This lesson is all about creativity and innovation. Learners start with a discussion about creativity, then read texts about three British inventions of the 20th century. They practise using the past simple and present perfect tenses in the context of their own experiences and achievements.
Learning outcomes
All learners will:
- explain what creativity means and how it impacts on people's lives
- read a text about creative people and identify the meanings of words related to creativity and innovation
- use the past simple and present perfect tenses to describe personal experiences and achievements.
Materials
- Lesson plan
- Student worksheet
- Presentation
You can either print student worksheets or use the presentation.
Procedure
Stage
15
Lead-in
- Refer learners to the lead-in activity in the student worksheet or show slide 2 of the presentation.
- Discuss questions 1 and 2 with the whole class, then ask learners to discuss questions 3–6 in pairs or small groups.
- Invite some pairs/groups to share their thoughts and experiences from the discussions.
Note: The characters on the poster are Wallace (the man) and Gromit (the dog). The characters were created by Nick Park and Aardman Animations, and they feature in several animated films. They are famous for their unusual inventions, or ‘cracking contraptions’ such as the ‘autochef’ and the ‘snoozatron’. If there is time, you could show some of the inventions: https://www.wallaceandgromit.com/films/cracking-contraptions/
10
Task 1: Pre-reading vocabulary activity
- Refer learners to Task 1 in the student worksheet or show slides 3 and 4 of the presentation. Individually or in pairs, learners match the words and definitions.
- Provide the answers or ask learners to provide answers.
Answers: 1e, 2f, 3d, 4a, 5b, 6c, 7k, 8l, 9h, 10j, 11g, 12i
Note: You could print and cut the table into individual cards for learners to physically match. Ask quick finishers to write synonyms/anonyms for the words.
15
Task 2: Reading
- Tell learners that they are going to read about three British inventions of the 20th century. Explain that they will have a time limit to read the texts. As they read, they should decide which invention they think is the most innovative.
- Refer learners to Task 2 in the student worksheet or show slides 5–7 of the presentation. If learners are reading the complete text in the worksheet, give them approximately 5–6 minutes to read. If you use the slides, give learners a couple of minutes to read each text. Explain that this will help them develop the skill of reading to find the gist of a text.
- Ask some learners to say which invention they think is the most innovative and to briefly say why.
- Put learners into pairs or small groups. Tell them to discuss the questions below the reading text. Invite some pairs/groups to share their thoughts. The questions are available on slide 8 of the presentation. If you are using the presentation, you could write the questions on the board and show slides 5–7 again.
Suggested answers: 1. All the inventors developed products to solve problems; they all won awards; both Dyson and Bayliss experienced rejection and had to form their own companies. 2. Cat’s eyes have helped to prevent accidents; the wind-up radio helps to educate people in remote parts of the world.
10
Task 3: Grammar practice
- If necessary, review when we use the past simple tense and the present perfect tense. See the appendix at the end of this lesson plan for an explanation linked to the reading texts.
- Refer learners to Task 3 in the student worksheet or show slide 9 of the presentation. Individually or in pairs, learners complete sentences 1–7. They can refer to the texts to check their answers. Alternatively, ask learners to give answers and to explain why the past simple/present perfect tense is used.
Answers: 1 designed, 2 launched, 3 set up, 4 has become, 5 watched, 6 has received, 7 received
20
Task 4: Writing activity
- Refer learners to Task 4 or show slide 10 of the presentation. Give learners some time to write answers for questions 1–2 (e.g. five minutes). As they write, move around the room and help with vocabulary and the correct use of the past simple/present perfect tenses.
- When time is up, ask learners to compare their sentences and to choose the most creative achievements of the group members (question 3). Invite some learners to report their most creative achievements to the class. Correct any problems with using the past simple/present perfect tenses.
- If you are not using the presentation, write this question on the board: What do you think are the most creative things that have happened over the last three years?
- Learners discuss the question as a whole class or in groups. If they discuss in groups, invite some to share their answers with the class. Correct any problems they have using the past simple/present perfect tenses.
20
Follow-up activity/Homework
- Ask learners to write a short biography of a creative person. They should use the past simple and present perfect tenses to write about their achievements.
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