Professional Documents
Culture Documents
SUBJECT PROJECTS 1
THE WORLD OF
INVENTIONS
TEACHER’S
GUIDE
THE WORLD OF INVENTIONS
SUMMARY
Project in brief
The world of science and technology is the focus of this project. It consists of three
main sequences: the historical perspective of science, scientific protagonists, and finally
the process of inventing itself.
The conceptual sequencing of the unit therefore starts by reflecting upon the fact that
inventions are the result of a historical process and the combined efforts of many
people: The students will analyse, and describe the process in time of, a few major
inventions. Then the unit will present some of the individual scientists that made
decisive contributions to science. Finally we will analyse the process of inventing and
the students can become inventors by designing a simple invention.
At the end of the project the students will be able to describe the process in time of
some basic inventions, to give information about some important inventors and their
contributions to science, and to apply the basic concepts of inventions and inventors to
designing their own inventions.
Sequences
INTRODUCTION
The objective of the introductory activities is to trigger motivation and gather together
sufficient basic knowledge in order to establish a clear starting point.
In this particular sequence there are 3 activities: a memory game about different
inventors and their inventions, a listening quiz about the possible dates of crucial
inventions and a quiz about the birthplace of very basic everyday inventions.
In this sequence students in small groups will have to read information texts about the
process in time of different inventions and summarise them onto timelines. They will
then make posters with their timelines and use them to present orally the process of their
invention to the rest of the class. The process of creation of the different texts will be
determined by the analysis of text models, combined with activities and exercises to
work on the language necessary for their production (time expressions, time linkers,
passive forms).
In this sequence students will gather information about the life and work of some of the
most relevant scientists and inventors in History. In small groups, they will read
different biographies and summarise them using questionnaires and information charts.
They will then share their information with other groups by interviewing each other and
hold a debate with all the information gathered.
INVENTING
In this sequence students will analyse the basic properties of inventions and inventing,
the needs that lead to inventions and the main steps to inventing. They must apply these
concepts to the design of a small invention which solves problems arising from either
the scholastic or domestic context. They will need to demonstrate imagination,
technical creativity and critical ability.
Language work
The language needed to carry out the tasks is interwoven into the activities; sometimes
as pre-work, sometimes as post-work analysis. Language items covered in this unit
include the following: syntax, text linkers, reading comprehension strategies, spelling,
pronunciation, adjectives, functions, vocabulary, adverbs and verbs especially the
passive voice.
Language notes should be kept in the students’ notebooks for future reference.
General Comments
It would be interesting to work with the Technology teacher so that the students can
actually make the inventions designed in the English class.
Resources
Information books
The Book of Inventions: The Stories Behind the Inventions and Inventors of the
Modern World (Cassell) 1844031845.
Hardback. More adult information. Good mix of illustration, text and caption.
Longitude
The story of John Harrison’s invention of an accurate clock. (250 minutes! – 2 discs)
The aviator
A film about Howard Hughes starring Leonardo di Caprio and Cate Blanchett- (160
mins)
Poster
Inventors: (Schofield & Sims Limited. )
CD-ROMS
The Way things work, Dorling Kindersley Multimedia
Internet sites
- http://www.enchantedlearning.com/inventors/indexa.shtml
- http://inventors.about.com/
- http://www.invent.org/hall_of_fame/1_0_0_hall_of_fame.asp
- http://www.si.edu/resource/faq/nmah/invent.htm
- http://www.nps.gov/edis/home.htm (on Edison)
ACTIVITY LIST
INTRODUCTION
SEQUENCE 3: INVENTING
OBJECTIVES
0. To demonstrate previous knowledge about the subject and display positive attitudes
towards the general theme of the unit.
1. To identify the main stages in the historical process of certain inventions, summarise
information texts and transfer the information to timelines, showing autonomy and
using appropriate reading strategies.
4. To describe the lives of famous inventors and their inventions and contrast ideas in a
discussion, participating actively and making relevant and respectful contributions.
A1, 1 S. To identify the main stages in the historical Informative text: Listening comprehension: - History of clocks.
A2, process of certain inventions, summarise - Pre-listening stage - Group work - Inventions through time.
B2 information texts and transfer the information to Human achievements: timekeeping, o Defining the purpose - Respect in classroom - Years and centuries game.
timelines, showing autonomy and using flying, writing and printing, o Selecting the type of listening conversations. - Reflection on language: the passive
appropriate reading strategies. photography, telephone. o Activating prior knowledge form.
Structure: o Predicting - Participation.
The passive, past
- Listening stage
Time expressions: ago, in, centuries, o Interpretation of the content of the
first, then, finally, some years later, etc. text
o Interpretation of the form
o Retention of the relevant
information
- Post-listening stage
o Appropriate use of the information.
Reading comprehension:
- Pre-reading stage:
o Selecting the type and purpose of
reading.
o Activating previous knowledge.
- Reading stage:
o Identifying the most important
information and differentiating
between the main and secondary
ideas.
o Deducing meaning using
contextual keys.
o Checking
Written production:
- Contextualising the communicative
© IKASTOLEN ELKARTEA – SUBJECT PROJECTS 1 8
THE WORLD OF INVENTIONS
activity:
o Defining the aim
o Choice of format: paper or
computer or poster.
o Selecting a type of text.
o Looking for information.
- Textualisation:
o Development of organization.
o Organising paragraphs.
o Coherence.
o Applying grammatical rules.
o Use of ICT the computer
media.
- Revision:
o Identify mistakes and correct
1B. To identify the main stages in the historical Informative text: Listening comprehension: - History of clocks.
process of certain inventions, summarise - Pre-listening stage - Group work - Inventions through time.
information texts and transfer the information to Human achievements: timekeeping, o Defining the purpose - Respect in classroom - Years and centuries game.
timelines, with the help of the teacher. transport on wheels, transport on water, , o Selecting the type of listening conversations. - Reflection on language: the passive
recording sound, money. o Activating prior knowledge form.
The passive, past o Predicting - Participation.
Time expressions: ago, in, centuries, - Listening stage
first, finally, in … o Interpretation of the content of the
text
o Interpretation of the form
o Retention of the relevant
information
- Post-listening stage
o Appropriate use of the information.
Reading comprehension:
- Pre-reading stage:
o Selecting the type and purpose of
reading.
o Activating previous knowledge.
- Reading stage:
o Identifying the most important
information and differentiating
between the main and secondary
ideas.
Written production:
- Contextualising the communicative
activity:
o Defining the aim
o Choice of format: paper or
computer or poster.
o Selecting a type of text.
o Looking for information.
- Textualisation:
o Development of organization.
o Organising paragraphs.
o Coherence.
o Applying grammatical rules.
o Use of ICT the computer
media.
- Revision:
- Identify mistakes and correct
B1 2 S. To present a clear and well-structured poster Informative text: Oral production: - Participation. - Years and centuries game.
C presentation orally, describing the historical Human achievements: timekeeping, - Contextualising the text: - Reflection on language: the passive
process of a certain invention and using the flying, writing and printing, o Defining the aim form.
language characteristic to this type of text. photography, telephone. o Selecting the style. - Retrieval task: invention timeline
- Planning: presentation.
The passive, past o Analysing the discourse.
Time expressions: ago, in, centuries, o Choosing info.
first, then, finally, some years later... o Organising info.
Oral presentations. - Revision:
o Simulating the presentation
- Expressing ideas:
o Clear ideas.
o Use of linguistic resources
o Effective appropriate use of
prosodic gestural elements.
- Use of ICT / multimedia.
2 B. To present a simple poster presentation Informative text: Oral production: - Participation. - Years and centuries game.
orally, describing the historical process of easy Human achievements: timekeeping, - Contextualising the text: - Reflection on language: the passive
inventions and trying to use the language flying, writing and printing, o Defining the aim form.
characteristic to this type of text. photography, telephone. o Selecting the style. - Retrieval task: invention timeline
- Planning: presentation.
The passive, past o Analysing the discourse.
Time expressions: ago, in, centuries, o Choosing info.
first, then, finally, some years later... o Organising info.
Oral presentations. - Revision:
o Simulating the presentation
- Expressing ideas:
o Clear ideas.
o Use of linguistic resources
o Effective appropriate use of
prosodic gestural elements.
Use of multimedia.
A2 3 S. To select relevant information from written Reading comprehension: - Autonomy to look - Finding out about inventors.
biographies Informative text: - Pre-reading stage: for information and to
Biographies o Selecting the type and purpose of carry out task.
reading.
Inventors: Edison, Babbage, Braille, o Activating previous knowledge.
Galileo, Marie Curie, Einstein, Strauss,
William Kellogg. - Reading stage:
o Identifying the most important
Inventions: Light bulb, calculating information and differentiating
machine, Braille system, telescope, X- between the main and secondary
rays, theory of relativity, jeans, ideas.
cornflakes... o Deducing meaning using
- Inventing contextual keys.
o Checking
3 B.To select some information from written Reading comprehension: - Autonomy to look - Finding out about inventors.
biographies with the help of the teacher. Informative text: - Pre-reading stage: for information and to
Biographies o Selecting the type and purpose of carry out task.
reading.
Inventors: Edison, Babbage, Braille, o Activating previous knowledge.
Galileo, Marie Curie, Einstein, Strauss,
William Kellogg. - Reading stage:
o Identifying the most important
Inventions: Light bulb, calculating information and differentiating
machine, Braille system, telescope, X- between the main and secondary
rays, theory of relativity, jeans, ideas.
cornflakes... o Deducing meaning using
contextual keys.
o Checking
B1 4 S. To describe the lives of famous inventors Oral production - Participation - Film ‘The wrong trousers’
C and their inventions and contrast ideas in a Persuasive- Argumentative text: Multi – Expressing the discourse: - Respect - Retrieval task: Interviewing inventors.
discussion, participating actively and making managed: conversation, discussion. - Expressing ideas, information, opinions. - The inventions game.
relevant and respectful contributions. Inventors: Edison, Babbage, Braille, - Listening attentively and assessing the - Reflection on language: ‘Wh’ questions.
Galileo, Marie Curie, Einstein, Strauss, contributions made by others, asking
William Kellogg. questions and making appropriate
comments.
Inventions: Light bulb, calculating - Effective use of turn-taking to speak.
machine, Braille system, telescope, X-
rays, theory of relativity, jeans,
cornflakes...
Wh questions, pro-forms.
4 B. To describe the lives of famous inventors - Oral production - Participation - Film ‘The wrong trousers’
and their inventions and contrast ideas in a Persuasive- Argumentative text: Multi – Expressing the discourse: - Respect - Retrieval task: Interviewing inventors.
discussion, trying to participate as much as managed: conversation, discussion. - Expressing ideas, information, opinions. - The inventions game.
possible and respectful contributions Inventors: Edison, Babbage, Braille, - Listening attentively and assessing the - Reflection on language: ‘Wh’ questions.
Galileo, Marie Curie, Einstein, Strauss, contributions made by others, asking
William Kellogg. questions and making appropriate
comments.
Inventions: Light bulb, calculating - Effective use of turn-taking to speak.
machine, Braille system, telescope, X-
rays, theory of relativity, jeans,
cornflakes...
Wh questions, pro-forms.
B1 5 S. To produce a design of a simple invention, Written production - What’s this gadget for?
B2 having identified and discussed the characteristics Informative and argumentative texts. - Contextualising the communicative - Autonomy. - What is an invention?
of inventions and inventors, and present it orally. activity: - Concentration. - Needs, needs, needs.
Inventing o Defining the aim (writing - Steps to inventing.
steps to inventing) - How to solve a problem.
- Inventing to solve problems.
- Planning the text: - Retrieval task: Inventions convention.
o Producing ideas.
o Selecting information.
o Organising information.
- Textualisation:
o Development of organization.
o Applying grammatical rules.
- Revision:
© IKASTOLEN ELKARTEA – SUBJECT PROJECTS 1 12
THE WORLD OF INVENTIONS
Oral production:
- Contextualising the communicative
activity:
o Defining the aim
o Selecting the style.
- Planning:
o Selecting, organising and
dividing the content.
o Structuring the text
- Revision:
o Simulating the presentation.
o Contrasting the form and
content.
- Expressing:
o Clear ideas, information...
o Use of examples
o Use of linguistic resources
o Effective, appropriate
prosodic gestural discourse.
o Using questions
- Assessment:
5 B. To produce a design of a simple invention, Informative and Argumentative texts. Written production - What’s this gadget for?
having identified and discussed the characteristics Inventing - Contextualising the communicative - Autonomy. - What is an invention?
of inventions and inventors, and present it orally. activity: - Concentration. - Needs, needs, needs.
o Defining the aim (writing - Steps to inventing.
steps to inventing) - How to solve a problem.
- Inventing to solve problems.
- Planning the text: - Retrieval task: Inventions convention.
o Producing ideas.
o Selecting information.
o Organising information.
- Textualisation:
o Development of organization.
o Applying grammatical rules.
- Revision:
Oral production:
- Contextualising the communicative
activity:
o Defining the aim
o Selecting the style.
- Planning:
o Selecting, organising and
dividing the content.
- Expressing:
o Clear ideas, information...
o Use of examples
o Use of linguistic resources
o Effective, appropriate
prosodic gestural discourse.
o Using questions
- Assessment:
All 7 S. To participate actively and respectfully in Conversation Participation All oral activities.
classroom conversations, and work cooperatively Cooperation
or autonomously, as appropriate, in class tasks Autonomy
and homework assignments.
PLAN OF ACTIVITIES
SEQUENCE 1
6. History of clocks 1, 6 A1, B1 - Check timeline Copy time
expressions in
notebook
2. Talk about inventors / inventions
Revise numbers, dates etc.
(Reader activity)*
3. Talk about inventors / inventions
Revise past participles e.g. Bingo
SEQUENCE 3
17. What is this gadget for?* 5, 6 B1, B2 Look for gadgets
22. Inventing to solve problems 5, 6 B1, B2 24. Check drafts and Making
group work inventions
(Reader activity *)
8. 23. Inventions convention 5, 6 B1 - SS assess inventions Preparing
- T assess oral presentation
production &
concepts.
ASSESSMENT CHARTS
H.D. OBSERVATION
CONTINUOUS ACTIVITY TEST
ASSESSMENT SHEET
(BELOW)
1 X X Retrieval task: Preparing X
2
and presenting timelines
X
3 X X
4 X X Debate
5 X X Retrieval task: invention
6 X
CONSTANTS PERCENTAGES
A: COMPREHENSION
A1: LISTENING 15%
A2: READING 20%
B: PRODUCTION
B1: SPEAKING 30%
B2: WRITING 15%
C: REFLECTION ON LANGUAGE 10%
D:ATTITUDES / EFFORT 10%
ACTIVITIES
CONSTANTS
B1 1. Inventors and their
C inventions
A1 2. When was it invented?
CONSTANTS:
A 2: READING
A2
A 1: LISTENING
INTRO.
A: COMPREHENSION
B1 4. Where was it invented?
A1 6. History of clocks
B 2: WRITING
B 1: SPEAKING
B: PRODUCTION
B1 10. Preparing timelines
Draft
B2
oral poster presentation
SEQUENCE 1
B1
C: REFLECTION ON LANGUAGE
B2
inventor and his/her
invention
SEQUENCE 2
A1
and debate
inventors and hold a debate
B2
B1
B1 22. Inventing
Draft
B2
B1 23. Inventions’’ convention
3- Select relevant information in 5- Design a simple invention and present it orally
A1
Attitude
Homework
GEN
18
make an effort
6- Participate &
THE WORLD OF INVENTIONS
THE WORLD OF
INVENTIONS
ACTIVITY
DESCRIPTIONS
INTRODUCTION
ACTIVITY 01. INVENTORS & INVENTIONS
CONTENTS
- Inventions
CONCEPTS - The passive form: ‘was invented’
CONTENT BLOCKS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 C
OBJECTIVE
METHODOLOGY
STEPS
- Download the cards and photocopy the page for inventors and for inventions in
- Write up INVENTORS and INVENTIONS on the board and ask the students to give
you an example for both categories. E.g. ‘Edison’ and ‘the light bulb’. (An example
they know from the Explorers). Elicit a few examples.
- Tell them they are going to play a general knowledge game, matching inventors with
their inventions. Draw their attention to the language they should be using.
E.g. The light bulb. Who invented the light bulb? Yes, Edison. So we can say,
”Edison invented the light bulb” or “The light bulb was invented by Edison”.
- Write the sentence up on the board for them to refer to while playing the game and
ask them to take note of it in their note books.
- Divide the class in groups of four students.
- Give out the cards and stick a couple of crib sheets (chuletas) up on the wall for
reference. There are two games (or more) you could play.
- Choose one and model it first with a couple of students and with the appropriate
language.
PAIRS
- Shuffle the cards and place them face up on the table.
- In turns, make pairs matching an invention with the appropriate inventor.
- If you do not know, go and look at the ‘crib sheet’ but you miss a turn.
- Light bulb. Levi Strauss. No. The light bulb was not invented by Levi
Strauss.
(No. Levi Strauss did not invent the light bulb.)
- Light bulb. Thomas Edison. Yes. The light bulb was invented by Thomas
Edison.
(Yes. Edison invented the light bulb.)
- It’s my turn. It’s your go. Miss a turn. Etc.
- The one with the most pairs is the winner.
FISH
- PUT THE INVENTIONS FACE UP ON THE TABLE AND THE INVENTORS IN A PILE
FACE DOWN.
- In turns, fish an inventor card from the pile and look for its pair (the invention)
- If you do not know, go and look at the ‘crib sheet’ but you miss a turn.
- The one with the most pairs is the winner.
COMMENTS:
- Keep the cards available for the fast finishers to play in another moment.
INTRODUCTION
ACTIVITY 02. WHEN WAS IT INVENTED?
CONTENTS
- Inventions
CONCEPTS - Time expressions: ago, in, around, B.C., A.D.
Oral production
PROCEDURES Expressing the discourse:
CONTENT BLOCKS
Listening comprehension
- Listening carefully.
- Applying the knowledge acquired in the listening.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 A1
OBJECTIVE C
METHODOLOGY
STEPS
- Tell them that they are going to make some more guesses and then listen to some
facts on the CD about the dates of inventions.
- Ask them to turn to page 48 and 49, ‘When was it invented?’
- Go through the first example together. Then tell them have a look at the quiz and
answer the questions making a first guess at the dates.
- Let them compare with a partner.
- Then play the information facts. (There are no number references so they have to
concentrate)
- Play it again (stopping as you go through) and let them check their answers more
fully.
- If anyone still has not found the correct answers, give them the text to read and
check.
- Remember to reward the person who guessed the closest date for the invention of the
flushing toilet. 1589!
1-c, 2-a, 3-b, 4-a, 5-b, 6-c, 7-b, 8-b, 9-b, 10-c, 11-b, 12-a, 13-a, 14-c, 15-c, 16-c
FACT FILE
1. The oldest known bricks were made 6,000 years ago and were used to build the city of Jericho in
Jordan.
2. In 1847, a Scottish Doctor, James Simpson, realised that sniffing chloroform put
people to sleep. In the next two weeks he used it on 50 patients very successfully.
3. In 1800, Alexander Volta realised that two different metals separated by a liquid
would produce an electric current.
4. A Frenchman, Nicolas Dubois de Cheemant, invented porcelain false teeth in the
1790s. Up until then teeth taken from dead people had been used.
5. The Meccano building game was first used by children in 1900.
6. In England in 1823 a student at Rugby School broke the rules of football, taking the
ball in his hands and running with it. A new game developed.
7. Humans first began making tools in East Africa about 2.5 million years ago.
8. A French scientist, Louis Pasteur, proved in the 1870s that injecting a very small
amount of a disease could protect people from that illness.
9. The first bicycle was built by K. Macmillan in 1839. At the beginning it was called a ‘velocipede’.
10. Gunpowder for fireworks was invented in China in the 9th century AD.
11. The Sputnik I, launched by the Russians, was the first vehicle to orbit the Earth in 1957.
COMMENTS:
You may decide to take this activity in to check listening comprehension.
INTRODUCTION
ACTIVITY 03. REFLECTION ON LANGUAGE: NUMBERS
& DATES
CONTENTS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 C
OBJECTIVE
METHODOLOGY
STEPS
- Ask the students to look at the fact file sheet (or read a few examples) and tell you
what expressions are used in English to talk about time.
o in the 1790s
o 6,000 years ago
o in 1900
o in the 9th century
o in 700 BC
- If your students need more practice, do quick oral activities with them over the
following sessions. E.g.
Cardinals
Maths: adding / subtracting.
e.g. What is 4050 + 1530? It’s 5580
(N.B. + = plus
− = minus
x = times
÷ = divided by
= = is / equals)
Ordinals
Asking for birthdays: date of month.
e.g. When is your birthday? It’s on the 5th of November.
Lining up according to your birthday.
Years / In
General questions
e.g. When were you born? I was born in 1993
When was your mum born? She was born in 1965
When did Columbus discover America? In 1492.
Etc.
Ago
Conversion.
e.g. Sputnik was launched into space in 1957. How many years ago was that?
xx years ago
INTRODUCTION
ACTIVITY 04. WHERE WAS IT INVENTED?
CONTENTS
- Names of countries.
CONCEPTS
CONTENT BLOCKS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1
OBJECTIVE
METHODOLOGY
STEPS
- Ask the students if they remember where money (coins) was used for the first time.
In fact it was in Lydia (Turkey) around 700BC and from there coins spread
Answers to activity:
Paper (China)
Decimal Numbers (India)
The bicycle (Great Britain - Scotland)
Writing (Iraq, Ancient Mesopotamia)
The earliest tools of mankind (East Africa - Tanzania)
Fireworks (China)
The electric light (USA)
The first heart transplant (South Africa)
The earliest raincoats (Brazil - Amazonian Indians)
Maize Cultivation (Mexico - Aztecs)
INTRODUCTION
ACTIVITY 05. PLANNING THE PROJECT
SUMMARY Brainstorming the contents of the project, and going through the
chart describing the project.
CONTENTS
CONCEPTS
CONTENT BLOCKS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1
OBJECTIVE
METHODOLOGY
STEPS
- Recall the introductory activities done up to now and remind the students about the
name of the unit: The World of Inventions.
- Ask them in pairs / small groups to predict what the contents of the unit could be.
COMMENTS:
- The organigram can be retrieved more thoroughly after each sequence is finished for
a quick assessment (What did we learn? Did we like it? Etc.) as well as for the
presentation of the next sequence.
INVENTIONS
SUMMARY Identifying the main stages in the history of clocks and
timekeeping, and transferring dates onto a time line.
CONTENTS
Informative text:
CONCEPTS
Human achievements: timekeeping.
Structure:
- The passive, past
- Time expressions: ago, in, centuries, first, then, finally,
some
Listening comprehension:
PROCEDURES - Pre-listening stage
o Activating prior knowledge
CONTENT BLOCKS
o Predicting
- Listening stage
o Interpretation of the content of the text
o Interpretation of the form
o Retention of the relevant information
- Post-listening stage
o Appropriate use of the information.
Oral production
Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
METHODOLOGY
MAIN Individual
INTERACTION Pair work
STEPS
PROCEDURE:
- Ask one of your students what the time is. Ask them how they know. They have a
watch or are looking at the clock. Ask them when they think the watch / clock was
invented. (Don’t tell them yet – write the ideas up on the board) Ask them if they
know how the watch / clock works. Ask them how people told the time before
watches were invented (Write the ideas up on the board)
- Explain to them the idea that inventions take years, in fact centuries, to develop and
that most inventions are the result of incorporating new ideas and inventions into
ones, which already exist.
- Tell them that we are going to use ‘clocks’ as an example of this process in time.
You are going to do a presentation that will serve as a model for their future
presentations. Use a poster, drawings, pictures, realia and lots of mime.
- Ask them to turn to the timeline on page 51.
Example posters
Presentation on the history of clocks
- Today I’m going to tell you something about ‘the history of time keeping’ that
is telling the time and measuring the time with different types of clocks and the
different inventions made to tell or keep the time over the years.
- O.K. I want you to look at the timeline. Here is the year 0. So everything before
this date is??? Yes. B.C. Before Christ. And here it is A.D. After Christ.
- O.K. I’d like you to guess the order of these inventions. You have mentioned
some of them already. Work with a partner for a couple of minutes. Write in
pencil so you can make changes later.
- O.K., now I’m going to tell you about these inventions. Listen carefully and
mark them on the timeline. O.K.?
Since humans first started living in agricultural communities, they have been looking for
better ways to answer the question: "How can we measure time? or What time is it?"
For an answer, humans first looked to the sky ( the sun and the stars).
Around 3500 B.C., the Egyptians made enormous shadow clocks in the forms of
obelisks. The shadow from the obelisk changed position depending on the time of day.
But they did not work at night or on cloudy days, and were not very accurate.
Some time later, around 2000 B.C. a primitive water clock was invented. This device
was basically a bowl with a hole in the bottom. Water dripped through the hole slowly
as the day wore on, and lines cut into the side of the bowl measured the passage of time.
Again they were not very accurate and would not work in freezing weather.
Another Egyptian shadow clock was invented around 1500 B.C.; the sundial. This
device divided a sunlit day into different parts.
The first recorded candle clock was in the 9th century A.D. (although they were probably
used earlier in the east). Candles (like water clocks) measured the passing of time.
The first recorded mechanical clock was built by Su Sung in China in 1088. It used
water and had an hour hand only because it was not accurate enough to have a minute
hand.
The sandglass was invented in Europe around 1300 AD. Sand fell through a small hole
in a glass tube. They are still in use today to measure small amounts of time.
By the 1500s clocks in Europe were made with springs. They were smaller and more
accurate but they still lost up to 15 minutes per day. Then, in 1656, Christian Huygens
invented the pendulum clock, which used weights and a swinging pendulum. These
clocks were much more accurate than previous clocks, only one minute slow each day.
The bigger the pendulum, the more accurate the clock was.
In 1714, the British Parliament offered a money prize (equivalent to 2 million euros
today) to anyone who could invent a clock accurate enough for use in navigation at sea.
(In the early 1800’s, clocks were first mass-produced and became much cheaper.
At the beginning of the 20th century, only women wore wristwatches. Men wore pocket
watches. However, in the First World War (1914 – 1918), soldiers wore wristwatches
because taking out a pocket watch to check the time was difficult or impossible in battle.
After the war was over, it was considered "socially acceptable" to wear wrist watches
and they became popular. )
In 1927, Warren Marrison invented a watch, which used electrical currents running
through quartz crystals to cause vibration and tell the time very accurately. Digital
watches began to appear.
In 1999, scientists developed the caesium atomic clock. This uses the vibrations within
atoms and molecules to measure time. The atomic clock is off by only one second every
20 million years. This clock is the most accurate in the world. (Inventors are now
working on another clock, the ‘trapped ion clock’ which will lose one second every 10
billion years.)
- O.K. Did you get the main information? Check with a partner. Would you like
to ask me any questions to clarify something?
- Let them check their answers and then work through the information together,
discussing any details they are interested in.
COMMENTS
You may like to buy a book on time clocks e.g.
Science Museum: Time (Oxford)
ACTIVITY
INVENTIONS
07. YEARS & CENTURIES GAME
CONTENTS
-
Time expressions: ago, in, centuries, first, then, finally,
CONCEPTS some
- Cardinal and ordinal numbers
- Game
CONTENT BLOCKS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR A1 C
OBJECTIVE B1
B2
METHODOLOGY
MATERIAL Extra material for the teacher on the Web: Years & centuries
game cards
STEPS
- Download the copy and cut out and laminate the cards.
- Model the language. Put a year up on the board e.g. 1653. Ask them how we say this
(sixteen fifty three). Then ask them what century it is. (The 17th century). Run
through a few more examples.
- Hand out ALL the cards to the students. Depending on the size of your class, some
students may have 2.
- Ask them to look at their cards and practise the years and the centuries. Help any
individuals with difficulties.
- Ask who has the card with START written on it. The student with that card says the
year on his / her card. (Nine hundred and thirty seven)
- Everyone listens carefully and looks for the corresponding century. (Tenth century)
- The player who has the card with the corresponding century says “I have it’ – the
tenth century”.
- That same student then says the year written on his / her card (Nineteen fifty nine)
- The game continues until all the cards have been used.
ACTIVITY
INVENTIONS
08. INVENTIONS THROUGH TIME
CONTENTS
Informative text:
CONCEPTS Components:
Human achievements: timekeeping, flying, writing and
printing, photography, telephone.
Structure:
- The passive, past
- Time expressions: ago, in, centuries, first, then, finally,
some
Reading
PROCEDURES Reading comprehension:
CONTENT BLOCKS
- Pre-reading stage:
o Selecting the type and purpose of reading.
o Activating previous knowledge.
- Reading stage:
o Identifying the most important information and
differentiating between the main and secondary ideas.
o Deducing meaning using contextual keys.
o Checking
Oral production
Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Participation
ATTITUDES - Group work
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR A1 B1
OBJECTIVE A2
B2
METHODOLOGY
MAIN Individual
INTERACTION
STEPS
- Tell the students that in groups of 3 they are going to present a poster of the process
in time of a specific invention. (Just as you did with the history of clocks)
- In order to do so they need information about the invention. Tell them that each
group is going to have information about a different invention.
- Make similar ability groups and give out the information texts according to their
abilities.
- Easier: Transport on water, Ice-creams, Chocolate, Flying
- Medium: Transport on wheels, Money, Writing & printing, Recording sound
- More difficult: Photography, Telephone or another (if they are interested in
looking for the information themselves).
- They have to summarise the information to put it on a poster. What information are
they going to select from the text?
- Remind them of the previous activity: The timeline about 'History of time
keeping'. The most important information was each step in the process through
time of the invention. Their poster will also be a timeline reflecting the main
steps in the development of their invention. So that’s the information they have
to look for in the text.
- How will they present the information on the poster? Date + main information +
pictures / illustrations
- Ask them to turn to page 52 and run through the working procedure.
1. First reading of the information, individually to get the main ideas.
2. Second reading, individually (using the dictionary if necessary) to select the
main points and write notes on page 52.
3. Check with the group to see if agree on main points. (Read again with group)
- Ask them to start working.
INVENTIONS
PASSIVE FORM
CONTENTS
Informative text:
CONCEPTS Components:
Human achievements: timekeeping, flying, writing and
printing, photography, telephone.
Textualisation
PROCEDURES - Applying grammatical rules.
Oral Production
Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR A1 C
OBJECTIVE A2
B2
METHODOLOGY
MAIN Individual.
INTERACTION
STEPS
- Tell the students that we are going to look at the language necessary to talk about the
process of inventions.
- Ask them to turn to page 53 and read the first part of the text about clocks.
- Ask them to underline the verbs. They will find examples of present tense but
mainly past tenses and many examples of the passive.
- Ask them to write down all the passive form examples in the box.
- Analyse the forms ‘was invented’ ‘were made’ together on the board.
- These examples of the PASSIVE are in the past. Ask the students how they are
formed and get them to write the conclusions into the box. E.g. The passive is
formed in the past with the simple past of the verb ‘to be’ and the past participle of
the main verb.
COMMENTS:
- If you want to do a bit of drilling; converting active sentences to the passive, you
could use the following sentences
INVENTIONS
PREPARATION
CONTENTS
Informative text:
CONCEPTS Components:
Human achievements: timekeeping, flying, writing and
printing, photography, telephone.
Structure:
The passive, past
- Time expressions: ago, in, centuries, first, then, finally,
CONTENT BLOCKS
- Textualisation:
- Revision:
o Identify mistakes and correct
Oral production:
- Contextualising the text:
o Defining the aim
o Selecting the style.
- Planning:
o Analysing the discourse.
o Choosing info.
o Organising info.
- Revision:
o Simulating the presentation
Use of ICT.
Participation
ATTITUDES Group work
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR A1
OBJECTIVE A2
B1
B2
C
METHODOLOGY
STEPS
- Explain to them that they are going to produce a poster with the timeline of the
invention they have previously underlined
- Ask them to turn to the checklist on page 55 and, if necessary, run through the main
points of action.
- Get them in their groups of 3.
- Go around helping and checking their draft presentations with them.
COMMENTS:
- At some point towards the end of the preparation stage, do an example of a bad and
good presentation with the students. Elicit the differences, good and bad points.
Bad presentation
- No questions, activities to get the listeners into the picture
- No interaction.
- No eye contact
- No pictures or realia.
- Memorised sentences delivered monotonously.
INVENTORS
TIMELINE PRESENTATION
CONTENTS
Informative text:
CONCEPTS Components:
Human achievements: timekeeping, flying, writing and
printing, photography, telephone.
Structure:
The passive, past
Time expressions: ago, in, centuries, first, then, finally, some
years later, etc.
Oral production:
CONTENT BLOCKS
METHODOLOGY
MAIN Individual
INTERACTION Whole group
STEPS
- Explain to them that they are going to present their posters orally. Remind them of
the good and bad examples.
3 Presenters
Table
Listeners
- Ask the students to take their activity sheet page 56 to fill in and make sure everyone
understands what they have to do.
- Set a time limit and ask everyone to move around to the next table at the same time.
- Take in the listeners’ timelines to check.
- Change round and follow the same procedure with the other half
CONTENTS
- Narrative text
CONCEPTS
- Listening carefully.
CONTENT BLOCKS
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 A1
OBJECTIVE C
METHODOLOGY
MAIN - Individual
INTERACTION - Whole group
STEPS
- Explain to the students that they are going to watch a film on an inventor.
- Show them the cover.
- Ask them if they know anything about the characters Wallace and Gromit. There are
3 short films ‘A Grand Day out’, ‘A Close Shave’ and this one ‘The Wrong
Trousers’ and a number of shorts. There is also a full length feature film ‘The Curse
of the Were Rabbit’.
- There is not much language. It is just a short 30” film to watch, enjoy and talk
about.
- Run through the rest of the handout. Some things they can make notes on as they
watch.
- Play the film.
- Discuss.
COMMENTS:
A DVD is available with three films: A Grand Day out’, ‘A Close Shave’ and ‘The
Wrong Trousers’.
INVENTORS
SUMMARY Board game about inventors and their inventions.
CONTENTS
Oral Production
PROCEDURES Expressing the discourse:
- Asking questions and giving information.
- Listening attentively.
- Effective use of taking turns to speak.
Participation
ATTITUDES Respect
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1
OBJECTIVE C
METHODOLOGY
STEPS
- Tell them that they are going to play a game in pairs about inventors and their
inventions
- Arrange the class in pairs. One is A, the other is B.
- Ask them to look at pages 58 – 61 of the activity sheets. Each pair must have a
board, a dice, two different coloured counters, a page of questions each and the
answers’ file.
- There are two routes so one player is on route A and the other one on route B.
- Student A begins by throwing the dice and moving the counter. If he/she lands on
square 5, for example, student B looks at his/her question sheet and asks A the
question number 5.
- Student A must answer in a maximum of one minute and they must also say the full
sentence, looking for the right answer on the facts’ sheet.
- There are 4 types of questions: Run through an example before playing.
1. Who invented the credit card? Ralph Sheider invented it.
2. When was the credit card invented? It was invented in 1950.
3. What did Ralph Sheider invent? He invented the credit card.
4. Where was the credit card invented? It was invented in the United States.
- If student A answers correctly, then he/she throws the dice again. B throws the dice
only when A cannot answer or answers incorrectly, and so on.
- A player can only have a maximum of 3 consecutive throws. After 3 turns the other
player must throw.
- The first to finish wins the game. But they have to reach 45 exactly. If not, they
bounce back.
COMMENTS:
- Keep the game in the class for early finishers to play another day
INVENTORS
SUMMARY Asking and answering questions about a child inventor.
CONTENTS
Reading comprehension:
PROCEDURES o Identifying the most important information and
differentiating between the main and secondary ideas.
o Deducing meaning using contextual keys.
o Use of the information: answering questions
METHODOLOGY
MAIN Individual
INTERACTION
STEPS
- Tell the students you are going to reflect on the language for asking and answering
questions. They will need this for the following activity on interviewing inventors.
INVENTORS
SUMMARY Reading about an inventor and writing the answers to a short
questionnaire.
CONTENTS
- Informative text
CONCEPTS
- Biographies
- Inventors: Edison, Babbage, Braille, Galileo, Marie Curie,
Einstein, Strauss, William Kellogg.
- Inventions: Light bulb, calculating machine, Braille
system, telescope, X-rays, theory of relativity, jeans,
cornflakes...
- Inventing
CONTENT BLOCKS
Reading comprehension:
PROCEDURES - Pre-reading stage:
o Selecting the type and purpose of reading.
o Activating previous knowledge.
- Reading stage:
o Identifying the most important information and
differentiating between the main and secondary ideas.
o Deducing meaning using contextual keys.
o Checking
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR A2 B1
OBJECTIVE B2
MAIN - Individual.
INTERACTION - Group work
STEPS
- Remind the students that in this sequence (refer to the organigram) they are going to
be looking at inventors. Tell your students that they are going to prepare a debate, in
which they are going to take the role of an inventor, interview each other and decide
which of the given inventors was the most important for the human race.
- Ask the students to get into groups of three.
- Tell them the different inventors they can choose from and make them aware of the
different difficulty levels of the texts.
- Ask each group to choose an inventor (or decide yourself, if they can’t reach an
agreement).
- Ask them to read the biography of their inventor first individually, underline the
most important information and answer the questions on pages 64 and 65. (If
necessary at home)
- When they are ready, ask them to get back into their groups and check their answers.
- Go around checking the comprehension work.
- Each member of the group writes down the definitive answers on their activity
sheets.
- Question 10 is the key question. Apart from finding any interesting data, they are
going to think and note down the different reasons that make their inventor
important or special. (How important is this invention for humanity? Could we live
without it? Did this invention help in the development of other inventions? Etc.)
INVENTING
INVENTORS & DEBATING
CONTENTS
cornflakes...
- ‘Wh’ questions, pro-forms.
Oral Production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of turn-taking to speak.
Participation
ATTITUDES Respect
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B2
OBJECTIVE
METHODOLOGY
STEPS
COMMENTS:
- The second round could take place on another day to give the students a bit more
time to prepare more arguments.
- Try to video the debate if you can to use for feedback on oral production, debating
techniques, etc.
INVENTING
SUMMARY Looking at some strange machines and guessing what they are
and how they work.
CONTENTS
- Inventions
CONCEPTS - To + infinitive
- For + ‘ing’
Oral production:
CONTENT BLOCKS
PROCEDURES - Expressing:
• Clear ideas, information...
• Use of linguistic resources
Written production
- Textualisation:
o Applying grammatical rules.
- Revision:
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 C
OBJECTIVE B2
METHODOLOGY
STEPS
- Bring in a gadget you have at home or at school. Choose a fairly obscure instrument.
- Show the students and ask them in pairs to discuss and write down what they think it
is used for.
- When they have all thought of something, ask them for their suggestions. Don’t tell
them straight away who is right or wrong. This gives more people more chance to
speak.
- Then tell them who guessed right or what it really is used for. Model the language:
It is used for ……ing.
Ask them all together how it works. Again model the language.
- Tell them that they are going to try to guess the utility and working procedures of
some more strange gadgets.
- Ask them to turn to pages 68 and 69.
- Now explain to them that you are going to read the key to one of the gadgets at
random. They have to listen to the information and try to identify the machine.
It is used for milking cows: The cylinders are placed on the udders (or teats) of the
cow.
- Once they have identified the machine, elicit the language you used and write it up
on the board for them.
- Now tell them that they have to discuss in groups and try to guess the information
about the rest of the machines and write it on the handouts using the models they
have.
- Once they have finished, ask a member of each group to read aloud their guess for
each one of the machines. Discuss the possible different answers and ask the pupils
to try to justify their guesses.
- Then you read out the correct answers:
1. It is used for having a shower: Water is pumped to the top of the machine and
falls down as a shower.
2. It is used for indicating time: It has a hole in the bottom. Water is placed in the
bowl and it drips out of a hole in the bottom. The passing of time is indicated by
the level of water.
3. It is used for cooking food: The pot is heated and pressure builds up to cook the
food.
4. It is used for milking cows: The cylinders are placed on the udders (or teats) of
the cow.
5. It is used for cutting butter: Stainless steel wires turn one stick of butter into 18
uniform individual servings, just like in restaurants.
6. It is used for ironing shirts: The shirt is put on a hanger and then hot air is blown
through the shirt to eliminate the creases.
7. It is used for accessing the Internet without hands: The computer is worn as a
headset.
INVENTING
SUMMARY Identifying the key properties of inventions and inventing in a
text and filling in a mind map.
CONTENTS
- Reading stage:
o Identifying the most important information and
differentiating between the main and secondary ideas.
o Deducing meaning using contextual keys.
o Checking
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 A2
OBJECTIVE B2
METHODOLOGY
MAIN - Individual
INTERACTION
STEPS
- Explain that inventions do not simply occur automatically. There’s usually a story
behind them. Think of an example – maybe anaesthetic is an easy one. Why was it
invented? Because people suffered a lot of pain when undergoing surgery.
- Ask the students what else is needed for an invention to be made or to be successful.
- Brainstorm their ideas onto the board.
INVENTIONS
- Then ask them to read the text ‘What is an invention?’ and fill in the mind map with
the concepts mentioned in the text.
- Help slower readers by pointing out that they are not going to read every word, they
are just looking for similar concepts to those brainstormed on the board. Usually
there will be one main concept per paragraph.
- Let them check with each other.
- Only check any doubts with the whole group. But do let the text lead to discussion
on any points they are interested in e.g. Leonardo da Vinci, ethics etc.
INVENTING
SUMMARY Matching inventions with needs.
CONTENTS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1
OBJECTIVE B2
METHODOLOGY
STEPS
COMMENTS:
- You could ask the students to write down 5 sentences for homework.
Some ideas:
• Anaesthetic to take away the pain.
to keep people still during operations.
• Wheel to move objects from one place to another.
• Mobile phone to contact anyone from any place.
• Air-bag to protect passengers against injury in car accidents.
• Gore-tex to make outdoor clothes and equipment water proof.
• Sky scrapers to use space in the air when space on the ground is limited.
• Tin cans to preserve food for longer.
• Tractors to move heavy loads without having to use (and look after)
animals.
• Flushing toilets to dispose of human waste effectively in the towns.
• Keys to keep property and objects safe.
• X-ray machines to see internal damage (e.g. broken bones) to treat more
effectively.
• Heating to keep people warm in the cold.
• Toothpaste to keep teeth clean and healthy.
• Internet to access a lot of information fast.
ACTIVITY
INVENTING
20. STEPS TO INVENTING
CONTENTS
Reading comprehension:
PROCEDURES - Pre-reading stage:
o Selecting the type and purpose of reading.
o Activating previous knowledge.
CONTENT BLOCKS
- Reading stage:
o Identifying the most important information and
differentiating between the main and secondary ideas.
o Deducing meaning using contextual keys.
Oral production
Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 A2
OBJECTIVE B2
METHODOLOGY
MAIN - Individual
INTERACTION
STEPS
PROBLEM:
• Investigate and analyse problems that need solving.
• Identify where inventions are needed.
SOLUTION - DESIGN:
• Think of possible ideas to solve the problem.
• Draw draft ideas for the invention.
PROMOTION:
• Think who will buy the product.
• Think of the possible price of the product.
ASSESSING:
• Criticise the invention: the good and bad aspects.
• Give advice about possible improvements.
ACTIVITY
INVENTING
21. HOW TO SOLVE A PROBLEM
CONTENTS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
CONTENT BLOCKS
Reading comprehension:
- Pre-reading stage:
o Selecting the type and purpose of reading.
o Activating previous knowledge.
- Reading stage:
o Identifying the most important information.
o Deducing meaning using contextual keys.
o Checking
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1 A2
OBJECTIVE B2
METHODOLOGY
STEPS
- Tell the pupils that they are going to become inventors. They will try to design small
inventions to solve everyday problems.
- Tell them that first you are going to do an example together.
- Bring a baseball bat and glove (or show a picture or drawing) and show it to the
students. Tell them something like… “I’m a 13 year old boy / girl. I play baseball in
a team. I have training twice a week and matches on Saturday at the baseball club.
And I have a problem with my bat and gloves. What do you think that problem
is?”........ if nothing is forthcoming. “O.K. I go to training and matches on my bike.
What is my problem?... Yes, I can’t carry it in a bag or in my hand because it is too
big. Can you think of any solutions to my problem?....... etc.
- When you have brainstormed the problem, possible solutions and construction etc.
ask them to turn to pages 74 and 75 and run through the example on paper.
ACTIVITY
INVENTING
22. INVENTING TO SOLVE PROBLEMS
CONTENTS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
CONTENT BLOCKS
Written production
- Contextualising the communicative activity:
o Defining the aim (writing steps to inventing)
- Textualisation:
o Development of organization.
o Applying grammatical rules.
- Revision:
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B1
OBJECTIVE B2
METHODOLOGY
MAIN - Groups of 3 / 4
INTERACTION
STEPS
- Tell the pupils that now they are going to become inventors. They will try to
design small inventions to solve everyday problems, following the steps of an
invention.
- Remind them of the example about Baseball equipment.
- Now they are going to get into groups of three / four to ‘invent’. Together they
have to design and make an invention in response to a problem.
- Give out the handout. Ask them to work in their groups to think of a problem
and come up with a solution to the problem in the form of an invention, which
they will design, improve, make, and decide how to market. Remind them to
refer to the previous activities.
- Set a time limit for the completion of the invention and preparation of the
presentation. (See procedure for ‘Presenting our inventions’)
COMMENTS:
- If you could coordinate with the technology teacher to use the technology
facilities or time in the school, so much the better. Otherwise, the physical
preparation of the invention will have to be done at home.
INVENTING
INVENTIONS CONVENTION
SUMMARY Preparing and presenting the inventions and choosing the best
ones in the class.
CONTENTS
Oral production:
PROCEDURES
- Contextualising the communicative activity:
o Defining the aim
o Selecting the style.
- Planning:
o Selecting, organising and dividing the content.
CONTENT BLOCKS
- Expressing:
o Clear ideas, information...
o Use of examples
o Use of linguistic resources
o Effective, appropriate prosodic gestural discourse.
o Using questions
- Assessment:
Participation
ATTITUDES
OTHER SKILLS FOR ACTIVITY
CONSTANTS FOR B2
OBJECTIVE
METHODOLOGY
STEPS
- This activity obviously follows on from the previous activity; ‘Inventing to solve
problems’
- The groups have designed and made their inventions. Now they have to prepare
their presentation for the rest of the class.
- Give out the checklist. Run through it if necessary. With the checklist, they
should be fairly autonomous. Set a time for the presentations.
COMMENTS:
- Don’t forget to leave some time for self assessment and group discussion of the
unit.
CONTENTS
CONCEPTS
CONTENT BLOCKS
Oral production
PROCEDURES Expressing the discourse:
- Expressing ideas, information, and opinions.
- Listening attentively and assessing the contributions made
by others, asking questions and making appropriate
comments.
- Effective use of taking turns to speak.
ATTITUDES Autonomy
METHODOLOGY
MAIN Individual
INTERACTION
- Activity sheet p. 80
MATERIAL - Previous activity sheets and work.
STEPS
- Leave a bit of time to assess the unit in general using the assessment sheet.
- Remind them of how you did the assessment sheet in the first unit.
- Ask them to turn to page 80. Revise some of the ideas you had for music and
then ask them to work by themselves.
- Use the assessment pages to check how the students viewed the unit and their
THE WORLD OF
INVENTIONS
EXTRA ACTIVITIES
FOR THE READER
THE WORLD OF
INVENTIONS
SUMMARY Scanning the texts for specific information.
STEPS:
- Read out or hand out the questions and get the students to scan the two pages as quickly as
they can for the answers.
THE WORLD OF
INVENTIONS
SUMMARY Scanning the texts for specific information.
MATERIAL Reader p. 21
Students’ CD 2. Texts 1: Track 9
Handouts
STEPS:
DO YA KNOW ‘EM?
2. Alessandro Volta
3. Samuel Morse
4. Wilhelm Geiger
5. Louis Braille
6. Louis Pasteur
8. Rudolf Diesel
9. Amelia Bloomer
DO YA KNOW ‘EM?
• Read the poem and find the rhyming words from the box below.
Joyce Sidman
Yes? Beer BOOM! him? Braille
STEPS:
- Talk about the book. Has anyone read it? Seen the film? What is it about?
- Ask them to read. Then ask comprehension questions.
- Finally play the CD to listen and read again.
1. Why is Willy Wonka showing some children his famous chocolate and sweet factory?
2. What does Violet Beauregarde love to do all day?
3. Why is the chewing gum so special?
4. What are some of the advantages of using the chewing gum meal?
5. What meal does the chewing gum stick contain?
6. Why does Willy Wonka not want Violet to eat the gum?
7. What do you think will happen to Violet when she eats it?
8. If you could choose a 3 course meal in one chewing gum stick, what would it be?
THE WORLD OF
INVENTIONS
SUMMARY Listening to the songs to fill in the lines.
STEPS:
- You may like to just play and sing the song. The lines are quite long, you will have to
back chain some of them.
- You could get them to listen and fill in some of the lines (or parts of the lines). See
attached handout.
- Once they know the song, you can ask them to think of other changes that might happen if
you go into the machine.