Info

2 read an e-mail a Read Melek's e-mail. Answer the questions.

1 Where is she from?

2 Where does she live now?

b Complete the chart in exercise 1 for Melek.

Dear Jane

My name is Melek. I'm from Istanbul, in Turkey, but at the moment I live in Edinburgh. I'm a student and a housewife. I'm married and I've got two children.

I really like travelling, but I hate sightseeing! In my free time, I like listening to pop music, dancing, and swimming. I also like writing letters and I love reading them! I love all Turkish food. I also like steak, pasta, and chocolate, but I don't like chips.

What do you like doing in your free time? Please write to me.

Best wishes

Melek

a Find these verbs in the e-mail. Cover the text and write the -ing forms.

write swim read dance sightsee listen do travel b Put the words into three groups. What are the spelling rules for each group?

a Read the e-mail again. (^ircle)all the examples of and and but.

b Write and or but to compete the rules.

1 We use_to connect two similar ideas.

2 We use_for a contrast.

c Rewrite these sentences. Use and or but

1 I'm from Scotland. I live in Hong Kong.

3 I'm 45 years old. I've got three children.

4 I love basketball. I hate tennis.

5 I like listening to music. I love reading.

4 use commas

Commas help to separate information, a Add commas to these sentences.

1 In my free time I like listening to pop music dancing and swimming.

2 I like steak pasta and chocolate but I don't like chips.

b Check your ideas in the e-mail.

5 write about you

Complete these sentences with information about yourself. Use the chart in exercise 1.

1 Ilike and

2 Ilike and but I don't like 3 I love

Writing task a Write an e-mail to a classmate. Tell them about your likes and dislikes.

b Read an e-mail. Say something new about that person, e.g. Yuksel [ikes dancing.

.. ... .. ^ -..„.^.-..^ .,.„ -„,,-,„- ywabuUrydi?ryj>.63

aim to give written information about yourself writing task an e-mail to a friend about tikes and dislikes

1 think about you

• Focus students on the headings in the chart and ask them to give you some examples of sports, types of food, and leisure activities.

• Tell them to complete the chart for themselves, then to compare ideas. Encourage students to write more than one thing in each column. This will be useful later.

guidance notes

This element of personalization wiU help to raise interest in the topic and the next exercise. It also generates the necessary ideas for the writing task.

read an e-mail

• Tell students to read and check their answers to the questions with a partner.

• Then tell them to complete the chart for Melek alone, before comparing their answers with a partner. In feedback, ask whether anyone likes the same things as Melek.

guidance notes

The model e-mail is based on a real e-mail written by an ESOt student studying in London.

answer key a 1 Istanbul, 2 Edinburgh b things Melek likes: sport dancing, swimming; food all Turkish food, steak, pasta, chocolate; leisure travelling, listening to pop music, writing letters and reading letters things Melek doesn't like: food chips; leisure sightseeing spell check

• Tell students to do exercise a alone before comparing ideas with a partner. Again, tell them to check their answers in the e-mail, and to correct any mistakes. They can add any new words to their vocabulary diaries on p.63.

• For exercise b, see if students can work out the three groups in pairs. In feedback, put the three groups on the board and go through the spelling rules as a class.

answer key b 1 write, dance (-e- + ing); 2 swim, travel (double final letter + ing); 3 read, sightsee, listen, do (+ ing)

ideas plus

Encourage students to keep a record of new vocabulary from the lessons at the end of this book, but also to keep a vocabulary notebook where they can record vocabulary in different sections, e.g. under different topics. You can use both records as warmers or fillers in subsequent classes, e.g. ask students to test each other on the spelling of new words.

understand and and but

• For exercise 3b, teli students to cover the e-mail in their books. Write the two rules on the board, but leave a gap for and and but. Ask the class to complete the rules then tell them to look at the e-mail. Do a few gap fills from Melek's e-mail on the board.

• Let students do exercise 3c in pairs before checking as a class.

guidance notes

It is worth taking the time to make sure students understand the distinction between these two conjunctions because they are very high frequency and will help students understand how to join different ideas together into longer sentences. ^^^^

answer key b 1 and, 2 but c 1 but, 2 and, 3 and, 4 but, 5 and use commas

♦ Unless your students need a lot of support, tell them to re-read the e-mail, then cover it up before doing exercise 4a. They can do this with a partner, then check their own answers in the e-maii. In feedback, don't go through the exercise again, but just check that everyone understands why commas are used here.

guidance notes

Asking students to check their own work witi tram them to become more independent as Learners. If you feel your students need more practice, you can write two or three new sentences on the board for students in which commas are used for Listing things.

write about you

• Remind students to use the information about themselves that they put in the chart in exercise 1 to complete the sentences here. Ask how many things they like in sentences 1-3 in order to focus them on the conjunctions and punctuation.

• For the writing task, encourage students to write to a classmate they don't know very well so that their e-mail is more authentic. In feedback for exercise b, ask several students to tell the class something they learnt about the writer from their e-mail.

guidance notes

Exercise 5 gives students some guided writing practice, which should provide helpful support and reinforcement before students do the writing task.

1 think about the topic a Read part of a story below. What type of story is it?

• a science-fiction story

I am a perfect machine. I use electric energy directly. I'm made of strong metal. I never sleep and I can work when it's hot or cold.

b What type of stories do you like/not like reading? Why?

2 read quickly

Now read the text from the short story, I, Robot by Isaac Asimov.

a Look at the picture. What is the robot's name? What is the man's name? b Look at the text. What does this punctuation show you? ' '

understand the main points

(Circle)the correct word(s) in italics.

I am a perfect machine. I use electric energy directly. I'm made of strong metal. I never sleep and I can work when it's hot or cold.

don't believe that you two humans are my creators.' vWhy not Cutie?'

2 Cutie is /isn 7 very strong.

3 Cutie eats/doesn 7 eat food.

4 Cutie sleeps/doesn't sleep at night.

5 Cutie works/doesn 7 work when it's very hot or cold.

b Who is the robot's creator?

4 use the text a Work in pairs. Student A is Cutie, Student B is Donovan. Practise your lines.

b Act out the dialogue.

don't believe that you two humans are my creators.' vWhy not Cutie?'

Cutie laughs. It isn't a human laugh.

*Look at you! You are soft and weak. You need food to give you energy. Every day you need to sleep and when you sleep you can do nothing. When it's very cold or very hot, you can't work. You have a short life. But I am a perfect machine. I use electric energy directly. I'm made fp of strong metal. I never sleep. And 1 can work when it's hot or cold. It's not possible that you are my creators.'

Donovan jumps up. VAII right, you piece of metal, who is your creator?'

*Very good, Donovan.' Cutie says seriously. That is the next question. But there is only one possibility.'

Donovan and Powell look confused.

'What is the centre of the solar station?'

Donovan looks at Powell, surprised.vMaybe this metal fool thinks a machine is his creator.'

vYes, the Energy Converter is my master/ says Cutie, coldly.

4 use the text a Work in pairs. Student A is Cutie, Student B is Donovan. Practise your lines.

b Act out the dialogue.

human /'hjuimsn/ (noun and adjective) See picture A.

creator /kri eit3(r)/ (noun) a person who makes something new machine /ma'Jhn/ (noun) See picture B.

confused /ksn'tjurzd/ (adjective) not able to think clearly solar station/'saola 'sterjn/(noun) a place that uses power from the sun for energy fool /furl/ (noun) a silly person

i)o to self-assessment p. 60 vocabulary diary p. 62

text theme a science-fiction story time 40-50 mins

1 think about the topic

• Tell students to read the short extract first and draw attention to the glossary by asking what a machine is. Science-fiction story will probably be new to students but they should be able to answer the question from a process of elimination and the text itself will explain the word.

• For exercise lb, depending on your class, you could brainstorm some popular types of stories, e.g. adventure stories, crime stories and write them on the board. Ask students to talk in pairs or small groups, then ask a few students what they and their partners like and don't like reading.

guidance notes

This will help to raise interest in the topic of stories and give students a way into the full extract. It will also give you some information about your students and whether they like reading and if so, what kind of books they read (see ideas plus).

2 read quickly

• Focus students on exercise 2a and tell them to read the extract quickly in order to find the answers. Two minutes should be long enough.

• Look at exercise 2b together and ask the class if anyone knows what the punctuation marks are for. Write speech marks on the board.

guidance notes

The extract raises awareness of the use of dialogue in fiction. Teaching speech (marks) at this stage will help students follow the story and will be useful for exercise 4, where they act out the dialogue.

answer key a the robot is Cutie; the man is Donovan b somebody is speaking

3 understand the main points

• Focus students on the instructions and sentences in exercise 3a and do the first one together. Then tell them to re-read the text to do the rest of the exercise alone, before comparing answers with a partner.

• let students discuss exercise 3b in the same pairs before checking answers as a class.

4 use the text

• Explain thai students are going to act out the dialogue in the extract. Make sure they understand that they will only say the words inside the speech marks. Focus the class on the non-spoken parts of the extract, e.g. Cutie laughs. It isn't a human laugh. Emphasize that they should follow all these directions in the text, by asking students to laugh like Cutie.

• Go through the text together, modelling each line of dialogue for the class and telling them to practise it after you. Focus on intonation, linking, and fluency as you go through each line, but keep it pacy and fun. When you have been through the complete extract, tell the students to practise in pairs.

• Depending on the number of students in your class, you could ask all the pairs to perform the extract for the class. Students should choose the best performance. If your class is too big, you could choose one or two confident pairs to perform it.

guidance notes

The answer to exercise 3b is not directly stated in the text, but is inferred from the first line and from the two men's reaction to Cutie's words.

answer key a 1 isn't, 2 is, 3 doesn't eat, 4 doesn't sleep, 5 works b Donovan and Powell are the robot's creators.

guidance notes

This integrated skills activity should help students to really interact with the text and to gain a detailed understanding of it The short story is available on video and DVD, so if you can get hold of a copy of this, play the extract to students and let them get a flavour of the tone and rhythm of the dialogue. The extract is heavily adapted, though, so you will still have to model the dialogue yourself.

ideas plus

Use the lesson to introduce students to graded readers. If possible, take in a selection of readers at stage 1 (elementary) and give the class an opportunity to look through them, and choose something that appeals to them to read at home. You can give students several weeks to read their book before bringing it back and exchanging books with each other. This will give students valuable practice in extensive reading.

four writing

My name's Chi. I'm twenty-eight years old and I'm a lawyer. I'm married but I haven't got any children. I love the weekends. On Saturdays, I get up at nine o'clock. I have a shower and brush my teeth. Then I have breakfast with my husband. I have bread and coffee for breakfast. After breakfast, I often go shopping. Later, I usually go to the gym. I like doing exercise. In the evening, I often go out with friends or watch a DVD. I usually go to bed after midnight on Saturday night.

1 think about the topic a Read the article about one of the people in the pictures. Who do you think the article is about?

b Complete the chart with information about Chi.

Chi

gets up at...

9.00 a.m.

0 0

Post a comment