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Unit 6 When was it invented?
Section B（3a-Self Check）
Language goals
1. Students can write descriptions for their inventions.
Key words and phrases
Teaching
professional, description, all of a sudden
Aims
Key sentences
1. It is often difficult to decide on the inventor of certain inventions.
2. Some inventions can also lead to other inventions all of a sudden.
Teaching Use the words and structures to write a letter and give advice to someone
Difficulties about the best way to learn English.
Teaching multimedia courseware or other realia that the T needs for teaching
Aids
Teaching Procedures Tips
Step 1 Warming up
Tell a simple story about a boy whose grandfather has
Alzheimer easily get lost to Ss. Ask Ss if they were the boy,
what they would do.
A boy was growing up in a family with three generations. He has always
been very close to his grandfather. However, his grandfather is a
Alzheimer patient . One day, his grandfather was walking in a park with
him, but suddenly, his grandfather got lost. He said that was one of the
scariest moment in his life and he wanted to find out some way to keep his
grandfather’s safe. If you were the boy, what would you do?
Show the boy’s video to Ss. Ask them what the boy did to keep
the safe of his grandfather.
Ask Ss to complete a chart about the invention that mentioned
in the video.
(Tip: In order to help Ss finish the task better, T can show this
chart before watching the video and ask Ss to take notes while
watching. After all the Ss have finished the task, T can ask Ss to
check their answers with a partner.)
Let Ss work in a group of four. Ask them to think about the
questions:
1Do you think the pressure sensor sock is useful? If you were a
businessman, would you like to sell this invention to others? How would
you introduce it to your customer?
Ask Ss to write a short passage to introduce the pressure sensor
sock. T can show them the flow chart of writing. Encourage each
group to share their writings to the class.
Step 2 Presentation & Practice
Pre-writing
3a
Ask Ss to think of something that they don’t like to do. Then
think of an invention that could help.
(Tip: It would be very easy for Ss to think about outrageous
solutions for what they don’t like doing. Encourage them to think
about practical solutions. This is not to say that they cannot think
out of box. They just need to make sure that their recommended
solutions do not involve the impossible.)
While-writing
3b
Suppose Ss are businessmen, ask them to write descriptions for
their inventions.
(Tip: T can use the flow chart on PPT P9 to help Ss organize their
writings. Show Ss the sample writing if necessary.)
Post-writings
Divide Ss into several groups, ask Ss to read their passages in
the group one by one. Ask each group to vote for the best
passage, then invite the S who wrote the “best passage” to read
his/her passage for the class.
Self Check
Exercise 1
Ask Ss to complete the passage with correct forms of the words
in the box.
Answers: invent, all of a sudden, doubt, websites, mention
Exercise 2
Ask Ss to rewrite the sentences using the passive voice.
Answers: 1.My watch was stolen (by someone).
2. Five eggs were used (by them) to make this big cake.
3. When was the personal computer invented?
4. We were asked not to run in the hallway.
5. The video was taken back to the store (by someone).
Exercise 3
Ask Ss to find out more information about an invention they
would like to know.
2(T can ask Ss to look up for information about the invention they
want to know at home and share with other in next class.)
Step 3 Summary & Homework
Summary
Ask Ss to do the exercises from PPT P19-22.
Homework
Preview 1a-1c in Unit 7.
Do the exercises in students’ book.
This is the last period of the unit. It is important to get the students to use
what they have learned in the unit to write something.We will do a lot of
Teaching
work to review the words and expressions about inventions. We can ask the
Reflection
students to make a summary of the passive voice. And then do the
exercises.
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