Road Safety 8-12

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Elaboración de materiales curriculares de Inglés para alumnado de 8 a 12 años. –ROAD SAFETY-
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1. Unit-web
TOPIC:
Traffic Safety Education

RESOURCES:
 Winnie Flies Again
 Busy Busy City Street
 Infant Projects 99, “Size”
 Scottish Road Safety Campaign,
1993
 Planes, Trains & Automobiles (Tape)
 Pictures
 Worksheets
 Posters
 Board Game
 Ingredients for experiment
 Ingredients for recipe
ROAD
SAFETY
SUBJECTS:
 Maths
 Environmental Studies LANGUAGE:
 English  Vocabulary: shapes,
 Home Economics nationalities, vehicles, colours,
 Arts and Crafts road safety related vocabulary
 Values Education
 Expressions:
-No……….-ing. Don´t ………..
-How high/wide/long is it?
-It’s ……. cm high/wide/long
-It´s your turn
-This is ……….
-I think that ………
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2. OBJECTIVES
Rixon (1991: 34-35; in Brumfit et al) considers the following as standing-

out main objectives for foreign language learning at the primary stage:
- language learning should assist the general educational objective of
encouraging the conceptual development of the child,
- language learning should form part of the skills/conceptual and
cultural/social development of the child,
- primary language learning should promote the formation of a positive
attitude to language learning,
- language learning should result in the acquisition of some appropriate
elements of the actual language studied,
- it should include scope for children to apply intelligence and intuition
and offer oppportunities to acquire content matter.
The objectives for this unit (below) are written along these lines.
1. GENERAL OBJECTIVES. Pupils should have opportunities to:

(1) enhance their self-esteem by enjoying success, while taking part
in decision-making,
(2) develop positive attitudes to others, by working independently
and collaborating in pairs or small groups.
2. LANGUAGE LEARNING OBJECTIVES. Pupils should have

opportunities to:
(1) acquire and develop skills such as predicting meaning from
context, analysing information, using resources independently,
solving problems etc.
(2) develop and reinforce linguistic skills and manipulate English
through the involvement in classroom activities,
(3) develop language learning skills and awareness of language
through classroom activities.
3. CROSS-CURRRICULAR OBJECTIVES:
(1) VALUES EDUCATION: Pupils should have opportunities to:

1. value themselves and others for what they are, as well as
relationships as essential for the development of each
individual and to the good of the community,
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2. recognize what improves and harms their local, natural and

built environment and about some of the different ways
people look after them,
3. value truth, justice, human rights, the rule of law and
collective effort for the common good.
(2) ARTS EDUCATION: Pupils should have opportunities to:

1. use colour, form, texture, pattern and different materials
and processes to communicate what they see, feel and think,
2. produce artistic works collaboratively.
(3) MATHS: Pupils should have opportunities to:

1. work out and use personal strategies for estimation, mental
calculation and spacial orientation in order to solve problems,
2. use mathematical knowledge (numbers, coordinates,
conventional measure units) to interpret, value and produce
information and messages.
3. use basic techniques to collect data (observation, survey and
measurement) to gather information, to represent them
graphically and to conclude on personal judgements about
events.
(4) ENVIRONMENTAL STUDIES:Pupils should have opportunities

to:
1. use different codes (cartographic, numeric, iconic) to
interpret, express or represent environmental facts,
concepts or processes.
2. identify, think about and solve problems related to
meaningful events from the closer environment, using
systematic strategies to search, store or deal with
information, to formulate hypothesis, test them and
explore alternatives.
3. take part in activities adopting a constructive, responsible
and mutually binding behaviour and value own and other´s
contributions in order to achieve common aims and
respecting the basic principles of democratic societies.
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3. Unit-Plan: SEQUENCE of Activities.
1 STORY “Winnie flies again” , by K.Paul and V.Thomas.

and “Busy Busy City Street” by C. Meister and
RHYME S. Guarnaccia.
2 VEHICLES Grouping vehicles from various viewpoints.
Spot the difference.
Wordsearch.
Song.
3 THE GREEN The Green Cross Code.
CROSS CODE Right or Wrong.
Secret Codes.
4 TRAFFIC Road Sign worksheet.
SIGNS Poster.
Hazards at school.
5 SURVEYS Observation.
Surveys. Diagrams.
6 CAR MEASURES Measurement using body parts.
Estimation of measures.
Check figures using internet.
7 SAFETY BELTS Experiment.
Lab-worksheet.
8 ROAD SAFETY Timeline (U.K.)
HISTORY Timeline (Spain)
9 GEAR WHEELS Maths on the bike

Song.
10 TRAFFIC LIGHT Cooking
BISCUITS Song.
11 ROAD SAFETY Playing safe

BOARD GAME
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4. ACTIVITIES
ACTIVITY No. 1 : STORY
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.1, 3.4.3
TEACHER´S (1) Show book, ask pupils to predict content, check they
ROLE understand everything on cover. Show them
dedication and other information bits of the book.
(2) Tell (rather than read) them the story . Support
talk with gesture and action, articulate carefully,
check understanding, encourage kids to repeat.
(3) Elicit list of vehicles in the book.
(4) Present rhyme1, make sure they understand its
meaning, ask them to repeat it.
PROCEDURE (1) Look at the storybook. Try to guess as much as
possible from its cover (title, author, content).
(2) Talk about the dedication of the book. Look for
more information (other books of the same
collection2). Have a look at the picture on last page.
(3) Story-telling.
(4) Comments on the story. How many vehicles can we
remember?
(5) Listen and repeat the rhyme. Repeat several times
in different modes: whispering, shouting, standing
up, pinching your nose etc.
MATERIALS  Story: Korky Paul and Valerie Thomas, 1999, “Winnie
Flies Again”3, Oxford University Press. ISBN: 0-19-
272348-0.
 Rhyme: Cari Meister and Steven Guarnacia, 2000,
“Busy, Busy City Street!, New York: Viking, Penguin
Group. ISBN: 0-670-88944-X.
TIME 60 minutes
1
Use worksheet on page 8 or book referred in materials section.
2
Do kids already know “Winnie, the Witch” book and video?
3
There are plenty of stories to be used in relation to this topic. I enclosed a list of suggested readings
on page 7.
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ROAD SAFETY
Suggested Readings
RESOURCES PUBLISHERS
Traffic. Janet and John (8) Star Kids Ltd.
Honk! Mondo Publishing.
Jason’s Bus Ride Puffin
George the Fire Engine Piccolo Picture Books
The Truck on the Track Piccolo Picture Books
Road Sense Ladybird
Chitty Chitty Bang Bang Collins
Sean’s Red Bike Puffin
The White Bicycle Macdonald
Busy Wheels Collins
Fire Engines Puffin
Cars Puffin
Trucks Puffin
Tug the Tractor Burke
Wheels go Round Methuen
Monsters that Move Earth Ginn
Gumdrop on the Move Piccolo
Gumdrop and the Farmer’s Friend Piccolo
Quiz Books. Transport Macdonald
Postman Pat’s Tractor Express Scholastic
Postman Pat and the Mystery Thief Scholastic
Big Wheels Puffin
Going on Wheels Dinosaur
Bus Collins
Roads Blackwell
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BUSY BUSY CITY STREET
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ACTIVITY No. 2 : VEHICLES

OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.4.1, 3.4.2
TEACHER´S (1) Get big group to watch cut-out pictures of vehicles
ROLE on O.H.P. one by one. Elicit vocabulary related to topic. Tell
them that photographs were taken in Edinburgh and
Bilbao4; ask them to guess where each picture is from:
-Where is this from? Is this Scottish or Basque/Spanish?
-I think this is from Edinburgh/Bilbao-This is Scottish/Basque.
-Why? Because ……..
Repeat activity using other criteria.
(2) Ask them to get in pairs and provide worksheets to
spot differences. Offer them writing frames if
needed.5Monitor pairs first and then groups.
(3) Provide wordsearch worksheet. Make sure they
understand the procedure: first work on their own, then in
pairs, lastly in big group. Remind them timing for each
step.
(4) Ask one of the pupils (the class assistant?) to lead
activity no.1 again. Assist him/her.
(5) Present and lead song: “Get about”
PROCEDURE (1) Watch pictures of vehicles (on transparencies) and
group them taking into account their origin6, number of
wheels, private/public character, if they move on
earth/air/water, or any other criteria.
(2) In pairs, spot the differences between the two
pictures. Make a list and compare it with next pair first
and then with big group.
(3) Wordsearch: look for 12 road safety words; 5
minutes one by one, then in pairs.
(4) Assistant pupil in charge of leading activity no.1
again.
(5) Song: “Get about”
MATERIALS  Transparencies with vehicles (pg. 10-14)
 “Spot the difference” worksheet (pg. 15)
 Audio-tape: Planes, trains & Automobiles, E.L.C.
 Wordsearch (pg. 16-17)
TIME 60 minutes
4
Locate both towns and countries on map of Europe.
5
This worksheet can be used as a basis for an information gap activity, also in pairs.
6
Pg.10-12: from Edinburgh; pg. 13-14: from Bilbao.
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(key)
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C A R S U B
N G I S D A O R
L O L L I P O P E
V N I
A A Z B
S N C E
T I B
O L R
P E H C A O C
L O R R Y
T R A F F I C L I G H T S
Name: …………………………………………… Date: ………………….
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Find the road safety wards and write them down:
C A R F O O T R T S U B H
L O A N G I S D A O R K O
L O L L I P O P A B H L E
Z F A T N M U H Z A F X K
E F V I T A S N O R T E I
B E T A S I A R E R Z O B
O Z I S N C M N P E R S T
L R T A I U S E B F A U D
P O L L A S T R L I O N P
P I E R H C A O C P I E R
O P E R H A G G I S R T U
V E Y D L O R R Y R F G Y
T R A F F I C L I G H T S
ACTIVITY No. 3 : THE GREEN CROSS CODE

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OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.1, 3.1.2, 3.1.3, 3.32, 3.4.1, 3.4.1
TEACHER´S (1) Provide worksheets (pg. 19-22), make sure pupils

ROLE understand what they are supposed to do and
monitor pairs.
(2) Elicit comments on codes in general and the green
cross code in particular: purpose and need.
(3) Provide space on class board for messages.
PROCEDURE (1) Order pictures and/or text to complete all steps in
The Green Cross Code (pg.19). Compare it with a
partner.
(2) Watch situations in pictures (pg.20). Comment on
them with your partner. Select right or wrong in
each case.
(3) One by one, unscramble sentences in worksheet on
pg. 21. Comment on the need of societies to use
codes.
(4) In pairs, solve operations and find out hidden
messages using the secrete code provided on pg. 22.
Make up new hidden road safety messages and
exchange them with other pairs. When discovered,
show them on class board.
MATERIALS  Worksheets
TIME 2 periods of 45 minutes
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Name : ……………………………………… Date: ………………………..
THE GREEN CROSS CODE
Unscramble the words and make sentences:
1. cross a safe stop to First then place find
1.
2. kerb pavement the on the Stand near the
2.
3. let it is If traffic coming pass
3.
4. you for looking Keep traffic cross and listening while
4.
5. all round traffic listen and for look
5.
6. the across is straight When no there near traffic walk road
6.
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ACTIVITY No. 4 : OUR TRAFFIC SIGN POSTERS
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.2, 3.1.3, 3.2.1, 3.2.2, 3.4.1, 3.4.3
TEACHER´S (1) Present informative posters and other reference

ROLE materials. Provide worksheets7 and make sure pupils
understand what they are supposed to do. Monitor.
(2) Provide patterns to produce road signs (both U.K.
and European). Make kids aware of the meaning-
shape association. Remind them of the comments
made about the need and purpose of codes. Ask
them to work in pairs first and allocate space and
time for presentation of signs.
(3) Elicit comments on hazards at school. Brainstorming
about possible designs for signs to help prevent
them. Provide triangular pattern, monitor pairs and
allocate time to present signs before displaying
them.
PROCEDURE (1) Associate road signs and their meaning, using
reference books, internet or informative posters
(pg.33-34), and fill worksheet (pg.24-26).
(2) In pairs, colour road signs (pg.29-31) and present as
they are placed on the class board under the
appropriate headings (warning, order, information;
pg.28) taking into account shape and meaning.
(3) Produce also one sign each pair from some other
European country and display them.
(4) Think about possible hazards at school and in pairs
design warning signs (pg.32) to prevent them;
present these signs to peers and display them at
appropriate spots.
MATERIALS  Reference books
 Worksheets (pg.24-27)
 Road sign patterns (pg.28-32)
 Informative posters (pg.33-34)
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Two different kinds of grids (involving different abilities and time needs) are provided on pg. 25-26
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ROAD SIGNS
1. Tourist Information Point

2. No Ciclying
3. Children going to school
4. No Pedestrians
5. Slippery Road
6. No stopping (clearway)
7. Give way
8. No traffic
9. Roundabout
10. Maximun Speed
11. Crossroads
12. Parking restricted to use
by disabled people
1 2 3 4
5 6 7 8
9 10 11 12
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ROAD SIGNS
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Name: ……………………………………………. Date: …………………
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ACTIVITY No. 5 : SURVEYS
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.2, 3.3.2, 3.3.3, 3.4.1, 3.4.2
TEACHER´S (1) Present the situation on pg.36 and the diagram on a

ROLE
transparency. Get kids to observe the chart (not the
figures) and read out results from the chart. Then
let them see the figures. Remind them of different
types of diagrams they already know. Make sure
they remember how to build and use them. Elicit
comments on the need and purpose of using
diagrams to describe certain situations.
(2) Help kids organize to get in groups of 3 and carry
out one survey in the school surroundings; make sure
they understand how to deal with their particular
worksheet. Remind them road safety measures and
increase their awareness of hazards when going out
of school. Make sure that there is appropriate adult
supervision if needed. Monitor.
(3) Provide materials to produce diagrams once survey is
over. Allocate time and space to present, comment
and display results.
PROCEDURE (1) Observe diagram (pg.36). Comment on different
kinds of diagrams to describe survey results and
illustrate situations.
(2) In groups or three, carry out one of the surveys on
pg. 37-42; then draw a diagram to describe the
results of the survey. Present diagrams and survey
situations to big group and display them on board.
MATERIALS  Bar chart to illustrate procedure (transparency on
pg.36)
 Survey grids (pg.37-42)
 Cards, colour markers, ruler
TIME Two 45 minute periods
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Name: ………………………………. Date: ………………..
TRAFFIC SIGNS
Name of STREET Warning signs Order signs Information

signs
  
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ACTIVITY No. 6 : CAR MEASURES
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.3.1, 3.3.2, 3.4.2
TEACHER´S (1) Provide “Size it up” worksheet (pg.44); make sure

ROLE
they understand task and monitor it. Set homework;
provide worksheet (pg.45).
(2) Check homework: allow time for comparison with
peers. Offer reference resources. Monitor pupils
while they use internet/books. Lead comments on
results and on procedure.
(3) Elicit comments on value of money in different
countries. Present various coins and notes. Make
sure the know the appropriate currency change and
how to answer the question on car price.
PROCEDURE (1) Work on “Size it up” worksheet first. Then measure
various school objects using parts of the body.
Compare results with partners. Comment on margins
of error.
(2) As homework, make estimates on how
high/long/wide a particular make of car is or
measure it using own body parts. Restrict
estimations to 4 cars8 (in this example, Renault
Kangoo,Volkswagen Golf, Ford Focus, Fiat Brava), to
allow comparison. Fill first column in worksheet.
Back at school, compare results with partners.
(3) Check own measurements with those in leaflets or
internet9. I have enclosed copies of internet pages
decribing the cars mentioned above. Fill second
column in worksheet.
(4) Answer question about car price. Choose on-road-
price and calculate it also in pesetas and euros.
MATERIALS  Worksheets * http://uk.cars.yahoo.com
 Coins, notes * Reference books/leaflets
 Infant Projects. No.99. “Size” February 95, Scholastic.
TIME 2 periods of 45 minutes.
8
Make sure you choose cars whose details you can get hold of. Take into account that some makes and
models have different names in the U.K. and Spain.
9
Internet is preferable because it allows access to information in the target language (English in this
case).
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Renault KANGOO 1.4 RN
Specs At-A-Glance As Of Fri 14 Sep

Body Type 5 dr Mini MPV
Price (ex. tax) £7391
On Road Price £8850
Dealer Price £8685
Delivery Charge -
Standard Engine 1.4/standard cc
Horse Power 75 bhp
Standard Transmission manual
Engine Data
Type 1.4
Engine Size 1.4l
Fuel Petrol
Number of Valves 8
Configuration in-line
Performance
Maximum Horse Power 75 at 5500
Maximum Torque Nm 114 at 4250
Drive Wheels front
Maximum Speed 155 kph
Acceleration (0 - 100 kph) 14.3 Seconds
Fuel Economy Urban / Country 9.5 / 6.3
Fuel Economy Combined 7.5
Safety
Driver / passenger front airbag standard
Front / rear side airbag option
Head Restraints standard
ABS option
Immobiliser standard
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Interior Dimensions
Head Room (Front/Rear) (mm) 1190 / 1190
Leg Room (Front/Rear) (mm) * / *
Shoulder Room (Front/Rear) (mm) 1365 / 1465
External Dimensions
Overall Length (mm) 3995
Overall Width (mm) 1663
Overall Height (mm) 1827
Wheelbase (mm) 2600
Front track (mm) 1410
Rear track (mm) 1430
Turning circle (Corner-to-corner) (mm) 10500
Turning circle (Wall-to-wall) (mm) 10900
Audio/Radio
Number of Speakers 2
Antenna / Antenna type standard / roof
Cassette player as standard yes
CD player as standard
Digital Cassette / MiniDisc -
Disc Autochanger -
Capacity of Autochanger -
Remote Control standard
RDS yes
ARI/EON yes
Suspension
Location front:rear
Type strut:trailing arm
Stabiliser Bar -
Wheel Dependence independent
Spring Type coil:torsion
Warranty
Whole Vehicle Distance / Duration 999999 / 36
Powertrain standard
Distance / Duration 999999 / 36
Anti-Corrosion standard
Paint standard
Roadside Assistance standard
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Other Information
Rim Type steel
Rim Width 5.5
Rim Diameter 14
Tyre profile 70
Tyre Rating R
Tyre Width 165
Side Mirrors driver:passenger
Mirror Type internally adjustable
--------------------------------------------------------------------------------
Copyright © 1994 - 2001

Yahoo! Inc. All Rights Reserved.
Privacy Policy - Terms of Service - Help
Copyright © 2001 carspecs.com.
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Ford Focus 1.4 ZETEC

Body Type 3 dr hatchback
Dealer Price £10790
Delivery Charge -
Horse Power 75 bhp
Engine Data
Type 1.4
Engine Size 1.4l
Fuel Petrol
Number of Valves 16
Performance
Drive Wheels front
Safety
ABS option
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Interior Dimensions
Leg Room (Front/Rear) (mm) 1095 / 882
External Dimensions
Wheelbase (mm) 2615
Turning circle (Corner-to-corner) (mm) *
Audio/Radio
Disc Autochanger -
Remote Control not available
RDS yes
ARI/EON -
Suspension
Location front:rear
Type strut:multi-link
Stabiliser Bar -
Spring Type coil
Warranty
Powertrain standard
Paint standard
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Other Information
Rim Type alloy
Rim Width 6.0
Rim Diameter 15
Tyre profile 55
Tyre Rating H
Tyre Width 195
--------------------------------------------------------------------------------
Copyright © 1994 - 2001

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Fiat BRAVA 80 16V SX

Delivery Charge -
Horse Power 80 bhp
Engine Data
Type 1.2
Engine Size 1.2l
Fuel Petrol
Number of Valves 16
Performance
Drive Wheels front
Safety
ABS standard
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Interior Dimensions
External Dimensions
Wheelbase (mm) 2540
Turning circle (Corner-to-corner) (mm) 10400
Turning circle (Wall-to-wall) (mm) *
Audio/Radio
Disc Autochanger -
RDS yes
ARI/EON yes
Suspension
Location front:rear
Type strut:trailing arm
Stabiliser Bar -
Spring Type coil
Warranty
Powertrain standard
Paint standard
- 53 -
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Other Information
Rim Type steel
Rim Width 5.5
Rim Diameter 14
Tyre profile 65
Tyre Rating T
Tyre Width 175
--------------------------------------------------------------------------------
Copyright © 1994 - 2001

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Volkswagen GOLF 1.4 E

Delivery Charge £470
Horse Power 75 bhp
Engine Data
Type 1.4
Engine Size 1.4l
Fuel Petrol
Number of Valves 16
Performance
Drive Wheels front
Safety
Front / rear side airbag standard
ABS standard
- 55 -
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Interior Dimensions
Shoulder Room (Front/Rear) (mm) /
External Dimensions
Wheelbase (mm) 2511
Turning circle (Corner-to-corner) (mm) *
Audio/Radio
Disc Autochanger -
RDS yes
ARI/EON yes
Suspension
Location front:rear
Type strut:torsion beam
Stabiliser Bar -
Wheel Dependence independent:semi-independent
Spring Type coil
Warranty
Powertrain standard
Paint standard
- 56 -
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Other Information
Rim Type steel
Rim Width 6.0
Rim Diameter 14
Tyre profile 80
Tyre Rating T
Tyre Width 175
--------------------------------------------------------------------------------
Copyright © 1994 - 2001

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ACTIVITY No. 7 : SAFETY BELTS
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.2.2, 3.3.3, 3.4.2
TEACHER´S (1) Present activity, help kids organize to get into small
ROLE
groups. Make sure they have everything they need.
Monitor.
(2) Provide them with lab-worksheet10 and make sure
they know how to do their task.
(3) Provide writing frames to fill the worksheet11.
(4) Elicit comments and conclusions.
(5) Provide them with worksheet on pg.61 to draw
people properly strapped in the car.
PROCEDURE (1) In small groups, do the experiment as requested: 1st
place the egg on the skateboard and push it on a
plain surface, uphill and downhill (twice each) and
write down how many times the egg fell off the
board; 2nd repeat it all with the egg fixed to the
board by sellotape; compare results.
(2) Fill lab worksheet (pg.59).
(3) Taking the conclusions of the previous experiment
into account, draw passengers properly strapped in
and name them according to their age, status etc.
MATERIALS  Egg, skatebard, sellotape
 Lab-worksheet (pg.59-60)
 Worksheet (pg.61)
TIME 30-45 minutes
10
Lab-worksheets should follow the pattern used in school for Science lessons. Co-ordination with
tutor is needed.
11
Possible writing frames are suggested (underlined) in key worksheet on pg.60.
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Name: ……………………………………………. Date: …………………
AIM:…………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
APPARATUS:
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
…………………………………………………
METHOD:
1st/……………………………………………………………………………………………………………
2nd/……………………………………………………………………………………………………………
3rd/……………………………………………………………………………………………………………
4th/……………………………………………………………………………………………………………
5th/……………………………………………………………………………………………………………
RESULTS:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………..
CONCLUSION:
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………
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Name: ……………………………………………. Date: …………………

(KEY)
AIM: The purpose of this experiment is to find out how safe a seat belt is.
APPARATUS:
We have used the following tools:
One boiled egg

Sellotape
Skateboard
METHOD:
First, we got our tools (egg, sellotape, skateboard).
Second, we put the egg on the stakeboard and push it on a plain surface,
uphill or downhill (twice each). Then we wrote down how many times the egg
fell off the board.
Next, we hold the egg by sellotape onto the skateboard (as in the picture) and
push it on a plain surface, uphill or downhill (twice each).Then, we wrote how
many times the egg fell off the board.
Lastly, we compared the results in both cases.
RESULTS:
We discovered that the egg fell off the board less often if held by the
sellotape.
CONCLUSION:
Therefore on the basis of this experiment we may conclude that if things or
people are held by belts while travelling they are safer .
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.
ACTIVITY No. 8 : ROAD SAFETY TIME-LINE

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OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.1, 3.1.2, 3.1.3, 3.3.3, 3.4.1
TEACHER´S (1) Present task by exemplifying it with some pupil’s own

ROLE timeline. Elicit comments on Road Safety History.
Provide worksheets to fill in the U.K. timeline; two
samples are provided (on pg.63-64 and 65-66)
depending on kids´age or ability or the teacher´s
aim for this activity. Provide informative posters
(pg. 68-69).
(2) Ask pupils to search for historical events at the
time, in Europe and the World, to be added to the
diagram12.
(3) Suggest kids the possibility to produce a similar
timeline for Spain, following the same pattern.
Offer reference materials. Suggest they could
include events likely to happen in the future.
Allocate time and space to present this timeline.
PROCEDURE (1) Comment on Road Safety History. Fill in the
timeline, cutting events and glueing them where
appropriate.
(2) Search for important historical events to put the
timeline in context.
(3) Produce a similar timeline for Spanish Road Safety
History in the past and guessing some events for
the future. Present and display it.
MATERIALS  Posters (pg.68-69)
 Worksheets (pg. 63-64 or 65-66)
 Reference resources
 Scissors, glue, card
TIME 2 periods of 45 minutes.
12
Useful reference book for kids: “Lisa looks back. Life in the recent past”, by Rhonda Glasgow and
Sheila Tinsley, 1994, The Blackstaff Press Ltd.
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.
- 63 -
.
- 64 -
.
- 65 -
.
- 66 -
.
- 67 -
.
- 68 -
.
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.
ACTIVITY No. 9 : GEAR WHEELS
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 3.3.1, 3.3.2
TEACHER´S (1) Help kids to guess the meaning of “gear wheels”

ROLE
giving clues or answering yes/no questions.
(2) Provide them with the worksheet to label bike parts.
(3) Provide them with “gear wheels” worksheet from
The Scottish Road Safety Campaign; demonstrate
how to solve the problems using the example
provided and make sure they understand their task.
(4) Present and lead song: “The wheels on my bike”.
PROCEDURE (1) Guess the meaning of “gear wheels”, helped by

teacher-offered clues.
(2) Label other parts of the bike on worksheet (pg.71).
(3) Solve problems in “Gear Wheels” worksheet (pg.72).
Compare results with partners.
(5) Song: “The wheels on my bike”.
MATERIALS  Worksheets
 Audio-tape: “Planes, Trains & Automobiles” E.L.C.
TIME 60 minutes
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.
- 71 -
.
- 72 -
.
ACTIVITY No. 10 : TRAFFIC LIGHTS BISCUITS
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.1, 3.2.1, 3.2.2, 3.4.1, 3.4.3
TEACHER´S (1) Present activity. Help kids organize to share

ROLE
responsibilities in bringing ingredients to school.
(2) Give instructions to get the dough and bake it, and
then decorate biscuits as traffic lights (as in
pictures on pg.74)
(3) Give clues to write down the recipe following a
pattern similar to that in lab-worksheet in pg.59.
(4) Present and lead song: “I´m driving in my car”
PROCEDURE (1) Get organize to bring ingredients.

(2) Cream the butter, sugar and vanilla essence
together until light and smoth. Beat in egg yolks,
then the flour. Knead lightly. Roll out dough very
thinly and cut into rectangles. Place on greased
baking sheet. Bake at gas mark (175ºC) for 10
minutes approx. Let cool.
(3) Decorate biscuits like traffic lights (in the traffic
light sequence) using Smarties13 (small coloured
sweets) as in pictures enclosed in pg.74.
(4) Song: I´m driving in my car”
MATERIALS  125 g. Butter; ¼ Teaspoon Vanilla Essence; 100 g. Castor

sugar; 225 g. Plain sugar; 2 Egg yolks.
 Small coloured sweets
 Oven, baking sheet, spoon
 Audio-tape: “Planes, Trains & Automobiles”, E.L.C.
TIME 60 minutes
13
Or Lacasitos in Spain.
- 73 -
.
- 74 -
.
ACTIVITY No. 11 : PLAYING SAFE
OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.2.2, 3.4.3
TEACHER´S (1) Provide board and cards. Make sure pupils

ROLE understand rules. Help them getting into groups of
4. Monitor while game is on.
(2) Suggest making up own board game and provide
pupils with resources to carry it out.
PROCEDURE (1) GAME RULES:
In groups of 4, players start from home (box at corners of
board in front of numbers 1).
If they happen to fall on a pink/blue/green box, they need
to take a pink/blue/green card and answer the question; if
they happen to fall on a yellow box, they choose the colour
of the card. If the answer is correct, they throw the dice
again.
If they fall on a white box, they don´t need to answer any
questions but they don´t throw the dice again.
(2) FOLLOW UP:
Kids could make up their own board and instruction cards,
using their own way from home to school on the actual map
of the area.
MATERIALS  Board and cards on pg.76-79.
 Dice and counters.
 Card, markers, scissors
- 75 -
.
- 76 -
.
- 77 -
.
- 78 -
.
- 79 -
.
5. SOME NOTES
About the English class

I believe that we should try to plan lessons taking into account children’s
needs, interests and various learning styles and to promote children’s
autonomy. Also we should use English as much as possible if we are to
work within a content-based communicative approach.
We can use routines (greetings, daily tasks and responsibilities) in the
English classroom, as well as stories, songs and rhymes. Routines are
natural situations that take place every day and therefore give us a big
opportunity to work on language. Since they are well known situations that
children can control, they give kids a sense of security. We start from
kids previous knowledge and expertise and build up from there: we
introduce new language in well-known situations so that language is
meaningful and when language is acquired we try to create new situations.
We should try to transmit our belief to our pupils that errors are positive
and a sign that we are taking risks as we learn. With S. Halliwell (1992: 5)
I must agree that “There are good reasons why we must allow the
children opportunities to make mistakes. In fact, if children are impatient
to communicate they probably will make more not fewer mistakes ”. We
must take into account that “ unless […] true bilinguals, most of us
operate in a foreign language by taking the risk of operating on partial
information. […] but we are usually willing to guess the bits we don´t
understand or to operate as if we understood “ (S. Halliwell, 1992: 12).
Language use should follow the building of confidence and I believe this
can only be achieved by creating a good, welcoming, motivating, secure
atmosphere “ Once children feel secure and content in the classroom,
they can be encouraged to become independent and adventurous in the
learning of the language ” (W.Scott and L. Ytreberg, 1990: 10)
Regarding assessment, “Self-assessment provides opportunities for both
reflection and experimentation. […] (It) enables children to monitor and
perceive their progress so that all learners have a sense of achievement,
to identify those points that need more practice ” (G. Ellis; in Brumfit et
al., 1992: 8). If the aim is to involve the children in the learning process,
if we keep it simple, self-assessment activities can become a classroom
routine at the end of periods/units/terms and thus give us extra language
practice, an activity with a real purpose.
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.
About Copyright
Scottish pictures of lollipop woman, ambulance, police van and motorbike
were taken by Miguel Gimenez, and many designs were done by Edu
Alonso.
Some of the activities of this project have been inspired in The Scottish
Road Safety Campaign materials for the Primary school.
I have introduced a couple of worksheets (detailed below) from sources
described in the bibliographical list on next page. They should be
contacted in order to reproduce them.
Worksheet Pg. Source

44 Infant Projects 99, “Size”, February 1995
72 Scottish Road Safety Campaign, Primary Stage 6
33, 34, 68, 69 Educational Resources for R.O.S.P.A.
About the bibliography enclosed

Regarding the bibliographical list enclosed on next page, it contains both
sources which have been used to document this work and some others
which may be useful for teachers to consult in order to develop this topic
further or in a way which might be more appropriate for their class-
group.
Acknowledgements
I would like to thank Edu Alonso for his designs and help, Miguel Giménez
for his pictures, Inma Alvarez for her feedback and help searching
materials and all Scottish and Northern Irish teachers, which gave me
clues about valuable materials during my school visits in February-March
2001.
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.
6. BIBLIOGRAPHY
 C. Brumfit, J. Moon and R. Tongue (Eds.), 1991, “Teaching English to Children:
from Practice to Principle”, London: Collins.
 Dept. of the Environment for N.I., “Schools´Road Safety Materials”, Belfast Road
Safety Education Office.
 Dept. of Transport, “Know your traffic signs”
 R. Dickerson, “How do we move?Topic Support Pack”, Mary Glasgow
Publications.
 G. Ellis, 1992, “Learning to Learn”. Jet Magazine. 1992, 3/1 pp 7-9.
 R. Glasgow and S.Tinsley, 1994, “Lisa looks back. Life in the recent past”,
Belfast: The Blackstaff Press Ltd.
 S. Halliwell, 1992, “ Teaching English in the Primary Classroom”, London:
Longman.
 J. Jarvis, “Supporting Children´s Learning”. English Studies Issue 11, London:
The British Council.
 C. Meister and S. Guarnaccia, 2000, “Busy Busy City Stree”, New York: Viking
& Penguin Group.
 H. Minns et al, 1996, “Traffic Lights”, Collins Pathways Stage 0 Set C.
 K. Paul and V. Thomas, 1999, “Winnie Flies Again”, Oxford: Oxford University
Press.
 R.O.S.PA., “Street Ahead. Approaches and Resources for Teaching Safety
Education. Module 3: Rules”
 R.O.S.PA., “Street Ahead. Approaches and Resources for Teaching Safety
Education. Module 4: Risks”
 S. Ross, “Starting History: Our Environment”, Wayland Publishers.
 S.C.S.C, 1993, “Scottish Road Safety Campaign”, Primary 1 to 7, Fife Regional
Council Ed. Dept. & General Accident.
 W.A. Scott and L.H. Ytreberg, 1990, “ Teaching English to Children”, London:
Longman
 http://uk.cars.yahoo.com
 http://uk.cars.yahoo.com/carspecs/renault/kangoo/mini_mpv/3/p/m/1_4/430853.html
 http://uk.cars.yahoo.com/carspecs/volkswagen/golf/hatchback/5/p/m/1_4/117487.html
 http://uk.cars.yahoo.com/carspecs/fiat/brava/hatchback/5/p/m/1_2/322060.html
 http://uk.cars.yahoo.com/carspecs/ford/focus/hatchback/3/p/m/1_4/451004.html
 http://www.ottoclub.org
 http://www.thinkfirst.org
 http://www.safekids.org
 http://www.aaafts.org
 http://www.noys.com
 http://www.eduplace.com
Audio-tapes:
 “Johnny jet plane”, Word 1071, Speaking Books Ltd. ISBN: 5030526107148
 “Planes, Trains & Automobiles”, Early Learning Centre, CRS Records. ISBN:
5020018183798
Video-tapes:
 Think First, “Street Smart. An Adventure Video” (VHS)
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INDEX
1. Unit-web …………………………………………………………………… 2
2. Objectives ……………………………………………………………….. 3
3. Unit-plan: SEQUENCE of activities ……………….. 5
4. Activities …………………………………………………………………. 6
Activity No. 1 ………………………………………….. 6

Activity No. 2 ………………………………………….. 9
Activity No. 3 ………………………………………….. 18
Activity No. 4 ………………………………………….. 23
Activity No. 5 ………………………………………….. 35
Activity No. 6 ………………………………………….. 43
Activity No. 7 ………………………………………….. 58
Activity No. 8 ………………………………………….. 62
Activity No. 9 ………………………………………….. 70
Activity No. 10 …………………………………………. 73
Activity No. 11 …………………………………………. 75
5. Some notes …………………………………………………………….. 80
6. Bibliography ……………………………………………………………. 82
- 83 -

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Elaboración de materiales curriculares de Inglés para alumnado de 8 a 12 años. –ROAD SAFETY-

Traffic Safety Education

Rixon (1991: 34-35; in Brumfit et al) considers the following as standing-

1. GENERAL OBJECTIVES. Pupils should have opportunities to:

2. LANGUAGE LEARNING OBJECTIVES. Pupils should have

(1) VALUES EDUCATION: Pupils should have opportunities to:

2. recognize what improves and harms their local, natural and

(2) ARTS EDUCATION: Pupils should have opportunities to:

(3) MATHS: Pupils should have opportunities to:

(4) ENVIRONMENTAL STUDIES:Pupils should have opportunities

3. Unit-Plan: SEQUENCE of Activities.

1 STORY “Winnie flies again” , by K.Paul and V.Thomas.

9 GEAR WHEELS Maths on the bike

11 ROAD SAFETY Playing safe

ACTIVITY No. 1 : STORY

OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.1.1, 3.4.3

BUSY BUSY CITY STREET

ACTIVITY No. 2 : VEHICLES

Name: …………………………………………… Date: ………………….

Find the road safety wards and write them down:

ACTIVITY No. 3 : THE GREEN CROSS CODE

TEACHER´S (1) Provide worksheets (pg. 19-22), make sure pupils

TIME 2 periods of 45 minutes

Name : ……………………………………… Date: ………………………..

THE GREEN CROSS CODE

Unscramble the words and make sentences:

1. cross a safe stop to First then place find

2. kerb pavement the on the Stand near the

3. let it is If traffic coming pass

4. you for looking Keep traffic cross and listening while

5. all round traffic listen and for look

6. the across is straight When no there near traffic walk road

ACTIVITY No. 4 : OUR TRAFFIC SIGN POSTERS

TEACHER´S (1) Present informative posters and other reference

1. Tourist Information Point

Name: ……………………………………………. Date: …………………

ACTIVITY No. 5 : SURVEYS

TEACHER´S (1) Present the situation on pg.36 and the diagram on a

Name: ………………………………. Date: ………………..

Name of STREET Warning signs Order signs Information

ACTIVITY No. 6 : CAR MEASURES

OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.3.1, 3.3.2, 3.4.2

TEACHER´S (1) Provide “Size it up” worksheet (pg.44); make sure

Renault KANGOO 1.4 RN

Specs At-A-Glance As Of Fri 14 Sep

Copyright © 1994 - 2001

Ford Focus 1.4 ZETEC

Specs At-A-Glance As Of Fri 14 Sep

Copyright © 1994 - 2001

Fiat BRAVA 80 16V SX

Specs At-A-Glance As Of Fri 14 Sep

Copyright © 1994 - 2001

Volkswagen GOLF 1.4 E

Specs At-A-Glance As Of Fri 14 Sep

Copyright © 1994 - 2001

ACTIVITY No. 7 : SAFETY BELTS

OBJECTIVES 1.1, 1.2, 2.1, 2.2, 2.3, 3.2.2, 3.3.3, 3.4.2

Name: ……………………………………………. Date: …………………

Name: ……………………………………………. Date: …………………

One boiled egg

ACTIVITY No. 8 : ROAD SAFETY TIME-LINE

TEACHER´S (1) Present task by exemplifying it with some pupil’s own

ACTIVITY No. 9 : GEAR WHEELS