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Truly a man ahead of his time!
What to do:
Who do you consider to be a truly worthwhile inventor and why? Tell us about your choice and present your speech in such a way as to convince us too.
| LO 2.5.1 – 2.5.7 |
Take something as beautifully simple as a paper clip or ear bud and think up new uses for them. I’m sure you have put them to other uses than originally designed for already! Brainstorm within your group.
| LO 2.4.3 | LO 2.4.4 |
SIMPLICITY - see a need, identify a problem, think ‘What if?’ and become an inventor. Think of a nappy pin - you know, to hold the baby’s nappy firmly on. Did your mom use them for you? Or are you a modern baby who only wore disposable nappies? How are these modern nappies kept on the baby? I’m sure modern moms are thrilled to bits about the new invention. (Probably baby too – who wants to be pricked in the tummy with a nappy pin!!)
I am sure that you have all wished someone would invent a HOMEWORK ROBOT.
HERE IS THE CHALLENGE
Invent a wacky invention of your own.
| LO 4.1.2 |
Wow! I am sure you are a whole lot more clued up about inventions and inventors now. So, just to end off, let us take a look at these clues and see if you can match them with the invention. Should be a piece of cake for you now!!
INVENTIONS
satellite projector stethoscope computer magnet
telephone meter thermometer cable
microscope dynamo radio speedometer telescope
| CLUES | ANSWERS |
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| LO 5.3.1 |
And a final laugh about wacky inventions…..
Heard about the ejector seat invented for helicopters?
It gets you out chop-chop!
| LO 2 |
| SPEAKINGThe learner will be able to communicate confidently and effectively in spoken language in a wide range of situations. |
| We know this when the learner: |
| 2.2 communicates ideas, facts and opinions clearly and with some accuracy and coherence, using a limited range of factual oral text types (e.g. discussions, short arguments); |
| 2.4 demonstrates basic interaction skills by participating actively n group discussions, conversations, interviews and debates, an while so doing: |
| 2.4.1 tackles important issues (e.g. social and ethical issues related to the environment and human rights); |
| 2.4.3 acknowledges other opinions; |
| 2.4.4 explains own point of view; |
| 2.5 gives oral presentations with some degree of accuracy and creativity, paying attention to: |
| 2.5.1 clear and audible enunciation; |
| 2.5.2 pausing; |
| 2.5.3 variation in tempo and volume; |
| 2.5.4 purpose and audience; |
| 2.5.5 posture and body language; |
| 2.5.6 different social and cultural conventions; |
| 2.5.7 appropriate figurative devices such as climax and anti-climax. |
| LO 3 |
| READING AND VIEWINGThe learner will be able to read and view for information and enjoyment, and respond critically to the aesthetic, cultural and emotional values in texts. |
| We know this when the learner: |
| 3.1 reads spontaneously and often for pleasure and information across the range of text tyes studied, describes personal response and discusses the kinds of texts enjoyed; |
| 3.2 reads aloud and silently for a variety of purposes using appropriate reading strategies (e.g. skimming and scanning, presictions, contextual clues, inferences); |
| 3.4 shows understanding of information texts: |
| 3.4.1 identifies main ideas and explains how details support the main idea |
| 3.6 demonstrates understanding of the text, its purpose and its relationship to own life by discussing the plot, themes, characters and setting; |
| 3.7 identifies and discusses techniques used to create particular effects in selected visual, written and multimedia texts, such as: |
| 3.7.2 design elements (e.g. choice and positioning of pictures or photograph, use of print size and fornt, use of colour); |
| LO 4 |
| WRITINGThe learner will be able to write different kinds of factual and imaginative texts for a wide range of purposes. |
| We know this when the learner: |
| 4.1 writes a selected range of imaginative texts: |
| 4.1.1 to express imagination, ideas and feelings about self and others; |
| 4.1.2 to explore the creative and playful use of language by means of narrative and descriptive compositions, diaries, friendly letters, dialogues, poems, cartoons, limericks and songs; |
| 4.4 uses the writing process with assistance and collaboratively to generate texts: |
| 4.4.4 organises ideas coherently in simple, logical order to produce first drafts. |
| LO 5 |
| 5.1 uses language to think and reason: |
| 5.1.1 infers and deduces meaning and explains the intentions of the author by interpreting written, visual and aural texts across the curriculum; |
| 5.1.4 expresses and develops a clear personal viewpoint; |
| 5.3 processes information: |
| 5.3.1 records information in an accessible format (e.g. lists, mind maps, notes, summaries); |
| 5.3.2 organises information appropriately (e.g. by time, importance); |
| 5.3.3 changes information from one format (or language if necessary) into another (e.g. mind map into paragraph, list into summary); |
| LO 6 |
| LANGUAGE STRUCTURE AND USEThe learner will know and be able to use the sounds, words and grammar of the language to create and interpret texts. |
| We know this when the learner: |
| 6.1 works with words: |
| 6.1.2 creates personal spelling list and dictionary of words across the curriculum; |
| 6.2 works with sentences: |
| 6.2.1 identifies and uses nouns, verbs, modals, adjectives, pronouns, prepositions, conjunctions, and articles. |
| 6.4 develops awareness and use of style: |
| 6.4.3 uses idioms and idiomatic expressions of the language appropriately. |
1. It rings often and one can’t ignore it.
2. It imitates the sound the telephone makes.
3. Because they can’t do without it.
2. vacuum cleaning
uncorking wine
putting garbage in the garbage disposal unit
1. thermometer
2. telescope
3. projector
4. computer
5. magnet
6. satellite
7. stethoscope
8. radio
9. dynamo
10. cable
11. microscope
12. speedometer
13. telephone
14. meter
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