Unit 5 lesson 2: A history of 2 Read

inventions • Ask the class to open their books at pages 64 and

Learner’s Book pages: 64–65, Activity Book pages: 54–55 65 and look at the pictures. Ask them to describe
what they see in those pictures. How much do they
know about these inventions? Elicit some ideas.
Lesson objectives
• Tell the class to listen to the history of inventions
Listening: Listen about the history of inventions.
and follow in their books.
Listen for specific information. Listen and answer.
• Play the audio at least twice. What new information
Speaking: Speak about inventions in chronological have they found?
order. • Play the audio again. Stop after each invention and
Reading: Read about the history of inventions. elicit the answers to the questions.
Writing: Answer questions.
Audioscript: Track 37
Critical thinking skills: Understanding
See Learner’s Book pages 64–65.
chronological order.

Language focus: used to Answers

Revision: Ordinal numbers: 1st, 2nd, etc. Learners’ own answers.

Sequencing words: first, next, then, finally.

For further practice, see Activities 1 and 2 in the
Vocabulary: wheel, carry, heavy, tyre, rubber,
Activity Book.
carve, print, press, mobile phone, cot, nappy, make
a mess, crawl, pushchair 3 Read and talk
Materials: Pieces of paper, a vinyl record, a CD • Ask learners to focus on the pictures and read the
and a cassette or pictures of these, sheets of paper. text again if necessary.
• Support learners with the maths: they will need to
Warm up work out how long ago 1980 was.
• To generate interest in the topic of the history of • Tell the class to make a timeline and order the
inventions, ask the class what they use to listen to inventions chronologically.
music. Elicit some answers, e.g. a CD, computer, • Consider revising ordinal numbers: 1st, 2nd, etc.
MP3 player, etc. and sequencing words: first, next, then, finally.
• Show a vinyl record or a picture of one and ask the • Discuss as a class.
class what it is and if they have ever seen or listened • Informal assessment opportunity: Circulate,
to music from one. Do the same with the cassette listening to learners’ interactions. Take notes of
and the CD. mistakes for remedial work.
• Critical thinking: Ask learners to think about
1 Talk about it their lives and what events happened first and
• Ask the class to look around the room and what events happened later. Make a timeline on
reflection what things were invented by an the board.
inventor. Discuss as a class. What did people do
before those things were invented? Answers
Chronological order of inventions: wheel, Gutenberg
• Consider discussing things like: the clock, the printing press, tyre, telephone, television, mobile phone.
printed book, the computer, the whiteboard,
pencils, etc. Which of these things do learners
For further practice, see Activity 3 in the
think had been invented when their parents went
Activity Book.
to school?
• Broaden the discussion to observe that everything 4 Use of English
man-made was invented by someone. • Learners read about the use of used to. Provide
examples of things you used to do or that used to
Answers
Learners’ own answers.
happen when you were a child, e.g. I used to play
with... , People used to …

1 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019
• Encourage learners to think of similar examples 3 Write
about themselves. • Learners look at the pictures and decide which
• Focus on the sentences and ask learners to think thing was invented first. They write the correct
about and discuss how things were different before ordinal next to each thing.
the inventions they have read about existed: How
did ancient people carry things, or travel around? Answers
How did people find out about things before there television --- third, 3rd
were printed books? What sort of entertainments Gutenberg printing press --- second, 2nd
did people have before TV? Did they use to talk mobile phone --- fourth, 4th
more … play games … read books … play music … wheel --- first, 1st

? How did people use to get messages to each other

before there were any phones? 4 Use of English
• Learners write which things they used to do when
Answers they were babies. Then they say what they do now.
(Examples)
• Home–school opportunity: Learners ask parents
Before the wheel, I think people used to walk or travel by
boat. Before the printing press, people used to write all books about the things they used to do when they were
by hand. People didn’t use to read very much because there the learner’s age. They write a few sentences and
weren’t many books.
In the evenings, before TV, I think families used to talk or play bring a photo, if possible, to the class.
games or read books.
Before the telephone, people used to communicate by writing Answers
letters.
Learners’ own answers.

For further practice, see Activity 4 in the

Activity Book. Differentiated instruction
Additional support and practice
Wrap up
• Ask the class to look for information about what
• When they have finished doing Activity 4, ask life was like in their region or country 100 years
learners to work in small groups and complete the ago. They may search the Internet, look for
sentences with their ideas. information in books or ask family members.
• Ask them to make a picture to illustrate the
• They write a short description and look for
sentences.
pictures to illustrate the text.
• Then they share their ideas with the class.
Extend and challenge
Activity Book • Ask learners to work in small groups and search
1 Over to you the Internet for information about the history of
listening devices, from the gramophone to the
• Learners look at the inventions in the chart and
present, and of the cinema.
decide which they have at home. They ask parents
which they had at home when they were children. • Ask them to make a timeline.
• Consider asking learners to do some research to • Then they make a short presentation for the class.
find out when the things in the list were actually
invented.

Answers
Learners’ own answers.

2 Write
• Learners make a list of things that have wheels.
• If they have access to a simple dictionary, encourage
them to look up new words they don’t know.
• Then they draw the pictures.

Answers
Learners’ own answers.

2 Cambridge Global English Stage 3 Teacher’s Resource © Cambridge University Press 2019