture specific values for public transport in the Annex of this train-

ing module in which a relative comparison of public transport attitudes of various coun-

tries is given.

Training sessionExecuting a trip by public transport

Introduction



Training session4

&SOFT MEASURES

Aim of the training session

The aim of this training session is to introduce public transport as a viable means of transporta-

tion, which is comfortable, safe and convenient and can meet the needs of trainees in a way to be

connected to a wider world. The trainees should become familiar with the benefits and essentials

of public transport and try to integrate public transport as a mode of transport into their daily life.

Furthermore, the trainees will obtain knowledge in:

» the available services of public transport,

» how to use public transport,

» catching information about fares, cheap tickets and the right tickets for them,

» planning a trip with public transport and execute this trip.

At the end of the training session they will have their own personal portfolio, if this is favoured.

Generally, the training session consists of a combination of hard measures and soft measures.

Learning objectives of this training session are:

• Learning how to plan and execute a successful trip on public transport

• Learning about prices and tariffs, time-tables and route planners

• Learning how to obtain the right information via telephone, internet or by asking

• Obtaining coping skills and search strategies

• Improving language skills

• Social inclusion by engaging with the community

• Motivation for the topic of public transport and having fun using it

• Engaging with the topic of public transport and overcoming barriers

• Getting to know the local environment and enlarging the travel radius

• Building self-confidence to become autonomous public transport users

((( See also the general Introduction of this module.

Introduction

HARD MEASURES



Training session5

Structure of the training session

This training session describes the implementation of a trip by public transport with your trainees

and contains introductory and complementary exercises divided into 4 parts:

» Part 1 starts with a site visit as an experience-based emancipatory learning process. With

this exercise the trainees are introduced into the advantages and disadvantages of pub-

lic transport (PT), the different kinds of PT-use and everyday situations on PT. Furthermore,

they are introduced into the usage of a portfolio.

» Part 2 provides exemplary theoretical exercises for planning a PT-trip in different steps

(choice of destination, choice of PT-provider, online planners, reading time-tables, prices

and tickets and asking for information).

» Part 3 covers the practical execution of the PT-trip including additional exercises like learn-

ing about written and spoken information in PT-stations and making contact with others.

» Part 4 describes the round-up of the trainees’ experiences of the training session.

It is recommended that the suggested exercises are held one after another, but it is also possible

to pick out simply selected ones. There is no right or wrong way. You can use the trainer guide all

around the topic of public transport. If appropriate, you will need to ask the trainees to complete

worksheets after selected exercises.

Specific skills and targets (for language teachers)

The trainees work from their own needs, wishes and experiences (in (small) groups) on a real trip.

For this training session an experience-based approach is used. If possible, the trainees should

be able to communicate with their local communities, read and understand the most important

information regarding PT and try to be able to navigate by PT within their familiar surrounding.

The language level and language skills are indicated with all exercises.

((( You will find a table of common European language levels in the Annex of TOGETHER on

the move.

→ Language skills

L Listening

S Speaking

R Reading

W Writing

Introduction



Training session6

Materials in the training session

The following materials are recommended for this training session:

» Bus/train/tram tickets

» Camera

» Clipboards

» Computer

» Declaration of agreement

» Flip chart

» Trainer guide ‘All around public transport’

» Internet access

» Markers

» Maps (of local area)

» Notebook/paper

» Notice wall

» Online tool for journey planning

» Pens

» (Mobile) Phone, phone book

» Picture material of PT (folders, leaflets, pictures, pictograms, logos, photos of PT-provid-

ers, vehicles, etc.) (The picture material can be obtained in the local train/bus/tram station,

in the tourist office, you can order them via e-mail or online or you can ask the trainees to

bring some.)

» Portfolio/s (optional)

» Recorder

» Tickets and ticket prices (examples)

» Time-tables (of the most common lines in the area)

» Writing materials

» Whiteboard

» Worksheets for trainees

Portfolio

To ensure the practical use of the information given in the training session and to ensure that

the learning process continues afterwards, each participant is invited to produce a portfolio of

what has been done in the training session. This portfolio can be used as a means to assess the

personal development of the trainees and will be filled with photos, useful sentences, pictures,

routes, time-tables and so on. The participants will receive worksheets and practical exercises

during the training session which they can use to fill up their portfolio. By focussing on the per-

sonal needs of the participants, it is possible to individualise the portfolio in the form of a person-

alised PT-manual.

Introduction



Training session7

ExercisesPart 1: Intake

In this part of the session, the basic knowledge the trainees already have regarding public trans-

port will be explored. The starting point addresses the PT-habits, needs, wishes and experiences

of the trainees. Following an experience-based and problem-oriented learning process an intro-

ductory site visit as starting exercise can directly confront the trainees with a real-world situation

to get the best idea of what they are able to know to make use of public transport. But even with-

out a practical introductory site visit, the trainees will be acquainted with the essentials of PT.

Part 1: Intake



Training session8

EXERCISE 1 A

Content The introductory site visit

Depending on the available time and resources, the group

is either invited to join on a short trip on PT or to visit a

bus-, tram- or train station.

The site visit provides the trainer information about:

• What do they notice?

• What do they already know?

• What vocabulary do they have/miss?

• What information do they miss or ignore?

Didactical tools Group exercise

The trainer organises an introductory site visit to a bus-,

tram- or train station. The trainees will be encouraged to

speak aloud about:

• What they see.

• What their experiences are.

• What they find difficult.

• What they think is different than in their countries of

origin.

Furthermore, the trainees are invited to make photos and/

or recordings during the site visit. The trainer is alert on

what information the trainees miss or ignore and points it

out or takes pictures of recordings of it to use later during

the training.

Materials Trainer guide ‘All around public transport’

General notes on actions as starting point, p. 10

Worksheet 1

The introductory site visit

Camera, recorder, bus/train/tram tickets

Time needed ~ 1–3 h

Language/CEFR-level and skills

(for language teachers)

Level: all

Skills: L, S (R, W)

Part 1: Intake



Training session9

EXERCISE 1 B

Content The introductory site visit in class

Preferably the class goes out to a real life situation, but if

not possible, the trainer introduces a picture of a railway

station or bus/tram stop to discuss. The discussion pro-

vides the trainer information about:

• What do they notice?

• What do they already know?

• What vocabulary do they have/miss?

• What information do they miss or ignore?


The trainer introduces an image of a railway station. The

trainees will be encouraged to speak aloud about:

• What they see.

• What their experiences are.

• What they find difficult.

• What they think is different than in their countries of or-

igin.

The trainer is alert on what information the trainees miss

or ignore and points it out or takes pictures of recordings of

it to use later during the training.


General notes on actions as starting point, p. 10

Worksheet 1


Image of a railway station (at least an A3, preferably larger)

Time needed ~ 30 min



Level: all

Skills: L, S (R, W)

Part 1: Intake



Training session10

EXERCISE 2

Content Advantages and disadvantages of PT

When they’re back (in class), the collected material and an-

swers will feed into a group conversation.

Didactical tools Group discussion

The trainees discuss the experiences they’ve had with pub-

lic transport in small groups of 2–6 people.

They use Worksheet 1 and arrange the collected material

in two groups:

1. difficult/not good/disadvantage and

2. easy/good/advantage

The groups try to find a consensus in the group.

If no site visit was held, the trainer initiates a group discus-

sion with the following questions:

Examples:

• Who came by bus/train/tram?

• Who came with other modes of transport?

• What was the fastest mode of transport?

• What was the easiest mode of transport?

• What did you like?

• What did you not like?, etc.

Afterwards the advantages and disadvantages can be col-

lected on a flip chart or whiteboard. Visualise the exercise

with pictures and images, if the language level of the par-

ticipants is low.


The benefits of public transport, p. 2 f.

Worksheet 1


Collected material and pictures taken during the site visit

Flip chart/whiteboard, markers




Level: all

Skills: L, S (R, W)

Part 1: Intake



Training session11

EXERCISE 3

Content Introduction to the portfolio

Didactical tools The trainer gives an introduction to the portfolio. All partic-

ipants formulate three questions they would like to find an

answer to by the end of the training session. Each partici-

pant write down the three questions they formulated for

themselves.

Glossary

You can also motivate students to make their own glossary

of words they find important or difficult.

Materials Portfolios for all participants, writing materials




Level: all

Skills: L, R, W

Part 1: Intake



Training session12

EXERCISE 4

Content Different kinds of PT-use

Purpose of this part is to get an overview of the basic

knowledge of the PT-system present in the living area of

the trainees.

Didactical tools Individual exercise

Link the pictograms with the right logos and vehicles

(Worksheet 2).

Make a short overview of the correct answers and invite

the group to collect further picture material on PT of their

living area.

E. g.: For groups with a low language level, enlarge the pic-

tograms, logos and photos to be used on a blackboard or

smart board.

You can use:

• Pictograms of train, underground tube, tram, bus, light

rail, minivan, etc.

• Logos of transport operators

• Photos of PT-vehicles

Materials Worksheet 2

Linking PT-pictograms

Picture material of PT (pictograms, logos and photos of PT-

providers, vehicles, etc.)




Level: all

Skills: L, S, R (W)

Part 1: Intake



Training session13

EXERCISE 5

Content Everyday situations on PT (1) – PT-announcements

The group will listen to information announced orally in a

railway station that is likely to happen on a PT-trip.

Didactical tools Listening exercise

Apart from written information, a lot of information on PT

is also provided orally.

In this exercise the participants listen to a recording of a

situation on a train and will be asked afterwards what

the announcer has said. From an experience-based learn-

ing perspective it would be best to record real-life sound

clips. Recordings can easily be done by visiting your local

train station and press ‘record’ whenever you hear an an-

nouncement.

If using a recorder is not possible, the trainer can use the

standard-sentences of Worksheet 3. Just read them as the

announcer would do and ask if the trainees can tell what

the announcer has said by filling in the gaps. You can al-

ways alter the information of course.

For participants with a low language level add multiple

choice questions to the announcements, so they don’t

have to write down the words, but merely tick boxes. An-

other alternative is to provide a list with all words mixed

up on top of the page, so they can look for the right word

and copy it.


PT-announcements




Level: all

Skills: L, R, W

Part 1: Intake



Training session14

EXERCISE 6

Content Everyday situations on PT (2) – PT-conversations

The group will listen to conversations and situations that

are likely to happen on a PT-trip.

Didactical tools Listening exercise and group discussion

The trainer reads examples of conversations and situa-

tions that are likely to happen in a train or bus station. The

trainees will be asked afterwards what the conversation is

about and have to encircle the right questions and answers

of Worksheet 4.

After each listening session, a group conversation is held.

Questions are:

• Do you recognise this?

• How would you react to this situation?

• Can you play your idea in a role playing exercise?


PT-conversations




Level: all

Skills: L, S, R (W)

Part 1: Intake



Training session15

EXERCISE 7

Content Wrap up of experiences – The PT-wall

All experiences will be brought together in a brainstorm-

ing scheme on a PT-wall, based on a group conversation.

The purpose of this scheme is to have a common reference

point during the whole of the training session.

Didactical tools Summary

The participants compose a PT-wall (this could be a flip

chart or whiteboard) with photos, most striking, interest-

ing or fun reactions on the site visit and listening exercises.

The logos and pictograms will be brought together on the

same scheme. This scheme stays in class for the whole of

the training session.

How to make a PT-wall (in your classroom)?

The PT-wall is a simple tool to visualise the subjects that

were treated (in class). It’s easy to produce such a wall by

using a flip chart, a note board, a whiteboard, or just by us-

ing a brick wall and some tape.

The idea is that important exercises, pictures, quotes, tick-

ets, documents, worksheets, clippings, etc., are pinned

down on the PT-wall. In that way, any subject can be visual-

ised and stays ‘present’ (in the class room).

Part 1: Intake



Training session16

In essence, anything goes. There are no restrictions on

what should or shouldn’t be on the wall. If it triggers the

memory of your trainees, then it is worth being put on the

wall. As a teacher or trainer you can always refer to the wall

when you want to refer to something you have said before,

even if it’s a while ago. The PT-wall also gives responsibility

to the trainees. Instead of being dependent on what is writ-

ten down in a classic exercise book, the trainee can decide

for himself/herself what triggers his/her memory or what

helps him/her to remember this or that sentence or word.

Materials Flip chart, whiteboard, notice/brick wall, tape, etc.




Level: all

Skills: L, S (R, W)

Total time needed for Part 1 ~ 3 h 30 min – 5 h 30 min

Part 1: Intake



Training session17

Part 2: Theory

In this part of the training session knowledge on how to prepare a PT-trip will be obtained. The

idea is to have a very practical hands-on approach going through different steps when planning

a trip.

EXERCISE 8

Content Group division

The results of the group division will enable the trainer to

divide his/her group into duos or trios with one more ex-

perienced user and one or two lesser experienced ones.

This will encourage co-operative learning which has been

proved to work as a didactical approach.

Didactical tools The trainer decides upon the groups based on:

• Experience: In each group more and less experienced

participants are working together.

• Interests: The group members have more or less the

same interests. For example: People who want to learn

to plan a trip to the school or day care centre, people

who work near each other, etc.




Level: all

Skills: L, S

Part 2: Theory



Training session18

EXERCISE 9

Content Planning a trip (Step 1):

Choice of destination

The groups decide upon a destination. It’s important that

all group members identify themselves with the destina-

tion chosen.

Didactical tools Small group discussion

• The group members discuss which trip they want to

plan. They can use Worksheet 5.

• If necessary, the trainer can help them by providing leaf-

lets, pictures, etc.


The essentials of public transport, p. 3 ff.

Worksheet 5

Prepare your trip

Picture material of PT (folders, leaflets, pictures, picto-

grams, logos, photos of PT-providers, vehicles, etc.)




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session19

EXERCISE 10

Content Planning a trip (Step 2):

Choice of PT-provider (or combinations)

Based on the destination the group will plan a trip, they

use the PT-wall (of Part 1) to see what PT-provider (or com-

bination of providers) can be used.

Didactical tools Small group discussion

The participants decide upon a PT-provider or a combina-

tion of providers based on distance, frequency, etc. If a PT-

wall was developed it can help them in the decision making

process. Again, the outcome can be filled into Worksheet 5.



Worksheet 5

Prepare your trip

PT-wall, PT-info material




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session20

EXERCISE 11

Content Planning a trip (Step 3a):

Online planners

It’s important to check if the group members have access to

internet when they plan a trip themselves. If most of them

have access to the internet (at home) and the PT-provider

of their choice has an online planner, the group will plan

their trip online. If not, they directly go to the next step.

Didactical tools Group exercise – Internet search

If one of the participants is familiar with the online plan-

ner of the PT-provider of their choice, he/she explains it to

the others. Otherwise, the trainer helps. The following in-

formation is needed:

• Time-table

• Prices of most suitable ticket

• How to get to the railway or bus/tram station?

• How to get from the railway or bus/tram station to the

destination of their choice?

The outcome can be filled into Worksheet 5.



Worksheet 5

Prepare your trip

Internet access




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session21

EXERCISE 12

Content Planning a trip (Step 3b):

Reading time-tables

The group members learn how to read time-tables.


The trainer provides time-tables to be used in the group. If

the more experienced group members know how to read

the tables, they explain it to the others themselves. If no-

body has experience, the trainer helps with an extra writ-

ten or oral exercise (Worksheet 6).

For inexperienced or low skilled participants it’s better to

provide only a part of a time-table. This way it’s easier to

understand the system of the table.

Example:

Tom has to be at work at 9. When can he take the bus?

Participants look up the right information on the table.



Worksheet 5

Prepare your trip

Worksheet 6

Reading time-tables

Time-tables of the most common lines in the area




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session22

EXERCISE 13

Content Planning a trip (Step 3c):

Prices and tickets

The group members will compare prices of the different

kinds of tickets to see what the cheapest ticket is for the

group and the destination.


If the experienced group members know the different kinds

of tickets, they will explain it to the others, if not, the trainer

helps them. If nobody has experience, the trainer does an

extra written or oral exercise (Worksheet 7). Searching for

tickets and prices on the internet can be more challenging

for more experienced groups or participants.

Example:

How much is it for one ticket to London and back?

Participants look up the right information in a table of tar-

iffs and prices.



Worksheet 5

Prepare your trip

Worksheet 7

How much does it cost?

Overview of prices and kind of tickets




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session23

EXERCISE 14

Content Planning a trip (Step 4a):

Asking for information via phone (1) – Preparation

The group will draw up a list of information they need to

plan their trip in case they want to obtain the information

by telephone.


Prepare the questions to ask for information on the time-

table, prices, getting there and away, etc. (Worksheet 8).

Examples of questions might be:

• ‘At what time is the bus to … ?’

• ‘Where is the bus stop at … ?’

• ‘How much is a ticket to … ?’

• ‘At what time do we need to take the train back home?’

• ‘How long does the trip to … take?’

• ‘How much does the trip cost when we travel as a

group?’

Phone call simulation in different levels:

• The teacher/trainer reads the conversations out loud

with another native speaker.

• The teacher/trainer phones to a colleague in the build-

ing with the speaker on.

• The teacher/trainer phones to an information centre of

a public transport provider for real information.

• One of the participants conducts the phone call with

the teacher/trainer.

• One of the participants phones to the teacher/trainer in

the building with the speaker on.

• One of the participants phones to an information centre

of a public transport provider for real information.

• Participants call to each other (sitting back to back) and

give each other information.

Part 2: Theory



Training session24

If writing is too difficult, participants can write the answers

down in keywords or can tick multiple choice boxes.



Worksheet 5

Prepare your trip

Worksheet 8

Asking for information via phone (Preparation)

Writing materials




Level: all

Skills: L, S, R, W

Part 2: Theory



Training session25

EXERCISE 15

Content Planning a trip (Step 4b):

Asking for information via phone (2) – Role play

Didactical tools Group exercise (Option 1)

The group members rehearse the telephone conversation

in a role play. Two participants do the phone call. When

one of the two participants doesn’t know how to go on,

someone else takes over.

Group exercise (Option 2)

The trainer prepares an exercise sheet with most proba-

ble answers when asking for information via phone or the

trainer plays the part of the information officer in a role

play. You can use Worksheet 9 in which a role play of a

phone call is given.



Worksheet 5

Prepare your trip

Worksheet 8


Worksheet 9

Asking for information (Phone call – Role play)




Level: all

Skills: L, S (R, W)

Part 2: Theory



Training session26

EXERCISE 16

Content Planning a trip (Step 4c):

Asking for information via phone(3) – The real call


Look up the phone number of the information desk of the

PT-provider. Afterwards, one person will phone the com-

pany and ask the questions they prepared. By using of the

speaker option of the phone, the others can participate in

the exercise by listening to and writing down the answers

in Worksheet 10.

For groups with low language skills, there is the possibility

to do the phone call in a role play (see Exercise 15/Work-

sheet 9).



Worksheet 5

Prepare your trip

Worksheet 8


Worksheet 9

Asking for information (Phone call – Role play)

Worksheet 10

Asking for information (Real phone call)

(Mobile) Phone, phone book (or internet)




Level: all

Skills: L, S (R, W)

Part 2: Theory



Training session27

EXERCISE 17

Content Wrap up (with portfolio)

Summary of the preparation phase of the PT-trip.

Didactical tools If the portfolio is used, the participants write down all nec-

essary information about the planned trip. They also write

down how they feel about the trip, what are they looking

forward to, what they are afraid of, etc.

If no portfolio is used, the participants summarise all infor-

mation about the planned trip. The trainer also sounds out

how they feel about the trip.

Materials Portfolios, writing materials




Level: all

Skills: (L, S) R, W

Total time needed for Part 2 ~ 3 h 25 min

Part 2: Theory



Training session28

Part 3: Practice

The theory is put into practice. During all exercises and the length of the trip, participants are en-

couraged to refer to their portfolios (if used) whenever they encounter a problem or difficulty.

This promotes independence and learning autonomy.

EXERCISE 18

Content Executing a trip by PT (1) – Preparation

The group leaves (the class room) well prepared and walks

to the PT-stop of their choice.


For the PT-trip, there are two possibilities:

• The participants undertake different trips in small

groups (the trainer divides the group in pairs or larger

groups, each group will be lead by one group leader).

• The participants decide to choose one trip and do it as

a group.



How to organise public transport activities?, p. 10 ff.

Portfolios, clipboard, time-tables, bus/train/tram tickets, rel-

evant PT-material, writing materials, further equipment, etc.

Time needed 30 min – 1 h (depends on the PT-destination)



Level: all

Skills: L, S, R, W

Part 3: Practice



Training session29

EXERCISE 19

Content Executing a trip by PT (2) – Signs and written information

Trainees learn about signs and written information in PT-

stations.

Didactical tools Group exercise (Option 1) – Trip with one group

The trainer spends some time going over the signage and

written information. The trainees explain what the signs or

the written information mean or what they think it could

mean. Rather than the trainer explaining, it’s better to

have someone from the group explaining it. Difficult or im-

portant signs can be photographed to add to the PT-wall

(whiteboard scheme) with their explanations later on.

Group exercise (Option 2) – Trip with small groups

The participants are given the task to take pictures of writ-

ten information or signs they don’t know. If no camera is

available they write this information down.

The trainees can use Worksheet 11.

The trainer explains the following terms to make sure the

trainees understand:

• Hour indication

• Destination

• Platform

• Arrival

• Departure

If possible the trainer gives an overview with the most used

vocabulary on the pictures used.




Worksheet 11

Signs and written information in PT-stations

Portfolios, camera, clipboard, PT-wall, writing materials




Level: all

Skills: L, S, R, W

Part 3: Practice



Training session30

EXERCISE 20

Content Executing a trip by PT (3) – Spoken information in PT-stations

In PT-stations there is also a lot of spoken information

present. It’s often difficult to understand this information

when not a native speaker.


When oral information is given in the PT-stations, the

trainer asks what the speaker has said. The trainer also asks

to explain this.


The participants get the task to listen and try to understand

oral information. If possible they record some of the an-

nouncements. If this is not possible, they write this infor-

mation down and tell about it afterwards (in class) (Work-

sheet 12).

In the case the trainees do not understand the spoken in-

formation, the trainer can read some examples afterwards

and can explain and/or the trainees can read them.




Worksheet 12

Spoken information in PT-stations

Portfolios, clipboard, writing materials




Level: all

Skills: L, S (R, W)

Part 3: Practice



Training session31

EXERCISE 21

Content Executing a trip by PT (4) – Contact with others

Public transport is one of the travel modes in which social

contact is almost inevitable.


The trainer encourages participants to make contact with

other PT-users. He/she will use simple exemplary sen-

tences (Worksheet 13) such as: ‘Excuse me, do you want to

sit down on my seat?’ / ‘Excuse me, I have to get off here.’ /

‘Excuse me, does this bus go to …?’ / ‘Excuse me, could you

help me to buy a ticket?’ / ‘Excuse me, could you explain me

how to use this vending machine?’ / …

There is a possibility that some other PT-users might not be

willing to participate in this learning process. The trainer

must facilitate, at all times, positive contact with other PT-

users. If all fails, he/she can explain the purpose of the

training session. It’s no problem to let the participants

struggle for a while, looking for the right words or posture,

but in the end it should be a positive experience for both!


Before the groups leave, the trainer gives a short overview

of simple exemplary sentences and invites the participants

to try to make contact with other PT-users.




Worksheet 13

Social contact on PT

Portfolios, clipboard, writing materials




Level: all

Skills: L, S (R)

Total time needed for Part 3 ~ 2 h – 4 h

Part 3: Practice



Training session32

Part 4: Round-up

The purpose of this part is to make a round-up of this training session. The trainees are invited to

talk about their experiences. The second purpose is to complete the portfolios, so that they can

take them home.

EXERCISE 22

Content Exchange of experiences

The group will exchange experiences of their PT-trip.

Didactical tools Group discussion – Trip with one group

The participants exchange experiences. If they still have

questions, they discuss about it with the whole group. They

complete the PT-wall (if applicable) and evaluate if and

how their ideas or attitudes on PT-use have changed dur-

ing the training session.

Group discussion – Trip with small groups

The participants tell about the trip they’ve made to the

others, they show the collected picture material and listen

to recordings (if carried out). If they still have questions,

they discuss about it with the whole group. Afterwards

they complete the PT-wall (if applicable) and evaluate if

and how their ideas or attitudes on PT-use have changed

during the training session.

Materials PT-wall, picture material of PT, recordings




Level: all

Skills: L, S, R

Part 4: Round-up



Training session33

EXERCISE 23

Content Summary (with portfolio)

All information will be summarised in the portfolio.

Didactical tools The participants write down the most important experi-

ences they had. They go through their portfolio and answer

the three questions they have written down in the begin-

ning of this training session.

Materials Portfolios, writing materials




Level: all

Skills: R, W

Total time needed for

the Training session

~ 9 h 40 min – 11 h 40 min

Total time needed for Part 4 ~ 45 min

Part 4: Round-up

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