examples of timelines. The education pages of the NASA website may be useful, e.g. http://spaceplace. nasa.gov. • Further vocabulary activities on abbreviations and words in context are provided in the Activity Book. Assessment opportunities • Informally observe how much learners know their general knowledge. • Assess their timeline according to negotiated success criteria, for example: Were they able to sequence the information correctly? Did they include important information like the date and names of people? Did they use key words to summarise the information? • Could the learners express themselves clearly when using their timeline to describe the history of space exploration? Activity Book A The crossword activity will help to build and reinforce new vocabulary. Learners use a dictionary to check spellings. B Ask learners to add abbreviations that they use on a daily basis. C More than two events can occur in a sentence and learners can order them into first, second and third place. D Encourage learners to practise summarising information using key words consisting mainly of important nouns, verbs and adjectives. Discuss how the timeline provided is different from a linear timeline. E Learners can do a personal timeline as homework. Provide poster paper or let them create or use something unique, e.g. a cereal box or mobile! Answers: A 1
C 2
R 3
T
E
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E
S
4
W 6 8
P
Y
G
L
A
N
O
M
E
R
S
S
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R
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E 7
9
U
E
T J
E
O R
A
L 11
S
C
A S
5
S
T
A
P
P
R 10
O
A
A S
C
B
A S T
T E
R
B
R
I
O
A
T
N
U T
L
O
A
L
M
I
U
I
Y
C
T
A
T
N
N
T
V
O
B
s/c BCE ISS ETA ESA USSR ELS km/hr
30
National Aeronautics and Space Administration spacecraft before the common era International Space Station estimated time of arrival European Space Agency Union of Soviet Socialist Republics Earth landing system kilometres per hour
Unit 2 Exploring space
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Y
Session 2: Building sentences Learner’s Book pages: 27–28 Activity Book pages: 22–23
You will need: notebooks and stationery. Nice to have: other reading books/magazines for the learners to use to find examples of simple sentences and adverbs of time.
Learning objectives Learning intentions • to revise the structure of a sentence • to join sentences • to change a sentence by adding adverbs. Learning outcomes Learners can: • describe a simple sentence • identify the subject of a simple sentence • combine sentences • use adverbs of time in a sentence • write sentences in their own words.
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NASA
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C 1 A crater on the Moon is named after Valentina Tereshkova who was the first woman in space. 2 Yuri Gagarin became the first person to enter space and to orbit the Earth. 3 Copernicus claimed that the Earth moved around the Sun when people believed that the Sun moved around the Earth. 4 Galileo proved Copernicus’s theory correct with the telescope that he developed. 5 The first artificial satellite was launched four years before the first human was sent into space. 6 Neil Armstrong became famous because he was the first person to walk on the Moon. 7 Astronauts have been able to live in space for short periods since the development of various space stations. 8 Timothy Peak, who was chosen to be part of the 2015 crew, will head into space when his training is complete. D Possible answers: • Copernicus’s claim • Galileo proved Copernicus’s theory correct • The first artificial satellite launched • Yuri Gagarin orbited the Earth • Valentina Tereshkova, first woman in space • Neil Armstrong walked on the Moon • space stations developed • Timothy Peak chosen to be part of the 2015 crew E Learners’ own answers.
A
Revise sentences
• Go through the basic features of a sentence and revise the different types of sentences: statements – state something questions – ask something commands – give an instruction. • Write some simple sentences on the board to demonstrate (e.g. Gagarin went into space in 1961; Tycho Brahe built an observatory). Involve learners in checking that you have begun with a capital letter