Unit 5eureka

Streams: 1 st year classes (Scientific) Unit I: EUREKA!

Source: The Crossroads Source: Input: Listening and Speaking

Profile of an invention Sequence 1: Listening Listening and speaking pp. 110 The aims: Listen and respond to a presentation of an invention Mark intonation in indirect questions Mark stress in names of sciences and adjectives derived from them Speak about inventions, discoveries and developments in technology Write a short paragraph about an invention • • •

•

•

1/- Antic 1/-An ticipa ipate te p110 Aim: Interpreting a picture & stating hypotheses  Steps of the lesson: lesson: Timing Steps Input / Output 10mns

Warming up

-« T » asks questions What does the picture sho! -The students look at the picture and anser" The teacher asks the students to look at the  picture again and try to anser the questions questions #-$ that follo T/Were do "ou tin$ te 'omen are(

%ps&gi'e 'arious ansers T/Are te 'omen& olling couscous eating  ashing clothes %ps&gi'e 'arious ansers

Aims

-To introduce te topic !" interpreting pictures

-To interact and identif" te old metod m etod of 'asing+

• •

#0mns

Tas$ 1 %P 110&

•

T/)eside teir ands* 'at else are te" using( coose one ans'er

# ashoard and a rush Their feet # clothes eater  %ps&gi'e 'arious ansers • • •

T/'at are te" doing it for( • •

To re*o'e the ater fro* the clothes To re*o'e the dirt fro* the clothes 1

-To get ne' voca!ular" items+

To re*o'e the soap fro* the clothes %ps&gi'e 'arious ansers •

T/,o "ou tin$ it is te rigt 'a" of doing it( If "es* '"( If no '"(

%ps&gi'e 'arious ansers

 Keys: Steps Tas$ 1 %P 110&

Solutions A+ They are in the countryside )+ They are ashing clothes +They are ashing the clothes ith

their hands+ith rushes+ in a asin" ," They are doing it to re*o'e dirt fro* the clothes" E. No, it isn’t !he "ashboard and the brush "ill use up the clothes



Streams: .irst /ear Classes (S$)

Source: The Crossroads

Unit I: EUREKA!

Input:

Listen and check  p.111

Te Aims& -Listening and responding to a presentation of an in'ention 0 taking notes +

-ote taking -Sequencing +organi2ing ideas in a logical order 

Timing

Steps

Input /Output

Aims

-The teacher asks the students to listen to the first part of a short presentation of an in'ention and check their ansers to questions C-,-$ on the pre'ious tasks" Listening script

10mn

Tas$1 p 111

Part One Thanks t techng"# there are man" a$ur%sa&ing de&ices in the mdern hme tda". '( the" )ere nt there# pepe cud nt sa&e time and e*rt. +ut things )ere di,cut in the d da"s. Pepe had t -Checking keep cean# and the" did s $" )ashing ansers their cthes $" hand in ri&ers r cuntr" streams. Smetimes the" used a )ash$ard n )hich the" m&ed the cthes up and d)n# and smetimes a sma rck t $eat the cthes. That is h) the" kept cean. -)e&er# there )ere three main dra)$acks t this sutin. irst"# it tk  a ng time t cean the cthes. Secnd"# it )as &er" hard )rk. Third"# cthes did nt ast &er" ng $ecause the stnes# $rushes and )ash$ards damaged them.

-The teacher then asks the students to listen to the second  part of the presentation and anser the questions" 1. 

Tas$  P111

Part T) 'n 1/01# a man caed ames King in&ented a )ashing machine p)ered $" hand. 2et#

3

-listening and responding to a

this )as sti hard )rk# e&en thugh it did  presentation of nt take as ng as $e(re t cean the an in'ention cthes )ith the manua )ashing machine. Thus# in 1343# a cmpan" in the U.S.A. prduced the 5rst eectric )ashing machine. And tda"# this de&ice is s use(u that amst e&er" hme has ne. T/Wat does te o!2ect in picture 1 represent(

%ps&gi'e different ansers T/Wat is te o!2ect in picture (

%ps&gi'e different ansers T/,oes te presentation give us a description of te device(

%ps+gi'e different ansers"

-Taking notes

T/If not* 'at does it tell us a!out( It tells us a!out3+

The functioning of the de'ice #n in'ention4s profile #n in'entor4s iography %ps+gi'e 'arious ansers" • • •

-Then the teacher asks the students to listen again to the  presentation and fill in the lanks in the o5es elo ith notes(infor*ation) A

1. 

Tas$ # P111

B

1 6ntroduction

importance of home labour#saving devices

 %role*

"""""""""""""""""""""""""""""""""""""""""

3 7riginal solution """"""""+""""""""+ashoard+"""""""" 8 %role*s ith the 9ut"""""""""""""""""""""""""""""""""""""""" solutions : 6n'ention(ho+hat+hen)  $ames %ing & "ashing machine & '()'

; prole*s


= 6nno'ation+ne in'ention

1>?@+""""""""""""""""+""""""""""""""""""""""""

@ Conclusion

#l*ost e'ery ho*e""""""""""""""""""""

 Keys& Steps

Solutions 8

Sequencing +organi2ing ideas in a logical order to descrie the in'ention

Tas$  %P 111&

Tas$ 1 P111 A. *t represents a "ashing machine po"ered by hand& a manual "ashing machine +. +n electric "ashing machine 6. No, it doesn’t 7: *t tells us about an invention’s prole & the invention and evolution of the "ashing machine

Tas$ p111: Tas$# p111

A

B

1

6ntroduction



%role*

3

7riginal solution

8

%role*s ith the solutions

:

6n'ention(ho+hat+hen)

;

prole*s

=

6nno'ation+ne in'ention

@

Conclusion

:

importance of home labour#saving devices pepe had t keep cean hand8 sma rck  & "ashboard & $rush 9ut ng time9 hard )rk9 cthes damaged  $ames %ing & "ashing machine & '()'
Streams: .irst /ear Classes (S$)

Source: The Crossroads

Unit I: EUREKA!

Input:

Listening and Speaking

Sa" it cear p.11 Te Aims&

The students ill learn& # *ntonation in /"h’ and /yes&no’ questions # Stress shift in names of sciences and adjectives derived from them Timing

1. mn

Steps

presentation

Input /Output

Aims

AThe teacher rites the folloing question on the oard as an e5a*ple"

#'ntrduce the phngica ntin ( intnatin

;h in&ented the 5rst )ashing machine< 4

-Then he asks the students to listen and *ark the intonation of that question %ps+gi'e 'arious ansers" Rue: 'ntnatin in )h% questins

The &ice ges d)n at the end ( wh% questins

Rue: 'ntnatin in "es8n questins The &ice ges up at the end ( "es8n questins and d)n in in(rmatin

;

%)h questins

questins

1.mn

Practice

task p11

- The teacher asks the students to listen to the folloing questions and *ark the intonation in the end of each one" a% 0an you tell me "ho invented the rst "ashing machine1 $% 2ave you got any idea "ho invented the rst "ashing machine1

-practice intnatin in =)h> and ="es8n> questins

c% 3o you happen to kno" "ho invented the rst "ashing machine1

-the e5a*ples  a*es of sciences 10mn

presentation

#dB deri'ed fro* na*es of sciences %sycho4logical" 9io4logical

 psy4chology  i4ology Te rule

Stress falls on te ante-penultimate s"lla!le %# rd from te end&+ Tis olds true for all 'ords ending 'it 5c"6* 5t"6*5p"6* 5g"6* and 5al6+ Te ad2s and te names of science end respectivel" in 5al6 75g"8Tere is a sift in stress 'en 'ords related to science cange teir grammatical categor" !ecause of te addition of te suffi9 5al6*

=

-forming ad2ectives !" adding ical to names of sciences -stress of 'ords ending in-log" -stress of 'ords ending in-ical

!ut te rule remains te same i+e+* stress sould fall on te ante-penultimate s"lla!le of te ad2s and names

10mn

-The teacher asks the students to listen to the ords in the tale and *ark the stress on the syllales of the transcried na*es of sciences  a*es of sciences #dB deri'ed fro* na*es of sciences  Technology   Technological   $cology   $cological  geology   geological   sociology   sociological   iology   iological   hydrology   hydrological   anthropology   anthropological  acteriology  acteriological

Practice Activit" ; p11

.practice Stress shi(t in names ( sciences and ad?ecti&es deri&ed (rm them

 Keys& Steps

Solutions Tas$ 1 P111 a% 0an you tell me "ho invented the rst "ashing machine< 4

Tas$  %P 11&

$% 2ave you got any idea "ho invented the rst "ashing machine< <

c% 3o you happen to kno" "ho invented the rst "ashing machine<<

Tas$; p11

Tas$ ;p11:

 a*es of sciences

#dB deri'ed fro* na*es of  sciences   Technological   $cological   geological   sociological   iological   hydrological   anthropological  acteriological

 Technology   $cology  geology   sociology   iology   hydrology   anthropology  acteriology @

Streams: .irst /ear Classes (S$)

Source: The Crossroads

Unit I: EUREKA!

Input: =istening and spea$ing

>

It is "our turn p+11#& Te Aim&

- Talking aout fa*ous people using cues and pictures : Timing

Steps

10 mn

Tas$ 1P 11#

.mn

Tas$ P11#

Input /Output

Aims

- The teacher asks the students to *atch -Introducing some  pictures 1-8 ith the na*es of in'entors inventors !iograpies (#-,) that follos" -The students do the task" -The teacher checks" -The teacher asks the students to *atch the na*es of the scientists 1-8 ith in'entions or disco'eries(#-,)"then rite 8 sentences using the *atched parts and -Introducing some discoveries and the 'ers in the tale elo" inventions+ -The students do the task" -The teacher checks"

Sa" it in 'riting p+11# Te Aim& - the students ill learn ho to rite a iography of a fa*ous person" Steps of te lesson: Timing Steps Input /Output Aims 10 mn >ollo' up -The teacher brainstorms the topic -+To !rainstorm te "ith the students and jot notes topic on board -to 2ot do'n ideas -TS& 3o you kno" "ho is Louis - t eicit )hat 4asteur1

 !S5 3o you kno" "ho discovered the vaccine against rabies1 #!hen the teacher asks the students to nd out more information about Louis 4asteur and "rite his biography

 Keys& Steps

Solutions 1?

the earners think  a$ut a (amus in&entr.

Tas$ 1 %P 11#&

Tas$p11#

Tas$ 1p11#: 1- #le5ander raha* 9ell - Louis %asteur  #- #lert $instein ;- #le5ander .le*ing

Tas$p11# 1- #le5ander raha* 9ell

" in'ented the telephone -#le5ander .le*ing disco'ered %enicillin" 3-"Louis %asteur disco'ered the 'accine against raies" 8-#lert $instein for*ulated the theory of relati'ity" T?@ )IOBAP?C:

11

=ouis Pasteur %1D - 1DE.&

Louis %asteur  Pasteur was a French chemist and biologist who proved the germ theory of disease and invented the process of pasteurisation.

Louis %asteur as orn on = ,ece*er 1@ in ,ole in the Dura region of .rance" :"
13