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.
T-S
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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S-S
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S-S
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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
T-S
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T-S
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 very recent past (often used with just or recently).
Example: He has just finished his homework.
(-) S + haven’t/ hasn’t + PII + …
(+) Have/ has + S + PII+ … ?
Gerunds and infinitives
Gerunds: Verb + -ing
We use gerunds:
- after verbs such as avoid, enjoy, finish …
Example: I enjoy cooking.
- as subjects of sentences.
Example: Learning English is fun.
To-infinitives: to + verb
We use to-infinitives:
- after verbs such as want, decide, allow …
Example: My parents don’t allow me to use a smartphone.
- after adjectives to give opinions, starting with it’s …
Example: It’s fun to learn English.
- as subjects of sentences.
Example: To learn English is fun.
Note: Some verbs such as like, love, and hate can be followed by either gerunds or to-infinitives.
Example: I like playing/ to play computer games.
Assumptions
Anticipated difficulties
Solutions
- Students may be confused when using gerunds and to-infinitives.
- Students may have underdeveloped speaking and co-operating skills.
- Give clear explanations with examples for each case.
- Give clear instructions, give examples before letting students work in groups.
- Provide feedback and help if necessary.
Board Plan
Date of teaching
UNIT 5: INVENTIONS
Lesson 2 – Language
* WARM-UP: Guessing the years of inventions.
I. Pronunciation
- Task 1: Listen and repeat.
- Task 2: Cross the river.
II. Vocabulary
Experiment
Devices
Laboratory
Hardware
Software
Equipment
III. Grammar
- Present perfect: Circle the correct answers.
- Gerunds and to-infinitives: Complete the sentences.
- Game: Running dictation
* 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’ prior knowledge and vocabulary related to the topic.
- To enhance students’ skills of cooperating with teammates.
- To lead into the new unit.
GUESSING THE YEARS OF INVENTIONS.
* T puts Ss into groups of 5. T gives each group a list of 5 important inventions (refrigerator, the Internet, telephone, paper, light bulb), (checks that everybody knows what each word means), and asks Ss to compile a list of the inventions in chronological order (the most recent invention must be the first in the list). The group having the largest number of correct answers is the winner.
** Ss listen to the instructions.
*** Ss work in teams, discuss, and compile a list of the inventions in chronological order.
**** T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly.
Key:
The Internet (1983)
Refrigerator (1899)
Light bulb (1879)
Telephone (1876)
Paper (105)
- T leads in the lesson of Language.
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5 mins
PRONUNCIATION
- To help students understand the stress patterns in some common three-syllable nouns.
- To help students recognise the stress patterns in some common three-syllable nouns.
TASK 1: LISTEN AND REPEAT.
Pay attention to the stressed syllable in each word. (p.53)
* T introduces the rules of stress in three-syllable nouns, then gives Ss relevant examples.
- T asks Ss to give some examples of three-syllable nouns and asks them to put stress on each word.
** Ss give some examples and put stress on each word.
*** Other Ss correct if the previous answers are incorrect.
**** T draws Ss’ attention to the stress patterns in some common three-syllable nouns.
* T asks Ss to look at the words, explains what the big and small dots mean, then asks Ss to listen and repeat after the recording.
** Ss listen and repeat after the recording; pay attention to the stressed syllable in each word.
*** Some Ss say the words after playing the recording.
**** T checks their pronunciation.
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5 mins
To help students recognise the stress patterns in some common three-syllable nouns and pronounce them correctly.
TASK 2: CROSS THE RIVER
Connect all the words with the stress pattern to cross the river. Then listen and check your answers. Practise saying these words in pairs. (p.53)
* T tells the Ss that they are going to play a game called “Cross the river”. They work in pairs and need to connect all the words with the stress pattern to cross the river.
** Ss listen to the instructions.
*** Ss work in pairs and do as required. T walks round the class and offers help if Ss find it difficult to pronounce the words.
**** T plays the recording and has Ss check their answers. T then puts Ss in pairs and has them practise saying all the words.
Key:
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10 mins
VOCABULARY
To introduce more topic-related words.
TASK 1. UNSCRAMBLE THE UNDERLINED LETTERS IN THESE WORDS.
Use the pictures and the glossary (page 127) to help you. (p.54)
* T asks Ss to unscramble the underlined letters in the given words, using pictures and the glossary if they need help.
** Ss work independently and unscramble the underlined letters.
*** Ss share their answers in pairs before discussing as a class.
**** T checks answers as a class by asking individual Ss to call out and write the words on the board, then gives feedback.
Key:
1. experiment
2. devices
3. laboratory
4. hardware
5. software
6. equipment
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4 mins
To give students practice in identifying the words.
TASK 2. MATCH THE WORDS IN TASK 1 WITH THEIR MEANINGS.
* T asks Ss to match the words with their meanings in pairs.
1. device
a. the machines and electronic parts in a computer or other electronic system
2. laboratory
b. a scientific test that is done in order to study what happens and to gain new knowledge
3. experiment
c. ​the programs used by a computer for doing particular jobs
4. equipment
d. a room or building used for scientific research, experiments, testing, etc.
5. software
e. the things that are needed for a particular purpose or activity
6. hardware
f. a piece of computer equipment, especially a small one such as a smartphone
** Ss do the task in pairs.
*** Some pairs share their answers with the whole class.
**** T gives feedback and corrections (if necessary).
Key:
1. f 2.d 3. b 4. e 5. c 6. a
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5 mins
GRAMMAR
- To have students revise the present perfect, gerunds and to-infinitives.
- To help students understand the use of the present perfect, gerunds and to-infinitives.
GRAMMAR: RECALL
* T lets Ss recall the form of the present perfect and elicits from Ss the rules of using the present perfect.
- T asks Ss to revise the use of gerunds and to-infinitives.
** Ss do as required and give some examples of the present perfect, gerunds and to-infinitives.
*** Ss discuss in pairs to check their answers.
**** T draws Ss’ attention to the present perfect, gerunds and to-infinitives.
CIRCLE THE CORRECT ANSWERS. (page 54)
* T has Ss read the sentences individually, and asks them to choose the correct answers.
** Ss work individually as required.
*** 2 Ss write their answers on the board.
****T gives feedback and corrections (if necessary). T goes through each sentence and asks Ss to explain why they have selected that form.
Key:
1. have just found
2. invented, have created
3. has lost
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6 mins
To give students practice in using the present perfect, gerunds and to-infinitives.
COMPLETE THE SENTENCES USING THE GERUND OR THE TO-INFINITIVE OF THE VERBS IN BRACKETS. SOMETIMES BOTH FORMS ARE POSSIBLE.
* T has Ss read the sentences individually, asks them to complete the sentences using the gerund, the to-infinitive, or both forms of the verbs in brackets.

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