At first, students are shown a set of pictures of various modes of transportation and asked what kind of commute each one is about. After eliciting the answers and drilling them, they are asked to match the transport vehicle words and their respective phonemic scripts. After this, they are given a number of incomplete sentences to do with travelling to different destinations and asked to finish them by putting in their choice type/ types of transport and compare them in pairs. Next, there is whole-class feedback followed by drilling full sentences and they are hinted what upsides or downsides there could be about one/ two of the options and asked to compare them all in terms of advantages and disadvantages in pairs/ groups. Next, students are asked to look at the board marked slow on the left end and fast on the opposite. Then they are invited to work in pairs and order the means of transport from the slowest to fastest. Pairs are merged for students to discuss whether they agree with each other and after whole-class feedback the answers are put on board. Should there be any disagreement, I will allow space for a few changes on the speed scale. The question " How do you travel to work/ school/ university?" is written on board and the use and pronunciation of by ... is checked and drilled if necessary.

The 1st sentence from the trivia is extracted and written on board and students are asked to puzzle out the missing part in pairs. Then they are directed to the box of answers and allowed to work through the rest of the text individually and compare answers in pairs again. Next, the feedback is provided by having them listen to audio part reading out the sentences. For the following exercise, the 1st one is elicited as an example and students are given the remaining task to do in pairs.The right answers are checked by letting students read the text a 2nd time and whole-class feedback is provided alongside drilling the answers chorally and individually with emphasis on weak pronunciation of prepositions. Should there be a need for focused drilling, first the prepositions will be written on board then students will repeat the phrases to realize the right way of doing it. For the last part, the difference between a lot of and not many is elicited in the first place. Then learners are asked to check the truth of the sentences about their own city in pairs and in case of any contradiction, modify them to be true about it. In groups formed by merged pairs, they check the information in each sentence together.