B2 – Why Everyone Hates E-Scooters

In this B2-level lesson, students will explore the topic “Why Everyone Hates E-Scooters” through engaging discussions and activities centered on urban transportation and getting around. Based on a thought-provoking article, the lesson examines the rapid rise of e-scooters in urban environments and the challenges they bring. Students will analyze key vocabulary, share their opinions on micromobility, and consider potential improvements for the future.

Lead-in

In this B2 ESL lesson, students start by examining a map featuring three locations: a park, a shopping mall, and a gym, all within walking distance. Instead of walking, they will discuss their preferred modes of transportation to reach these places. The next page displays images of several people using different modes of transport: an e-scooter, shared bicycles on a cluttered sidewalk, and a unicycle on the road. Students will analyze these pictures and engage in a conversation about the potential problems, dangers, and risks associated with each mode of transportation.

Vocabulary preview, Definitions

The vocabulary preview page introduces key terms related to public transportation and urban mobility, including micromobility, sketchy, chaos, wear and tear, designated, comply, clutter, etc. Students will identify familiar words and give brief explanations for each. After this, they will move to the next page to learn about new vocabulary. Be prepared to assist them and provide examples as needed to enhance their understanding.

Article, Comprehension, Discussion

The article reading section features an adapted article at the upper-intermediate level, approximately 1,000 words long, with an estimated reading time of six minutes. You have the flexibility to conduct this activity in a way that best suits your class. Following the article, there are 12 statements for students to assess as true, false, or not given, along with brief explanations. To conclude, a discussion page encourages students to describe the current situation with e-scooters in their city, exploring their popularity and the pros and cons they have observed.

Matching, Urban Problems

The vocabulary practice page features seven sentences divided into two parts, incorporating all the lesson vocabulary. Students will read the sentences and match the corresponding halves. Following this, there’s an activity where students examine three pictures—one each from Los Angeles, Kathmandu, and Shanghai—and propose three potential urban improvements for each city. They should consider ideas that could enhance transportation, safety, and overall quality of life for residents.

Writing

The final page of this lesson can be assigned as homework or used as an extension activity for longer sessions exceeding 60 minutes. Students will write a 200-250 word email to their local government, addressing urban problems in their neighborhood. They should utilize the vocabulary from this lesson to suggest improvements and explain how these changes could benefit the community.