Lesson
context clues to define each of them. If that is not possible, tell them to use a dictionary. Finally, tell them to include all the words they defined in their class glossary. Learning to Do 114 Ask the question from the box and elicit students' prior knowledge; encourage them to go to the Appendix if needed. 2. Listen and read. Work in pairs to underline key ideas and explain them using your own words. Before reading, you could ask students to identify glossary words and invite them to read their definitions on page 107. Ask: Do you know what the plural of spacecraft is? (spacecraft, it doesn’t change). Then, organize the class into pairs and read instructions aloud; play Track 16 for them to follow the reading and underline key ideas or what they consider the most important information in this interview. Then, ask different students what information they underlined, and each time ask the class: Do you consider it a key idea? If the answer is “yes,” encourage them to use the four “Rs” to paraphrase it. If possible, invite them to use an online thesaurus. Differentiated Instruction For this activity you can use the Bubble Map Strategy to organize key ideas on the board. Elicit the theme of the interview (trips to outer space) and write it in the middle circle; then, draw a circle around it for each key idea students mention. 3. Work with a partner to find a sentence that repeats the exact words that somebody says. Then, find another one that reports what somebody says. Compare them and share with your class the differences you find. You may organize the class into pairs and elicit examples of direct and indirect speech; if they don’t remember, you may ask them to check the information provided on page 112 in their books. Once you are sure they all recall the differences between them, read instructions aloud and give them some time to compare expressions with direct and indirect speech by filling in the graphic organizer with sentences from the interview they read in the previous activity. 16 107
Lesson
What is paraphrasing? How to do it? For information about this theme, go to page 114. 114
1 Read quickly the interview in Activity 2 and circle unknown words. Define them with your class. 2 Listen and read.Work in pairs to underline key ideas and explain them using your own words. 16 107 114 —“Visiting outer space seems a bit crazy; that only happens in sci-fi lms,” my mother told me when I dreamt about it. But that’s no longer dream; the day has come. Dr. Sue Jones will explain to us why. Welcome, Dr. Jones. —Thank you. It’s a pleasure to be here. —Dr. Jones, is it true that very soon we will be able to travel in a spacecraft to explore other planets?
a
—Yes, it is. In fact, some private companies, which have the purpose of taking common people into space, are already making trials sending objects such as cars to outer space. —Can you describe the spacecra that will be used? —Trips will be made in a winged spacecra . Since 2012, these spacecra are being used to deliver cargo to the International Space Station. But they were initially designed to carry people. —How much will the trip cost? —Well, that is a problem right now; very few people could a ord to buy their tickets because the cost is very high. But there is hope that the price will come down as the technology becomes more advanced. Who knows? Maybe in a few years, instead of taking your kids to the zoo, you will take them to the Moon! —Could anyone go space traveling? —To become a space tourist, you must have excellent health and an ideal weight. Those who research the e ects of zero gravity say that it a ects the human body in di erent ways. On long journeys, there can be muscle and bone loss, for example. However, nothing can beat the feeling of oating in zero gravity! —Personally, I can’t wait to do it! Thanks for sharing this interesting information with us, Dr. Jones. —Thank you for inviting me.
3 Work with a partner to find a sentence that repeats the exact words that somebody says.Then, find another one that reports what somebody says. Compare them and share with your class the differences you find.
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Achievement
Understand general information and some interview details.
Teaching Guidelines
• Register new words and expressions to broaden vocabulary. • Paraphrase key ideas. • Compare expressions with direct and indirect speech. Development What is paraphrasing? Ask aloud: What is paraphrasing? Invite students to use previous knowledge to answer. 1. Read quickly the interview in Activity 2 and circle unknown words. Define them with your class. To have students register new words and expressions to broaden vocabulary, you may read instructions aloud and give them some time to read the interview quickly to perform the first part of the task individually. Once the students have finished, ask them to dictate the words and you write them on the board. Elicit definitions from students encouraging them to use
58 Unit 4 • Activity Book p. 38
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