GRADE 11F: Inventions

UNIT 11F.11 9 hours

Describing processes, persuasive texts About this unit

Expectations

Resources

This unit is designed to guide your planning and teaching of English lessons. It provides a link between the standards for English and your lesson plans.

By the end of the unit, most students will:

The main resources needed for this unit are:

• understand and respond to persuasive arguments;

• listening and reading texts related to the topic of inventions;

• follow a discussion in a business-type meeting of about 10 minutes; • describe possible scenarios in the past;

• listening text of a meeting between members of a marketing team who are discussing the launch of a new product;

• actively participate in informal and more formal discussions;

• copies of advertisements from television or magazines.

The teaching and learning activities in this unit should help you to plan the content, pace and level of difficulty of lessons. You should adapt the ideas in the unit to meet the needs of your class. You can also supplement the ideas with appropriate activities from your school’s textbooks and other resources. In this unit, students discuss their favourite inventions and read about different processes involved with inventions. They evaluate advertisements for household products.

• make clear oral presentations of processes, using the passive voice; • summarise and evaluate persuasive texts; • read widely for information, search the Internet, skim and scan written and screen-based texts; • understand the purposes, organisation and typical language features of persuasive texts; • form and present critical opinions of persuasive texts; • plan and compose persuasive texts; • use common word-processing software to independently plan, compose, edit and present and save their own writing.

Key structures and functions • Discussing possible scenarios in the past: Supposing the airplane hadn’t been invented – we wouldn’t be able to travel overseas so easily. If penicillin hadn’t been discovered, people would still be dying from infections. • Describing processes using the passive: An inventor’s right to profit from his or her invention is protected by a patent. Nearly six million patents have been granted since the US patent system was established in the late eighteenth century.

Students who progress further will: • compose a persuasive text using organisational and language features typical of the genre and a wide range of structures and vocabulary.

Vocabulary

Students who make slower progress will:

• Inventions: to grant a patent, a trademark, copyright, to infringe copyright, to be granted a licence, to conduct market research, protect, etc.

• compose a persuasive text organised into at least three paragraphs using mostly simple sentences and common cohesive devices .

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• Advertising: to launch a product, TV commercial, promote a product, etc.

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Standards for the unit

Unit 11F.11

SUPPORTING STANDARDS including Grade 10F standards

9 hours

CORE STANDARDS Grade 11F standards 11F.3.4

3 hours Favourite

Follow a discussion in a business-type meeting (e.g. a planning meeting, staff meeting) of about 10 minutes noting:

EXTENSION STANDARDS including Grade 12F standards 12F.3.4

Follow discussion in a business-type meeting of about 15–20 minutes.

12F.5.7

Prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades:

• the overall progression of points in the discussion;

inventions

• how turn-taking is transacted; • the use of formal and informal language to

3 hours

– set the tone of the meeting,

The design

– mark distance, status, respect, disrespect etc.;

process

• formalities of opening, introducing, summarising, concluding, thanking.

3 hours

Respond by orally reporting back to a third party, using reported speech.

Advertising 10F.5.6

Prepare and present a description of a process of several steps, that is related to study in other subjects, using the passive voice.

11F.5.7

11F.5.6

Consolidate ability to prepare and present a description of a process of several steps that is related to study in other subjects, using the passive voice. Address an audience: • make announcements to an unknown audience about events in the future using a variety of tenses and active and passive voice; • give clear directions and instructions, using relevant text organisation features including a statement of the objective, present and future time, use of imperatives; • make polite requests for information or directions using appropriate expressions and modals.

11F.4.2

Speak accurately, using a series of about 10 clear, connected, simple and complex utterances.

11F.5.9

Prepare and present to an audience an opinion or point of view intended to convince or persuade, in a series of complete utterances with appropriate use of: • first and second person language; • expressions to indicate degrees of certainty; • expressions for generalising and highlighting; • a range of connectives for reasons and consequences.

• establish and develop a logical and controlled argument; • consistently use common organisational structures; • include relevant and memorable evidence.

226 | Qatar English scheme of work | Grade 11F | Unit 11F.11 | Inventions

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SUPPORTING STANDARDS including Grade 10F standards

9 hours

CORE STANDARDS Grade 11F standards 11F.5.10 Summarise and evaluate persuasive texts:

EXTENSION STANDARDS including Grade 12F standards 12F.5.8

Summarise and evaluate persuasive texts and presentations, distinguishing fact from opinion, seeking clarification, giving relevant feedback, discussing merits, issues, options, preferences and proposing alternatives.

12F.9.4

From Grade 11 Foundation, extend writing of persuasive texts.

• discuss the merits, intentions, accuracy and effectiveness; • distinguish fact from opinion and give reasons for views, drawing on evidence from the text; • give feedback, seek clarification, weigh up options, state preferences; • discuss alternatives in proposals for business, social and community purposes. 11.6.5

Use common search engines to search the Internet for information related to a text. Infer information from evidence in the text, read, understand and respond to written arguments. Collate by downloading, cutting, pasting etc. to form a coherent whole.

11.6.6

Use active reading strategies: • use techniques (e.g. highlighting a paper text) to pick out key points and remain focused on the material; • use indexes, pictures, tables of contents, and glossaries to help locate and assimilate information; • skim and scan written and screen-based texts for information; • discern the overall message or theme; • consider alternative actions, outcomes, etc. to those in the text; • compare and contrast text information; • interpret a real-world application of text information; • evaluate in relation to preferences or purposes.

11.8.6

Consolidate use of common wordprocessing software such as Microsoft Word to plan, compose, edit and present own writing:

11.9.4

Extend writing of persuasive texts in a variety of forms. Argue for or against a particular view on an issue of topical or personal interest: • use titles and introductory statements to capture the reader’s attention and win sympathy for the arguments;

Argue for or against a particular view on an issue of topical, or personal interest:

• articulate a clear position in an introduction;

• structure the argument;

• provide supporting arguments (e.g. as points plus elaboration);

• select persuasive language;

• cut, copy and paste;

• support points using personal views, anecdotes and evidence as appropriate;

• format paragraphs, pages and full documents;

• conclude by reiterating or summarising;

• use ICT to organise and present persuasive writing to particular audiences.

• create, open, save and close documents; • find files; • type, edit, find and replace;

• check grammar and spelling;

• use ICT to organise and present persuasive writing to particular audiences

• print.

227 | Qatar English scheme of work | Grade 11F | Unit 11F.11 | Inventions

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9 hours

SUPPORTING STANDARDS including Grade 10F standards

CORE STANDARDS Grade 11F standards 11.9.7

EXTENSION STANDARDS including Grade 12F standards

Make detailed notes (either hand-written or on a computer) from listening or reading. From these notes, present a coherent summary of approximately one third the length of the original, in the form of: • telegraphic or pictorial notes based on key words and the main ideas from a text for personal use; • written, pictorial and diagrammatic notes to summarise or explain a text to others; • a short coherent summary in the form most appropriate for ease of communication which captures the main ideas in a sufficiently clear form for others to read and understand.

228 | Qatar English scheme of work | Grade 11F | Unit 11F.11 | Inventions

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Activities

Unit 11F.11

Objectives

Possible teaching activities

3 hours

Introduce the topic by asking students to match a list of inventors with their inventions, for example:

Favourite inventions

Notes

Students are able to:

Garrett Morgan

X-ray

• actively participate in group discussions, contributing relevant opinions, examples and suggestions;

George de Mestral

telephone

William D. Coolidge

traffic light

An Wang

velcro

Alexander Graham Bell

computer technology

• use common search engines to search the Internet for information related to a text; • infer information from evidence in a text; • collate by downloading, cutting, pasting etc. to form a coherent whole; • make detailed notes (hand-written or by computer) from listening or reading; • use techniques (e.g. highlighting a paper text) to pick out key points and remain focused on the material; • skim and scan written and screen-based texts for information; • argue for or against a particular view on an issue of topical or personal interest.

School resources This column is blank for schools to note their own resources (e.g. textbooks, worksheets).

Highlight use of the definite article to talk about a concept, for example: Alexander Graham Bell invented the telephone. Tell students that in 2002 the BBC Radio programme ‘Today’ invited listeners to vote for their favourite and their least favourite invention of all time. In groups of 4–5, students discuss and predict ten of the inventions that appeared in the final list – five for the favourite and five for the least favourite. Students give reasons for their opinions.

The results of the poll can be found at • www.bbc.co.uk/radio4/today/reports/ archive/science_nature/inventions.shtml

Groups present and compare their lists and then compare with the actual results. Discuss any surprises. In the same groups, students discuss and choose the invention that they think has most changed the way we live.

This website is a useful source of information on inventions:

As soon as a group agrees on an invention, they ‘sign it up’ on a list so that two groups do not choose the same invention.

• http://inventors.about.com

Tell groups they are going to prepare a presentation to convince an audience that ‘their invention’ has resulted in the biggest changes to the way we live. Brainstorm research questions and discuss search strategies. Review skimming and scanning and note-taking. Discuss and agree on criteria for a good presentation. Criteria should include both language (fluency and accuracy) and content (richness of ideas, supporting arguments, etc.). In groups, students research their invention and prepare a presentation. Monitor for note-taking skills. Allow time in class for groups to rehearse. If possible, have groups present to another class. Set up a poll and have students vote for the most convincing presentation. If this is not possible, have students use the criteria discussed above to evaluate each others’ presentations.

229 | Qatar English scheme of work | Grade 11F | Unit 11F.11 | Inventions

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Objectives

Possible teaching activities

Notes

School resources

Tell students they are going to write an essay of approximately 350 words to explain their choice of favourite invention. Before they begin, revise features of a persuasive text, for example: • use of titles and introductory statements to capture the reader’s attention and win sympathy for the arguments; • articulation of a clear position in an introduction; • supporting arguments (e.g. as points plus elaboration); • personal views, anecdotes and evidence as appropriate; • a conclusion that reiterates or summarises; Students use ICT to organise and present their writing. They check the first draft using a grammar and spell checker. They redraft and write a final essay. 3 hours The design process Students are able to: • prepare and present a description of a process of several steps using the passive voice; • identify main ideas and details in a listening text.

Students watch a short excerpt from a video showing an unusual invention (e.g. Wallace and Gromit: The Wrong Trousers). They prepare and present a description of the invention, explaining what it does and how it works, using the passive voice. They use illustrations to enhance their presentation. Alternatively, students look at a picture of a machine and explain how it works. Students read a text about the design of new products. They identify the main ideas and give the article a title. They identify details and respond to multiple-choice or true/false statements. Highlight and practise use of passive for describing processes.

The Wallace and Gromit video Soccomatic can be downloaded from the Internet (for free) from: • http://news.bbc.co.uk/nol/shared/spl/hi/ entertainment/02/wallace_and_gromit/ the_console/html/playerset.html ‘Designs for a happy life’ can be found at: • http//news.bbc.co.uk/1/hi/magazine/ 4432317.stm. ‘Stories of creativity’ and information about inventions, patents, etc. can be found at • www.uspto.gov/web/offices/ac/ ahrpa/opa/kids/special/kidstory.html

3 hours Advertising Students are able to: • follow a discussion in a business-type meeting and respond by orally reporting to a third party, using reported speech. • evaluate persuasive texts; [continued]

Students listen to an interview with someone talking about an aspect of the design process (e.g. how to patent an invention, carrying out market research). They demonstrate comprehension by sequencing a list of steps, completing a flowchart or responding to true/false statements.

Information about patents can be found at:

Tell students that they are going to listen to a meeting in which members of a marketing team discuss how to launch a new product. Students listen and complete activities focusing on:

Prepare a listening text of a group of people discussing different options for advertising a product (e.g. magazine advertisements, TV commercials).

• the overall progression of points in the discussion; • how turn-taking is transacted;

• http://colitz.com/site/flow.htm

• the use of formal and informal language to – set the tone of the meeting, – mark distance, status, respect, disrespect etc.; • formalities of opening, introducing, summarising, concluding and thanking. Students orally prepare a report of the meeting, covering major options discussed and the final decisions made.

230 | Qatar English scheme of work | Grade 11F | Unit 11F.11 | Inventions

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Objectives

Possible teaching activities

[continued]

Students study a range of advertisements from magazines and television to promote new household products (e.g. vacuum cleaners, cookers, food mixers). In each case, they discuss the target group, use of language, images, colour, etc.

• prepare and present to an audience an opinion or point of view intended to convince or persuade, in a series of complete utterances.

Notes

School resources

Set up a simulation: students work for an advertising company which is about to launch a new specialised product (e.g. a jar opener for elderly people, a treadmill to exercise dogs, an antisnoring device). Students work in teams of four and design a poster or short TV commercial for the product. They prepare to present their ideas to the rest of the class. Identify one student to take on the role of chairperson for the class. He or she should manage the meeting, addressing the group, explaining proceedings, inviting questions, etc.

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Assessment

Unit 11F.11

Examples of assessment tasks and questions

Notes

Listening

Students listen to a description of a process and demonstrate comprehension by completing a flowchart.

Listening carries approximately 20% of the assessment weighting for this grade

Speaking

In groups of 3–4, students discuss and evaluate a range of advertisements, demonstrating their ability to ask for and give opinions, take turns and maintain conversation.

Speaking carries approximately 30% of the assessment weighting for this grade.

Reading

Students read a text on a topic related to inventions and respond to true/false statements or multiple-choice questions.

Reading carries approximately 20% of the assessment weighting for this grade

Writing

Students write two or more paragraphs about the most useful gadget in their kitchen.

Writing carries approximately 30% of the assessment weighting for this grade.

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School resources

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