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Transportation
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Acesso à Academia
Consolidate mobility vocabulary with "Odd One Out - Transportation", a crucial thematic classification exercise for A2 level students. This resource helps to embed varied transportation lexicon (lorry, plane, subway, vehicle...) by transforming learning into a semantic discrimination game. By requiring students to identify the odd one out, the activity strengthens mastery of the lexical field and develops their analytical skills. It's the perfect tool to introduce a sequence on travel, holidays, or the environment.
Sua folha de exercícios
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Guia Pedagógico
Objective & Exercise Summary
The main pedagogical objective is to reinforce the recognition and memorization of A2 level vocabulary related to means of transport (train, plane, lorry, subway, etc.) by developing the ability to categorize and identify a word that does not belong to this lexical field. The resource is an "Odd One Out" type exercise composed of nine lines. In each line, the majority of words refer to a vehicle or a means of locomotion, while the odd one out is an A1 common noun from another semantic field (e.g.: food, party, skirt, cow, grass). The student must circle the word extraneous to the transport theme.
Suggested Procedure
Before the activity (~5 min): CLASSIFY MEANS OF MOBILITY
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Getting started: The teacher distributes the worksheet. Write 'Transportation' on the board. Ask students to classify the means of transport they know into three categories: 'By land', 'By sea', 'By air'.
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Concept review: Remind students of the 'Odd One Out' rule: in each line, which word **cannot** take us somewhere?
During the activity (~15-20 min): ANALYZE AND CATEGORIZE BY TYPE
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Step 1: Individual and discreet resolution (10 min). Students read and circle the odd one out. Encourage students to identify whether the word is a vehicle, a person, or a thing to quickly determine the odd one out.
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Step 2: Peer verification and justification (5-10 min). In pairs, students compare their choices. They prepare oral justification using the complete sentence: « Food is the odd one out because **motorcycle, lorry, and train** are **transport** (or **vehicles**). »
After the activity (~10-15 min): DESCRIBE A TRIP
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Collective correction: Proceed with oral correction. Ask students to note the generic word vehicle and types of vehicles (lorry, truck) as a way to enrich their A2 lexicon.
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Written/oral production: Ask students to choose two or three means of transport from the list and create a sentence about an ideal or real trip (e.g.: « I go to the mountains **by train** and I come back **by car** ») using the preposition 'by'.
Adaptations
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To simplify: First, propose a matching exercise for more difficult A2 words (e.g.: lorry, van, subway) with images to ensure comprehension before the discrimination exercise.
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To deepen: Introduce specific action verbs (A2): ask students to link each transport to its verb (e.g.: We **sail** a boat/ship, We **ride** a bicycle/motorcycle, We **drive** a car) to enrich production.
