1. Teacher’s Sheet with Key
MUSEUM OF INVENTIONS AND INVENTORS
PRE-VIEWING
Match the inventions to their inventors:
1. Orville and Willber Wright (US) ( 3 ) Penicillin - 1928
2. Larry Page and Sergey Brin (US) ( 1 ) Plane - 1903
3. Alexander Fleming (England) ( 2 ) Google - 1998
4. Galileo Galilei (Italy) ( 12 ) Parasols – 1924; and a vacuum
ice cream freezer - 1921
5. Noah and Joseph Mc Vicker (US) ( 4 ) Thermometer - 1593
6. Stephanie Louise Kwolek (US) ( 7 ) Braille system - 1824
7. Louis Braille (France) ( 9 ) Snowmobile - 1922
8. Levi Strauss and Jacob Davis (US) ( 13 ) You Tube - 2005
9. Joseph - Armand Bombardier ( 5 ) Play-Doh - 1956
(Canada)
10. Louis Reard (France) ( 11 ) Plane – 1906; Wrist Watch
1904
11. Santos Dumont (Brazil) ( 15 ) Coke - 1886
12. Beulah Henry (US) ( 6 ) Kevlar – a strong fiber - 1966
13. Steve Chen, Chad Hurley and ( 16 ) Bicycle
Jawed Karim (US)
14. Earle Dickson (US) ( 10 ) Bikini - 1946
15. Dr John Pemberton ( US) ( 14 ) Band-Aid - 1920
16. Baron Karl de Drais de Sauerbrun ( 8 ) Blue Jeans - 1873
(Germany)
WHILE-VIEWING
First Viewing
1. Why did Bianca visit the Museum of inventions and inventors?
She visited the Museum to know more about inventions because she is
entering an invention contest.
2. What did she learn with Mr. Jay? List two things.
She learned that they study invention; they do programs for young
people; they collect papers from the inventors. She also learned about
Beulah Henry and about Stephanie Kwolek, the inventor of Kevlar, and
that everyone can be an inventor.
3. Do all inventors become famous?
Some do, but there lots we may not have heard of.
4. What’s kevlar?
It’s a super-strong fiber.

2. 5. What’s an important characteristic of inventors?
They have to be curious about things.
6. Why was Bianca thinking of visiting the museum again?
Because she wanted to look around at some great inventions to get
some ideas.
Second Viewing
Students receive Part A of the script and use arrows to indicate if the speaker
used rising or falling intonation for the questions:
Video Script – Part A:
Bianca: Hi, are you Mr. Jay?
Mr. Jay: Yes, I am. Can I help you?
Bianca: I’m Bianca. One of the tree-house detectives.
Mr. Jay: Tree-house ….what?
Bianca: Tree-house detectives. We’re entering an invention contest and we
need to know more about inventors.
Mr. Jay: Well, you’ve come to the right place.
Bianca: What do you do here?
Mr. Jay: Well, we do lots of things here. But we study invention; we do
programs for young people and we also collect papers from the inventors.
Bianca: Papers like the journals they used to keep notes on their inventions?
Mr. Jay: That’s right.
Bianca: Are there a lot of famous inventors?
Mr. Jay: Well, there are. But there are lots you may not have heard of either.
People like Beulah Henry. She had some 48 patents which had all sorts of
inventions like parasols and toys and even an ice cream freezer in 1912.
Bianca: I bet she had a big bug list.
Mr. Jay: You might have wondered about Stephanie Kwolek.
Bianca: Is she a scientist?
Mr. Jay: Yes, she went to school to study chemistry and then she invented a
stuff called kevlar.
Bianca: What’s kevlar?
Mr. Jay: Kevlar is a super-strong fiber. It’s in everything from boats to airplanes
today. In fact, we have an example here in our Gold Rush bicycle made of
Kevlar..
Bianca: Can anyone be an inventor?
Mr. Jay: Yes, we can all be inventive. But I think that there will only be one
Wright Brothers.
Bianca: How do you become an inventor?
Questions:
1. Hi, are you Mr. Jay? 

3. 2. Can I help you? 
3. Tree- house… what? 
4. What do you do here? 
5. Papers like the journals they used to keep notes on their inventions? 
6. Are there a lot of famous inventors? 
7. Is she a scientist? 
8. What’s Kevlar? 
9. Can anyone be an inventor?
10. How do you become an inventor? 
After checking if the intonation for the questions is rising or falling, the students
come up with the rule for the intonation of Yes/No questions and Wh questions.
Teacher’s note: We generally use falling intonation with information questions
and rising intonation for Yes/No questions. In number 3, the speaker is not sure
of what he heard, so the intonation is rising.
Third Viewing
Activity 1
Students watch the video again and check if they marked the arrows correctly.
After that, students work in pairs and practice the questions and answers, using
the correct intonation.
Activity 2
Video Script – Part B:
Mr. Jay: Inventors are all curious about things. They also try to improve
invention. You know, some inventions just happen by accident.
Bianca: I’m sure whoever made these bikes had a lot of fun.
Mr. Jay: Yes, sometimes people do invent just for fun. In fact, we’ve got a new
exhibition - Invention and Play - which will encourage people to develop their
own creativity through play.
Bianca: Maybe we can come back for that. We’re having trouble figuring out
what to invent. Our problem is how to make bicycles safer at night.
Mr. Jay: Coming out with solutions is often the hardest part. Frequently, we
have to keep trying different solutions before we get one that’ll work.
Bianca: Well, I haven’t thought of that. Maybe, if I look around at some of the
great inventions, I’ll get some ideas.
Mr. Jay: Yes, take a look at the bicycle collection and also take a look at that
solar - powered car.
Bianca: Definitely. Thanks, Mr. Jay, for all your help.
Mr. Jay: You’re welcome.

4. Activity 1 - There are some underlined words in the video script you received.
Write each underlined word in the appropriate column, according to the number
of syllables and the stress pattern:
     
Definitely Bicycles Inventors Sometimes Improve Exhibition
Frequently Encourage Powered Invent
Different Develop Welcome Around
Accident Solutions Problem
Collection Hardest
Solar
Teacher’s note: To find the number of syllables in the words, you have to count
the vowel sounds in the word. Example: come /  / – one syllable;
pronunciation /   / 5 syllables (diphthongs only count as one
vowel sound).
Activity 2 – Mark the correct sentence stress in the following dialogs. Underline
the word that contains the tonic syllable.
1.
Bianca: Hi, are you Mr. Jay?
Mr. Jay: Yes, I am. Can I help you?
Bianca: I’m Bianca. One of the tree - house detectives.
Mr. Jay: ‘Tree - house …what?
2.
Bianca: Is she a scientist?
Mr. Jay: Yes, she went to school to study 'chemistry and then she invented a
stuff called kevlar.
Bianca: What’s kevlar?
Mr. Jay: Kevlar is a super-strong fiber. It’s in everything from boats to
airplanes today. In fact, we have an example here in our Gold Rush bicycle
made of Kevlar.
3.
Bianca: How do you become an inventor?
Mr. Jay: Inventors are all curious about things. They also try to improve
inventions. You know, some inventions just happen by accident.
Teacher’s note: Content words (nouns, verbs, adjectives, adverbs, etc.)
convey the most important ideas in the sentence. Function words (articles,
prepositions, conjunctions, etc) hold the string of speech together but have little
meaning on their own. Content words are generally stressed, but function words
can be stressed if the speaker wants to emphasize them for a specific meaning.
Example: I was coming from school, not going to school.
The tonic syllable is the most stressed syllable in an utterance. It’s longer and
carries the main pitch movement.