see the materials used in the plan
Time: 60-75 minutes??
Level: Upper Intermediate/Advanced
To give extensive & intensive reading
To give freer speaking practice
See each stage for possibilities of language practice aims.
That the stds will be interested in the theme of 'inventions
That the language in the text will not be too difficult.
Anticipated Problems and Solutions:
Some of the vocabulary may be challenging >> pre-teach
essential items when setting up the prediction task in stage
Some of the 'inventions' may be unknown >> check them
out & be prepared to give a very general explanation of
TV dinner served up as key invention
by Tania Branigan Wednesday July 17, 2002 The Guardian
Brainwaves that rocked the world
Wednesday July 17, 2002 The Guardian
Stage 1 - Intro/Sinking in
to theme of inventions
10 mins tch<>stds, std<>std,
1. Elicit the word family of
inventions - inventor, inventive, to invent - you could extend
this & brainstorm all words connected etc..
21. In pairs ask stds to think of five
4. Ask stds to put them in order of importance & think
of when they happened
5. Feedback - elicit inventions for the past 50 years &
most important in the last 50 years - class discussion.
6. Give out list of 10 inventions & ask them to match
up with their dates.
||Barcodes on supermarket products
||Compact discs on sale
||Home kidney dialysis
||The Pill goes on the market in the UK
||First fare paying passengers in a jet airliner
||Cars with airbags
7. Stds in pairs match.
8. Feedback - give answers - see full list for answers - &
discuss whether consider them all 'inventions' & whether
they think they are important or not.
Stage 2 - Intro to the reading task &
10-15 mins tch<>stds,
1. Put the title of the article on the board:
'TV dinner served up as key invention'
2. Elicit possible content of the article - collate the ideas
on the board.
Instructions for quick overview reading - read quickly to
see which of their ideas approximates the article.
3. Handout & stds read - give time limit - 1 minute -
encourage general gist reading & not to worry about unknown
words - stds read.
4. Stds compare ideas in pairs.
5. Feedback - elicit which idea the article is nearest to,
if any & anything else they gleaned about the article.
Stage 3 - More intensive reading
10 mins tch<>stds, std<>std,
1. Stds answer following comprehension questions
- handout questions, instructions:
1. How many different inventions are mentioned in the
2. Where & when is the exhibition taking place?
3. Why are the inventions of the last 50 years considered
to be so important?
4. Which inventions are a surprise to be included in
5. Which inventions mentioned never made a commercial
2. Stds answer questions individually.
3. Stds check answers in pairs.
4. General feedback
5. Response to the text - would they like to go to the exhibition?
Was there anything surprising in the article?
Have a look at the text & see if there
is any language area you could focus on here.
Stage 4 - Discussion -
'Brainwaves that rocked the world' text
tch<>stds, stds<>stds, tch<>stds
1. Instructions - stds look at list - discuss
any inventions they are not clear about with their partners
- handout texts.
2. Read & discuss - get around helping out & explaining.
Could relate this activity to the language of supposition
or that language of explanation.
3. When all OK on the inventions - ask them to choose the
top 5 inventions & the bottom 5 inventions - ones they
think shouldn't be in the list. Also ask them to think &
discuss any other inventions they think should be included.
4. Stds discuss - get around helping out. This could be done
in groups of four.
5. If in groups - ask a member from each group to visit each
of the other groups & then report back to the original
group the findings of the others - & then reassess their
top & bottom 5.
5. General feedback - discuss lists & see if any inventions
in common - ask for justification of choices.
Follow up activities :
stds are given on of the fifty inventions
& they have to justify why they should be in the list.
Maybe use the bottom 5 inventions they have decided on above.
stds 'invent' a labour-saving device
aka Inspector Gadget/Wallace & Grumit (if you have it,
you could show the scene when Wallace wakes up in 'The Wrong
future inventions - stds discuss what
might happen in the next 50 years - poss. practice for future
supposition, future perfect/continuous.
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