Inventions Didactic Unit
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Transcript of Inventions Didactic Unit
IES PUERTA DE LA AXARQUÍA
LA CALA DEL MORAL
MÄLAGA
DIDACTIC UNIT 2º ESO
DEPARTAMENTO DE INGLÉS
CURSO 2009-2010
Pepa Pedrosa Correa
Didactic Unit 2º ESO
Objetivos:
Leer de forma compresiva un
articulo o blog.
Preposiciones de tiempo at, in, on.
Escribir un párrafo sobre un
invento.
Usar Correctamente las
mayúsculas y los signos de
puntuación.
Hablar sobre los inventos.
Entender y saber el vocabulario
relacionado con el tema.
Contenidos:
Iniciativa para leer de forma
autónoma textos sobre temas
especificos.
Inventos y sus origenes
Adverbios de frecuencia
Pasado simple, pasiva y
present perfect.
Uso de recursos para el
aprendizaje.
Inducción de reglas
gramaticales a partir de la
observación.
Criterios de Evaluación:
Participar en conversaciones y
simulaciones sobre los inventos con la
adecuada pronunciación para lograr
la comunicación.
Comprender la información general y
especifica de diferentes textos escritos
y relatos orales.
Redactar de forma guiada textos y
opiniones sobre los diferentes
inventos.
Utilizar los conocimientos sobre las
estructuras gramaticales estudiadas
en esta unidad: there is, there are, how
much, how many, Simple Past,
pasiva...
Competencias: Creatividad personal para hacer
textos orales y escritos a partir de
modelos dados.
Dar su opinión ante ciertos temas.
Desarrollo organizativo al
presentar un trabajo escrito.
Fomento de la cooperación en el
aula..
Comparar hábitos y acciones.
Uso de Estrategias, recursos y
técnicas de trabajo intelectual
para aprender y ser conscientes de
las propias capacidades y
conocimientos.
DIDACTIC UNIT 2º ESO
Inventions or discoveries ?
INVENTIONS THAT ARE NEEDED Sometimes we think about great ideas for inventions that we need but we do not
have the money to do it.
As an example the following problems need solving :
Peace toys to replace guns, killing and militarism.
Space clothing. Everyone can control the temperature of their immediate
personal space, regardless of the climate around them.
Conservation Clothes designed so that only the parts needing washing need
be washed.
More computers Games where knowledge and thinking and not violence win
the games
Paper recycling that can easily be done on the spot.
Paper, Erasable that can be wiped down with a scanner to reprint or rewrite
again.
DIDACTIC UNIT 2º ESO
ACTIVITY 1
Think of five problems that you have in your daily life and need their inventions.
Explain the reasons and number them in importance.
DIDACTIC UNIT 2º ESO
ACTIVITY 2
INVENTIONS DATES
If we ask our Mum or Grandma about a lot of objects that surround us, they will tell
us that when they were young they did not have any of them, so…have you ever
wondered when many of those things were invented?
Try and guess when the following things were invented:
Electric washing machine 1935
Personal computer 1950
Crossword puzzles 1925
Hair dryers 1930
Frozen food 1956
television 1969
Mechanical toothbrushes 1920
Electric guitar 1907
helicopters 1913
Credit cards 1924
Video tape recorder 1939
Internet 1975
Use the following link to check your answers: inventors.about.com/
DIDACTIC UNIT 2º ESO
ACTIVITY 3
THE COOLEST INVENTIONS
Inventors are always finding ways to improve our world and our lives. The following
inventions are some of the coolest
Bright eyes: scientisitists are developing an electric eye that could help the blind to
see. A microchip is placed onto the eyeball. Eyeglasses equipped with a camera
send images to the chip and then to the brain.
New ways to ride: You will never have to pedal again thanks to this electronic ride. It
is powered by a rechargeable battery.
Tall farms. They created a vertical farm where plants grow one on top of
another.The rotation gives the plants the right amount of light so farmers use less
water and land.
The True mirror is a non reversing mirror that allows you to see yourself the way
others do. It can help you to explore and understand you better.
Which of the previous inventions is your favourite?
Why?
DIDACTIC UNIT 2º ESO
ACTIVITY 4
CRAZY INVENTIONS
It is time to create new materials,
mix ideas, and examine things that
were laughed at or ignored by
people with a small mind. If you
have an idea “Don´t stop”, “keep
rowing” although people may think
your inventions are crazy
Match the
following names
with the pictures
Stair drawer
Cookie cup
Finger glass
Ruler belt
Tray with fingers
Didactic Unit 2º ESO
ACTIVITY 6
The most popular inventions for teenagers are chewing gum, coca cola and
hamburguers. Although they are said to be “fast food” and are not healthy, it
goes without saying that boys all over the world love them.
Coca cola was invented in 1886 and it
is a carbonated soft drink coloured
usually with caramel and flavoured
with extrats from Kola nuts and
sweeteners.
Dr. John Pemberton, a local
pharmacist, produced the syrus for
Coca Cola and carried a jug of the
new product down the street to his
pharmacy where it was placed on sale
for five cents a a glass as a soda
drink. They mixed carbonated water
with the new syrup to produce a drink
that was at once “delicious and
refreshing”.
The formula for Coca Cola is only
known to only a few people in the
company and kept in a bank in
Atlanta – Georgia.
Ads about this new drink inviting
thirsty citizens to try and with the
name “Coca Cola” started to appear
everywhere.
Matching Items
drink quickly
formula sweet
At once water
Pharmacy savings
caramel money
Soft H20
Bank alone
New aspirin
sale leather
only unknown
Didactic Unit 2º ESO
Sum up the story using your own words.
ACTIVITY 7
When the Mongols
invaded Moscow They
brought with them this
type of meat The Mongol
cavalry used ground
meat because they
had to travel long
distances without
stopping for days.
They carried meat
and bread under
their saddles so that
they could eat with
a hand.
In 1666, ships
from Hamburgo –
Germany- visited
the Russian Port.
So they took the
dish back to
Germany.
Then Immigrants from
Germany to the USA also
brought along the hamburguer
with them
As we can see the
hamburguer´s
invention process was a
long and gradual
process, with people
using ideas they learnt
from others and
adapting them to their
own particular
purposes.
Number the
following facts in
the right order
There are many different
theories as to how and where the
first hamburguer invention took
place.
Didactic Unit 2º ESO
FACTS
The average American chews over
300 sticks of gum each year.
In the early 1860´s , doctors
advised patients to stop chewing
gum, often telling patients it would
cause their intestines to stick
together.
They sell over ~$2 billion of gum in
the Unites States each year.
Dried chewing gum can be removed
from hair using peanut butter.
While the sale of chocolates and
other candies has gone up and
down over time, the sale of gum
has always remained strong.
People buy most gum between
Halloween and Christmas
Then in 1928 they
invented BUBBLE
GUM, a type of
chewing gum
specially designed
for blowing bubbles
. It is usually pink in
colour and has a
particular flavour.
ACTIVITY 8
Thomas Adams tried to change chicle
into synthetic rubber products, before
making a chewing gum. He tried to
make toys, masks, rain boots and
bicycles tyres out of the chicle from
Mexican sapodilla trees, but every
experiment failed.
One day, in 1869, he ate a piece of
surplus stock and liked the taste. Then
he added sugar and flavour. Shortly
after, he opened the world´s first chewing gum factory.
Didactic Unit 2º ESO
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
1) What did thomas do before he made Chewing Gum?
2) What happened in 1869?
3) What did Thomas do before he made Chewing gum?
1. What happened in 1869?
2. When did they invent Bubble gum?
3. What is it like?
4. How many sticks of gum do the Americans chew a
year?
5. How can you remove gum from hair?
6. When do usually people buy most gum?
7. Do you like chewing gum?
8. How much do you eat a week?
9. 10)Is it cheap or expensive? Are there different
classes? Speak about
DIDACTIC UNIT 2º ESO
ACTIVITY 5
VOCABULARY
Translate into Spanish and make new sentences using them
“Keep rowing”………………
“It goes without saying………………………….
Small mind…………………….
Thanks to…………………..
To improve our world…………………………………………
Regardless…………………..
On the spot………………………………..
GRAMMAR
Use there is/there are.
1) …………………….many different theories.
2) …………………..a hamburguer in the fridge.
3) ………………………three Coca Colas on the table.
Put the verb in bracket into Simple past.
1) Coca Cola ads………………………(start) to appear everywhere.
2) They…………………………(mix) carbonated water with the new syrup.
3) We…………………(learn) ideas from others and ………………….(adapt) them.
Write the following sentences into the Passive Voice.
1) People ignored things/………………………………………………………….
2) A battery powers the bike/…………………………………………………
DIDACTIC UNIT 2º ESO
3) The Germans took the hamburguer to the USA/………………………
Use How much or How many
1) ……………………..people drink Coca Cola?
2) ……………………..is a chewing gum?
3) ………………………..hamburguers can you eat?
Use the right comparative.
1) The following inventions are some of …………………………………..(cool)
2) Coca Cola is……………………………………..(popular)Pepsi.
3) A chewing gum is................................(sweet) a hamburguer.
LISTENING
Listen to a dialogue about new inventions and answer some questions
A song
Watching a film “The time machine”
Which book is this film based on?
Who is the author?
www.countingdown.com/timemachine
SPEAKING
Debate about the inventions dealt on the unit to practice the new vocabulary. The
class is divided into two teams and an invention is chosen . Both teams must write
and say sentences against and for that invention.
DIDACTIC UNIT 2º ESO
ANSWERS
1. Because she was trying to make up her mind.
2. They think their picture is being taken.
3. They always forget the recipe.
4. Because it said "concentrate."
5. Tell her a joke on Wednesday
Why did the blonde
put lipstick on her
forehead?
Why can't
blondes make
ice cubes?
Why do blondes
always smile
during lightning
storms?
How do you make a
blonde laugh on
Saturday?
Why did the blonde
stare at the frozen
orange juice?
DIDACTIC UNIT 2º ESO
I HAVE LEARNT :
VERY WELL
OK
NOT MUCH
To use the grammatical
rules explained in this unit
accurately
To read, understand and
write texts related to the
topic of the unit.
Collaborate with other
students in pair/group
work activities to improve
their learning process.
To use the phonetic
components accurately.
To listen to specific and
general information in a
text.
To use the vocabulary
learnt through the unit.
Listening
Speaking
Reading
Writing
How was your individual
work?
How was your pair work?
How was your group
Work?