How do I get to London???

One First Class ride, please!

‘Over a dollar for a gallon? Youkidding???’

Do you want to travel far???Then only with:

Air Transport – B 1

UNIT OVERVIEW

This unit focuses on the field of air transport (mainly the field of civil aviation, not military), issues connected with using it and having discussions about it. Our students will improve their use of vocabulary related to air traffic and revise the use of Present and Past tenses. The main goal of this unit is introducing students to situations they can encounter while travelling by plane or when discussing air transport with foreign colleagues or friends. The basic strategy is to expose them to materials and situations as authentic as possible (e.g. web sites of airline companies, on-line booking, airport and in-flight announcements). After completing this unit our students should be able to deal with a range of these situations independently and should also be able to predict what they can encounter linguistically so that they feel more comfortable using English. To give an example, they should be able to hold a polite conversation with a stranger while travelling by plane or they should be able to understand relevant information, summarise it and pass it on.

SELF-ASSESSMENT GRID

These are our goals in this unit, READ them carefully. After completing the unit, RE-READ them and CIRCLE the appropriate answer:

Listening I can understand the main points of clear standard speech on familiar matters in air transport regularly encountered in work or while travelling. I can understand the main points of many radio or TV programmes on general issues in air transport when the delivery is relatively slow and clear.

Yes/No

Reading I can understand texts that consist mainly of high frequency job-related language. I can understand the description of events, invitation to conferences, opinion expressing in work e-mails.

Yes/No

SpokenInteraction

I can deal with most situations likely to arise whilst travelling in English-speaking countries. I can enter unprepared into conversation on topics relating to air transport from personal or professional point of view.

Yes/No

SpokenProduction

I can connect phrases in a simple way in order to describe personal or professional experiences and events. I can briefly give reasons and explanations for opinions and plans. I can narrate a story and describe my reactions.

Yes/No

Writing I can write simple connected text on general topics relating to air transport. I can write brief e-mails describing positive or negative experiences.

Yes/No

INTRODUCTION – listening - speakingLOOK at this newspaper front page and together with your partner DISCUSS the questions below.

Grammar - READING

Text A

SEPTEMBER 11, 2001 ATTACKS

The attacks of September 11, 2001 were a series of terrorist attacks carried out in the

United States. According to the official report, nineteen men connected with the terrorist

organisation al-Qaeda HIJACKED four commercial airliners. They crashed two into the twin

towers of the World Trade Center and shortly after this both the towers collapsed. The third

aircraft crashed into the U.S. Department of Defence headquarters, the so called Pentagon,

in Virginia. The fourth plane crashed into a field in Pennsylvania after passenger resistance.

The death TOLL of 2,986 was more than 2,403 dead after the Japanese attack on Pearl

Harbour in 1941. And what exactly happened above New York City that tragic day?

The two hijacked airplanes with jet fuel capacities of nearly 91,000 litres were turned into

flying fire-starting bombs. American Airlines Flight 11 crashed into the north side of the north

tower of the WTC at 8:46 AM local time. At 9:03 AM local time, United Airlines Flight 175

crashed into the south tower already covered live on TV. Half an hour later the third plane

crashed into the Pentagon and another half an hour later the last plane crashed into a field.

No one in any of the hijacked aircraft survived. Some passengers and crew members were

able to make phone calls from the flights and they reported there were several hijackers on

all four planes. A total of 19 were later identified. They reportedly took control of the aircraft

by using BOX-CUTTER knives to kill flight attendants.

The attacks are usually talked about as September 11, 9/11 or 9-11. The last two are from

the U.S. style for writing short dates and are pronounced ‘nine-eleven’. You may hear some

What is this newspaper page talking about?Do you think air transport changed noticeably after 9-11? How?How do you feel when you are getting on your plane – are you relaxed, nervous, calm, anxious?What is your best and worst flying experience? Describe it to your

people say ‘nine-one-one’ which also means 911 – the telephone number for emergency

services.

LISTENING – SPEAKING Discussion points:

TALK to your partner and ANSWER these questions:

Looking at these three pictures can you briefly describe what happened?How exactly were the two planes in New York City used to destroy the towers?What are the different ways the Americans have of calling this tragedy?How do we call the act of stealing an airborne airplane with passengers and using it for private purposes?

DISCUSS these questions with your partner, then FIND another pair and COMPARE your ANSWERS:

What has changed in civil aviation since 9-11?Do you think the US government and intelligence services could have done something to prevent 9-11 from happening?

Text B

AIR TRAFFIC CONTROL (ATC)

ATC services are provided by GROUND BASED controllers who direct aircraft on the

ground and in the air to make sure the traffic flow is safe and efficient. For AIRBORNE

aircraft the controllers specify the flight path, ALTITUDE and speed of aircraft. The pilots

have to follow (COMPLY WITH) these instructions. At airports, controllers direct all vehicles

and aircraft mainly on runways, taxiways and ramp areas. ATC services are provided only

for controlled airspace and can be divided into two major subcategories: TERMINAL control

and ENROUTE control. Terminal control means the control of traffic on the airport and in the

air within 56 to 93 km away from the airport. Enroute controllers control the traffic between

the terminals.

The main method of controlling the closest airport environment is visual

observation from the control tower. The tower is a tall, windowed

structure located on the airport grounds. Radar displays are usually

used to show controllers the area map, position of aircraft, DATA TAGS

including aircraft identification, or speed. The work of tower controllers

falls into three general categories: ground control, local control and

clearance delivery. Ground control is responsible for the airport

‘movement’ areas, which means taxiways, holding areas and transition areas. Any aircraft,

vehicle or person moving within this area must have permission (CLEARANCE) from the

ground controller. Local control is responsible for the runways and for clearance of the

aircraft for take off or landing. A highly disciplined communications process between local

and ground control is absolutely necessary to ensure the airport safety. Clearance delivery

controllers coordinate with the national command centre and the enroute centre to get

releases for aircraft.

LISTENING – SPEAKING Discussion points:

TALK to your partner and ANSWER these questions:

What are the ATC services and why are they important?Where do the air controllers work?How does a radar help the controller?What are the three different types of controllers work?

DISCUSS this question with your partner, then FIND another pair and COMPARE your ANSWERS:

Which job do you think is more demanding – pilot or air controller and why?

LISTENING – SPEAKING - READINGMAKE a DIALOGUE with your partner. One of you is calling a ticket agency asking for a flight, the other one, with the help of a particular website, is a ticketing officer

who will help you choose your flight details. When you have finished, CHANGE ROLES.

USEFUL EXPRESSIONS: - I need a flight to … next month.- Single ticket or return?- Can you find me a flight without any stop-over?- If you want a direct flight, I can offer you only business class seat if that’s alright.- Do you have any special requests?- Is it a problem if it’s a really early flight?- How do you want to pay?- Can I have your credit card details, please?- How much will it cost to change my departure date?- How many kilos can I take with me?

READING – SPEAKING – LISTENING In pairs READ this customs guide and WRITE down useful expressions. Then MAKE a DIALOGUE between a customs officer and a passenger asking questions you will find answers for in the guide. CHANGE ROLES.

MY USEFUL EXPRESSIONS:

READING – SPEAKING – LISTENING READ this newspaper report.

August 15, 2005: The 121 victims of the Cyprus air disaster may have been dead before the plane smashed into a mountainside in Greece, officials have said.

Aviation experts and investigators are trying to uncover the sequence of events leading up to the crash. All but 11 of the victims were Cypriot. Three days of mourning have been declared for the island's worst accident in decades. Relatives of victims, who included 10 Greeks, have been arriving in Athens to identify the dead. Flight 522 had been heading for Athens en-route to Prague when it lost contact with air traffic controllers, sparking a security alert before it crashed

on Sunday afternoon. The pilot of the Boeing 737, 50-year-old German Marten Hans Jurgen, was among the dead. Experts looking into the cause of the crash believe a technical failure led either to a loss of cabin pressure or oxygen supply. Both flight recorders have been recovered from the crash site but one of them is in a "very bad state", chief investigator Akrivos Tsolakis said.

Crews of two Greek F16 fighter jets which were scrambled after contact with the airliner was lost, reported seeing the co-pilot slumped in the cabin. They later saw two unidentified people trying to take control of the plane and could see oxygen masks hanging down in the cabin. One theory is that sudden depressurisation in the cockpit overcame the pilots before they could take on oxygen and bring the aircraft to a lower, safer altitude. "It was out of control," Greek air traffic controller Manolis Antoniadis was quoted by AFP as saying. "There had to have been a fast and brutal problem to cause the death of the pilots in the cockpit." He said the plane seemed to have got into difficulties 10 minutes after take-off.

STUDY this diagram and read the chart below. With your partner MAKE a DIALOGUE about the crash describing what happened. One of you is a journalist and the other a police investigator.

1. 0900 [0700GMT]: Helios Airways Flight ZU522 leaves Larnaca bound for Prague via Athens2. 0920 approx: Plane reaches cruising altitude of 35,000ft3. 0937: Plane enters Greek airspace4. 1007: Air traffic control unable to contact aircraft 5. 1030: Greek ATC issues "Renegade alert"6. 1055: F16 fighter aircraft scramble7. 1120: F16s intercept aircraft; pilots observed slumped over controls8. 1205: Aircraft crashes near Grammatikos, 40km north of Athens

READING – SPEAKING – LISTENING READ the following business model of low-cost airlines and orally PREPARE an explanation for each practice as to why it makes the flight cheap or quick. DISCUSS your answers with your partner. Did you have the same explanations?

This is a basic description of a business model of low-cost airline practices:

1. a single passenger class

2. single type of airplane, commonly the Airbus A320

3. a simple fare scheme

4. unreserved seating

5. flying to cheaper, less congested secondary airports

6. short flights and fast turnaround times

7. simplified routes, point-to-point transit instead of transfer at hubs

8. emphasis on direct sales of tickets, especially over the Internet

Low-cost carrier = airline that offers low fares but does not offer most traditional passenger services

9. employees working in multiple roles, e.g. flight attendants also cleaning the

aircraft or working as gate agents

10. free in-flight catering and other services eliminated

READING – SPEAKING Look at this chart. You can use the web links to find out more about a particular plane. When you have finished we will work all together and you will be given few minutes to PRESENT your favourite plane model. Make sure you know how to call the different parts of a plane – e.g. the place where pilots sit, the place between seats …

Product list and details (date information from Airbus)

Aircraft Description Seats Launch date 1st flight 1st

delivery

A300 2 engine, twin aisle, 250-361 May 1969 Oct 1972 May 1974

A310 2 engine, twin aisle, modified A300 200-280 July 1978 Apr 1982 Dec 1985

A318 2 engine, single aisle, shortened 6.17m from A320 107 Apr 1999 Jan 2002 Oct 2003

A319 2 engine, single aisle, shortened 3.77m from A320 124 June 1993 Jan 1995 Apr 1996

A320 2 engine, single aisle 150 Mar 1984 Feb 1987 Mar 1988

A321 2 engine, single aisle, lengthened 6.94m from A320 185 Nov 1989 Mar 1993 Jan 1994

A330 2 engine, twin aisle 253-295 June 1987 Nov 1992 Dec 1993

A340 4 engine, twin aisle 261-380 June 1987 Oct 1991 Jan 1993

A350 2 engine, twin aisle 250-300 Dec 2004 2009 2010

A380 4 engine, twin aisle, double deck 555-840 2000 Apr 27,

2005 2007

HOMEWORK: WRITE an e-mail complaint (50-80 words) to a responsible manager of the British Airways about a 24-hour delay caused by the aircraft technical problems. You missed an important meeting in London and a highly lucrative business opportunity. Mention what you require as compensation (e.g. financial, discount, free tickets). SEND to your classmate who will REPLY to you; you will do the same. One student writes a complaint and a reply. Do not forget to send a copy of both to your teacher.

EXTRA ACTIVITIES and MATERIALS

LISTENING - SPEAKING (pronunciation) – READING – WRITING [English Language Library – V4002 Travel and tourism/D4029 Travelling: train and airport, G4029 ‘When’ and ‘How long’ – past simple and present perfect, W4029 Past simple and present perfect. Travelling by train and plane, D4030 Roger discusses Europe, W4030 Pluperfect.]

VOCABULARY SUPPORT

Aeronautic TerminologyList of ‘air’ topics retrieved from www.wikipedia.org

A

Accidents and incidents in aviation

Aerodynamics

Aeronautics

Aircraft

Aircraft engine controls

Aircraft Maintenance Technician (AMT)

Aircraft Maintenance Engineer (AME)

Airfield

Airfield traffic zone (ATZ, and MATZ)

Airline Transport Pilot License

Air navigation

Airport

Air traffic control

Autopilot

Aviation

C

Civil Aviation Authority (CAA - UK authority)

Commercial Pilot License

Compass

Controlled airspace

D

Deep stall

Drag

F

Flap

Flight

Flight controls

Flight instruments

Flight level

Flight plan

G

General aviation

Glass cockpit

Glider

GPS

L

Landing

Lift (force)

M

Maintenance

Meteorology

N

NATO phonetic alphabet

Navigation

P

Pilot licensing and certification

Precision Approach Path Indicator

Propeller

R

Rudder

Runway

S

Slip landing

Specific fuel consumption

Stall

T

Taking off

Taxiing

True airspeed

V

Vertical speed indicator

VFR Visual flight rules

W

Wind shear

Wing

Winglet

SOURCES: For on-line booking practice and general information web-sites of particular airlines used.Photos of aircrafts and of 9-11 retrieved from www.boeing.com , www.airbus.com , www.9-11.com and www.wikipedia.com News report about the ‘Greek’ crash August 15, 2005 retrieved from www.bbc.co.uk Other factual information retrieved mainly from www.wikipedia.com

Nautical Transport – B 1 (Transport and Society)

UNIT OVERVIEW

This unit focuses on the field of transport and society, ship transport and issues connected with traffic safety and traffic psychology. Our students will improve their use of vocabulary related to these areas and revise the grammatical structures that have been studied so far, especially the tense system. The main goal of this unit is introducing students to situations they can encounter if they need to get or communicate information on general transport issues or when holding a discussion about this area with foreign colleagues or friends. The basic strategy is to expose them to materials and situations as authentic as possible (e.g. relevant newspaper articles, simulating conversations with foreign colleagues). After completing this unit our students should be able to deal with a range of these situations independently and should also be able to predict what they can encounter linguistically so that they feel more comfortable using English. To give an example, they should be able to hold a simple conversation about relevant current issues in transport relating to the Czech Republic and other neighbouring countries (e.g. paying toll) or they should be able to summarise basic relevant information on our transportation system and pass it on.

SELF-ASSESSMENT GRID

These are our goals in this unit, READ them carefully. After completing the unit, RE-READ them and CIRCLE the appropriate answer:

Listening I can understand the main points of clear standard speech on familiar matters in transport regularly encountered in work or while travelling. I can understand the main points of many radio or TV programmes on general issues in transport when the delivery is relatively slow and clear.

Yes/No

Reading I can understand texts that consist mainly of high frequency job-related language concerning transport in general. I can understand the description of events, invitation to conferences, opinion expressing in work e-mails.

Yes/No

SpokenInteraction

I can deal with most situations likely to arise whilst travelling in English-speaking countries. I can enter unprepared into conversation on topics relating to domestic or international transport from personal or professional point of view.

Yes/No

SpokenProduction

I can connect phrases in a simple way in order to describe personal or professional experiences and events. I can briefly give reasons and explanations for opinions and plans. I can narrate a story and describe my reactions.

Yes/No

Writing I can write simple connected text on general topics relating to Czech or international transport. I can write brief e-mails describing positive or negative experiences.

Yes/No

INTRODUCTION – listening - speakingLISTEN to the short recording and SAY where the sound comes from.LOOK at this picture and ANSWER the questions below.

What is this newspaper page talking about? Can you explain the headline?What do you know about this event?Have you ever traveled by ship? Tell the others about it.Which means of transport is the safest?Why do you think people are often scared of flying?Grammar - READING

Text A

CAR ACCIDENTS

There are several categories of car accidents and their names usually explain the type of

accident quite well. When one car collides with a car in front of it, it is a REAR-END collision.

Depending on the direction there is also a SIDE and HEAD-ON collision. Collisions can

happen with not moving objects (STATIONARY STRUCTURES) such as trees and these

are called SINGLE-CAR accidents. The opposite of a single-car accident is a highway

accident with many cars crashing into each other (PILE-UP). When driving at high speed in

a difficult terrain, the car can lose stability and fall to one side or onto its roof (ROLLOVER).

Some people even decide they want to end their life by crashing their car (AUTOMOBILE-

ASSISTED SUICIDE).

The factors causing accidents have been studied for a long time to help protect drivers and

to make companies produce safer cars. When accident is caused by the driver it can be

either because of his/her lack of concentration (DRIVER DISTRACTION) such as eating

while driving or using a cell-phone or because he/she is tired or drunk (DRIVER

IMPAIRMENT). There can also be a problem with the car (MECHANICAL FAILURE) such

as a flat tire or brake failure. The third major accident factor is the road – its design and

condition. Because roads are not protected from weather changes, there can be damage

caused by rain, ice or snow (e.g. POT HOLES), which makes driving at high speed

dangerous.

LISTENING – SPEAKING Discussion points:

TALK to your partner and ANSWER these questions:

In the picture below you can see a result of a car accident. Using information from the text, how would you describe this type of collision?Can you name other types of collisions?What are the three major factors causing accidents?Can you think of more types of mechanical failure than is listed in the text?

DISCUSS these questions with your partner, then FIND another pair and COMPARE your ANSWERS:

What do you think are the five most frequent causes of car accidents in the Czech Republic? Make a list. How can these factors be minimised and the resulting accidents prevented?

Text B

DESIGN OF AN OCEAN LINER

The current largest passenger ship (VESSEL) is the Queen Mary 2. Its design makes it a

very luxurious means of transport. Its length reaches nearly four football fields and its height

is close to a 23-floor building including 17 DECKS. There are several rooms for eating

(DINING VENUES) which are called ‘Grill Rooms’ for STATEROOM categories and a

restaurant for the DELUXE and STANDARD categories. The main dining room is as high as

three decks and is as wide as the whole ship (over 40 metres). Another of the classic

features of an ocean liner is a PROMENADE DECK which has 360 degrees and its total

CIRCUMFERENCE (the length of the circle line) measures more than one-third of a mile.

Traditional STEAMER CHAIRS are placed on this deck. Inside the ship there is a large

swimming pool and a spa and there are also four outside pools, one of which has a roof that

opens (RETRACTABLE ROOF). If the passengers feel bored there is an on-board

planetarium that offers constellation shows. Moreover, there is an educational centre with

seven FLEXIBLE CLASSROOMS that can be separated or joined to adjust to different class

sizes. The ship’s WHISTLE is an exact replica of the one from Queen Mary 1 so that the

tradition is kept alive. The whole ship cost almost 800 million US$ which is quite

understandable when we look at its size, luxuries and the fact it accommodates 2620

passengers and 1250 CREW.

LISTENING – SPEAKING Discussion points:

TALK to your partner and ANSWER these questions:

Look at the first picture. Can you name different parts of the ship and give information on it using the text you’ve just read? You can also use the Vocabulary Support for this unit.Where do you think the Deluxe category cabins are placed and why?What can the passengers do if the weather is bad and they can’t promenade or sunbathe?If an English person told you the ship is 1,132 feet long, 135 feet wide, 236.2 feet high and has a draft of 32 feet 10 inches, how would you translate this into the metric system?

Why is there a definite article at the name of the ship – the Queen Mary 2?

DISCUSS these questions with your partner, then FIND another pair and COMPARE your ANSWERS:

If you were given a choice of a free ticket for a Concord flight or for a QM2 voyage to New York, what would you choose and why?What do you think can go wrong on an ocean liner trip or on a flight? Can you think of some health problems caused by travelling by a ship or a plane?

READING – Writing – SPEAKING - LISTENINGREAD this article. ASK your teacher for help with the underlined expressions.

Safer or Faster???

Many authorities claim speed is an inherent cause of accidents in itself, although most experts agree that speed alone is rarely the main cause of accidents. However, a mis-application of speed can be a contributing factor, and higher speed in an accident caused by other factors is more likely to have serious consequences. The critics of the ‘speed kills’ mentality say that this approach

ignores the complex factors that are involved in accidents. They also argue it is nothing but a simplifying ‘quick fix’ or a

political solution that does nothing to solve the real reasons why accidents happen. The speed-limitation supporters state that going slower can never do any harm and that physics is on their side. They explain that the result of an accident depends mainly on the energy

spent in a crash. The energy rises with the square of velocity according the equation E=1/2*m*v2 (E is the kinetic energy, m is the

mass and v is the velocity).

Attempts to force car manufacturers to limit the top speed of vehicles have so far been resisted by both the car producers and governments. The reason could be that car producers have strong political lobbying power and speed and performance are powerful

marketing tools.Quite recently it was proposed in Australia for car producers to install speedometers which are blank above 130km/h, no matter what the actual top speed would be. This proposal has proved extremely

controversial and legally unworkable.

Divide into three groups. One group will be the Speed Committee, another the Pro-speed Lobby group and the third one the Pro-limitation Lobby group. Each group selects its PR representative to speak for it.

Stage 1 – Both Lobby groups PREPARE list of points to support their view. (The possible ‘pro-speed’ facts are highlighted in red, the ‘pro-limitation’ facts in yellow. You will also need to add some new facts yourselves.)

Stage 2 – The PR person from both groups addresses the Committee and with the help of their group try and CONVINCE them that their view is the right one and that the Parliament should pass a law to support it. The Committee TAKE NOTES.

Stage 3 – The Committee decides which group was more convincing and EXPLAINS their decision in detail.

WRITING – READING – SPEAKING - LISTENING

Part 1 - WEB QUEST. Work in groups of three, CHOOSE one type of transport you will focus on and TELL the others. Follow the seven points below and SEARCH the web for information. PREPARE a Powerpoint presentation – each point on the list below should have one separate presentation slide.

Part 2 – PRESENTATION. When you have finished, PRESENT your work. When you are LISTENING to other groups, TICK your list each time they present a piece of information defined by the list – e.g. Safety features. Mark the points which you think haven’t been covered by the presenters.

1. TYPE OF TRANSPORT: general characteristics, types of vehicles (e.g. if you focus on road transport, you can mention the makes of cars as well)

2. PURPOSE: what is this type of transport typically used for by individuals and companies (e.g. passenger and freight transport in the field of railway transport)

3. SPECIFICS of individual use: the costs compared to other means of transport (e.g. petrol cost of an individual car travel compared to ticket cost of a train travel), the comfort of travel (car - train)

4. SPECIFICS of company use: the costs of transport compared to other means of transport, the convenience and logistics (e.g. ship cargo transport and its use in our country), the (time) reliability of this type of transport (e.g. the estimated waiting times of trucks at borders)

5. SAFETY: the safety features of vehicles, crash catastrophes and how we learnt from them (e.g. in air transport)

6. ENVIRONMENT: ecological issues, negative-positive externalities, the advantages and disadvantages of this type of transport as compared to other types

7. PUBLIC IMAGE: the way this type of transport is presented and advertised, marketing aspects, social prestige (e.g. air transport has probably higher social prestige than rail transport) and its reasons

Look at the list you have ticked. Can you say what the points of a good and a bad presentation are? MAKE a LIST below.

Presenting Facts

GOOD POINTS BAD POINTS

WRITING – Reading WRITE a short vocabulary TEST for your partner. You should use all the units we have studied so far and create 15 multiple choice questions. When you have finished, exchange your tests (e-mail it to your partner) and start answering the questions. We will CHECK the correct answers TOGETHER.

FINAL TESTMultiple choice question example:1. The amount of water the body of a ship pushes out when floating is …

A/ keelB/ beamC/ displacementD/ outplacement

HOMEWORK: Recently, you met a Spanish colleague at a conference. You were talking about Titanic but neither of you was sure about the exact details of the disaster. You promised to send him/her an e-mail to get the whole story right. By clicking on the picture below you will find all the facts about the disaster you need. WRITE a message (50-80 words) about it (you should think of using past simple, past simple continuous and past perfect to express the chronology). You will make three factual mistakes (e.g. writing a different number of victims) and you will use five new words you find in the article. These words will be underlined in your e-mail. Your colleague (your classmate you sent your e-mail to) will send you a short answer correcting the three mistakes. Each student will write two messages in the end. Send a copy of both to your teacher as well.

EXTRA ACTIVITIES and MATERIALS

LISTENING - SPEAKING (pronunciation)[English Language Library – V2004 Telephone (1)/D2015 Telephoning London, G2015 Past Tenses, Used to, C2007 Business dress, Meeting Protocol; V4001 The bank/G4028 Present Perfect simple and continuous, R4014 A Business letter, L4014 Sales Manager’s presentation]

VOCABULARY SUPPORT

Nautical Terminology

For more details you can also go onto this site Glossary of nautical terms.

A

Aft: towards the stern (within the ship)

Amidships: toward the middle of the vessel

Astern: beyond the stern (outside the vessel)

B

Bow: a term for the head of the vessel or front of the ship

(Navigation)Bridge: a structure above the weather deck, extending the full width of the vessel, which houses a command centre, itself called by association, the bridge. A bridge usually extends a little beyond the ship's side to enable observation of boats alongside, or the proximity of a dock or lock gate

Bulkheads: internal "walls" in a ship. Bulkheads are the vertical equivalent of decks. They have a structural function as well as dividing spaces. They serve to prevent collapse of the hull under stress, to maintain stability, in the event of flooding, and to contain fire. Many bulkheads have watertight doors which, in the case of certain types of ships, the crew may close remotely

Bulwark: the extension of the ship's side above the level of the weather deck.

C

Cabin: an enclosed room on a deck

Capstan: a winch with a vertical axis

D

Decks: the structures forming the approximately horizontal surfaces in the ship's general structure. Unlike flats, they are a structural part of the ship

Deck Head: the under-side of the deck above, sometimes paneled over to hide the pipe work. This paneling is the ceiling

Draft: the vertical distance from the current waterline to the lowest point of the ship or in the part of the ship under consideration

F

Figurehead: symbolic image at the head of a traditional sailing ship

Forecastle: a partial deck, traditionally the sailors' living quarters

Freeboard: the vertical distance from the current waterline to the highest continuous watertight deck

G

Galley: the kitchen of the ship

Gunwale: the angle between the ship’s side and upper deck

H

Hold: the lower part of the interior of a ship's hull for cargo

Hull: the shell and framework of the basic flotation-oriented part of a ship

K

Keel: the central structural basis of the hull

M

Mast: a spar designed for the support of one or more sails. In modern ships, it is a steel or aluminium fabrication which carries navigation lights, radar antennae etc.

P

Port: the side of the ship which lies to the left when an observer within the ship faces forward. (A mnemonic to distinguish port and starboard notes that left and port both have four letters)

S

Scupper: a drainage waterway at the edge of a deck, is drained by a pipe or, on the weather deck, a small opening in the bulwarks, leading overboard

Starboard: the side of the ship which lies to the right when an observer within the ship faces forward

Stern: the after end of the ship

W

Weather deck: whichever deck is that exposed to the weather – usually either the main deck or, in larger vessels, the upper deck

SOURCES: All the photos of the Queen Mary 2 and the Queen Elizabeth 2(size adjusted to smaller images) taken from the website www.southhamptonships.com The map of the Titanic disaster, the picture of a newspaper front page and the photo of a car after a side collision taken from the website www.wikipedia.com Factual information and glossary retrieved and adjusted mainly from www.wikipedia.com and www.southhamptonships.com

Public Transport – B 1

UNIT OVERVIEW

This unit focuses on the field of public transport and issues connected with using it and having discussions about it. We will also take up some basic urban planning issues related to city transport. Our students will improve their use of vocabulary related to different forms of public transport and revise the use of comparative and superlative. The main goal of this unit is introducing students to situations they can encounter while visiting and travelling in cities or when discussing public transport with foreign colleagues or friends. The basic strategy is to expose them to materials and situations as authentic as possible (e.g. web sites of city transport services, transport maps, transport systems information). After completing this unit our students should be able to deal with a range of these situations independently and should also be able to predict what they can encounter linguistically so that they feel more comfortable using English. To give an example, they should be able to get oriented in city transport, use it effectively and possibly help others to do so if necessary. They should be able to understand relevant information, summarise it and pass it on or compare and discuss different types of public transport or different city transport systems.

SELF-ASSESSMENT GRID

These are our goals in this unit, READ them carefully. After completing the unit, RE-READ them and CIRCLE the appropriate answer:

Listening I can understand the main points of clear standard speech on familiar matters in public transport regularly encountered in work or while travelling. I can understand the main points of many radio or TV programmes on general issues in public transport when the delivery is relatively slow and clear.

Yes/No

Reading I can understand texts that consist mainly of high frequency job-related language in the field of public transport. I can understand the description of events, invitation to conferences, opinion expressing in work e-mails.

Yes/No

SpokenInteraction

I can deal with most situations likely to arise whilst travelling in English-speaking countries. I can enter unprepared into conversation on topics relating to public transport from personal or professional point of view.

Yes/No

SpokenProduction

I can connect phrases in a simple way in order to describe personal or professional experiences and events. I can briefly give reasons and explanations for opinions and plans. I can narrate a story and describe my reactions.

Yes/No

Writing I can write simple connected text on general topics relating to public transport. I can write brief e-mails describing positive or negative experiences.

Yes/No

INTRODUCTION – speakingLOOK at this picture and ANSWER the questions below:

What is strange about this picture?How would you call this type of transport? Try and explain the meaning of ‘intermodal’ transport.What was the most stressful experience of travelling by public transport (at home or in a foreign country) you have ever had? Tell the others.

Grammar - READING

Text A

PUBLIC TRANSPORT and ITS HISTORY

This type of transport is called public because it represents all transportation systems in

which passengers do not travel in their own vehicles. Less often we call it also PUBLIC or

MASS TRANSIT. It generally means rail and bus services, but wider definition can include

airline services, ferries and taxis – more simply any system that transports members of the

general public. There is another name RAPID TRANSIT that refers to fast transport in big

cities such as metro systems. In cities, public transport is usually faster than other MODES

of travel, mainly because it can avoid roads too full with cars (CONGESTION). For long

distance travel public transport can also have a major advantage – much higher speeds are

permitted on rail than on roads.

It seems the earliest public transport was water transport. The reason is people could easily

travel certain distance on land riding an animal or walking. To get across water they would

have to swim – so water transport was much more convenient. Other historic forms of

transport are coaches pulled by horses (STAGECOACH) travelling from inn to inn or boats

pulled by horses on a canal (HORSE-DRAWN BOAT). In terms of organised public transport

the French were probably the most progressive in Europe. First such system started

operating in Nantes as early as 1826 and it was the so called OMNIBUS. In Norway there is

the oldest regular public transport service operating without a stop since 1876. It connects

fours islands the city of Kristiansund is built on and they call it the Sundbat (HARBOUR

BOAT).

LISTENING – SPEAKING

Discussion points:

TALK to your partner and ANSWER these questions:

Why do we call public transport ‘public’?

Can you explain what ‘public transport’ is in your own words?

Can you give examples of countries where ferries are part of the public transport

system?

What was the earliest mode of public transport and why?

Can you give some examples of historic forms of transport?

DISCUSS these questions with your partner, then FIND another pair and COMPARE your ANSWERS:

What are the advantages/disadvantages of different types of public transport? What do you think can be improved in Prague (Ostrava, Brno)?

Text B

MONEY IN PUBLIC TRANSPORT

There are several issues connected with money in public transport. It is the money we pay

for tickets (FARES), the money the state or other institution pays to help the transport

system (FUNDING) and also the money that can be stolen from us while or thanks to

travelling by public transport (CRIME).

Ticket systems help us get better oriented in how and which ticket we should buy. Basically,

there are two types – tickets that have to be bought IN ADVANCE and tickets bought

DURING THE RIDE. When we buy in advance there is some kind of ticket control later. This

control can have several forms. It can be a GUARD, a turning set of metal bars

(TURNSTILE) or a conductor. Sometimes passengers can control the tickets and their price

themselves (USER-DETERMINED). There are special tickets with the amount of money

ENCODED on them electronically, magnetically or optically and each time we enter the

transport system certain amount of money (FARE) is taken off (DEDUCTED). In Central

Europe there is a system that is based on believing the passengers have bought their tickets

(HONOUR SYSTEM). This means the ticket is bought in advance but is checked only

sometimes (RANDOMLY) by a ticket INSPECTOR.

Some city transport systems are absolutely independent on the state finance

(UNSUBSIDISED, COMMERCIAL), some get certain money from state (SEMI-

COMMERCIAL) and some are fully funded by the state (usually FREE OF CHARGE).

Our money can get quite easily stolen on public transport because we are in closer physical

contact with potential thieves than when driving a car or walking. Most often our things get

stolen from our pockets or bags (PICKPOCKETING) without us noticing or someone can

physically attack us and steal our money (MUGGING).

LISTENING – SPEAKING

Discussion points:

TALK to your partner and ANSWER these questions:

What are the two different ways through which money comes into the public transport

system and how do we call them?

How can public transport companies be funded and how do we call the different types?

How can tickets be controlled?

What is the advantage of buying a ticket in advance rather than during a ride?

DISCUSS these questions with your partner, then FIND another pair and COMPARE your ANSWERS:

Describe and explain the ticket system in Prague and compare it with some other European city you know. Which system do you prefer? Why?

READING – SPEAKING

LOOK at the ‘Key to lines’ of the London Tube and READ it with your partner. Make sure you UNDERSTAND all the expressions:

In pairs, LOOK at the Tube Map. There are 13 different lines. Take turns and TELL each other where each line BEGINS and where it ENDS. Do not forget to say if it is going to the North (Northbound), South (Southbound), East (Eastbound) or West (Westbound).

Now CHOOSE two lines and describe them to your partner, TELLING him/her the details about it (e.g. which are the interchange stations, where is a riverboat service connection …).

LOOK at the Central London Map and IMAGINE you have just arrived at the Liverpool Street station and need to get to the Waterloo International station. Your luggage is heavy and you decide to go by the Tube. What is the best way to take? When you have finished, find another pair and compare your route.

READING – SPEAKING – LISTENING – WRITING (note-taking)Your teacher will tell you which group you will work with – London Traveller or London Museum-goer. MAKE GROUPS of three and read the information sheet you need together (Travel or Museums and Galleries). ASK your teacher about the words you don’t understand.

DECIDE who is the information officer, the traveller and co-traveller. The traveller will CHOOSE one or two places where he/she wants to go (which museum or gallery or from which airport and to which hotel) and CALLS an information office. The officer will GIVE ADVICE from the text you have just read and the traveller will take notes. Then the traveller will report to the co-traveller and together they decide what they will do. After you have finished, you change your roles so that you play all three in the end. Information officer can use all the websites which are mentioned in the text to get more information.

USEFUL EXPRESSIONS: - Hello, how can I help you?- I was wondering if you could tell me/if you could help me with…- Can you write this down?- Just a second, I will get my pen.- Is there any discount?- Yes but you will need to buy a special card.- No, I’m afraid not.- It would be more convenient if you could take the metro/if you visited this museum on a different day.- Thank you very much. You were a great help.- You’re welcome. Do not hesitate to call again if you have any more questions.

USE your notes to help a traveller from the other group. TAKE about three minutes to prepare your questions. You can use the text the other group worked with. MAKE a DIALOGUE exchanging your information.

USEFUL EXPRESSIONS: - What do you think would be best?- Have you got any tips?- Would you mind if…?- Would you recommend this?- I suggest that you…- If I were you, I would walk/take the metro/take a bus/buy a day travel-card.- If you like modern art, you should definitely go to the … museum/gallery.

READING – SPEAKING – LISTENING (information gap-fill) – WRITING (note-taking and translation)Your teacher will tell you if you READ text A or B. After reading prepare a short SUMMARY of the text in English. You don’t have to use full sentences, just take notes. As you prepare, take a look at the questions about your text below (Text A, B) – your summary should give answers to them.

Mf DNES March 14th, 2005 Text A

Mf DNES March 14th, 2005 Text B

CHOOSE a partner from the other group and PRESENT your summary to her/him. Do not forget you have to complete this information about your partner’s text:

TEXT A - Questions

Who has been the main train producer on line C in Prague in the last years?

What is the main business aim of the Czech producer and why do they want to be on the Czech market?

Which lines will need new trains and why?

What are the advantages and disadvantages of the two types of trains?

What is different now about the situation in the Prague Metro?

TEXT B – Questions

Why does the Prague Metro need new trains?

Where does the new train producer test their trains?

Who is the new producer, what does the text say about it?

How many Siemens trains will there be operating by the end of this year?

What are the Metro plans for the coming years?

READING – WRITINGWEB QUEST - WORK with the Vocabulary Support below and choose five expressions. Find them on the related web-site and WRITE your own definition. SHOW your partner and COMPARE.

WRITING

HOMEWORK: WRITE an e-mail (50-80 words) to your European parliament representative about the project of Citybuses you will read about in the text below. (Imagine this project might be funded from the EU funds and the Czech member of parliament will need to send a copy of your message to foreign colleagues – it needs to be in English). You can decide if you want to support the project or be against it. Explain why you think it is a good or bad idea and why money should/should not be invested in it, using the information from the text. Do not forget to send a copy to your teacher.

EXTRA ACTIVITIES and MATERIALS

LISTENING - SPEAKING (pronunciation)[English Language Library – V4004 Telephone (3)/L4017 Using the Phone, Radio News; V4005 Post Office/D4035 At the Post Office; L4018 A friend on the phone; C4018 Greater London]

VOCABULARY SUPPORT

Public TransportAAerial tramway also called cable car or cableway

Airliner

Automated guideway transit (AGT), also called Peoplemover

Auto rickshaw

B

Bus normally serving a regular fixed route but could include a variable route, divert-on-demand service, see Bus rapid transit

C

Cable car on rails, used in cities, a streetcar (tram} pulled by a cable

Cable car on rails, used in mountains, see Funicular

Cable car suspended on a cable, see Aerial tramway

Chairlift

Coach

Cog railway (or rack and pinion railway)

Congestion : a situation on city roads when traffic is slow or completely stopped because there are more cars than the road space is designed for.

Conveyor transport (term includes escalators and horizontal or slightly inclined moving sidewalk - "Travolator")

D

Depot : a kind of garage for parking and maintenance service for public transport vehicles, especially trams and metro trains.

E

Electric trolleybus

Elevated Railroad

Escalator

F

Ferry, including hydrofoil and Hovercraft

Free Bicycle Service : in some cities with bike paths citizens can use bikes for free which are paid for and owned by the city council to support environment-friendly traffic.

Funding : the way public transport is financed (commercial, semi-commercial or state companies)

Funicular

G

Gondola lift

H

Helicopter

Heritage Streetcar System : (also serving in Prague) limited public transport service operating limited number of

historical rail vehicles (trams) that offer round trips through cities, especially for tourists.

J

Jitney

L

Light rail

Limousine

M

Maglev

Metro (also known as Subway or Underground)

Rubber-tired metro

Advanced light rapid transit

Mobility : the possibility for citizens to work at different place than they live thanks to using public transport systems.

Monorail

Multi-ride Ticket : a ticket with limited time validity (e.g. one hour) but unlimited number of trips on public transport.

O

Overhead Lines : lines which lead electric power to propel trams and trolleybuses and which are placed above the vehicle.

P

Pollution (Air Pollution): negative effect of using cars and buses especially in cities; the exhaust fumes pollute the air (see also Smog).

R

Reduced Fee : the price of a travel ticket is lower than normal for a special reason, e.g. senior citizen or student fee, ticket bought in advance, internet booking.

Rickshaw

S

Smog : (SMoke+fOG) critical condition of air in large cities due to pollution from car exhaust fumes also causing the ‘greenhouse’ effect.

Season Ticket : a special travel card usually valid for three months which has much lower price for someone who travels regularly than the value of standard tickets.

T

Taxicab

Ticket controller : in some transport systems these people control the validity of your ticket (e.g. trams, trains).

Train, including commuter train and high-speed rail

Tram (or tramway, trolley, streetcar)

V

Vehicle for hire

Velotaxi

W

Water taxi

SOURCES: The photos taken from the website www.wikipedia.comThe scanned map of the London Tube was published by Transport for London. The scanned map of Central London was taken from a free publication London Map and Guide by Visit Britain – British Tourist Authority. Museums and Galleries and Travel scanned pages also taken from this publication.

The article about City Buses in Prague taken from a monthly magazine (3/2005) about Prague published by ODS.Factual information retrieved mainly from www.wikipedia.com and from travel information provided by British Transport Authorities.