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Platform Four For Chicago


A Warmer

Which transport is the best for each situation?

Paris to Marseille
400 miles

Go to work
2 miles

San Francisco to Hawaii


2500 miles

Go to
supermarket
500 meters

London to Sydney
10000 miles

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B Reading

Chicago is a big city in the north of the USA.


Read this information about Chicago Train
Station.

T he train station in Chicago, USA is


very big and very busy. The station
is very old; it’s about 90 years old.
Every year, four million passengers use the 30 platforms at the
station. From Chicago, you can go to New York, Washington,
Seattle, Los Angeles and San Francisco. There are 60 trains that
leave Chicago every day for cities across the USA. The Great Hall
is the centre of the station: it has 30-meter walls and there are
many windows in the ceiling.

Listen to your teacher’s questions about Chicago station.

C Dialogue

Read this dialogue. John asks Mandy, who works in the ticket
office, about trains that depart from Chicago Train Station.
Look also at the timetable on the right.

John: Good morning.


Mandy: Good morning, sir.
John: I want some information about trains.
Mandy: Certainly.
John: What time does the train to San Francisco leave?
Mandy: Wait one moment…it leaves at twenty till twelve.
John: Which platform does it leave from?
Mandy: It leaves from platform four.
John: Thank you. What time does the
Platform Time Destination
New York train leave? 4 1140 San Francisco
Mandy: It leaves five minutes later at 5 1145 New York
quarter till twelve. 16 1155 Washington DC
John: Does it also leave from platform 9 1220 Seattle
four? 21 1230 Pittsburgh
Mandy: No, sir, it leaves from the next platform, platform five.
John: Thank you very much.
Mandy: You’re welcome.

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D Vocabulary

Match the times on the left with the words on the right.

Time Words
0800 Quarter till

0810 Twenty-five after

0815 O’clock

0825 Five till

0835 Quarter after

0845 Ten after

0855 Twenty-five till

Listen to your teacher and write the five times:

e.g. “It’s five after seven”  0705

1. _______

2. _______

3. _______

4. _______

5. _______

E Speaking

You are going to do a speaking activity with another


student.

Look at the table on the next page. Speak with your


partner to fill in the table.

Remember the questions:

 What time…?
 Which platform…?
 Where does…?

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E Speaking

Train Destination Platform Time

1 New York 4 _______

2 _______ _______ 1025

3 Detroit _______ 1045

4 _______ 12 _______

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E Speaking

Train Destination Platform Time

1 _______ _______ 0915

2 Washington 19 _______

3 _______ 8 _______

4 Seattle _______ 1155

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Teacher Notes
Present Simple for routine actions,
Target Language:
telling the time, numbers.
Duration: 50 minutes

1 Structure and Timing (all times approximate)

A. Warmer (5 minutes)
B. Reading (10 minutes)
C. Dialogue (15 minutes)
D. Vocabulary (10 minutes)
E. Speaking (10 minutes)

Total: 50 minutes.

2 Procedure

A. Warmer

The goal of today’s lesson is to enable students to talk about and ask the time and
use the Present Simple to talk about routine actions.

For the Warmer, first elicit the methods of transport (walking, catching a train, etc)
and then ask the class to decide the best method for each journey. You can then ask
students more local examples such as journeys in their town, region or country.

B. Reading

There is a very brief reading in this section. The Present Simple tense is used and
there are many numbers too.

Before asking the students to read the text alone, write some of these numbers on
the board, which will focus your students’ attention on key facts in the text. These
numbers will then form the answers to the questions you can ask afterwards.

Example

Teacher: How many trains leave Chicago station every day?


Student A: Sixty / Sixty trains leave the station every day.

Teacher: How many platforms are there in the station?


Student B: Thirty / There are thirty platforms in the station.

C. Dialogue

Make sure the students understand the relevance of the information given in the
timetable to the side of the dialogue. After the students have read the dialogue to
themselves, you can act it out with a few stronger students, then put the class into
pairs to practice it, swapping the pairs around for a second read through. Listen to
these dialogues and do whole-class correction feedback if necessary.

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If you have time, you can extend the dialogue by covering other cities in the
timetable.

D. Vocabulary

Note: this version of the lesson plan uses American expressions such as “five till”
and “five after”. The British version of the lesson uses “five past” and “five to” so you
have that as an alternative.

Ask your students what the time is in the clock image (“it’s three o’clock”)

Draw a large clock face on the board and write the correct expressions as you work
your way through the table. If you have a clock you can use with the class, use it to
consolidate what they have learnt.

Read out five times for students to note down, taking care to focus on any
expressions (e.g. “a quarter till”) that are causing difficulty.

If you want to extend this to get some extra speaking practice, ask each student to
write their own five times down and then to dictate them to their partner. You can
monitor for errors and do corrections afterwards. Remember to give some attention
to pronunciation to, especially with regards to weak forms (“a quarter till six”).

F. Speaking

There are two pages for students, one for Student A and one for Student B. Give half
the class the worksheet for Student A and the other half the worksheet for Student
B.

This jigsaw activity requires students to use the language they encountered already
in Section C. If you feel it’s necessary, do the activity first with a strong student and
model the questions and answers for other students to follow. If you have time at
the end of the lesson, ask pairs to act out their dialogues in turn for the rest of the
class to listen to.

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