3. Moral Object

　Thank all the inventors. It is they who make our life convenient and easy.

2. Ability Objects

(1) Train students’ speaking skill.

(2) Train students’ writing skill.

1. Knowledge Objects

(1) Oral practice talking about places you would like to visit.

(2) Oral particle narrating past events.

(3) Oral practice talking about the history of inventions.

2. Write out two conversations in Activity 1c.

Step Ⅶ Blackboard Design

The Third Period

1. Write out two conversations in Activity 1a.

4. Which one is the newest or last invention?

　Ask different students to answer the questions.

Have the students look at the example conversation in the box. Ask two students to read this conversation to the class.

　A: I think the telephone was invented before the car.

　B: Well, I think the telephone was invented after the car.

Read the instructions again to the students. Remind them to remember the inventions from first to last.

Then have the students talk about the five inventions in groups of four, using the sample conversation as a model.

Ask several groups to tell the class their answers. The rest of the class listen to them and show they have different answers by raising their hands.

In the next activity you will find out the real dates.

Step Ⅲ 1b

This activity gives students practice in understanding the target language in spoken conversation.

Get the whole class to read the instruction together.

Call the students’ attention to the five inventions in the picture. Ask five students to say the names of them.

Then ask them to see the five dates with a blank line in front of each.

We’ll listen to a girl and a woman talking about the five inventions. They will talk about when they were invented. Listen carefully and match the inventions and the dates. Write the correct letter in front of each date as the sample given. Ask them to have a look at the sample answer. Tell them the answer in front of 1876 is d. That means that the telephone, which is letter d, was invented in 1876.

Play the recording the first time. The students only listen and try to catch the main idea.

Play the recording a second time. Let the students match the inventions and the dates.

Check the answers by asking several to say the answers to the class.

If some of the answers are hard to get for the children, tell them not to worry and they will make it next.

Then play the recording again. Pause after each sentence and let the students repeat.

For some difficult sentences, get the students to repeat several times. Be sure that they make everything clear.

Answers

d 1876 a 1885 e 1927 c 1971　 b 1976

Tapescript

Girl: Life must have been difficult when you were a kid.

Woman: Oh; not really. Why do you say that?

Girl: Well, you didn’t have many modern inventions. Like, you probably didn’t have a telephone, right?

Woman: Of course we did! How old do you think I am? The telephone was invented in 1876.

Girl: How about cars? I bet cars weren’t invented yet.

Woman: Sure they were. Cars were invented in 1885. My family had a car. I think you need to take a history class, Alice.

Girl: Ha, ha! Well, did you have a TV?

Woman: No, we didn’t. The TV was invented around 1927, I think. Some friends of mine had one. But in those days, TVs were really expensive, and we couldn’t afford one.

Girl: And I bet you didn’t have calculators and computers and stuff. That’s something I do know. We learned in school that hand-held calculators were invented in 1971 and personal computers were invented in 1976.

Woman: You’re right. I didn’t have those things when I was young. But I do now!

Step Ⅳ 1c

This activity provides guided oral practice using the target language.

Read the instructions and point to the list of dates in Activity 1b.

You will be talking about the dates things were invented with a partner.

Call the students’ attention to the example in the box. Ask a pair of the students to read this conversation to the class.

S_A: When was the telephone invented?

S_B: I think it was invented in 1876.

Write the conversation on the blackboard.

Then get the students to practice in pairs, using the information in Activity 1b. Tell them to do it like this:

Student A, covers the dates. Students B, asks Student A when the things in the picture above were invented. Then change roles and practice again.

Ask several pairs to share their conversations with the class.

Step Ⅴ Summary

In this class, we’ve learned to talk about the history of inventions with passive voice. We’ve also done some listening practice in understanding the target language in spoken conversation. And we’ve done much oral practice, using the target language.

Step Ⅵ Homework

3. Which one do you think is the oldest or the first invention?

2. Which one is the newest?

1. Which one do you think is the oldest?

2. Check the homework by asking some students to share the sentences they made with the verbs with the class.

Step Ⅱ 1a

This activity reviews vocabulary and introduces new vocabulary which can be used to talk about inventions.

Read the inventions to the students.

Call the students’ attention to the five pictures, Tell the students that all of these things were invented in the last 150 years.

Point to each picture and let the students tell what it is.

Write the names of the five inventions on the blackboard.

Have several different students guess and write the dates on the board.

Ask the class to repeat the questions and answers like this.

T: When was the computer invented?

　Class repeat.

S_S: When was the computer invented?

T:　 Good. Now Tom, what is your guess?

S₁: 1965.

T: OK. Tom, repeat after me. The computer was invented in 1965.

T: Class, please repeat.

S_S: The computer was invented in 1965.

Repeat the process with several different inventions.

Tell the children that they will find out the real dates after they complete the lesson.

After that, ask the students the questions below:

Questions: