Rs Vp

MOBILE: 0720 654321 E-MAIL: [email protected]

5 write sentences a Order the words to make sentences or questions.

5 twenty-first / it / Wednesday / is / birthday / my / on .

6 come / i / would / going / but / tomorrow / am / love / i / holiday / to / on .

b Write the sentences. Use capital letters and contractions where necessary, e.g. J have I've.

Writing task a Write an invitation to your birthday ceLebration. Send it to a classmate.

b Reply to a friend's invitation.

aim to develop language for writing invitations and replies writing task an invitation to a birthday celebration

1 talk about the topic

• After students have discussed 1 and 2, brainstorm ideas for birthday celebrations as a class, and write useful phrases on the board, e.g. go clubbing, go out for a meal / drink, etc.

• For question 2, make a note of the language students use for expressing what they'd like to do. Explain that we rarely use I'd like to in its full form in this phrase, particularly in spoken or informal English.

guidance notes

Writing the phrases on the board will be useful when students write their own invitations.

2 understand invitations

• Make sure students understand that they have to transfer information from the two written invitations from Michael into the formal invitation card. You could check understanding before they start writing by asking a few comprehension questions about the invitations, e.g. How old is Michael? When is his birthday party? What time is his party? Where is it? Ask students what RSVP means {répondezs'il vous plaît = please reply).

• Tell students to do exercise 2b in pairs and discuss which words and phrases are more or less formal.

guidance notes

The language in the invitation card is not particularly formal but the card itself is a formality and it has become much less common for people to send specially printed invitation cards. The e-mail uses the present continuous structure to talk about future arrangements. This is more natural than going to + infinitive in this situation and the style of the e-mail is conversational. (See student's book, natural English box on p.105.)

answer key a 1 birthday, 2 Wednesday, 3 9.00, 4 Union Bar b C, B, A

possible answers C RSVP; B Dear... I really hope you can come ...; A (no name) It's... Can you come ...? Union Bar... c u there!

use prepositions

• If your students need extra practice, tell them to test each other on the prepositions in pairs. You can extend this by testing the prepositional phrases in the invitations as well, e.g. Student A: It's my birthday party ... Wednesday night. Student B: on Wednesday night. Encourage students to repeat the complete phrase {as above) so that they learn the phrases as a chunk.

guidance notes

Prepositional phrases are extremely high frequency when talking about arrangements, so it is worth checking students' accuracy and giving them plenty of opportunities to practise using them productively in speaking and writing.

answer key

1 on, 2 at, 3 in, 4 on, 5 in, 6 in understand replies

• Draw attention to the phrases in the replies by asking a few questions, e.g. Does Yoshi want to go to the party? How does he say he hopes Michael enjoys his party? You could elicit more phrases from the class for Have a good I great ... e.g. weekend, holiday, time, etc.

answer key

Yoshi can't come, but Penny can. guidance notes

Remind students to make a note of useful new words and phrases in the vocabulary diary at the back of their books.

spell check

• Tell students to test themselves by spelling the words (out loud) without looking at the invitations and replies. If the words don't fit in the gaps, then they should find and check them before covering them again and completing the words.

• For exercise b, students can take turns to pick words and ask their partner to spell them out loud.

answer key a 1 birthday, 2 Wednesday, 3 evening, 4 night, 5 twenty-first, 6 tomorrow write sentences

• For exercise 5a tell students to cover all the texts and try to work out the order of the words. Tell them to work in pairs, then write out the sentences using capital letters and apostrophes for contractions. Students compare answers before checking in the texts.

• For the writing task, tell students to choose how they want to celebrate their birthday (they can use their ideas from exercise 1). They should then decide who to invite and what type of invitation to send.

guidance notes

You will have to manage the writing task in order to make sure everyone in the class gets an invitation. For exercise b, explain that students should reply in the same style as the invitation, e.g. if you were invited by text, you should reply by text. If students get invited to more than one event on the same day, they should only accept one. They should refuse any other invitations for the same day.

fourteen

1 understand topic vocabulary

1 astronaut 2 Earth 3 space station 4 spacewalk

2 think about the topic

Look at the pictures and the title of the text. Tick / the topics below that you think will be in the text.

A n Michael's childhood

B n the dates of his last space flight

C Q] problems in space

D Michael's education

E Q Michael's family

F EH good memories

G O number of days in space

3 read quickly a Read the text quickly. Check your ideas, b Number the topics A-G in the order they appear in the text.

4 find information

Work in A / B pairs. Find these figures in the text. Then test your partner.

example A: 1957 B: He was bom in 1957.

5 talk about the text a Do you think Michael likes his job? Give reasons for your answer.

b Would you like to go into space? Why? / Why not?

Profile of an astronaut

After six space flights, astronaut Michael Foale has spent more time in space than any astronaut in the USA. He has spent over 374 days in space; that's more than a year. He has also done four spacewalks, which is more than 22 hours in total.

When he was a boy, Michael dreamed of becoming an astronaut. He was born in 1957 in England but moved to Texas, USA, to work for the US space programme. He became an astronaut at the age of 29. In 1997, he spent 145 days on the Russian space station Mir. About six weeks after Michael arrived on Mir, there was a terrible accident. A ship carrying supplies crashed into the space station and damaged it badly. Michael helped the Russian astronauts save the space station and they ail returned to Earth safely.

Michael's next space adventure was in 1999, when he spent eight days in space. After three years on Earth, he returned to space in 2003 to spend six months on the International Space Station. Michael says that seeing Earth from space for the first time is an emotional experience. During a BBC interview, he said, uYou think about all the people that you love, all the things you value, far away. The brightness of the Earth is extraordinary." % Michael is married with two children. When he is not in space, he lives with his family in Houston, Texas.

supplies /sa'plaiz/ (plural noun) a store of something, e.g. food or water damage /'daemids/ (verb) break or break part of something safely /'serfl\i (adverb) free from danger emotional /I'maojanl/ (adjective) have strong feelings value /'vselju:/ (verb) think something or somebody is very important extraordinary /ik'stroidnri/ (adjective) very unusual or strange go to self-assessment p. 60 vocabulary diary p. 62 PHOTOCOPIABLE © OXFORD UNIVERSITY PRESS

text theme an astronaut's life time 50-60 mins

1 understand topic vocabulary

• Let students match the words to the pictures in pairs. Check pronunciation in feedback.

guidance notes

This lead-in will help to introduce the topic and contextualize the lesson.

answer key

• Find out if anyone in the class knows who Michael Foale is, and what they know about him. Ask students what they think a profile is (a short biography of a person). Put students in pairs and focus them on the list of topics. Emphasize that they should not look at the text yet; they are simply guessing what the content of the text might be. Don't give any feedback at this stage. They will read to check their ideas in exercise 3.

guidance notes

Predicting is a very useful skill which native speakers constantly use when reading (and listening) in their mother tongue. Here students are being asked to predict the content of a biography, but they probably know nothing more about him than that he is an astronaut. Therefore, they are using their knowledge of this sort of text and of the world to make logical guesses about the content.

3 read quickly

For exercise 3a, give the class a minute or two to read the text for gist. Let students compare their ideas in pairs but don't check as a class until students have done exercise 3b.

Tell pairs to order the topics after their first reading. They should then go back to the text to check their ideas.

answer key a all the topics are mentioned except D b 1 G, 2 A, 3 C, 4 B, 5 F, 6 E

4 find information

• Put students in A / B pairs and tell As to find the five figures in A, and Bs to find those in B. When they have found their own information, pairs should take it in turns to test each other on their information. Explain that when Student B (ior example) calls out a figure, Student A should look quickly through the text to find what it refers to, then give a sentence to explain the information, as in the example. Demonstrate by calling out B's first figure (8) and asking the class to scan the text for the information relating to it (He spent eight days in space in 1999.). Draw attention to the iact that numbers one to ten in the text are written in letters not figures.

guidance notes

In this exercise, students are being asked not only to scan a text for specific information, but to contextualize and explain that information to a partner. This is challenging at this level, so remember to give students lots of praise. It will clearly demonstrate how well students have understood the details in the text.

answer key

A 4 He has done four spacewalks. 22 His spacewalks were more than 22 hours in total. 29 He became an astronaut at the age of 29. 2 He has two children.

B 8 He spent eight days in space in 1999. 2003 He returned to space in 2003. 145 He spent 145 days on Mir. 374 He has spent 374 days in space. 6 He has done six space flights. / He spent six months on the ISS.

5 talk about the text

• Put students into small groups to talk about the text. Encourage them to engage with the text by giving reasons for their answers, e.g. by referring to what he says about space in his interview, or by the fact that he has continued to go into space following the problems on Mir. Try to find out individual students' feelings about going into space.

ideas plus

If there are students who are interested in life as an astronaut tell them they can read lots more about Michael and other astronauts on the NASA website (www.jsc.nasa.gov). Alternatively, they can put astronauts into a search engine and read about lots of topics related to space, e.g. a list of all the women who have been into space and facts related to each of them. There are also several books written about Michael Foale's adventures on Mir (including a graded reader by Dorling Kindersley).

fourteen

0 0

Post a comment