Teacher notes · A1 · Reading, language and transfer

Defne and the Bus Card

Objective: Defne’nin kısa yolculuğunda sıralamayı ve gerekli bilgileri bul.

Editorial level target: Fluenty editorial target: 100–150 words, familiar adult situations, mostly short clauses and a concrete information-finding purpose. This is not an official CEFR word-count rule. Actual passage count: 116 words.

Suggested sequence

  1. 2 minutes: use the warm-up to establish a reading purpose; ask learners to predict, not guess the correct answer.
  2. 5 minutes: first read for the overall situation or argument. Second read for details; ask learners to point to paragraph evidence.
  3. 5 minutes: complete the comprehension items. Reveal one explanation at a time and distinguish a wrong interpretation from an unsupported claim.
  4. 4 minutes: use the vocabulary items in fresh sentences. Invite learners to explain why the word fits.
  5. 4 minutes: complete controlled sentence practice before opening model responses. Discuss alternative wordings.
  6. 5 minutes: speak, then write independently. For pairs, ask each learner to paraphrase the other’s position before responding.

Comprehension answers and evidence

  1. Near the city park — paragraph 1: The first paragraph says Maya lives near the city park.
  2. Ten past ten — paragraph 2: The sign gives the arrival time as ten past ten.
  3. It is ten o’clock and the bus comes at ten past ten. — paragraph 2: The clock and sign show a ten-minute wait.
  4. Whether the bus stops near the park — paragraph 3: She asks directly about the bus stop.
  5. She calls Maya. — paragraph 4: The last paragraph says she calls Maya at the park.

Vocabulary key

  1. stop — a place where a bus picks up people. The bus stop is near the park.
  2. together — with another person. They get on the bus together.
  3. visit — go to see a person or place. Defne will visit Maya.

Controlled practice and alternatives

  1. Complete the sentence: The bus ___ near the park.
    Accept: stops; goes; stops near the park
    Model: Bus 12 stops near the park.
    Use a present-simple verb for a regular route.
  2. Join the ideas with “so”: It is ten o’clock. The bus comes at ten past ten.
    Accept: It is ten o’clock, so Defne waits ten minutes.; It is 10 o’clock, so she waits ten minutes.
    Model: It is ten o’clock, so Defne waits ten minutes.
    “So” introduces the result.

Open production: guidance

Ask learners to point to the stop, route and time in the text. In the final task, accept other familiar routes and any clear sequence. Do not require exact copied wording.

Accept a different position or example if it is coherent, relevant and preserves the task facts. Do not treat the model as the only valid answer. Evaluate language form, clarity and task fulfilment separately. This activity is not a CEFR test.

Next step

Ask the learner to restate the main information or argument without looking at the text. Then use the same language purpose in a new setting.

Open learner activity