NeoEdu
Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 6. Unit 5: Inventions

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • perform the everyday English exchange asking for and giving help with a camera, using 'Could you show me how to…, please?', 'Would you mind checking…?', 'Certainly.' and 'Not at all.'
    • describe the four parts of computer hardware (processor, memory, storage, input/output devices) and explain that more storage does not automatically mean a faster processor
    • mark the primary stress in three-syllable nouns (com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion)
    • use the six key words: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử)
    • choose between the present perfect and the past simple, and between a gerund and a to-infinitive of purpose

2. Competences

a) General competences

  • Self-control and independent learning: Ss check the stress placement of their own words, revise their written summary at least once, and apply the safety rule of disconnecting power before handling equipment.
  • Communication and collaboration: Ss role-play the camera exchange in pairs, compare answers to the comprehension questions in groups, and give polite, specific feedback to each other.
  • Problem-solving and creativity: Ss decide which detail from the model best supports a point, and write a short conclusion that keeps the conditions stated in the text.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the exchange, role-play a similar request, read the CLIL text for specific information, and write a three-sentence summary using only the model.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark primary stress in three-syllable nouns, use the six key words in sentences, and contrast the present perfect with the past simple and the gerund with the to-infinitive of purpose.

3. Personal qualities

  • Responsibility: Ss follow the safety rule in the text (disconnect power and follow a qualified teacher's instructions before handling any equipment), and no one disassembles equipment in class.
  • Diligence: Ss complete every practice task, self-check their stress marks and grammar choices, and improve their summary after feedback.
  • Kindness: Ss give constructive, encouraging feedback to their partners, praising correct pronunciation and suggesting improvements politely.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides of the everyday exchange, the CLIL text and the key words
  • Audio recording of the everyday exchange for modelling and drilling
  • Pictures of a camera, a keyboard and a screen (for the warm-up and illustration only)
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • NeoEdu lesson page: neoedu.vn/learn/10/english/unit-5-communication-and-culture-clil (lesson text, examples and interactive exercises)
  • Timer

2. Students

  • Student's book English 10 (Global Success), Unit 5
  • Notebook, pen or pencil
  • Printed Worksheet 1 and Worksheet 2 (shared within a pair)
  • Mobile phone or tablet to access the NeoEdu page, if available

III. Procedures

Activity 1: Warm-up · 4 minutes

Devices all around us

a) Aims

Ss activate prior knowledge of common devices and introduce the topic 'Inventions' and the key word invention (phát minh) and device (thiết bị).

b) Content

T shows pictures of a camera, a keyboard and a screen. Ss answer: 'Which devices do you use every day?' and 'Which device do you think is the most useful? Why?' Ss name three devices and give one benefit for each.

c) Expected outcomes

A short list on the board: three devices and one benefit for each, for example: 'A camera helps us record images.' 'A keyboard helps us type.' 'A screen helps us see information.' Ss understand the word invention (phát minh) as a new thing people create.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three pictures and asks: 'What are these devices? Which one do you use every day?'

    Students

    Ss look at the pictures and listen to the question.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think, then asks them to discuss the most useful device with a partner.

    Students

    Ss discuss in pairs and note down their ideas in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T writes the devices and benefits on the board.

    Students

    Ss report, for example: 'A phone is useful because we can call friends.' 'A camera is useful because we can take photos.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'All these devices are inventions. Today we learn how to ask for help with a device and understand how computer hardware works.' T writes the title on the board.

    Students

    Ss copy the title and the word invention (phát minh) into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Everyday English: asking for and giving help

a) Aims

Ss recognise and produce polite requests and responses used when asking for help with a device.

b) Content

Ss listen to the dialogue twice and repeat it chorally and individually:
A: Could you show me how to focus the camera, please?
B: Certainly. Put the page flat and press this button once.
A: Would you mind checking the image?
B: Not at all. The letters are clear now.
T asks: 'What does A want?' 'How does B agree to help?' 'What does Not at all mean?'

c) Expected outcomes

Ss can answer:

  • A wants B to show how to focus the camera.
  • B agrees with 'Certainly.'
  • 'Would you mind checking the image?' asks B for help to check the image; B's answer 'Not at all' means 'Yes, I don't mind'.
  • 'Please' makes the request polite.
    Ss can write the function on the board: asking for help (Could you… ? / Would you mind…?) and responding (Certainly. / Not at all.).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the conversation. Pay attention to how A asks for help and how B agrees.' T plays the audio once.

    Students

    Ss listen and try to catch the polite words.

  2. Teacher

    Step 2: Task performance

    T plays the audio again, pauses after each line for choral and individual repetition, then asks the three questions on the board. Ss work in pairs to answer.

    Students

    Ss repeat with correct rhythm and answer in pairs. Expected answer: 'A wants help to focus the camera.'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to answer and asks: 'What is another way to ask for help politely?' Ss may suggest 'Would you mind...?' from the text.

    Students

    Ss report their answers. Expected answer: 'Would you mind checking the image?' or 'Could you...?'.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the two functions on the board, highlights the polite forms and the responses, and reminds Ss that 'Certainly' and 'Not at all' are used to agree.

    Students

    Ss copy the function table into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Computer hardware: parts and roles

a) Aims

Ss understand the four main parts of computer hardware and their roles, and explain the safety rule in the text.

b) Content

Ss read the CLIL text silently and then use Worksheet 1 to complete the hardware table. T asks: 'What does a processor do? What does memory hold? Is a keyboard input or output? Why must we disconnect power before handling internal parts?'
Text: Computer hardware is the physical equipment: a processor carries out instructions, memory holds working data, storage retains files, and input/output devices connect users with information. A keyboard is input; a screen is output. More storage does not automatically mean a faster processor. Before opening equipment or handling internal parts, disconnect power and follow a qualified teacher's instructions; this lesson requires no disassembly.

c) Expected outcomes

Worksheet 1 completed correctly:

  • processor: carries out instructions
  • memory: holds working data
  • storage: retains files
  • input/output devices: connect users with information
  • keyboard: input device
  • screen: output device
    Key understanding: more storage does not automatically mean a faster processor. Safety rule: disconnect power and follow a qualified teacher's instructions before handling internal parts.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the text silently in 2 minutes. Then complete the table.'

    Students

    Ss read silently and take notes of key information.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who struggle with the words 'processor' and 'storage'. T asks: 'Does more storage mean a faster processor?'

    Students

    Ss complete Worksheet 1 in pairs. Expected answer: 'No, it does not automatically mean a faster processor.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers aloud and asks: 'Why must we disconnect power before opening equipment?'

    Students

    Ss report answers. Expected answer: 'For safety, and because we should follow a qualified teacher's instructions.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A processor carries out instructions, memory holds working data, storage keeps files, and input/output devices connect us with information. This lesson requires no disassembly.' T reminds Ss of the safety rule.

    Students

    Ss check and correct their worksheets and write the safety rule in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Key words, stress and grammar

a) Aims

Ss use the six key words, mark primary stress in three-syllable nouns, and choose the correct tense and verb form in context.

b) Content

T models the key words: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử). T models the stress pattern on: COM-pu-ter is not the standard pattern: com-PU-ter /kəmˈpjuːtər/. Other examples: IN-ter-net, BEN-e-fit, in-VEN-tion. Ss read the sentence: 'The invention brings benefits to computer users.'
Grammar: We have tested the device twice (present perfect, unfinished period/experience). We tested it yesterday (past simple, finished time). We use it to record instructions (to-infinitive of purpose). Useful for recording (gerund after a preposition).

c) Expected outcomes

Ss can:

  • mark primary stress: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion
  • read the sentence with correct stress: 'The in-VEN-tion brings BEN-e-fits to COM-pu-ter users.' (stress words as in the text)
  • explain: 'We have tested the device twice' (present perfect, experience until now) vs 'We tested it yesterday' (past simple, finished time)
  • explain: 'useful for recording' (gerund after a preposition) and 'We use it to record instructions' (to-infinitive of purpose).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the key words on the board and asks Ss to match each word with its Vietnamese meaning.

    Students

    Ss match the words with meanings in pairs.

  2. Teacher

    Step 2: Task performance

    T models the stress patterns, asks Ss to clap the syllables and repeat, then gives two example sentences for the grammar contrast.

    Students

    Ss clap and repeat the words, then decide: 'Which sentence describes a finished time? Which describes experience up to now?'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read the stress pattern and explain the grammar choices.

    Students

    Ss report. Expected answers: 'We tested it yesterday' is finished time; 'We have tested the device twice' is up to now.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'The number of syllables alone does not determine stress.' T writes the grammar rules on the board.

    Students

    Ss copy the stress marks and rules into their notebooks.

Activity 3: Practice · 8 minutes

Understanding the model text

a) Aims

Ss explain the purpose, opening, supporting details and closing of the model text, without overgeneralising.

b) Content

Ss work in pairs with Worksheet 2 (questions based on exercises 2, 3, 4 and 6 in the text). Questions:

  1. State the purpose and audience of this everyday exchange on 'Inventions'. Support your answer with one detail.
  2. Explain how the opening introduces the topic. Identify the actual opening sentence.
  3. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  4. Choose one sentence from the middle of the model and explain what it contributes to the message.

c) Expected outcomes

Expected answers (teacher grades with the criteria in mind):

  1. The exchange gives its audience a concrete way to understand inventions. Detail: 'Put the page flat and press this button once.' The listener can use the information.
  2. The opening sentence is 'A: Could you show me how to focus the camera, please?' It establishes the subject before the supporting details.
  3. Two details: 'Put the page flat and press this button once.' and 'The letters are clear now.' These are specific statements the audience can evaluate or use; calling inventions important does not give that information.
  4. 'More storage does not automatically mean a faster processor.' It adds a specific detail about hardware and must be read with the surrounding conditions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Work in pairs. Answer the four questions. Use evidence from the text.'

    Students

    Ss read the questions and the model text in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors, and checks that Ss do not turn the example into a claim. T asks: 'Does the text say that every computer is slow with more storage?'

    Students

    Ss discuss and write short answers. Expected answer: 'No, it says more storage does not automatically mean a faster processor.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to present Q1 and Q3, and invites other pairs to comment.

    Students

    Ss present and comment politely, for example: 'I agree, the detail is specific.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A specific, true detail from the text is stronger than a general claim. Always read a sentence with its conditions.' T gives feedback on the answers.

    Students

    Ss correct their answers and note the key idea.

Activity 4: Application · 10 minutes

Writing a summary and role-playing a request

a) Aims

Ss write a short summary using only the model and role-play a similar request for help with a device, keeping the conditions and the safety rule.

b) Content

Task A (individual, 4 minutes): Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Task B (pairs, 6 minutes): Role-play. One student asks for help with a device of their choice (label the device as an example), using 'Could you show me how to…, please?' and 'Would you mind…?'. The partner answers with 'Certainly.' or 'Not at all.' and gives two specific steps. The pair finishes with a safety reminder if the device has internal parts.

c) Expected outcomes

Sample summary: 'A asks B how to focus a camera. B says to put the page flat and press the button once. A then asks B to check the image, and B confirms that the letters are clear now.'
Sample safety conclusion: 'Before opening equipment, disconnect power and follow a qualified teacher's instructions; this lesson requires no disassembly.'
Role-play: each pair performs at least 4 turns with correct functions and stress; the example device is clearly labelled as an example.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes Task A and Task B on the board and says: 'Write your summary first, then role-play with your partner. Label any example as an example.'

    Students

    Ss read the tasks and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the summaries, then listens to the role-plays and gives support on stress and polite forms.

    Students

    Ss write the summary individually, then role-play in pairs. Ss may choose a camera, a keyboard or a screen as the example device.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to perform their role-play and one Ss to read the summary aloud.

    Students

    Ss perform and read. Peers listen and say one thing done well.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective language, corrects the main errors, and reminds Ss: 'Use the details in the model; do not invent results.'

    Students

    Ss note their corrections and the key phrases in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Computer hardware
Read the text and complete the table.

  • Part of hardware | Role
  • Processor | ______
  • Memory | ______
  • Storage | ______
  • Input/output devices | ______
    Then answer:
  • Is a keyboard input or output? ______
  • Is a screen input or output? ______
  • Does more storage automatically mean a faster processor? ______
  • Before handling internal parts, what must we do? ______

Phiếu học tập số 2

Worksheet 2: Understanding the model text
Read the model text and answer in pairs.

  1. State the purpose and audience of this everyday exchange. Support your answer with one detail.
  2. Explain how the opening introduces the topic. Identify the opening sentence.
  3. Select two useful details from the model and explain why they are better than saying only that the topic is important.
  4. Choose one sentence from the middle of the model and explain its contribution to the message.

Homework

  • Write a short dialogue of four lines about asking for help with a device (you may choose a portable battery as an example). Use 'Could you…, please?', 'Would you mind…?', 'Certainly.' and 'Not at all.'. Label the device as an example.
  • Learn the six key words (invention, device, portable, battery, benefit, prototype) and write one sentence for each word.
  • Mark the primary stress in these words: computer, internet, benefit, invention. Check your answers with the NeoEdu lesson page: neoedu.vn/learn/10/english/unit-5-communication-and-culture-clil.
  • Rewrite the sentence 'We tested it yesterday' and 'We have tested the device twice' in your own example, and explain the difference in one sentence.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.