IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 4: Transport

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Transport

Learning Objectives

WALT (We Are Learning To)Describe a journey using transport vocabulary, first conditionals, and clear advice.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, five highlighted items, one yellow complex sentence, and a clear transport choice.

Support (Band 5.0 Target)

Use the frame: If ___ happens, I will ___. Add where, how, and why.

Stretch (Band 6.0+ Target)

Compare two forms of transport and explain which is safer, faster, or more reliable.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Transport
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Transport
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: transport and journeys
1 How often do you use public transport?
Usually, I take the bus or subway when I go to extra classes. For me, public transport is useful because the route (路线) is clear and the price is low.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when a journey was delayed, and what happened?
Last month, my bus arrived late during heavy rain. At first, I felt worried, but I called my teacher and reached class before the lesson started.
Your Answer
--:--
0 / 20 minimum
3 Do you think students should walk or cycle more? Why?
Yes, I think, students should walk or cycle for short trips. This is because, it is healthy, cheap, and better than asking parents to drive every day.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

First Conditional

Grammar

First conditional shows a real future result: if this happens, that will happen. Use "if" for the condition and "will" for the result.

Example

If the bus is late, I will take the subway.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Sentence Stress in Conditionals

👂 Listen: Stress the important words in conditionals: bus, late, take, subway.

🗣️ Practise: Say it naturally, If the train is late, I will call Dad.

Section 4
Vocabulary Table
4 MIN
Keep
Route路线 Nounv.route · routed
Passenger乘客 Noun
Delay延误 Nounadj.delayedv.delay · delayed
Vehicle车辆 / 交通工具 Noun
Reliable可靠的 Adjectiven.reliabilityadv.reliablyv.rely · relied
Journey旅程 Nounv.journeyed · journeyed
Convenient方便的RECYCLED Adjectiven.convenienceadv.conveniently
Choice选择RECYCLED Nounadj.choice
Idiom 1: Miss the bus — 错过公交 / 错过机会 ExplanationFail to catch a bus or lose a chance. ExampleI almost missed the bus after morning self-study.
Idiom 2: Hit the road — 出发 ExplanationStart a journey. ExampleWe hit the road before sunrise for the school trip.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

Usually, students need a clear route (路线) before a long trip. For example, a subway map can help a new passenger (乘客) find the right station. Sometimes, a bus delay (延误) makes students feel nervous before class. If a vehicle (车辆 / 交通工具) breaks down, students should call a parent or teacher quickly. Also, checking the time stops people from rushing. In my city, many students worry they will miss the bus (错过公交 / 错过机会) after morning self-study. However, a small plan can solve most problems. Overall, good transport habits make school life calmer.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your class monitor has asked students how to travel to a school museum trip next month. You are considering the following options:

OPTION A taking a private coach together
OPTION B taking the subway in small groups

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Actually, our class must choose transport for a museum trip.
OPTION A On one hand, a coach is a reliable (可靠的) way to travel together. Also, the whole journey (旅程) feels safer because teachers can count students. However, it may cost more.
OPTION B On the other hand, the subway is convenient (方便的) and fast. Although small groups can move quickly, some students may get separated at busy stations. Still, it is a cheaper choice (选择).
PREFERENCE I would choose the coach, as it is easier to manage. REASON The main reason is, everyone can hit the road (出发) at the same time. REASON Also, teachers can keep the trip calm.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 Do you think public transport is better than private cars for students? Why?
Model Answer
OPINION In my opinion, public transport is better for most students. REASON This is because, when each passenger (乘客) uses one bus or train, roads become less crowded. EXAMPLE / EXTENSION For example, my classmates can take one subway line to school.
Your Answer
--:--
0 / 20 minimum
2 What are the advantages of planning a route before a journey?
Model Answer
OPINION From my point of view, planning a route saves time and stress. REASON The reason is, if students check the route (路线) first, they make fewer mistakes. EXAMPLE / EXTENSION For instance, they can choose the correct gate before entering the station.
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 How important is reliable transport for school trips?
Model Answer
OPINION Overall, reliable transport is very important for school trips. REASON This matters because, although a short delay (延误) seems small, it can change the whole timetable. EXAMPLE / EXTENSION For example, students may miss the museum guide talk.
Your Answer
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0 / 20 minimum
4 How important is safe travel planning for students in your city?
Model Answer
OPINION In my view, safe travel planning is important for students in a busy city. REASON This is because, when students know the safest way home, they feel calmer during the trip. EXAMPLE / EXTENSION For example, my school could teach pupils to choose the right vehicle (车辆 / 交通工具) before a journey during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Complete each first conditional sentence.

  • 1. If the bus is late, I _______ the subway. (take)
  • 2. If it rains, we _______ a taxi. (call)
  • 3. If I miss the train, I _______ my teacher. (phone)

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (First Conditional).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. will take 2. will call 3. will phone
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