Giáo án môn Tiếng Anh Lớp 10 Global - Unit 5: Inventions

UNIT 5: INVENTIONS
Lesson 1: Getting started
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic: inventions for education.
- Vocabulary to talk about inventions for education.
2. Core competence
- Develop communication skills and awareness of inventions for education.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying, using educational apps.
II. MATERIALS 
- Grade 10 textbook, Unit 5, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
Language analysis 
Form
Pronunciation
Meaning
Vietnamese equivalent 
1. invent (v)
/ɪnˈvent/
to produce or design something that has not existed before
phát minh, sáng chế
2. improve (v)
/ɪmˈpruːv/
​to become better than before; to make something/somebody better than before
cải thiện, trở nên tốt hơn
3. suitable (adj)
/ˈsuːtəbl/ or /ˈsjuːtəbl/
right or appropriate for a particular purpose or occasion
phù hợp
4. app (n)
/æp/
a piece of software that you can download to a device such as a smartphone or tablet
ứng dụng
5. convenient (adj)
/kənˈviːniənt/
useful, easy or quick to do; not causing problems
tiện lợi, thuận lợi

Assumptions 
Anticipated difficulties
Solutions
- Students may not know the meanings of some words in the conversation.
- Students may not know how to work in teams. 
- Provide students with some lexical items before listening and reading the conversation.
- Give short, clear instructions and help if necessary.

Board Plan
Date of teaching
UNIT 5: INVENTIONS
Lesson 1: Getting started
* Warm-up: Guessing game 
I. Vocabulary
1. invent (v): phát minh, sáng chế
2. improve (v): cải thiện, trở nên tốt hơn
3. suitable (adj): phù hợp
4. app (n): ứng dụng
5. convenient (adj): tiện lợi, thuận lợi
II. Practice
Task 1: Listen and read.
Task 2: Read and answer the questions. 
Task 3: Find three nouns and three adjectives.
Task 4: Fill in the gaps.
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To activate students’ knowledge on the topic of the unit. 
- To create a lively atmosphere in the classroom.
- To lead into the new unit.

GUESSING GAME
* T gives instructions: 
- T brings 3-5 pictures of technological inventions made in the past few centuries such as computers, laptops, smartphones, and calculators. 
- T folds each picture in half (or as many times as necessary), then shows each folded picture to the class and asks the class to guess what it is. 
- If no one can guess correctly, T unfolds part of the picture in front of the class until someone can guess the name of the invention.
** Ss look at each of the folded pictures and guess what it is.
*** Ss work in 4 groups, look at each of the folded pictures from the teacher, quickly discuss with each other, and guess what it is.
**** T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. 
- T asks: What is common between these pictures?
Suggested answer: They are all the result of advances in modern technology.
- T leads in the lesson: Technological inventions have brought a lot of benefits to our lives. We are going to find out more about these inventions: what they are and how they facilitate your studies.

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5 mins

VOCABULARY
To help students use key language more appropriately before they read and listen.
* T asks Ss to look at the explanation and the photos to guess the meaning of new words. 
** Ss say the Vietnamese meaning of the word.
1. invent (v) /ɪnˈvent/: phát minh, sáng chế
2. improve (v) /ɪmˈpruːv/: cải thiện, trở nên tốt hơn
3. suitable (adj) /ˈsuːtəbl/ or /ˈsjuːtəbl/: phù hợp
4. app (n) /æp/: ứng dụng
5. convenient (adj) /kənˈviːniənt/: tiện lợi, thuận lợi
*** Other Ss correct if the previous answers are incorrect.
**** T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. 
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5 mins
PRACTICE
- To get students interested in the topic.
- To get students to learn some vocabulary to be learnt in the unit.
TASK 1. LISTEN AND READ (p.52)
* T asks Ss to look at the picture (p.52) and answer the questions: 
- What’s the relationship between the speakers?
- What do you think they are talking about? 

* T plays the recording twice, has Ss listen to the conversation, read along and underline the words and phrases describing inventions for education.
** Ss do the task individually.
*** Ss share their answers with a partner.
**** T checks their answers with the whole class. 
Suggested answer: 
Laptops: useful, allowed us to study better and work faster, completely changed our lives in the last 20 years.
Smartphones: improved the way we work and study, suitable for learning, a lot of fun to learn with educational apps, convenient for learners to use, allow us to communicate and learn at the same time.
* T has the Ss read the conversation in pairs.
** Ss read the conversation.
*** One pair reads aloud.
**** T collects common mistakes and gives comments. 

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8 mins
- To practise reading for specific information 
- To practise scanning 
- To develop students’ knowledge of inventions for education.
TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING QUESTIONS. (p.53)
* T asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner sitting next to them. 
** Ss do task 2 individually first.
*** Ss share and discuss with their partners about the key words.
**** T corrects their answers as a class. 
Suggested answer:
1. What inventions are Phong and his dad talking about?
2. How useful are laptops?
3. Why is it fun and convenient to learn with educational apps on smartphones?
* T asks Ss to scan the conversation, locate the key words to find the answer for each question with the partner sitting behind them.
** Ss do the task in pairs.
**** T divides the class into two big teams, has Ss in each team take turns to choose a number in the game Lucky number to check the answers.
Key:
1. They are (talking about) laptops/ computers and smartphones.
2. (Since they were invented,) Laptops have allowed us to study better and work faster.
3. Because you can use educational apps that allow you to communicate and learn at the same time.

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10 mins
- To help Ss revise some collocations for inventions so that they can use them in the following lessons. 
- To practise scanning.
TASK 3: FIND THREE NOUNS AND THREE ADJECTIVES IN THE CONVERSATION IN 1 TO TALK ABOUT INVENTIONS. FOLLOW THE EXAMPLE. (p.53)
* T has Ss find three nouns and three adjectives from the conversation in task 1. 
** Ss work individually.
*** Ss share their answers with a partner.
**** T checks and gives the correct answers with the whole class, elicits the meaning of any words Ss don’t know or find hard to understand. 
Key:
1. useful (example)
2. smartphone
3. suitable
4. laptop
5. apps
6. valuable
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4 mins
To help students identify some future structures with the present perfect tense, gerunds, to-infinitives, and how they are used in sentences.
TASK 4. FILL IN THE GAP IN THE SUMMARY OF THE CONVERSATION WITH ONE WORD FROM 1. (p.53)
* T has Ss read a summary of the conversation, fill in each gap in the summary with ONE word from task 1.
** Ss do the task individually.
*** Ss share the answers with a peer.
**** T checks answers as a class, asks individual students to read out the sentences, and writes the missing words on the board.
Answers: 
1. for
2. have
3. improved
4. to
5. to
6. learn

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6 mins
CONSOLIDATION
- To help students memorise the target language and skills that they have learned.
- To prepare for the unit project
WRAP-UP
T asks Ss: what have we learnt today?
- Some lexical items about Inventions. 
- Reading for specific information.
- Scanning. 
HOMEWORK
- Talk about one invention for education and its usefulness (for a minute).
- Do exercises in the workbook. 
- Project Preparation
- Ask Ss to open their books at the last page of Unit 5, the Project section, look at the picture and say what the topic of the Project is (Inventions for the classroom).
- Tell Ss about the project requirements: Ss will have to think of a useful invention for the classroom and then give an oral presentation of their ideas in the last lesson of the unit. The invention can be either real or imaginary.
- alternatively, asks Ss to prepare a poster presenting their ideas. In a poster presentation, Ss will display their inventions on posters and hang them around the classroom. One representative from each group will stand next to the poster. The rest will walk around, study the posters and talk to any representative of a group if they want to learn more about an invention. Then the class will sit down and vote for the best invention.
- Suggest the steps Ss should follow: 
1. Collecting information (searching the Internet, reading newspapers, etc.)
2. Illustrate their inventions on computer or on posters, etc. 
3. Rehearse for the oral or poster presentation.
- Put Ss into groups and have them choose their group leader. Then ask them to assign tasks for each group member, making sure that all group members contribute to the project work.
- Help Ss set a deadline for each task.
T-S
7 mins

UNIT 5: INVENTIONS
Lesson 2 – Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Inventions.
- Pronounce stress in three-syllable nouns correctly.
- Understand the present perfect, gerunds and to-infinitives.
2. Core competence
- Be collaborative and supportive in pair work and teamwork.
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Develop flexibility and creativity in learning.
- Be responsible for studying, using educational apps.
II. MATERIALS 
- Grade 10 textbook, Unit 5, Language.
- Computers connected to the Internet.
- Projector/ TV/ pictures and cards.	
- sachmem.vn
Language analysis 
Verb tense
Form
Use
Present perfect
(+) S + have/ has + PII + 
We use the present perfect to talk about:
- Something that happened in the past, but is still true or important now.
Example: I have lost my key. Now I can’t open the door.
- Something that started in the past, and is still happening now (often use with since or for).
Example: They have lived here for a year.
- Something that was completed in the v ...  skills.
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class.
- Explain expectations for each task in detail.
- Have excessive-talking students practise.
- Continue to explain task expectations in small chunks (before every activity).

Board Plan
Date of teaching
UNIT 5: INVENTIONS
Lesson 7: Communication and Culture/ CLIL
* Warm-up
Card game
I. Everyday English
Task 1: Listen and complete the conversation.
Task 2: Role-play
II. CLIL
Task 1: Match the highlighted words with their meanings.
Task 2: Decide which one is most suitable.
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To introduce the topic.
- To enhance students’ skills of cooperating with teammates.
CARD GAME
* T divides the Ss into different groups. T gives each group a set of word cards and 1 sheet of A1 paper. Then T asks the groups to select as many words related to computer as possible, stick the word cards on the sheets of A1 paper, and then stick the paper onto the walls/ the board. 
** Ss listen to the instructions and do as required.
*** Ss work in groups and finish their sheets of A1 paper.
**** The group with the largest number of correct answers is the winner.
Suggested answer: 
Laptop
Screen
Hardware
Software
Speed
Document
Display
Battery
Light
Weight
Size
Brand
Program
Memory
Data

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5 mins

EVERYDAY ENGLISH

- To provide Ss with an example conversation in which people make and respond to requests.
- To review expressions for describing feelings.
TASK 1: LISTEN AND COMPLETE A CONVERSATION AT A COMPUTER STORE WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE IT IN PAIRS. (p. 58)
* T tells Ss that they are going to listen to a conversation between a customer and a shop assistant at a computer store. While listening, they should complete the conversation using the expressions in the box.
- T gives Ss a few minutes to read the expressions in the box and the conversation.
** Ss listen and complete the conversation with the expressions from the box.
*** T checks answers by asking individual Ss to read the conversation.
**** T puts Ss in pairs and has them practise the conversation.
Key: 
1. B 2. C 3. A 4. E 5. D

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7 mins

To help Ss practise making and responding to requests.
TASK 2: ROLE-PLAY
Work in pairs. Role-play similar conversations about other devices you want to buy. Use the example in task 1 and the expressions below to help you. (p. 59)
* T explains the context. Ask Ss to brainstorm more expressions that they may use in the conversations, e.g. Can you help me, please? I’m looking for  Would you mind (bringing) ? I was wondering if you could  Sure, no problem.
- T puts Ss in pairs to role-play similar conversations pretending they are buying another electronic device; makes sure Ss plan their conversations before they start practising it.
** Ss practise their conversation in pairs.
- T walks around the class and offers help if necessary.
*** Some pairs act out their conversations in front of the class.
**** T praises for good effort, clear pronunciation, fluent delivery, and interesting ideas.
 
T-S
Pair work

10 mins
CLIL
To help Ss learn about computer hardware and learn some content vocabulary.
TASK 1: READ THE TEXT BELOW. MATCH THE HIGHLIGHTED WORDS AND PHRASES WITH THEIR MEANINGS. (p. 59-60)
* T writes three words: “processor”, “RAM” and “storage” on the board. T asks Ss if they know what “processor”, “RAM” and “storage” are and why they are important when buying a computer; also elicits that they are different parts of computer hardware (or the electronic parts of a computer).
- T explains they are going to read a text to learn more about these terms, and their importance.
- T has Ss read the text, match the highlighted words and phrases with their meanings. T asks Ss to pay attention to the context of each highlighted word, and look for clues that can help confirm the meaning of each word.
** Ss work individually, read the text, match the highlighted words and phrases with their meanings.
*** Ss check their answers with their partners.
**** T checks answers as a class, further explains or translates any new words or phrases, e.g. processor speed, gigahertz, gigabytes, battery
Key: 1. c 2. d 3. a 4. e 5. b

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10 mins


To help Ss relate what they have learnt to a problem-solving task and make connections.
TASK 2: LOOK AT THE ADVERTISEMENTS. DECIDE WHICH ONE IS MOST SUITABLE FOR EACH PERSON BELOW. (p.60)
* T tells Ss that two people, Anne and Bob, need their help to decide which computer is best for them.
- T asks Ss to use the information from the text in task 1 and the information in the table to help Anne and Bob decide.
- T goes through the table and elicits the meaning of the abbreviations of data measurements.
- T asks Ss to discuss their answers in pairs.
** Ss discuss their answers in pairs.
*** Ss say which computers Anne and Bob should buy and why in front of class.
**** T checks answers and gives feedback.
Answers:
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10 mins
CONSOLIDATION
To help Ss memorise what they have learned.
WRAP-UP
- Use the lexical items related to the topic Inventions.
- Revise how to make and respond to requests.
- Know more information about computer hardware.
HOMEWORK
- Prepare for the next lesson: Unit 5 – Looking back and project.
- Do exercises in the workbook.
T-S
3 mins
UNIT 5: INVENTIONS
Lesson 8: Looking back and project
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Review the vocabulary and grammar of Unit 5.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity.
- Develop presentation skills.
- Develop critical thinking skills.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project.
- Develop self-study skills.
II. MATERIALS 
- Grade 10 textbook, Unit 5, Looking back and project.
- Computers connected to the Internet.
- Projector/ TV/ pictures and cards.	
- sachmem.vn.
Assumptions 
Anticipated difficulties
Solutions
- Students may have underdeveloped speaking and co-operating skills.
Encourage students to work in pairs and in groups so that they can help each other.
Provide feedback and help if necessary.
- Some students will excessively talk in the class.
Explain expectations for each task in detail.
Have excessive talking students practise.
Continue to explain task expectations in small chunks (before every activity).

Board Plan
Date of teaching
UNIT 5: INVENTIONS
Lesson 8: Looking back and project
* Warm-up
Brainstorming
I. Looking back
Pronunciation and vocabulary
Solve the crossword. 
Grammar
Circle the correct answers.
II. Project
Inventions for the classroom
* Homework

III. PROCEDURES
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
- To revise the three-syllable nouns and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with teammates.
BRAINSTORMING
* T divides the board, and divides the class into 2 teams.
** Ss listen to the instructions.
*** Members of each team take turns and write as many three-syllable nouns about topic Inventions as possible in 2 minutes.
**** The group having more correct answers is the winner.
Suggested answer: 
Inventor
Invention
Computer
Telephone
Beverage
Camera
Submarine
Telegraph
Telescope
Typewriter
T-S
Team work
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5 mins

LOOKING BACK

- To revise words they have learnt in the unit.
- To revise stress placement on common three-syllable nouns.
PRONUNCIATION AND VOCABULARY
Solve the crossword. Use the three syllable nouns in this unit. Read out the correct answers in pairs when you finish. (p. 60)
* T explains that Ss are going to review some of the words they have learnt in this unit in a crossword puzzle. Remind them that all the words must be three-syllable nouns.
- T puts Ss in pairs to solve the crossword.
** Ss work in pairs to solve the crossword.
*** T checks answers as a class by asking individual Ss to write the words on the board.
**** T has Ss practise saying the words with the correct stress placement. T walks round the class and monitors by correcting any pronunciation mistakes.
Key: 
T-S
Pair work
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7 mins
To revise the present perfect, gerunds and to-infinitives.
GRAMMAR
Circle the correct answers. (p. 60)
* T explains to Ss that they are going to review the use of the present perfect tense, gerunds and to-infinitives.
- T asks Ss to read the sentences and circle the correct forms. In weaker classes, T recalls the forms and uses of the present perfect, and the uses of gerunds and to-infinitives.
** Ss read the sentences and circle the correct forms. 
*** Ss check their answers in pairs.
**** T checks answers as a class by asking individual Ss to write the words on the board.
Key:
1. have just installed, using
2. to send, To learn
3. was invented, have changed

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5 mins
PROJECT 
- To allow students to apply what they have learnt into practice through a project.
- To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation.
INVENTIONS FOR THE CLASSROOM
As Ss have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation.
* T has Ss work in their groups, gives them a few minutes to get ready for the presentation.
** T gives Ss a checklist for peer and self-assessment. T explains that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any. The presenters should complete their self-assessment checklist after completing their presentation.
*** Two or three groups give their presentations. T encourages the rest of the class to ask questions at the end.
**** T gives praise and feedback after each presentation.

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Group work
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25 mins
CONSOLIDATION
To help students memorise what they have learned.
WRAP-UP
- Review the vocabulary, pronunciation and grammar of Unit 5.
- Apply what they have learnt into practice through a project.
HOMEWORK
- Prepare for the next lesson: Unit 6 – Getting started.
- Do exercises in the workbook. 
T-S
3 mins