Académique Documents
Professionnel Documents
Culture Documents
A TRIP TO
THE STARS
LESTER VAUGHAN
Worksheets 9
L E V E L T W O (800 headwords)
Key to Book Exercises 15 all of the above, plus
present continuous (future)
going to (intentions)
present perfect
past continuous
past perfect
passive (simple forms)
will/shall (future, requests and offers)
must/can’t (deduction)
have to (obligation)
should (advice)
gerund as subject
too/enough + adjective
reported speech (with ask/tell/say)
zero and first conditional
defining relative clauses
L E V E L T H R E E (1200 headwords)
all of the above, plus
present perfect continuous
passive (all tenses excluding modals)
was/were going to
used to
make/let
may/might (possibility)
reported speech
L E V E L F O U R (1800 headwords)
all of the above, plus
past perfect continuous
future perfect
future continuous
passive (modals)
had better/would rather
second and third conditionals
TO THE TEACHER
Welcome to the Teacher’s Notes for the Richmond group, pair or individual tasks or a combination
Reader, A Trip to the Stars. Here you will find a wide of these. You may want to assign the individual
variety of activities based on the story. Materials for activities for homework, but make sure that the
the students are given on the worksheets on pages students know exactly what to do before they start.
9 – 14. Some of the activity types may be new to them.
There are six worksheets. Photocopy them as you
need them for your students. Each activity in the Route through the story
Teacher’s Notes that uses a worksheet indicates The diagram below shows the possible routes taken
which worksheet to use after its title. by the readers as they follow the story. You may
All the activities have suggestions for class find this a useful reference when doing some of the
management. They are all labelled as whole class, activities.
1 Introduction.
Instructions.
61 Check-in counter
at spaceport.
49 Go to spaceship.
Meet Captain.
6 Meet robots.
Have conversation with chair.
15 Answers.
19 The Moon.
46 The planets.
The gods.
59 Answers.
22 Someone changes
the spaceship’s course.
16 Answers. 41 Answers.
Problems with alien police.
36 Go to Rolandia. 50 Supernova.
18 Description of Earth.
7 Go to Earth.
12 Arrive at spaceport. Meet Thompson.
47 Shout, ‘Help! There’s a 60 Fight Tompson. 67 Take the lift. 38 Take the stairs.
mad robot following me.’
70 The end.
4
Activities before reading the story • You may wish to award a prize for the highest
Do not give students the book yet. score when everyone has finished reading the
story and completed his/her score.
1 Headlines No WS Whole class, groups or pairs
• Write a headline from a current news item (or
invent one) on the board. Activities while reading the story
• Point out to students, or elicit from them, the
style of headlines (no articles, present tense used
for past events, etc.). 4 Tran Garcia’s diary WS 1 Pairs, then individual
• Divide students into pairs or groups. • This activity should be done at the beginning of
• Write the following headlines on separate pieces the story and should continue at the end of each
of paper, and give each group one of the head- section or group of sections. See Route through the
lines to read. Do not tell students that the head- story on pages 3 and 4 to help you select suitable
lines are all connected to their reader. points for writing.
PIRATES SUSPECTED OF HIJACKING • Ask students to imagine that they are Tran
SPACESHIP Garcia. At the end of each section or group of
sections, students discuss the main events with
COMPUTER TERMINALS BROKEN ON their partners. Then they use the diary to write
BOARD notes about them.
SPACESHIP DISAPPEARS INTO • Students read the beginning of the first entry in
WORMHOLE* Tran Garcia’s diary. They complete the diary
‘WE ARE NOT ALONE’ – HUMANS REPORT entry for Section 10. Then they can use these
FROM LATEST SPACE EXPLORATION. notes as a model for the other sections.
• Ask students to discuss their headlines in groups. 5 At the spaceport WS 1 Individual or pairs
When they have finished, groups exchange
headlines with each other. • This activity should be done after reading
• When all the groups have read all the headlines, Section 61.
ask the class to discuss ideas about each headline • Students study the floor plan of the spaceport.
and the news article that it would accompany. Working individually, they match the definition
in the box with the places numbered 1 – 8.
2 Talk about the cover No WS Whole class, • Students compare their answers in pairs.
groups or pairs Answers
• Give students the book. Ask them to study the The place where you declare whether you have
cover. What kind of story do they think this is? brought back goods from another country - 8 Customs
Ask them to make predictions about the story, The place where you show your boarding-pass
based on the information they have from the before you board - 4 Boarding gate
chapter titles and the cover. Suggested questions: The place where you buy magazines, sweets and
- Where is the story set? drinks - 1 Newspaper/Sweet kiosk
- When? The place where you collect your suitcases and bags
- What do you notice about the characters? when you land - 7 Luggage collection
- What do you think happened just before the The place where you show your passport - 5 Passport
scene depicted on the cover? control
- What do you think is going to happen next? The place where you show your ticket and boarding
• Give this picture a title. Write down three things pass - 2 Check-in desks
you associate with this picture. The place where you wait just before you board -
6 Departure lounge
The place where flight times are displayed -
3 Reading strategy No WS Whole class
3 Arrivals/Departures board
• Show the students the instructions in Section 1
of the book. If they have never seen this kind 6 Complete the advertisement WS 2 Individual
of story before, explain to them that they have
choices every now and then and that they can • This activity should be done after reading Section
collect points. 19.
• Students read the advertisement for a trip to the
* a tunnel or hole in space and time Moon. The notice contains 10 gaps.
• After students have chosen the sections they are 19 Make a film poster No WS Groups, pairs or
going to write questions about, they should tell individual
another group which sections to read and try to • Have a class discussion about film posters before
remember. the students begin to prepare their own. Make
• When they have written their questions (and sure they mention the title, stars, photograph and
multiple choice options, if any) they should the synopsis of the story (or caption).
exchange quizzes with the other group. • Students think about the leading roles for the film
• When the groups have answered each other’s (Garcia, Cindy, Samdim, Thompson, Captain
quizzes, ask them to hand them back so that they Rogers) and the supporting roles. Ask them to
can be checked and their scores added up. Ask think of captions to attract the public’s attention
students to allocate one point for each correct to the film, or to write a brief synopsis of the film
answer, making a total of ten points. for the purposes of the poster.
• Find out which group had the highest score. • Students work in pairs, or groups if you wish.
Explain that they are going to make a poster for
the film A Trip to the Stars. Tell them that the
Projects posters will be displayed on the classroom walls,
and give them the size dimensions (A3, or A4
may be more appropriate if space is a problem).
18 Design a tourist brochure No WS Whole • They might also like to choose the theme music
class for the film. You could have a class where you
play extracts of students’ proposed music and
• If your class has enjoyed the novel, they may like discuss whether or not they are suitable choices
to attempt to produce a brochure to promote
for this type of film.
a trip to the stars on Spaceship Liberty as a tourist
destination. This project may be as simple or as
ambitious as you feel your class can manage and
will enjoy.
• Have a class discussion about advertising/tourist
brochures before the students begin to prepare
their own. If you can find some examples to
show them it would help. Make sure they know
what the main constituents are, for example
photos, illustrations, maps, graphs, blurb, hyper-
bole, slogans, personal recommendations from
satisfied tourists etc.
• Students work in groups or pairs. Explain to
them that they are going to make a brochure to
advertise a trip aboard Spaceship Liberty, with
optional stops at the planets mentioned in the
book.
• Tell students where you will display the
brochures when they are ready and give the
students the dimensions you wish them to use.
You may wish students to use a sheet of A4
paper, folded into three sections (see diagram).
• Set a date for the brochures to be finished.
WORKSHEET 1
Do these activities while you are reading the story, after the sections given.
WORKSHEET 2
Do these activities while you are reading the story, after the sections given.
atmosphere cook dark side eleven fifty message pick up sound weight wind
10
WORKSHEET 3
Do this activity while you are reading the story, after the sections given.
The wormhole Spaceship Liberty changes course The laboratory on the spaceship
1 Cities are noisy, bright and full of traffic and 8 There are no speed restrictions for cars.
pollution. 9 There are three sexes on this planet.
2 Everyone carries a gun. 10 There are two suns.
3 Houses have no windows. 11 There is one sun in the Solar System.
4 Many people go hunting. 12 Violence is banned.
5 No life form eats another life form. 13 Violence is seen on T.V. and in videos.
6 People eat meat. 14 You can go surfing on exploding stars.
7 There are guns and machines of destruction.
11
WORKSHEET 4
Do these activities after reading the story.
Compare your definitions with your partner’s. Who wrote the clearest definitions?
12
WORKSHEET 5
Do these activitiees after reading the story.
4 5
Verse 3
I wonder what will happen one day,
Verse 1 if we don’t look after the 9………………………?
I wonder if there’s life in 1………………………space. We can’t go on in this careless 10………………………,
I 2…………………if there are people 3…………………there. if we want the Earth to share.
I wonder if the human race Chorus
could ever really 4……………………… 11
…………………………world
Chorus Verse 4
One world So let’s all try to save the sun,
Verse 2 the sky, the land and the 12……………………….
Are we the only 5………………………in space That way, each and 13………………………
who don’t care about our 6………………………? can work together to be.
I wonder if Earth would be a better 7…………………, Chorus
if other life forms ran it? One world
Chorus The 14………………………, the stars and the Moon
One world One world
The Moon, the Sun and the stars Uranus, Saturn and 15……………………….
One world Verse 5
Jupiter, Venus, Pluto and 8………………………. ………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
13
WORKSHEET 6
Do this activity at the end of the story.
5 14 Spaceship
Who says,
You spill
your coffee.
'Space is 6 Liberty 15
very big changes
4 Go back and 13 direction.
1. empty.'? You Go back
Who says, What is
'We robots phone your 3.
father. Samdim's
need a social job?
life, too.'? 7
Go forward 1. 16
3 Thompson 12
suspects you Who says,
damaged the 8
'I think you
laboratory. 9 10 11 were very
Go back Why is
You read rude.'?
1. Thompson
all about 17
on the
2 You get a Spaceship
the planets. Spaceship
job on the Go forward Liberty goes
Liberty?
Spaceship 3. into wormhole.
Liberty. Go back 2.
Name 2 Name 3
Go forward 2.
kinds of planets in 18
alien in the Solar
1
the story. System.
What is the
name of our 19
20
galaxy?
21
You are
arrested 35
START by alien police.
Samdim
Miss a turn. FINISH
helps you 22
escape from
Hotel Central. 34
How many 24 23
suns does 25
Rolandia have?
26
33
You get
27 stuck in the lift.
You 28 29 30 31 32 Go back 3.
escape Where
Samdim fires How does
from is the
a laser at you. Thompson
Rolandia. main
change his
Go forward Go back 2. computer?
appearance?
1.
14
3
1T
2F
3F
4F
5T
6F
15