Date of preparation: 05/12/2022

Date of first teaching: 12/12/2022 Period: 44

UNIT 5: INVENTIONS
Lesson 6: Writing

I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge and skills
- Use the lexical items related to the topic Inventions.
- Write about the benefits of an invention.
2. Attitude: Be cooperative and active in activities
II. Teaching method: Integrated
III. Teaching aids:
- Grade 10 textbook, Unit 5
- Black board, handouts
IV. Anticipated problems:
Students may have underdeveloped writing skills.
T should:
- Guide students to make an outline of the letter.
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.T should:
V. Procedure
1. Classs settlement
2. Checking the previous lesson: Workbook
3. New lesson
Stage Procedure Arrangement
WARM-UP GAME: HOT SEAT Group work
5m * T divides the class into different groups and shows pictures about
different types of inventions on the slides.
** Representative of each group sits on a chair, facing the class.
*** Others from each group look at the picture shown on the slide and
describe the picture/ give hints about the picture.
**** Representative of each group says the word out loud.
The group with the largest number of correct answers is the winner.
Key:
1. Electric light
2. Airplane
3. Automobile
PRE- TASK 1: CHOOSE AN INVENTION IN THIS UNIT. DRAW A
WRITING DIAGRAM TO SHOW HOW IT IS USED. THEN WORK IN
GROUPS TO GUESS ONE ANOTHER'S INVENTIONS. (p.58)
Individual/
* T asks each student to choose an invention from the unit and keep it
Group work
secret. T asks them to draw a diagram in their notebooks or on a piece
7m
of paper, listing some benefits or uses of their invention.
** T puts Ss into groups of four or five, and asks them to swap their
diagrams with other Ss in the group.
(For slow learners, T can prepare handouts with the some ideas listed
for Ss to guess the invention)
- Ss take turns reading the diagrams and guessing the inventions.
 *** Ss work in groups to perform the task given.
**** T checks answers as a class.
TASK 2: REWRITE THE SECOND SENTENCE SO THAT IT Individually
HAS A SIMILAR MEANING TO THE FIRST. USE THE
EXPRESSIONS AND THE PROMPTS BELOW TO HELP YOU.
(p.58)
* T asks Ss to study the useful expressions in the box.

7m

- Elicit the meaning of the word “enable”

- T focuses Ss’ attention on the sentences and checks comprehension. T
asks Ss to rewrite them, using the suggested words and the structures in
the box.
- Ss work individually to rewrite the sentences.
- T walks round the class to offer help if necessary and uses coloured
chalk to underline the structures in the answers.
**** T checks answers as a class.
Key:
1. Helping drivers to find the best routes is one of the benefits of AI in
transport.
2. Vacuum cleaners are useful for cleaning / in cleaning the house
quickly.
3. Smartphones help us to learn languages.
4. Telephones are used to communicate / for communication / for
communicating over long distances.
WHILE- TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS) TO
WRITING DESCRIBE TWO OR THREE BENEFITS OF THE INVENTION Individually
15m YOU CHOSE IN 1. USE THE OUTLINE BELOW TO HELP
YOU. (p.58.)
* T tells Ss that they are going to write a paragraph of 120 - 150 words
about the benefits of an invention of their choice.
- T asks them to study the suggested outline.
- T reminds them to use the structures they have practised in task 2.
** Ss work individually to write a draft.
*** Ss check their draft for the first time.
**** T walks round the class to offer help if necessary.
Sample answer:
Electricity is one of the great inventions of the past, because it has
brought many benefits for people. First, electricity can be used to light
our houses and streets. Without it, the world will be dark and
dangerous. Second, electricity is also useful in heating. For example, in
 cold areas, electric heaters can keep us warm and healthy in long
winters. Finally, the most important use of electricity is to run
machines. Without electricity, factories, schools and hospitals cannot
run normally. Everyone and everything will stop working. Other
inventions, such as TVs, computers and robots will become useless
without electricity. In conclusion, electricity plays a very important part
in our life today and we cannot live without it.
POST- PEER CHECK
READING * T has Ss swap their paragraphs with a partner and comment on each
10m Pair work
other’s ideas, vocabulary and grammar.
** Ss work in pairs and swap their 1st drafts for peer review.
*** T then gives feedback on one writing as a model.
**** T collects Ss’ writings to mark and provide written feedback in
the next lesson.
4. Consolidation: (1m): Ss summarise main points of the lesson
5. Homework: Do exercises in the workbook and prepare for the next lesson

Gia Loc, 08/12/2022

Group’s approval

..................................................................

..................................................................

Nguyen Thi Thu

 Date of preparation: 06/12/2022
Date of first teaching: 13/12/2022 Period: 45
UNIT 5: INVENTIONS
Lesson 7: Communication and culture/ CLIL

I. Objectives
By the end of this lesson, Ss will be able to gain:
1. Knowledge and skills
- Use the lexical items related to the topic Inventions;
- Practise making and responding to requests.
- Know more information about computer hardware.
2. Attitude
- Develop a sense of problem-solving when deciding suitable computers.
- Understand more about computer hardware.
II. Teaching method: Integrated
III. Teaching aids:
- Grade 10 textbook, Unit 5
- Black board, speakers
IV. Anticipated problems:
Students may have underdeveloped speaking and co-operating skills.
T should:
- Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.
V. Procedure
1. Class settlement
2. Checking the previous lesson (5m): The complete paragraph
3. New lesson
Stage Procedure Arrangement
WARM-UP CARD GAME Group work
5m * T divides the Ss into different groups. T gives each group a set T-S
of word cards and 1 sheet of A1 paper. Then T asks the groups to S-S
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 Light
Screen Weight
Hardware Size
Software Brand
Speed Program
Document Memory
Display Data
Battery
EVERYDAY TASK 1: LISTEN AND COMPLETE A CONVERSATION Pair work
ENGLISH AT A COMPUTER STORE WITH THE EXPRESSIONS IN T-S
THE BOX. THEN PRACTISE IT IN PAIRS. (p. 58) S-S
* T tells Ss that they are going to listen to a conversation between
 a customer and a shop assistant at a computer store. While
8m 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.
- Quickly explain some words or elicit the meanings of some
words in 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
TASK 2: ROLE-PLAY
Work in pairs. Role-play similar conversations about other
Pair work
devices you want to buy. Use the example in task 1 and the
T-S
expressions below to help you. (p. 59)
S-S
* 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.
10m
- 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.
CLIL TASK 1: READ THE TEXT BELOW. MATCH THE Individual
HIGHLIGHTED WORDS AND PHRASES WITH THEIR work
MEANINGS. (p. 59-60) T-S
8m * 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).
- Introduce other new words:
- run (v): chạy, hoạt động
- basice (adj): căn bản, cơ bản
- display (v): hiển thị
- 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
TASK 2: LOOK AT THE ADVERTISEMENTS. DECIDE
WHICH ONE IS MOST SUITABLE FOR EACH PERSON
BELOW. (p.60) Individual
work
* T tells Ss that two people, Anne and Bob, need their help to
8m T-S
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:

4. Consolidation: (1m): Ss summarise main points of the lesson

5. Homework: Complete the grammar and vocabulary sections in the Looking back lesson

Gia Loc, 08/12/2022

Group’s approval

..................................................................

..................................................................

Nguyen Thi Thu

 Date of preparation: 07/12/2022
Date of first teaching: 14/12/2022 Period: 46
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 and skills
- Review the vocabulary and grammar of Unit 5.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Attitude
- Be more creative when doing the project.
- Develop self-study skills.
II. Teaching method: Integrated
III. Teaching aids:
- Grade 10 textbook, Unit 5
- Black board, computer, peer marking rubrics
IV. Anticipated problems: Some students will excessively talk in the class.
T should:
- Explain expectations for each task in detail.
- Have excessive talking students practise.
- Continue to explain task expectations in small chunks (before every activity).
V. Procedure
1. Classs settlement
2. Checking the previous lesson (3m)
3. New lesson
Stage Procedure Arrangement
LOOKING PRONUNCIATION AND VOCABULARY Pair work
BACK T-S
Solve the crossword. Use the three syllable nouns in this unit.
5m 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:

GRAMMAR (Ss have done this part at home)

 Circle the correct answers. (p. 60)
5m T explains to Ss that they have to review the use of the present
The whole
perfect tense, gerunds and to-infinitives.
class
- T checks answers as a class by asking individual Ss to write the T-S
words on the board.
Key:
1. have just installed, using
2. to send, To learn
3. was invented, have changed
PROJECT INVENTIONS FOR THE CLASSROOM Group work
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
30m 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.
4. Consolidation: (2m): Ss summarise main points of the lesson
5. Homework: Do exercises in the workbook and prepare for the next lesson

Gia Loc, 08/12/2022

Group’s approval

..................................................................

..................................................................

Nguyen Thi Thu