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LESSON PLAN
TIẾNG ANH 10 - GLOBAL SUCCESS
UNIT 5: INVENTIONS
LESSON 1: GETTING STARTED
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- memorize some lexical items related to the topic “Inventions for education”.
- practice and accurately pronounce key terms and phrases associated with the topic of inventions.

2. Competence

- listen for specific information.

- develop specific reading skills, particularly reading for details.

- apply a variety of related vocabulary to talk about your favorite inventions

3. Qualities

- realize practical uses of different inventions in education.

II. TEACHING AIDS AND MATERIALS

- Grade 10 textbook, Unit 5, Lesson 1, handouts (bingo cards, matching cards, word search, and fill-in-blank)
- Computer connected to the internet
- Projector/ TV/ pictures, speaker

Language analysis

Word Pronunciation Part of Definition Example

 Speech

Invent /ɪnˈvɛnt/ Verb To create or design Thomas Edison invented the light
something that has not bulb.
existed before; to
come up with a new
idea or method.

Suitable /ˈsuːtəbl/ Adjective Right or appropriate This jacket is suitable for cold
for a particular weather.
person, purpose, or
situation.

Convenient /kənˈviːnɪənt/ Adjective Easy to use or get to; It’s very convenient to use public
causing little difficulty transport to get to work.
or trouble.

Valuable /ˈvæljuəbl/ Adjective Worth a great deal of This family photo is very valuable.
money or having a lot
of importance or
worth.

Application /ˌæplɪˈkeɪʃən/ Noun a computer program or There are applications for

software designed for a everything, from learning a
particular purpose that language to booking cinema tickets.
you can download onto
 mobile devices

Improve /ɪmˈpruːv/ Verb To make something She wants to improve her English
better, or to become skills.
better.

III. TEACHING PROCEDURE

Stage Activity Procedure

Teacher’s activity Students’ activity
WARM-UP Bingo Card - Before giving the handouts, T introduces the - Ss follow the rules of
(5 mins) instructions related to this activity. this game.
+ Each S gets a 3x3 Bingo card with 9 inventions - Ss receive different
arranged randomly.
bingo cards from the
+ T reads out descriptions of the inventions one by
one. teacher.
+ Ss listen and mark (✔) the matching invention on - Ss listen carefully and
their cards. mark (✔) the matching
+ The first student to complete a row, column, or invention on their cards.
diagonal shouts “Bingo!” to win. - Ss say “ Bingo!” if they
-T gives out different bingo cards for each S. complete a row, column
Bingo card description:
or diagonal to win.
- Ss give an applause for
the winner.
- Ss open the textbook
Unit 5: Invention with
the lesson “ Getting
started” on Pages 52 to
learn.
- T checks Ss’ understanding of the rules of this game.

+ T asks: “ What do you do when I read a

description?”
(Expected answer: We mark the correct
invention on the card.)
+ T asks: “How do you win the game?”
(Expected answer: By completing a row, column,
or diagonal and shouting 'Bingo!')
+ T asks: “Can you mark any square you want?”
(Expected answer: No)

- T starts the game and reads out the descriptions of

the inventions one by one.

+ “It brightens our homes and streets at night.”

Answer: light bulb
+ “It lets us talk to people far away.”
Answer: telephone
+ “It connects computers and lets us find
information quickly.”
Answer: internet
+ “It shows us movies, news, and entertainment at
home.”
Answer: television
+ “It helps people travel long distances in the sky.
Answer: airplane”
+ “It processes information and helps us work
 faster.
Answer: computer”
+ “It moves without using gasoline and is better for
the environment.”
Answer: electric car
+ “It heats food quickly and is very convenient in
the kitchen.”
Answer: microwave oven
+ “It combines a phone, a camera, and the internet
in one device.”
Answer: smartphone

- T checks the bingo card to see which is the quickest

and most correct to be the winner.

- T asks the whole class to applaud the winner.

- T leads in the topic of the lesson “Getting Started”

(Unit 5 - Inventions, Pages 52)

PRESENTATION VOCABULARY - Ss follow the teacher

(8 mins) ( 5 mins) - T uses vocabulary teaching techniques combined with
and repeat the
slideshows to help Ss understand how to use words in
pronunciation of
context.
vocabulary.
1. Invent

- T: “ Look at these images, what are they? Yes, so they

are inventions, right? Now when we create something
new like these ones, we say we ‘invent’ it.”
- T shows and introduces the word.

- T asks Ss to repeat the word.

2. Suitable

T: “Now, look at these people and see how they dress.

Who should go to the wedding ceremony? A or B? Yes,
A. And we can say they are the right choice for the
ceremony. What’s the word for this? Yeah ‘suitable’.”

- T shows and introduces the word.

- T asks Ss to repeat the word.

3. Convenient

T: “Look at this man, what is he doing? Yeah, using a

smartphone to buy things, right? With just one click, he
can buy anything from far away. It’s very easy and
saves time. What’s the word for this? ‘Convenient’.”

- T shows and introduces the word.

- T asks Ss to repeat the word.

4. Valuable

T: “Look at these images - gold, diamonds, and a family

picture. Why do you think people care so much about
these? Yes, because they are important. And another
 way to say is that they are ‘valuable’.”

- T shows and introduces the word.

- T asks Ss to repeat the word.

5. Application

T: “Do you know these? - Facebook and YouTube. Have

you downloaded them on your phone? Do you use them
every day? Ok, so what do we call these?
‘application’.’’

- T shows and introduces the word.

- T asks Ss to repeat the word.

6. Improve

T: “Look at this woman. Can you see the change?

At first, she had a big belly, but now she is fit and
healthy. She is making her body better and we can say
she ‘improves' it.’’
- T shows and introduces the word.

- T asks Ss to repeat the word.

Vocabulary Check - Ss receive pieces of

(3 mins) VOCAB CHECK
paper with vocabulary
- T divides the students into groups of 4 and introduces and pieces of paper with
 meaning, match
the rules of the activities.
vocabulary with
+ Each group will be given 6 vocabulary cards and meaning in the fastest
6 meaning cards. time.
+ The task is to match the words with their
meanings. The group that is fastest and has the
most correct answers will receive a prize. (the
first group sticks their answer on the board is
considered the fastest; only one person from
each group will go to the board, and stick it on
the board )
+ Each group has a maximum time of 2 minutes to
finish the task.

- T observes each group of Ss and gives each group the

handout.

- T gives a signal to start the task “OK, 2 minutes start”

- T walks around the class to observe Ss’ involvement.

- After the quickest group finishes, T rechecks and leads

the class to the next activity

A - worth a great deal of money or

1. improve
having a lot of importance or
worth
 B - easy to use or get to; causing
2. application
little difficulty or trouble

C - a computer program or
3. suitable
software designed for a particular
purpose that you can download
onto mobile devices

D - right or appropriate for a

4. valuable
particular person, purpose, or
situation

E - to make something better, or to

5. invent
become better

F - to create or design something

6. convenient
that has not existed before; to
come up with a new idea or
method
Answer keys:

1-E 2-C 3-D 4-A 5-F 6-B

PRACTICE Listen and read - T shows the picture on page 52 on the slide - Ss follow T’s
(22 mins) (3 minutes) instructions.

- Ss look at the picture

and give their answers.
 - Ss listen and read the
conversation to check
their answer.

- T sets up the task by asking Ss to look at the picture

and guess the question: “What inventions are Phong
and his dad talking about” (1st question in Activity 2 SB
P53)

- T gives Ss 30 seconds to think.

- T calls some students to give their answers.

- To check Ss’ answer, T asks Ss to open their textbook

and listen to the conversation in their textbook.

Practice with the - T shows the conversation in 1 again on the screen. Ss follow T’s
instructions.
conversation - T divides the class into groups of 4 and sets the task
(4 minutes) by asking each group to practice the conversation in - Ss practice in groups of
4.
role-play in 2 minutes (2 Ss play the role of Dad, the
- 2 Ss read out loud the
others will be Phong). dialogue.
- T calls randomly 1 pair to read the dialogue out loud
- T leads the class to the next activity.
Read again and answer the - T shows task 2 (page 53) on the screen. - Ss follow T’s
questions instructions.
- T sets the task by asking Ss to read the conversation
(4 minutes) again and answer the remaining 2 questions of this task
in 3 minutes: - Ss answer the question
· “How useful are laptops?” individually then swap
· “Why is it fun and convenient to learn with with their partner to
educational apps on smartphones?” check.

- T lets Ss answer these questions by themselves in

their notebook, then asks them to swap their notes in - Ss tell their answer to T
pairs to check for each other.

- T randomly calls each S for each question and asks the

- Ss check their answers
others to check and give comments (if any).
and correct mistakes (if
- T shows the keys on the screen, gives explanations, any).
and asks Ss to correct their mistakes (if any).

Answers:

+ (Since laptops were invented), they’ve allowed

us to study better and work faster. They’ve
completely changed our lives in the last 20
years.

+ The apps allow them to communicate and

 learn at the same time.

Word search - T leads the class to the “Word search” activity. - Ss quickly move into
(5 minutes) - Before giving Ss handouts, T gives Ss instructions: groups of 4 and listen to
Link handouts: the T’s instructions.
+ Divide the class into groups of 4.
wordsearch-
zRpl_tWD69.pdf + Ask each group to look at the conversation in
1 again, and find 3 nouns and 3 adjectives talking
about inventions in 3 minutes.
+ One person from the quickest group
completing this task will go to the board, stick it
on the board, and speak out loud 6 words he has
found, and then that group is the winner if
correct. - Each group receives
- T observes each group of Ss, and gives each group the handouts from T

handout of word search

Word search handout description
 - Ss answer T’s checking
understanding questions

- Ss do the task as
- T check Ss’ understanding by asking some simple instructed
questions
+ T asks “Do we work individually or in groups?” - Ss give the winner an
(Expected answer: “in groups”) applause
+ T asks “How many words do we have to find?”
(Expected answer: “6”)
+ T asks “How do we win?”
(Expected answer: find all 6 words fastest, stick
on board, and speak out loud them)

- T gives a signal to start the task “OK, 2 minutes start”

- T walks around the class to observe S’s involvement.

- After the quickest group finishes, T rechecks and leads

the class to the next activity
Keys
Fill in the blank - T shows the Ex4 (page 53) on the screen and sets the - Ss follow T’s
(6 minutes) task by asking Ss to do this exercise in the handout that instructions
Inventions-3.pdf
T is going to give in pairs

- T observes the class and pairs students - Ss work in pairs

- Before giving handouts, T gives Ss some instructions:

+ Ss read the conversation in 1 again to find the - Ss give their answers

suitable words.
+ T asks Ss to look at Ex4 on the screen and gives
Ss some tips for doing the “fill in the blank” task: - Ss correct their
“Pay attention to the words standing before and mistakes (if any)
after the blank, then guess what type of the
word is needed in the blank.”
+ Ss have 2 minutes to finish.
- T checks Ss understanding by asking them some
questions:

+ “In this task, you have to work alone or in

 pairs?”
+ “How many words do you have to find in each
blank?”
+ “How many minutes is needed to do this task?”
- T gives Ss handouts and gives a signal to start “Ok, 2
minutes start”

- T walks around the class to observe S’s involvement.

- T calls each pair giving answers and explanations for

each blank, then asks the others to give comments.

- T shows the answers on the screen and asks SS to

correct their mistakes (if any).
PRODUCTION DISCUSSION AND OPINION
(8 minutes) EXPRESSION - T asks Ss to work in pairs and discuss the question - Ss listen to T’s
“What inventions do you like? Why or Why not?” instructions.
- T recalls some vocabulary Ss can use to answer the - Ss recall the vocabulary
questions.
that they have just
*Sample: learned to use in this
activity.
+ Some words:
useful, suitable, convenient,... - Ss work in pairs to
application, website, tool,... discuss the questions in
+ Sentence examples: “Smartphones are very 3 minutes.
useful for learning. It helps me to….”
- Ss stand up and
- T gives a signal to start the task “Ok, 3 minutes start” express their opinions to
- T goes around the class to offer help if necessary. the class.

- T picks some Ss to give their opinions on the questions - Ss repeat the ideas that
and listens to their answers
their friend has
- T has students summarize the points their friend has presented.
mentioned to check their attention.

- T provides feedback if needed.