Functional Skills: Transport Activity 1 Activity 2 Activity 3 Activity 4 Transport Activity 5...

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Activity 1

Activity 2

Activity 3

Activity 4

TransportTransport

Activity 5

Activity 7

Activity 8

Activity 9

Activity 10

Activity 11

Activity 12

Activity 13

Activity 14

Activity 6

Activity 15

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Click on small images to show magnified version. Click on magnified version to hide

Why?

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Which of the following bikes would you prefer and why?

Drag and drop the rosettes to indicate your choice

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Cycling What kind of person might want to buy the bike below? Why would the bike be suitable for them?

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Cycling What kind of person might want to buy the bike below? Why would the bike be suitable for them?

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Similarities

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Summarise the similarities and differences of the three different models of bikes below:

Differences

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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.

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

Design your advertisement and evaluate how it is effective in persuading the reader to buy the bike.

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To help you plan your advertisement, complete the table below listing persuasive techniques by writing what will be used in your advertisement.

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Persuasive feature Example to be used in advertisement

Superlative

Rhetorical question

Modifiers (adjectives/adverbs)

Image

Emotive language

Specialist language/information

Use of colour

Other information required

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CyclingA

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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).

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Organise the reasons given into categories in the Venn diagram below:

Health Environment

Financial

Regular cyclists enjoy a fitness level equal to that of a person ten years younger.

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.

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.

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.

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.

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 good bicycle will last for years.

A bicycle can be parked just about anywhere.A bicycle can be parked just about anywhere.

Twenty bicycles can be parked in the same space taken up by one car.

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.


A good bicycle needs at most about £50-worth of maintenance a year.

A good bicycle needs at most about £50-worth of maintenance a year.

Bicycles produce absolutely no pollution - they are a lot quieter too.

Bicycles produce absolutely no pollution - they are a lot quieter too.

Cars kill and maim thousands of people every year - bicycles don't.

Cars kill and maim thousands of people every year - bicycles don't.



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Cycling

Most appropriate

Least appropriate

You have been asked to write a report for your school/college/local council about students cycling to school/college.

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:

Click here for more information on ACTIVE and

PASSIVE VOICEDiscuss with you partner why these

features/phrases are / are not appropriate.

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Origional A/P RewriteWe all climbed into the car.

The essay was written on time by Frank.

The mouse was eaten by the cat.

Cheryl lit the fire.

The police car was driven the wrong way down the road.

His sister was tickling Jim.

Jim was tickled by his sister.

The lion broke out of its cage.

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.

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Click the boxes; once to choose Passive ‘P’ and twice to choose

Active ‘A’

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CyclingRemember 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.

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Identify the features of a report

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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.

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.

Resident Headteacher / Principal Student 1 Student 2

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Identify the job of each of the following connectives and with your partner sort them using the table:

Contrast and Balance Cause and Effect

Addition Comparison

but equally too yet again

also moreover nevertheless consequently comparatively

because and instead furthermore likewise

until inevitably alternatively consequently similarly

as a result in addition in contrast

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Topic SentencesOn 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.

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Topic SentencesSchool 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?

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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?

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?

Show Task Hide Task

(Remember that the highlighting tool can be

used to help you – why not use different colours?)

(Remember that the highlighting tool can be

used to help you – why not use different colours?)

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Topic Sentences

ParagraphSubject of Paragraph

TopicSentence

Counter-ArgumentConnective(s) Used

To Link

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Being smart “pupils look smarter than if they

wore their own clothes…”

“denies them the right to self-

expression..”

“However…”“Yet…”

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To help you compile your thoughts on these features of argument writing, complete the table below.

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Topic SentencesNow 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.

Subject of Paragraph

TopicSentence

Counter-ArgumentConnective(s) Used To Link

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Persuasive WritingRead 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.

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.

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FACTS OPINIONS

Facts or Opinions?Organise these statements into facts and opinions:

O is the chemical symbol for oxygen.

Tom is the worst poet in the school.

My bedroom is the best room in your house.

85% of weather forecasts are accurate.

A dictionary contains definitions of words.

A dictionary is a useful tool.

Picasso is the world’s greatest painter.

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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:

TOPIC FACT OPINION

Fashion

Your House

Food

Celebrities

Music

Discuss with your partner what makes the facts different from the opinions you have written.

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Argument WritingComplete the table explaining the effect these features have on the reader.

Feature Example Effect

Comparison

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2.

Persuasive/ Emotive

Language

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2.

Fact

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Opinion

1.

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Statistics

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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.).

Persuasive Feature Example to be used in speech

Unity/Uniting the Audience

Emotive Language

Opinions

Rhetorical Questions

Expert Opinion

Metaphors / Similes

Guilt/Fear

Imperatives

Repetition

Conditional Sentences

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When you have tidied your room

then you can go out to play.

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.

Condition Consequence

Comma separating the clauses

You can go out to play when you have tidied your room.A

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The clauses in the sentence can be reversed so the consequence comes before the condition:

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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.

1. If you eat all of your dinner, …

2. When the washing machine has stopped, …

3. If the coast is clear, …

4. When the school bell rings, …

5. If the dog bites you, …

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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.

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!

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

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.

INFORMAL FORMAL

Alright mate, how you doing?

I reckon that …

You see, the thing is …

I think you should get this sorted.

Thanks for listening.

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Formal Letter – writing frame13, Cliff Street,

Newtown,NT1 8NB

12th FebruaryThe 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,

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Functional Skills: Transport Activity 1 Activity 2 Activity 3 Activity 4 Transport Activity 5...

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Transcript of Functional Skills: Transport Activity 1 Activity 2 Activity 3 Activity 4 Transport Activity 5...