THE WORLD OF INVENTIONS TEACHER’S GUIDE · 2017-01-16 · THE WORLD OF INVENTIONS TEACHER’S GUIDE . THE WORLD OF INVENTIONS ... inventions and a quiz about the birthplace of very

THE WORLD OF INVENTIONS

SUBJECT PROJECTS 1


TEACHER’S GUIDE


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.

INVENTIONS THROUGH TIME 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).

INVENTORS AND THEIR INVENTIONS 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.

© IKASTOLEN ELKARTEA – SUBJECT PROJECTS 1 2


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

Eyewitness: Invention (Dorling Kindersley) 0751364894. Visually excellent. Photos & illustratons. (8+) 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.

Questions and Answers: Inventions (Kingfisher) 0753404818 Cheaper illustrated book. Clear texts for younger learners. 1000 Inventions (Dorling Kindersley) 0751339288. Chronological approach. Hardback. Stories behind some famous inventions. Photos from Science Museum collection.

Mammoth Book of Great Inventions (Mammoth) 1841199036. Chronological approach. Not so nice visually. Paperback. But lots of information. How Cool stuff works (Dorling Kindersley) 1405308370. Hardback. Lots of visuals but more explanation too. (8+)



Ideas for FILMS Wallace & Gromit: A Grand Day Out. The Wrong Trousers. & A Close Shave. Brilliant plasticine animated stories about an inventor (Wallace) and his dog (Gromit) for a walk. Worth buying for the school. (Each story - 30 minutes.)

The Iron Giant Good cartoon version of classic anti-war story by Ted Hughes. 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)


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


ACTIVITY LIST

INTRODUCTION Act. 1: Inventors and their inventions. Card memory game to match inventors with their inventions. Act. 2: When was it invented? Quiz on dates of inventions. Act. 3: Reflection on language: numbers & dates Identifying and practising numbers, dates and time expressions. Act. 4: Where was it invented? Matching inventions with their countries of origin. Act. 5: Planning the project Brainstorming the contents of the project, and going through the chart describing the project. SEQUENCE 1: INVENTIONS THROUGH TIME Act. 6: History of clocks Identifying the main stages in the history of clocks and timekeeping, and transferring dates onto a time line. Act. 7: Years & centuries game Whole group game matching years and centuries. Act, 8: Inventions through time Summarising the process through time of a specific invention. Act. 9: Reflection on language: the passive form Identifying and analysing the passive forms in the texts. Act. 10: Retrieval task: invention timeline preparation Producing a poster to show the chronological process of the previously summarised invention and preparing the text for the oral presentation of the poster. Act. 11: Retrieval task: invention timeline presentation Presenting group posters with timelines of inventions while the listeners fill in empty time lines. Act. 12. Film – the wrong trousers Watching a film about an inventor and his dog.



SEQUENCE 2: INVENTORS & THEIR INVENTIONS Act. 13: The inventions game Board game about inventors and their inventions. Act. 14: Reflection on language: ‘wh’ questions Asking and answering questions about a child inventor. Act. 15: Finding out about inventors Reading about an inventor and writing the answers to a short questionnaire.

Act. 16: Retrieval task: interviewing inventors and debating Interviewing all the inventors in the classroom and holding a balloon debate to decide on who has contributed most to humanity.

SEQUENCE 3: INVENTING Act. 17: What’s this gadget used for? Looking at strange machines and guessing what they are and how they work. Act. 18: What is an invention? Identifying the key features of inventions and inventing, and filling in a mind map Act. 19: Needs, needs, needs Matching categories of need with actual inventions. Act. 20: Steps to inventing Discussing and analysing an example of inventing to solve a problem. Act. 21: How to solve a problem Discussing and analysing an example of inventing to solve a problem. Act. 22: Inventing to solve problems Designing and making and invention to solve problem. Act. 23: Retrieval task: inventions’ convention Preparing and presenting the inventions and choosing the best ones in the class. Act. 24: Assessing the unit




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.

2. To present a clear and well-structured poster presentation orally, describing the

historical process of a certain invention and using the language characteristic to this type of text.

3. To select relevant information from written biographies. 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. 5. To produce a design of a simple invention, having identified and discussed the

characteristics of inventions and inventors, and present it orally. 6. To participate actively and respectfully in classroom conversations, and work

cooperatively or autonomously, as appropriate, in class tasks and homework assignments.


© IKASTOLEN ELKA 8 RTEA – SUBJECT PROJECTS 1

THE WORLD OF INVENTIONS Content blocks Con

st. Didactic objectives

Concepts Procedures Attitudes Activities

B1 0. To demonstrate previous knowledge about the subject and display positive attitudes towards the general theme of the unit.

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 turn-taking to speak.

- Participation

- Inventors and their inventions. - When was it invented? - Reflection on language. - Where was it invented? - Planning the project

A1, A2, B2

1 S. 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.

Informative text: 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.

Listening comprehension: - Pre-listening stage

o Defining the purpose o Selecting the type of listening o Activating prior knowledge 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.

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 - Post reading stage:

o Use of the information: completing a timeline.

Written production: - Contextualising the communicative

- Group work

- Respect in classroom conversations.

- Participation.

- History of clocks. - Inventions through time. - Years and centuries game. - Reflection on language: the passive

form.



activity: o Defining the aim o Choice of format: paper or

computer or poster. o Selecting a type of text. o Looking for information.

- Planning the text:

o Producing ideas. o Selecting information. o Organising 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 process of certain inventions, summarise information texts and transfer the information to timelines, with the help of the teacher.

Informative text: Human achievements: timekeeping, transport on wheels, transport on water, , recording sound, money. The passive, past

Time expressions: ago, in, centuries, first, finally, in …


o Defining the purpose o Selecting the type of listening o Activating prior knowledge o Predicting

- Listening stage

o Interpretation of the content of the text

o Interpretation of the form o Retention of the relevant

information






- Group work


- Participation.

- History of clocks. - Inventions through time. - Years and centuries game. - Reflection on language: the passive

form.






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 C

2 S. To present a clear and well-structured poster presentation orally, describing the historical process of a certain invention and using the language characteristic to this type of text.

Informative text: Human achievements: timekeeping, flying, writing and printing, photography, telephone. The passive, past Time expressions: ago, in, centuries, first, then, finally, some years later... Oral presentations.

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

- Expressing ideas: o Clear ideas. o Use of linguistic resources o Effective appropriate use of

prosodic gestural elements. - Use of ICT / multimedia.

- Participation. - Years and centuries game. - Reflection on language: the passive

form. - Retrieval task: invention timeline

presentation.



2 B. To present a simple poster presentation orally, describing the historical process of easy inventions and trying to use the language characteristic to this type of text.

Informative text: Human achievements: timekeeping, flying, writing and printing, photography, telephone. The passive, past Time expressions: ago, in, centuries, first, then, finally, some years later... Oral presentations.





- Expressing ideas: o Clear ideas. o Use of linguistic resources o Effective appropriate use of

prosodic gestural elements. Use of multimedia.

- Participation. - Years and centuries game. - Reflection on language: the passive

form. - Retrieval task: invention timeline

presentation.

3 S. To select relevant information from written biographies

Informative text:

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








- Autonomy to look for information and to carry out task.

- Finding out about inventors.

A2

3 B.To select some information from written biographies with the help of the teacher. Informative text:

Biographies








o Checking

- Autonomy to look for information and to carry out task.

- Finding out about inventors.


© IKASTOLEN ELKA PROJECTS 1 12 RTEA – SUBJECT

- Post reading stage:


4 S. To describe the lives of famous inventors and their inventions and contrast ideas in a discussion, participating actively and making relevant and respectful contributions.

Persuasive- Argumentative text: Multi –managed: conversation, discussion.



Wh questions, pro-forms.

Oral production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the



- Participation - Respect

- Film ‘The wrong trousers’ - Retrieval task: Interviewing inventors. - The inventions game. - Reflection on language: ‘Wh’ questions.

B1 C

4 B. To describe the lives of famous inventors and their inventions and contrast ideas in a discussion, trying to participate as much as possible and respectful contributions

Persuasive- Argumentative text: Multi –managed: conversation, discussion.



Wh questions, pro-forms.

- Oral production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the



- Participation - Respect

- Film ‘The wrong trousers’ - Retrieval task: Interviewing inventors. - The inventions game. - Reflection on language: ‘Wh’ questions.

B1 B2

5 S. To produce a design of a simple invention, having identified and discussed the characteristics of inventions and inventors, and present it orally.

Informative and argumentative texts. Inventing

Written production - Contextualising the communicative

activity: o Defining the aim (writing

steps to inventing) - Planning the text:


- Textualisation:

o Development of organization. o Applying grammatical rules.

- Revision:

- Autonomy.

- Concentration.

- What’s this gadget for? - What is an invention? - Needs, needs, needs. - Steps to inventing. - How to solve a problem. - Inventing to solve problems. - Retrieval task: Inventions convention.



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, having identified and discussed the characteristics of inventions and inventors, and present it orally.

Informative and Argumentative texts. Inventing

Written production - Contextualising the communicative

activity: o Defining the aim (writing

steps to inventing) - Planning the text:


- Textualisation:


- Revision: Oral production: - Contextualising the communicative

activity: o Defining the aim o Selecting the style.

- Planning: o Selecting, organising and

dividing the content.

- Autonomy.

- Concentration.

- What’s this gadget for? - What is an invention? - Needs, needs, needs. - Steps to inventing. - How to solve a problem. - Inventing to solve problems. - Retrieval task: Inventions convention.



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:

7 S. To participate actively and respectfully in classroom conversations, and work cooperatively or autonomously, as appropriate, in class tasks and homework assignments.

Conversation Participation Cooperation Autonomy

All oral activities. All

7 B. Make an effort to participate respectfully in classroom conversations and work with the help of the teacher in class tasks and homework assignments

Conversation Participation Cooperation Autonomy

All oral activities.

CONSTANTS: A: COMPREHENSION B: PRODUCTION C: REFLECTION ON LANGUAGE A 1: LISTENING B 1: SPEAKING A 2: READING B 2: WRITING



PLAN OF ACTIVITIES

WEEK

ACTIVITY

OBJ

CONST ASSESS

HOMEWORK

1.

1. Inventors & Inventions

2. When was it invented? 3. Numbers & dates 4. Where was it invented? 5. Planning the project SEQUENCE 1 6. History of clocks

0, 6 0, 6 0, 6 0, 6 0, 6 1, 6

B1, C A1, A2 C C B1 B1 A1, B1

- Get an idea of students previous knowledge of concepts and use of lang. (passive, dates etc.)

- Participation - Interest - Check timeline

(Revise inventors) Copy time expressions in notebook

2.

Talk about inventors / inventions Revise numbers, dates etc. 7. Years & centuries game 8. Inventions through time 9. Reflection on language:

passive 10. Invention timeline

preparation.

(Reader activity)*

1, 6 1, 6 1, 6 1, 2, 6

C A2 C B1, B2

- Check dates - Check information

underlined. - Check activity sheet - Go round and check /

take in draft

Look for information about inventions. Preparing presentations

3.

Talk about inventors / inventions Revise past participles e.g. Bingo 11. Invention timeline

presentation. SEQUENCE 2 13. Inventions game* 14. ‘Wh’ questions 12. Film: The wrong trousers*

2, 6 3, 6 4, 6 4, 6

B1, A1 A2, B1 A2, C A1

13. Assess presentation (structure, lang, concepts)

14. Listen to how manage to explain themselves

15. See who is having

difficulties e.g. scanning

16. Check / take in

(Could do at home)



4.

Talk about…. Revise… 15. Finding out about inventors 16. Interviewing inventors and

debating XMAS ACTIVITY: (e.g. Song: 12 days of Xmas)*

3, 6 4, 6

A2, B2 A1, B1, B2

- Check answers - Listen to answers and

check charts. - Listen to the reasons

5. .

Talk about ... holidays. Revision… SEQUENCE 3 17. What is this gadget for?* 18. What is an invention? 19. Needs, needs, needs* 20. Steps to inventing (Reader activity)*

5, 6 5, 6 5, 6 5, 6

B1, B2 A2, B1 B1, B2 A2

21. Check to how manage to explain themselves

22. Check mind maps 23. Check notes. Listen to

explanations. 24. Check activity sheet

for concepts

Look for gadgets

7.

Show gadgets 21. How to solve a problem 22. Inventing to solve problems (Reader activity *)

5, 6, 5, 6

B1, A2 B1, B2

23. Go round listening. 24. Check drafts and

group work

Bring in gadgets Making inventions

8.

23. Inventions convention 24. Assessing the unit

5, 6 6

B1 - SS assess inventions - T assess oral

production & concepts.

- Self assessment - Take in work for

general assessment

Preparing presentation

* = could be left out

CONSTANTS: A: COMPREHENSION B: PRODUCTION C: REFLECTION ON LANGUAGE

A 1: LISTENING B 1: SPEAKING A 2: READING B 2: WRITING



ASSESSMENT CHARTS

H.D. OBSERVATION CONTINUOUS

ASSESSMENT SHEET (BELOW)

ACTIVITY TEST

1 X X 2 X

X Retrieval task: Preparing and presenting timelines

3 X X 4 X X Debate 5 X X Retrieval task: invention 6 X

CONSTANTS PERCENTAGES

A: COMPREHENSION

A1: LISTENING

A2: READING

15%

20%

B: PRODUCTION

B1: SPEAKING

B2: WRITING

30%

15%

C: REFLECTION ON LANGUAGE 10%

D:ATTITUDES / EFFORT 10%

© GIPUZKOAKO IKASTOLEN ELKARTEA – SUBJECT PROJECTS 1 18

CONTINUOUS ASSESSMENT SHEET

SEQUENCE INTRO.

SEQUENCE 1 SEQUENCE 2 SEQUENCE 3 GEN

OBJECTIVE 0- Topic motivation 1- Summarise information texts and transfer the information to timelines

2- Perform a clear and well-structured oral poster presentation

3- Select relevant information in written texts

4- Describe lives of famous inventors and hold a debate

5- Design a simple invention and present it orally 6- Participate & make an effort

ACTIVITIES 1.

Inve

ntor

s and

thei

r in

vent

ions

2. W

hen

was

it in

vent

ed?

3. N

umbe

rs &

dat

es

4. W

here

was

it in

vent

ed?

6. H

isto

ry o

f clo

cks

7. Y

ears

& c

entu

ries g

ame

8. In

vent

ions

thro

ugh

time

9. R

efle

ctio

n on

lang

uage

:

10. P

repa

ring

timel

ines

11. P

rese

ntin

g ti

mel

ines

12. F

ilm: T

he w

rong

13. T

he in

vent

ions

gam

e

14. ‘

Wh’

que

stio

ns

15. F

indi

ng o

ut a

bout

an

inve

ntor

and

his

/her

in

vent

ion

16. I

nter

view

ing

inve

ntor

s an

d de

bate

17. W

hat’s

’ thi

s gad

get f

or?

18. W

hat i

s an

inve

ntio

n?

19. N

eeds

, nee

ds, n

eeds

20. S

teps

to in

vent

ing

21. H

ow t

solv

e a

prob

lem

22. I

nven

ting

23. I

nven

tions

’’ c

onve

ntio

n

Atti

tude

Hom

ewor

k

CONSTANTS B1 C

A1

A2 C

B1

A1 C

A2 C

B1

Dra

ft B2

B1

A1

A2

B1

A2 C

A2

B2

B1

A1

B2

B1

B2

A2

B1

B2

A2

A2

B1

B1

Dra

ft B2

B1

A1

CONSTANTS: A: COMPREHENSION B: PRODUCTION C: REFLECTION ON LANGUAGE

A 1: LISTENING B 1: SPEAKING A 2: READING B 2: WRITING






ACTIVITY DESCRIPTIONS


ACTIVITY DESCRIPTIONS



ACTIVITY

01. INVENTORS & INVENTIONS

SUMMARY

Card memory game to match inventors with their inventions.

INTR

OD

UC

TIO

N

CONTENTS DIDACTIC OBJECTIVES

0. To demonstrate previous knowledge about the subject and

display positive attitudes towards the general theme of the unit.

6. To participate actively and respectfully in classroom

conversations, and work cooperatively or autonomously, as appropriate, in class tasks and homework assignments.

CONCEPTS

- Inventions - The passive form: ‘was invented’

PROCEDURES

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. C

ON

TEN

T B

LOC

KS

ATTITUDES

Participation

OTHER SKILLS FOR ACTIVITY CONSTANTS FOR OBJECTIVE

B1

C

METHODOLOGY MAIN INTERACTION

Group work

MATERIAL

Extra material for teacher on the Web: - Playing cards: - Crib sheet

STEPS - Download the cards and photocopy the page for inventors and for inventions in



different colours. (Laminate them if you want them to last.) Prepare one set for each group of four.

- 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. INVENTORS AND THEIR INVENTIONS John Logie Baird Television Johannes Gutenberg Printing press Galileo Galilei Thermometer Montgolfier Bros. Hot-air balloon Samuel Morse Morse code



Alfred Nobel Dynamite Thomas Edison Light bulb Lumière Bros. Motion picture camera Cai Lun Paper Levi Strauss Jeans Alexander Graham Bell Telephone John Dunlop Pneumatic tyre William Kellogg Corn flakes J.L. Daguerre Daguerreotype (1st photographs) Laszlo Biro Pens Alexander Fleming Penicillin



ACTIVITY

02. WHEN WAS IT INVENTED?

SUMMARY

Quiz on dates of inventions.

INTR

OD

UC

TIO

N






CONCEPTS

- Inventions - Time expressions: ago, in, around, B.C., A.D.

PROCEDURES



- Effective use of taking turns to speak. Listening comprehension - Listening carefully. - Applying the knowledge acquired in the listening.

CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


B1 A1

C METHODOLOGY MAIN INTERACTION

Pair work Individual

MATERIAL

Activity sheets p. 48 & 49 CD player



Teacher’s CD. Track 37 Extra material for the teacher on the Web: Fact file

STEPS - Ask your students the following question:

Do you know when the flushing toilet was invented? (Use body language and non-verbal communication to explain the concept if they don’t understand it at first)

- Let them guess and write the date down in their notebook. - Ask different students for their guesses and write them up on the board (or ask a

student to be secretary for you). - Tell them they will find out the right answer in the following activity. - 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! Answers to the quiz: 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.



12. King Gyges of Lydia (Turkey) issued the first coins in 700 BC. They were made of a mixture of gold and silver.

13. The technique of canning foods was developed in France in the early 19th century. 14. The Sumerians, who lived in ancient Mesopotamia, were the first people to write down their

language in 3,500 BC. 15. In about 3,000 BC the first calculating machine (abacus) was invented and it is still in use in some

parts of the world. 16. The first water closet with a flushing cistern was designed by J. Harington in 1589.

It had a tank for water that emptied COMMENTS: You may decide to take this activity in to check listening comprehension.



ACTIVITY

03. REFLECTION ON LANGUAGE: NUMBERS

& DATES SUMMARY

Identifying and practising numbers, dates and time expressions.

INTR

OD

UC

TIO

N






CONCEPTS

- Cardinal & ordinal numbers, years, time expressions: in, on, ago

- Inventions

PROCEDURES



- Effective use of taking turns to speak.

CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


B1 C


Whole group

MATERIAL

Extra material for the teacher on the Web: - Poster of numbers & dates - Fact file

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

- We have examples of ‘in’, ‘ago’, years, cardinal and ordinal numbers. - Check that your students know how to say these numbers and expressions. - Put a few examples on the board (from the poster ‘Numbers & Dates’ if you like)

and test them out, eliciting the way to pronounce or express the various types of numerical reference.

- Ask them to write any expressions they do no know into their notebooks. - Put the poster up on the wall (enlarged) for future reference. Or give them a copy. - 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 The flushing toilet was invented in 1589. The game of rugby was invented in 1823.



ACTIVITY

04. WHERE WAS IT INVENTED?

SUMMARY

Matching inventions with their countries of origin.

INTR

OD

UC

TIO

N






CONCEPTS

- Names of countries.

PROCEDURES




ON

TEN

T B

LOC

KS

ATTITUDES

Participation


B1


Pair work Individual

MATERIAL

Activity sheet p. 50

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



throughout the Mediterranean to Europe. - Explain that for the third introductory activity, you are going to look at ‘where’

some great inventions were made. - Ask the students to turn to page 50. - Give them a few minutes with a partner to decide on the countries indicated on the

map. Best if you have a couple of maps up in the classroom. - Elicit the countries so that everyone knows. Drill the pronunciation a bit as you go

through the countries. - The United States of America - Mexico (land of the Aztecs) - Brazil (Amazonia) - Scotland - Tanzania (East Africa) - South Africa - Iraq (Ancient Mesopotamia) - India - China

- Tell them that working in pairs they have to match the inventions with the countries where they were invented.

- Check through the activity with them once they have finished. 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)



ACTIVITY

05. PLANNING THE PROJECT

SUMMARY

Brainstorming the contents of the project, and going through the chart describing the project. IN

TRO

DU

CTI

ON






CONCEPTS

PROCEDURES




ON

TEN

T B

LOC

KS

ATTITUDES

Participation


B1


Whole group

MATERIAL

Activity sheets p. 46 & 47

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.



- Ask them to write some ideas down so that the weaker ones are more able to participate in the following discussion.

- Write up the ideas on the blackboard. Take a mental note of what they are interested in, in order to adapt your plan and give more focus to those areas during the unit.

- Ask them to look at the organigram on page 47 for a few moments. Ask them to check if their predictions have been confirmed or not.

- Tell them we will refer to the organigram throughout the unit to see where we have got to.

- Link the objectives with the sequences and tasks on the organigram and explain how their work and progress will be assessed.

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.



ACTIVITY

06. THE HISTORY OF CLOCKS

SUMMARY

Identifying the main stages in the history of clocks and timekeeping, and transferring dates onto a time line.

INV

ENTI

ON

S


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.

6. To participate actively and respectfully in classroom conversations, and work cooperatively or autonomously, as appropriate, in class tasks and homework assignments.

CONCEPTS

Informative text: Human achievements: timekeeping. Structure: - The passive, past - Time expressions: ago, in, centuries, first, then, finally,

some

CO

NTE

NT

BLO

CK

S

PROCEDURES


o Activating prior knowledge o Predicting

- Listening stage

o Interpretation of the content of the text o Interpretation of the form o Retention of the relevant information







ATTITUDES

- Participation


OTHER SKILLS FOR ACTIVITY

CONSTANTS FOR OBJECTIVE

A1 B1 B2


Individual Pair work

MATERIAL

Activity sheet p. 51 Poster on clocks Realia Text on clocks

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



(Make the presentation your own with your own words.)

- 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.

http://rpsec.usca.sc.edu/Utilities/Pictures/Facility/tallSundial.jpg

http://www.explorelearning.com/ELContent/gizmos/ES_Deliverable/Activities/images/sept-sundial.gif



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.

http://www.chaostoorder.com/speaking/hourglass.gif



Thousands of sailors died because they were unable to find their exact longitude position because pendulum clocks would not work at sea. In 1761, John Harrison finally succeeded in inventing a small pocket watch (the Harrison timepiece 4) accurate enough to use for navigation at sea which lost only 5 seconds in 6½ weeks.

(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)

http://www.harmonics.com/lucy/lsd/h4.gif


© KASTOLEN ELKARTEA – SUBJECT PROJECTS 1 37

ACTIVITY

07. YEARS & CENTURIES GAME

SUMMARY

Whole group game matching years and centuries.

INV

ENTI

ON

S






CONCEPTS

- Time expressions: ago, in, centuries, first, then, finally, some

- Cardinal and ordinal numbers - Game

PROCEDURES




CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


A1 B1 B2

C


Whole group

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

08. INVENTIONS THROUGH TIME

SUMMARY

Summarising the process through time of a specific invention. IN

VEN

TIO

NS






CONCEPTS

Informative text:

Components:

Human achievements: timekeeping, flying, writing and printing, photography, telephone. Structure: - The passive, past - Time expressions: ago, in, centuries, first, then, finally,

some

CO

NTE

NT

BLO

CK

S

PROCEDURES

Reading Reading comprehension: - Pre-reading stage:

o Selecting the type and purpose of reading. o Activating previous knowledge.

- Reading stage:


o Deducing meaning using contextual keys. o Checking


o Use of the information: completing a timeline. Oral production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the contributions made





ATTITUDES

- Participation - Group work


A1 A2 B2

B1


Individual

MATERIAL

- Activity sheet p 52 - Extra material for the teacher on the Web. Inventions: (in

order of difficulty) Photography / The telephone / Recording sound / Writing & printing / Money / Flying / Chocolate / Transport on the road / Ice creams / Transport on water

- Reader p.26 – 28: Money & The telephone. - Dictionaries.

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.



ACTIVITY

09. REFLECTION ON LANGUAGE: THE

PASSIVE FORM SUMMARY

Identifying and analysing the passive forms in the texts. IN

VEN

TIO

NS


2. 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.



CONCEPTS

Informative text:

Components:

Human achievements: timekeeping, flying, writing and printing, photography, telephone. Structure: the passive, past

PROCEDURES

Textualisation - Applying grammatical rules. Oral Production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the contributions made



CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


A1 A2 B2

C




Individual.

MATERIAL

Activity sheets p. 53 & 54

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.

- Move to the following page. Ask them to look at the examples. - Give them some time to try and think through the examples in pairs. - Go through the examples to clarify the points again. - Let them write down when the passive is used. E.g. The passive is used when the

object is more important than the subject or when the agent (or who) is not known or not important.

COMMENTS: - If you want to do a bit of drilling; converting active sentences to the passive, you

could use the following sentences Example: People invented wheels 5,000 years ago.

“Wheels were invented 5,000 years ago” 1. Some men built gliders in the 1890s. 2. European men first printed newspapers in the early 1600s. 3. Somebody constructed the first airship in 1852. 4. German people showed the first electric locomotive in Berlin. 5. People called the first aircraft ‘gliders’. 6. They constructed The Great Wall of China in the 8th century. 7. An inventor demonstrated the first jet-engine in 1932. 8. They designed the first Volkswagen ‘Beetles’ in 1930. 9. People studied the Moon with telescopes in the 18th century.



ACTIVITY

10. RETRIEVAL TASK: INVENTION TIMELINE

PREPARATION SUMMARY

Producing a poster to show the chronological process of the previously summarised invention and preparing the text for the oral presentation of the poster.

INV

ENTI

ON

S


3. 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 present a clear and well-structured poster presentation

orally, describing the historical process of a certain invention and using the language characteristic to this type of text.



CONCEPTS

Informative text:

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.

CO

NTE

NT

BLO

CK

S

PROCEDURES

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.

- Revision:

o Identify mistakes and correct Oral production: - Contextualising the text:




Use of ICT. ATTITUDES

Participation Group work


A1 A2 B1 B2 C


Group work.

MATERIAL

- Activity sheet p. 55 - Previous activity sheets - All the necessary materials for poster making.

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.



ACTIVITY

11. RETRIEVAL TASK: INVENTION

TIMELINE PRESENTATION SUMMARY

Presenting group posters with timelines of inventions while the listeners fill in empty time lines.

INV

ENTO

RS


2. To present a clear and well-structured poster presentation

orally, describing the historical process of a certain invention and using the language characteristic to this type of text.



CONCEPTS

Informative text:

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.

PROCEDURES





- Expressing ideas: o Clear ideas. o Use of linguistic resources o Effective appropriate use of prosodic gestural

elements. Use of ICT.

CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


A1 A2



B1 B2 C


Individual Whole group

MATERIAL

- Prepared posters - Activity sheet: p. 56

STEPS - Explain to them that they are going to present their posters orally. Remind them of

the good and bad examples. - If you have 8 groups, 4 will present to 4. - If you have 6 groups, 3 will present to 3. - Once decided which group will present first, get the other groups (the audience) to

brainstorm some possible questions they might like to ask. e.g. When was ice-cream first invented? What was the first money made of?

- Set up ‘Txoko’ presentations. 3 Presenters

POSTER POSTER POSTER

POSTER

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



ACTIVITY

12. THE WRONG TROUSERS

SUMMARY

Watching a film about an inventor and his dog.


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.



CONCEPTS

- Narrative text

PROCEDURES

- Listening carefully. - Applying the knowledge acquired in the listening. - Expressing ideas, information, and opinions. - Listening attentively and assessing the contributions made



CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


B1 C

A1


- Individual - Whole group

MATERIAL

- DVD of the Wrong Trousers - Activity sheet p. 57



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. Inventions in the film:

- In the house - Walking trousers - In the museum

Expressions from the film:

- (To listen to and pick up)

COMMENTS: A DVD is available with three films: A Grand Day out’, ‘A Close Shave’ and ‘The Wrong Trousers’.



ACTIVITY

13. THE INVENTIONS GAME

SUMMARY

Board game about inventors and their inventions.

INV

ENTO

RS






CONCEPTS

7. Inventors & inventions

8. Wh questions, pro-forms.

PROCEDURES

Oral Production Expressing the discourse: - Asking questions and giving information. - Listening attentively. - Effective use of taking turns to speak. C

ON

TEN

T B

LOC

KS

ATTITUDES

Participation Respect


B1 C


Pair work

MATERIAL

- Activity sheet p. 58: 1 game board per pair - Activity sheet p. 61: 1 fact file each - Activity sheet p. 59: Questions student A asks - Activity sheet p. 60: Questions student B asks - Dice and counters

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



ACTIVITY

14. ‘WH’ QUESTIONS

SUMMARY

Asking and answering questions about a child inventor.

INV

ENTO

RS






CONCEPTS

- ‘Wh’ questions, pro-forms.

PROCEDURES

Reading comprehension: 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

Writing questions applying grammatical rules. C

ON

TEN

T B

LOC

KS

ATTITUDES

Participation


B1 C

A2 B2


Individual

MATERIAL

- Activity sheets p. 62 & 63

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.



- Ask them to turn to activity sheet page 62. - Tell them they are going to read a short text. Ask them to have a quick look and tell

you who the text is about. (Molly James) And what they think a ‘straw’ or a ‘straw fixer’ is. Tell them to look at the illustrations.

- Tell them to follow the instruction i.e. read the text and answer the questions. - Go around checking who has problems. - Go through the activity only if you see it necessary. - Ask them to move on to the second part of the activity. - Take it in if you want to see how they manage with WH questions. - If you see that the class has particular problem s with question formation; do some

further reflection and get them to take some notes in the notebooks.



ACTIVITY

15. FINDING OUT ABOUT INVENTORS

SUMMARY

Reading about an inventor and writing the answers to a short questionnaire. IN

VEN

TOR

S


3. To select relevant information from written biographies. 6. To participate actively and respectfully in classroom


CONCEPTS

- Informative text

- 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 PROCEDURES



- Reading stage:




o Use of the information: answering questions.

CO

NTE

NT

BLO

CK

S

ATTITUDES

Participation


A2 B1

B2




- Individual. - Group work

MATERIAL

- Activity sheets p. 64 & 65 - Extra materials for the teacher on the Web: Information

pages about inventors. - Reader: p. 18 - 20

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.)



ACTIVITY

16. RETRIEVAL TASK: INTERVIEWING

INVENTORS & DEBATING SUMMARY

Interviewing all the inventors in the classroom and holding a balloon debate to decide on who has contributed most to humanity.

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CONCEPTS

- Persuasive- Argumentative text: Multi –managed: conversation, discussion.

- 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...

- ‘Wh’ questions, pro-forms.

PROCEDURES

Oral Production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the contributions made



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ATTITUDES

Participation Respect


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- Whole group



MATERIAL

- Activity sheets p. 64 - 67

STEPS - The class is already divided in groups from the previous activity. - Explain they are going to hold a debate to decide on which of the presented

inventors has made the biggest contribution or been the most important for humanity. There will be two rounds to the debate.

- As they are holding a debate, tell your students to sit down in a big circle. - Explain the procedure of the debate:

- Each group will present their inventor in the circle. They start with an inventor and the rest of the groups ask questions in turns about this inventor. The presenters will answer questions and give some reasons as to why their inventor should be considered the most important for humanity.

- The listeners write down notes, with the information given, on a chart. - When all the inventors have been presented and the reasons given, give everyone a

few minutes to consult their notes and decide which inventor they think is the most important. I.E. THEY DO NOT HAVE TO JUST VOTE FOR THEMESELVES.

- Hold a vote to reduce the number of candidates to three. - In the second round of the debate, the students whose candidates have been

eliminated will now decide on the ultimate winner. - The candidates left in, must come up with some convincing arguments to get the

others to vote for their inventor. - Ask the students to put their case forward again. The audience can ask more

questions. A debate can ensue and when they have exhausted their arguments, hold another vote.

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.



ACTIVITY

17. WHAT’S THIS GADGET USED FOR?

SUMMARY

Looking at some strange machines and guessing what they are and how they work. IN

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5. To produce a design of a simple invention, having

identified and discussed the characteristics of inventions and inventors, and present it orally.



CONCEPTS

- Inventions - To + infinitive - For + ‘ing’

PROCEDURES

Oral production: - Expressing:

• Clear ideas, information... • Use of linguistic resources

Written production - Textualisation:

o Applying grammatical rules. - Revision:

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Participation


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- Pair work - Whole group

MATERIAL

- Activity sheets p. 68 & 69 - Dictionary - A gadget from home



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.



ACTIVITY

18. WHAT IS AN INVENTION?

SUMMARY

Identifying the key properties of inventions and inventing in a text and filling in a mind map. IN

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CONCEPTS

7. Informative and argumentative texts. - Inventing

PROCEDURES



- Reading stage:




o Use of the information: filling in a mind map.

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ATTITUDES

Participation


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A2


- Individual



MATERIAL


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.



ACTIVITY

19. NEEDS, NEEDS, NEEDS

SUMMARY

Matching inventions with needs. IN

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- To produce a design of a simple invention, having


- To participate actively and respectfully in classroom


CONCEPTS

- Inventions and inventing - To + ‘infintive’

PROCEDURES




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Participation


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- Individual or pair work

MATERIAL

- Activity sheet p. 72

STEPS



- Give out the worksheet. Read the speech bubbles at the top of the page with them and remind them of the basic idea: “necessity is the mother of invention”.

- Check that they know the meaning of the inventions. Ask for examples, mime (translation as a last resort)

- Explain that they have to decide what was the need or necessity that led to their invention.

- Do an example together; eliciting responses from the students. o E.g. Anaesthetic. - to take away the pain.

- to keep people still during operations. - Ask them to continue, in pairs or individually, discussing the needs that led to the

inventions. - Ask them for their responses, again modelling the appropriate sentences:

o E.g. Anaesthetic was invented because people suffered terrible pain during operations.

o E.g. Anaesthetic was invented to take away the pain during operations.

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

20. STEPS TO INVENTING

SUMMARY

Matching the activities involved in the different steps of inventing.

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CONCEPTS

- Informative and argumentative texts. - Inventing

PROCEDURES



- Reading stage:


o Deducing meaning using contextual keys. Oral production Expressing the discourse: - Expressing ideas, information, opinions. - Listening attentively and assessing the contributions made



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ATTITUDES

Participation


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A2

METHODOLOGY



MAIN INTERACTION

- Individual

MATERIAL

- Activity sheet: p. 73

STEPS - Remind them of the mind-map in ‘What is an invention?’ and go through the

characteristics of an invention to explain that an inventor has to take various things into account. (needs, imagination & solution, improvements, promotion).

- Now we are going to take a step towards making our own inventions by looking at the steps of inventing.

- Tell them they have to read some of the activities involved in inventing and match them to the steps.

- Do an example together. - Ask them to think of a few more activities that might be involved at one or more of

the 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. PLANNING AND BUILDING / MAKING • Think of the material needed and how to share the work. • Make 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

21. HOW TO SOLVE A PROBLEM

SUMMARY

Discussing and analysing an example of inventing to solve a problem. IN

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- To produce a design of a simple invention, having


- To participate actively and respectfully in classroom


CONCEPTS


PROCEDURES



- Effective use of taking turns to speak. Reading comprehension: - Pre-reading stage:


- Reading stage:

o Identifying the most important information. o Deducing meaning using contextual keys. o Checking

- Post reading stage

o Use of the information: copying the model

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Participation


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- Whole group - Individual

MATERIAL


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

22. INVENTING TO SOLVE PROBLEMS

SUMMARY

Designing and making an invention to solve a problem.

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CONCEPTS


PROCEDURES



- Effective use of taking turns to speak. Written production - Contextualising the communicative activity:

o Defining the aim (writing steps to inventing) - Planning the text:


- Textualisation:


- Revision:

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ATTITUDES

Participation


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- Groups of 3 / 4

MATERIAL

- Activity sheets p. 76 & 77 - Activity sheets p. 70 - 75

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.



ACTIVITY

23. PRESENTING INVENTIONS AT THE

INVENTIONS CONVENTION SUMMARY

Preparing and presenting the inventions and choosing the best ones in the class.

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CONCEPTS


PROCEDURES

Oral production: - Contextualising the communicative activity:


- 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:

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Participation


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- Group work

MATERIAL

- Activity sheets p. 78 & 79 - Material for the inventions - Extra material for the teacher on the Web: Inventions’

Conventions diplomas

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.

On the day of the presentations:

- Give out the score sheets and go through the criteria they have to mark. - Tell the students that they are going to hold The Inventions’ Convention, an

event only comparable to the Noble Prize in prestige. - Draw numbers or dip to choose the first group. - Let the students concentrate on the inventions while you assess both the

inventions and the language used for presenting. - After all the presentations, gather the scores and discuss which inventions were

more interesting and why and which presentations were best. - Give diplomas (or a prize) to the best one/s. - Make a display of the inventions in the classroom or the school.

COMMENTS:

- Don’t forget to leave some time for self assessment and group discussion of the unit.



ACTIVITY

24. ASSESSING THE UNIT

SUMMARY

Assessing the unit and their own work.




CONCEPTS

PROCEDURES

Oral production Expressing the discourse: - Expressing ideas, information, and opinions. - Listening attentively and assessing the contributions made



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ATTITUDES Autonomy


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Individual

MATERIAL

- Activity sheet p. 80 - 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



own performance and progress.

- Take in the students’ files to check their overall work.




EXTRA ACTIVITIES FOR THE READER



ACTIVITY

DID YOU KNOW

SUMMARY

Scanning the texts for specific information.

MATERIAL

Reader p. 16 & 17 Students’ CD 2. Texts 1: Track 6

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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. 1. Why did Mr Esclangon invent the first ‘speaking’ clock? 2. What colour was coca cola when it was first invented? 3. How many bricks were used to build the pyramid of Giza? 4. Who accidentally invented the ice lolly? 5. According to Edison Genius is 1% inspiration and 99% what? 6. Why was chewing gum invented? 7. What was interesting about the first bicycle? 8. Which mother and daughter both won Nobel prizes? 9. How was the ice lolly invented? 10. etc.



ACTIVITY

POEM – DO YA KNOW ‘EM?

SUMMARY

Scanning the texts for specific information.

MATERIAL

Reader p. 21 Students’ CD 2. Texts 1: Track 9 Handouts

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STEPS: - Hand out a list of inventors from the poem (See below) - Tell the students to look at the inventors and see if they can remember or guess what they

invented. (See below) - Give out the second handout and see if they work out the rhyming words.

- Play the poem on the CD to check. (Or ask them to do it at home)



DO YA KNOW ‘EM?

• Do you know what they invented? 1. James Watt invented the … 2. Alessandro Volta 3. Samuel Morse 4. Wilhelm Geiger 5. Louis Braille 6. Louis Pasteur 7. Graf von Zeppelin 8. Rudolf Diesel 9. Amelia Bloomer 10. Charles Macintosh 11. Levi Strauss 12. John McAdam 13. The Earl of Sandwich 14. Sir Thomas Crapper



DO YA KNOW ‘EM?

• Read the poem and find the rhyming words from the box below. Do ya know ‘em? Can you guess what they invented? Can you? …………… If you can, you’ll get a jolt a’ James Watt and Alessandro ……………. or tap along with Samuel Morse and Wilhelm Geiger (Count, of …………….). And while you’re at it, do not fail to give a cheer for Louis ……………….. and his countryman – le bon docteur – the great esteemed Louis ……………… To Graf von Zeppelin, a large balloon, with sticking pin, to make it ……………. And to Rudolf Diesel, clouds of smoke to make him wheeze and gasp and …………… Kudos to Amelia Bloomer who must have had a sense of ………………… and to proper old Charles Macintosh who hated rain and snow and ……….. Ever hip is Levi Strauss whose name is known in every ……………….. but John McAdam – would you greet him if on the pavement you did meet …………… To the lusty Earl of Sandwich, cheer! He liked his gambling and his ………….. too much to stop! And so instead, he ate his meals twixt slabs of ………… And finally let’s raise our clapper to the unforgettable Sir Thomas ……………… who gave us something truly great: a place to sit and ……………

Yes? Beer BOOM! him? Braille contemplate course choke humour Pasteur house frost Volta Crapper bread

Joyce Sidman



ACTIVITY

STORY - CHARLIE AND THE CHOCOLATE

FACTORY: The Great Gum Machine

SUMMARY

Reading an extract form the book and inventing favourite meals.

MATERIAL

Reader p. 22 & 23 Students’ CD 2. Texts 1: Track 10 TH

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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?



ACTIVITY

SONG – THE GREATEST INVENTION

SUMMARY

Listening to the songs to fill in the lines.

MATERIAL

Reader p. 22 & 23 Students’ CD 1. Songs 1 & 2: Track 3

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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.

You go in ………. You come out …………. You go in ………. You come out …………. You go in ………. You come out ………….



The Greatest Invention

I’ve been working in the lab with my white coat on I’ve been down here out of the sun For so many long years every day and night I’ve been working like a slave to my own great vision Never having holidays or watching television And I hope one day you’ll say that I was right CHORUS: It’s the greatest invention It’s the greatest invention It’s the greatest invention that The world has ever known I have outdone Edison, Ford, and Morse Nobel, Bell, and Fleming of course As for Einstein, I shine lights where he couldn’t see They would all say “Hey! The clouds have gone!” The day I switch my invention on And the world will be better than they all ever thought it could be CHORUS: It’s the greatest invention etc. Bio-force field ergonometrator! Metagenetic cyberscape! Gyroprosthetic neuroscintillator! Rubber bands and sticky tape! Though it needs some more - you know… Switch it on and watch it go! You go in white and you come out black It puts your mind upon a whole new track You go in a boy and you come out a girl Take a look around you it’s a whole new world You go in a woman and you come out a man Such a lot of new things for you to understand You go in seeing and you come out blind You understand everything that’s going on in everyone’s mind You understand everything that’s going on in everyone’s mind It’s the greatest invention It’s the greatest invention



The Greatest Invention

♦ Listen and fill in the gaps

I’ve been ………. ………. ……….. ………. with my white coat on I’ve been down here out of the sun For so many long years ………. ………. ………. ………. I’ve been working like a slave to my own great vision Never having holidays or ………. ………. And I hope one day you’ll say that I was right CHORUS: It’s the greatest invention It’s the greatest invention It’s the greatest invention that The ………. ………. ………. ……… I have outdone Edison, Ford, and Morse ………. ………. ………. ………. of course As for Einstein, I shine lights where he couldn’t see ………. ………. ………. ………. “Hey! The clouds have gone!” The day I switch my invention on And the world………. ………. ………. than they all ever thought it could be CHORUS: It’s the greatest invention etc. Bio-force field ergonometrator! Metagenetic cyberscape! Gyroprosthetic neuroscintillator! Rubber bands and sticky tape! Though it needs some more - you know… Switch it on and watch it go! You go in white ………. ………. ………. ………. ………. It puts your mind upon a whole new track You go in a boy ………. ………. ………. ………. ………. Take a look around you it’s a whole new world You go in a woman ………. ………. ………. ………. ………. Such a lot of new things for you to understand You go in seeing ………. ………. ………. ………. ………. You understand everything that’s going on in everyone’s mind You understand everything that’s going on in everyone’s mind It’s the greatest invention It’s the greatest invention

Documents

THE WORLD OF INVENTIONS TEACHER’S GUIDE · 2017-01-16 · THE WORLD OF INVENTIONS TEACHER’S GUIDE . THE WORLD OF INVENTIONS ... inventions and a quiz about the birthplace of very