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

Giáo án Getting Started

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Follow the opening exchange and identify the speaker intentions (requesting help, giving instructions, asking for permission, responding politely).
  • Use the topic vocabulary: invention, device, portable, battery, benefit, prototype.
  • Pronounce three-syllable nouns with the correct stress: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion.
  • Choose the correct present perfect, past simple, gerund or to-infinitive form in short sentences about inventions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the meaning of the opening exchange from the context and check their own answers against the model before the class discussion.
  • Communication and collaboration: Ss work in pairs to role-play the opening exchange and share their findings with the class clearly and politely.
  • Problem-solving and creativity: Ss choose the correct structure in context, explain their choices and create a short exchange about using a device.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the opening conversation, identify speaker intentions, role-play it and write a three-sentence summary of a short exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark word stress in three-syllable nouns, match six topic words to their meanings, and use present perfect, past simple, gerund and to-infinitive correctly.

3. Personal qualities

  • Diligence: Ss complete all tasks on the worksheet and repeat the stress patterns carefully until they can say them accurately.
  • Responsibility: Ss work seriously in pairs, take turns in role-plays and check their partner's answers honestly.
  • Honesty: Ss admit when they are unsure of a meaning or form and ask the teacher or classmates for help instead of guessing without checking.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the opening conversation, the topic words and the grammar examples
  • Picture of a camera or scanner (for the warm-up)
  • Audio recording of the opening conversation (optional)
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • NeoEdu learning page: neoedu.vn/learn/10/english/unit-5-getting-started (lesson presentation, interactive exercises)

2. Students

  • Student's book Tiếng Anh 10 (Global Success), Unit 5, Getting Started
  • Notebook, pen, pencil
  • Individual device or access to the NeoEdu page if available

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: Asking for Help with a Device

a) Aims

Ss activate their prior knowledge about everyday devices and predict the speaker's intention in a short request.

b) Content

T shows a picture of a camera and asks: 'Have you ever used a camera like this? What is difficult when you use it for the first time?' T then writes the question on the board: 'Could you show me how to focus the camera, please?' and asks Ss: 'What does the speaker want? Is it a request, an order or an offer?'

c) Expected outcomes

Ss give one or two ideas about using a camera and identify the intention of the question as a polite request for help (asking for instructions).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the camera picture and asks: 'Have you ever used a camera like this? What is difficult about it?' T writes the opening sentence on the board.

    Students

    Ss look at the picture and the sentence and think about the question silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and answer: 'What does the speaker want? Which word shows politeness?'

    Students

    Ss discuss in pairs. Expected answers: 'The speaker wants help.' 'The word Could and please show politeness.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their answers and writes the key words on the board.

    Students

    Representative Ss report: 'The speaker is asking for help.' 'Could you ... please? is a polite way to ask.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the opening sentence is a polite request and says that today Ss will learn how to follow a conversation like this and use useful language about inventions.

    Students

    Ss write the title 'Getting Started' and the lesson objective in their notebook.

Activity 2.1: Knowledge formation · 7 minutes

Opening Conversation and Speaker Intentions

a) Aims

Ss follow the opening exchange and identify the speaker intentions in each line.

b) Content

Ss listen to (or read) the opening exchange twice:
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.
Ss complete Worksheet 1 by writing the intention of each line and the phrase that shows it.

c) Expected outcomes

Ss complete Worksheet 1. Expected answers: Line 1 – requesting help (Could you show me ... please?); Line 2 – agreeing and giving instructions (Certainly. Put ... press this button once.); Line 3 – making a polite request for a check (Would you mind checking ...?); Line 4 – giving a polite agreement and a result (Not at all. The letters are clear now.).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio or reads the conversation aloud, then hands out Worksheet 1 and explains the task: 'Write the intention of each line and underline the phrase that shows it.'

    Students

    Ss listen carefully and read the worksheet instructions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and check the meaning of Could you ... ?, Would you mind ... ? and Not at all. T walks around and helps pairs with difficult words.

    Students

    Ss discuss in pairs and complete the table in Worksheet 1. Ss may say: 'Would you mind ... ? is more polite than Can you ... ?'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read the intention of one line each and asks: 'How do you know it is a request?'

    Students

    Ss report: 'Line 1 is a request because it starts with Could you ...' and 'Line 2 is a response because it begins with Certainly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that the example is illustrative only. T reminds Ss not to present the example as a general claim about all cameras or all devices.

    Students

    Ss copy the key expressions into their notebook: Could you ... ? / Would you mind ... ? / Certainly. / Not at all.

Activity 2.2: Knowledge formation · 6 minutes

Topic Vocabulary: Inventions

a) Aims

Ss learn and use six topic words related to inventions.

b) Content

Ss match each word with its Vietnamese meaning: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử). Then T reads the topic preview aloud and Ss find the words in the text: 'A talking reminder box can help someone remember a non-essential task, such as returning a library book. Its large button makes the message easy to activate. A visible label offers an alternative to sound. However, a flat battery can make it fail.'

c) Expected outcomes

Ss match all six words correctly: invention – phát minh; device – thiết bị; portable – có thể mang theo; battery – pin; benefit – lợi ích; prototype – mẫu thử. Ss identify battery in the topic preview as the reason the device can fail (a flat battery can make it fail).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and asks Ss to match them with the meanings, working alone for one minute.

    Students

    Ss work individually and write the Vietnamese meanings next to the English words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the topic preview silently and find the words battery, device and benefit in it.

    Students

    Ss read and underline the words. Ss then compare answers with a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the benefit of the talking reminder box? What can make it fail?'

    Students

    Expected answers: 'It can help someone remember a task, such as returning a library book.' 'A flat battery can make it fail.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the matching with the whole class and models the pronunciation of each word. T notes that the topic preview states a limitation clearly and does not claim it is suitable for medical reminders.

    Students

    Ss repeat the words after T and record the six words with their meanings in their notebook.

Activity 2.3: Knowledge formation · 5 minutes

Pronunciation: Stress in Three-Syllable Nouns

a) Aims

Ss identify the primary stress in three-syllable nouns and pronounce them correctly.

b) Content

T writes the words on the board with the stressed syllable in capitals: COM-pu-ter is NOT the standard pattern; the correct form is com-PU-ter /kəmˈpjuːtər/. Other examples: IN-ter-net, BEN-e-fit, in-VEN-tion. T reads the sentence: 'The invention brings benefits to computer users.' Ss practise the stress with a clap for each syllable.

c) Expected outcomes

Ss mark the stressed syllable correctly in the four words: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion. Ss say that the number of syllables alone does not decide the stress and that the stress must be checked for each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes com-puter, internet, benefit and invention on the board and asks Ss: 'Which syllable is stressed?' T says: 'Do not guess from the number of syllables. Listen and clap.'

    Students

    Ss listen to T and try to find the stressed syllable in each word.

  2. Teacher

    Step 2: Task performance

    T models each word with a clap for each syllable and a louder beat on the stressed one. Ss repeat in chorus, then in pairs, clapping for each syllable.

    Students

    Ss repeat the words in chorus and practise in pairs, checking each other's clapping.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to say one word aloud with the correct stress and asks the class to give feedback.

    Students

    Ss say, for example: 'in-VEN-tion' and the class checks: 'Yes, the stress is on the third syllable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: stress in three-syllable nouns follows no single rule for the number of syllables; learn each word's stress pattern. T reads the sentence once more for natural rhythm.

    Students

    Ss read the sentence 'The invention brings benefits to computer users.' aloud with the correct stress and rhythm.

Activity 2.4: Knowledge formation · 8 minutes

Grammar: Present Perfect, Past Simple, Gerund and To-infinitive

a) Aims

Ss understand the meaning and form of present perfect versus past simple, and of the gerund and to-infinitive in context.

b) Content

T presents the examples:

  • We have tested the device twice. (present perfect: past experience connected to now)
  • We tested it yesterday. (past simple: a finished past time)
  • This device is useful for recording short notes. (gerund after a preposition: for + recording)
  • We use it to record instructions. (to-infinitive: purpose)
    Ss complete the form in pairs: have/has + past participle; a finished past time with past simple; preposition + gerund; to + verb for purpose.

c) Expected outcomes

Ss state the rules in their own words: (1) have/has + past participle connects past experience or an unfinished period to now; (2) past simple is used with a finished past time, such as yesterday; (3) a gerund names an activity after a preposition, as in useful for recording; (4) a to-infinitive expresses purpose, as in to record instructions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four example sentences on the slide and asks: 'Which sentence talks about a finished past time? Which one talks about an unfinished period?'

    Students

    Ss read the sentences and think about the answers for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and complete a mini-table: Structure / Form / Meaning / Example. T walks around and checks that the pairs understand the difference between past experience and a finished time.

    Students

    Ss complete the table in pairs. Expected answers: 'have tested + twice = past experience up to now'; 'tested + yesterday = finished time'; 'for + recording = gerund'; 'to + record = purpose'.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to explain one structure each and asks the class to agree or correct.

    Students

    Representative Ss say: 'We use the present perfect with so far or three times because the time is not finished.' 'We use the gerund after a preposition, like useful for recording.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four rules and writes them on the board. T reminds Ss that a preposition is followed by a gerund, and an unfinished time (so far) takes the present perfect.

    Students

    Ss copy the four rules into their notebook with one example sentence for each.

Activity 3: Practice · 8 minutes

Choosing the Right Form

a) Aims

Ss apply the present perfect, past simple, gerund and to-infinitive to choose the correct answer in short sentences about inventions.

b) Content

Ss complete Worksheet 2 (Exercises 2–5). Ss match the topic words to their meanings (Exercise 2), then choose the correct option in Exercises 3, 4 and 5.
Exercise 3: We ___ the prototype three times so far. A. have tested B. tested yesterday C. are test D. has tested
Exercise 4: Mai ___ the battery yesterday. A. has replaced yesterday B. replace C. is replace D. replaced
Exercise 5: This device is useful for ___ short notes. A. to record B. recorded C. recording D. record

c) Expected outcomes

Exercise 2: invention – phát minh; device – thiết bị; portable – có thể mang theo; battery – pin; benefit – lợi ích; prototype – mẫu thử.
Exercise 3: A (have tested; so far describes an unfinished period, and 'we' takes 'have').
Exercise 4: D (replaced; yesterday is a finished past time).
Exercise 5: C (recording; a preposition is followed by a gerund).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains: 'Work individually first. Then check with your partner. Give a reason for each answer.'

    Students

    Ss read the instructions and begin Exercise 2 and Exercise 3 individually.

  2. Teacher

    Step 2: Task performance

    T monitors the class and gives hints when Ss struggle, for example: 'Look at the time expression. Is it finished or not?' Ss then complete Exercises 4 and 5 and compare answers with a partner.

    Students

    Ss complete the exercises, compare answers and discuss the reason for each choice. Expected difficulty: Ss may choose B in Exercise 3 because of the word yesterday; T reminds them that so far is an unfinished period.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to give their answers and reasons for Exercises 3, 4 and 5, and invites other Ss to agree or disagree.

    Students

    Ss report: 'A, because so far is an unfinished time.' 'D, because yesterday is finished.' 'C, because after a preposition we use a gerund.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and summarises: present perfect for unfinished time; past simple for finished time; gerund after prepositions; to-infinitive for purpose.

    Students

    Ss correct any wrong answers in red pen and write the rule beside each item.

Activity 4: Application · 7 minutes

Role-play and Short Summary: Asking for Help with a Device

a) Aims

Ss use the target expressions in a personalised role-play and write a short summary using only information from the model.

b) Content

Pairs role-play a new exchange about a device of their choice (camera, phone, scanner, or a talking reminder box). They must use Could you show me how to ... , please?, Would you mind ... ?, Certainly. and Not at all. Then each pair writes a three-sentence summary of the original model conversation (Exercise 9): 'Keep any condition or limit that is essential to its meaning.'

c) Expected outcomes

Each pair performs a short role-play of 4–6 lines using at least two target expressions. A possible three-sentence summary: 'Someone asks how to focus the camera. The helper gives simple instructions: put the page flat and press the button once. The letters are clear now.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and models a short role-play with a volunteer. T gives the instruction for the three-sentence summary and reminds Ss to use only information from the model.

    Students

    Ss listen and take notes on the target expressions and the summary requirement.

  2. Teacher

    Step 2: Task performance

    T asks pairs to choose a device, prepare the role-play in 3 minutes and then write the summary in 2 minutes. T monitors and helps with pronunciation of the stressed words.

    Students

    Ss prepare dialogues such as: A: Could you show me how to use the scanner, please? B: Certainly. Put the page flat and press this button once. A: Would you mind checking the image? B: Not at all. Then Ss write their three-sentence summary.

  3. Teacher

    Step 3: Report and discussion

    T invites three or four pairs to perform their role-play in front of the class and asks one pair to read its summary aloud.

    Students

    Pairs perform their dialogues. The class gives feedback on the expressions used and the stress of words such as com-PU-ter and in-VEN-tion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the performances, corrects the main errors and reminds Ss that a summary must not add results that the model does not contain. T sets the homework.

    Students

    Ss write the corrected summary in their notebook and note the homework.

Worksheets

Worksheet 1: Speaker Intentions

Listen to or read the opening conversation. Complete the table.

  • Line 1: A: Could you show me how to focus the camera, please?
  • Line 2: B: Certainly. Put the page flat and press this button once.
  • Line 3: A: Would you mind checking the image?
  • Line 4: B: Not at all. The letters are clear now.

Table (columns: Line / Speaker intention / Phrase that shows the intention):

  • Line 1 / ... / ...
  • Line 2 / ... / ...
  • Line 3 / ... / ...
  • Line 4 / ... / ...

Answer key:

  • Line 1: requesting help / Could you show me ... , please?
  • Line 2: agreeing and giving instructions / Certainly. Put ... press this button once.
  • Line 3: making a polite request / Would you mind checking ... ?
  • Line 4: giving a polite response and a result / Not at all. The letters are clear now.

Worksheet 2: Vocabulary and Grammar Practice

Exercise 2. Match each word with its meaning.

  • invention / device / portable / battery / benefit / prototype
    Meanings: thiết bị; mẫu thử; lợi ích; có thể mang theo; phát minh; pin

Exercise 3. We ___ the prototype three times so far.
A. have tested B. tested yesterday C. are test D. has tested

Exercise 4. Mai ___ the battery yesterday.
A. has replaced yesterday B. replace C. is replace D. replaced

Exercise 5. This device is useful for ___ short notes.
A. to record B. recorded C. recording D. record

Answer key:

  • Exercise 2: invention – phát minh; device – thiết bị; portable – có thể mang theo; battery – pin; benefit – lợi ích; prototype – mẫu thử.
  • Exercise 3: A (so far = unfinished period)
  • Exercise 4: D (yesterday = finished past time)
  • Exercise 5: C (a preposition is followed by a gerund)

Homework

  • Practise the stress of the words com-PU-ter, IN-ter-net, BEN-e-fit and in-VEN-tion. Record yourself reading the sentence 'The invention brings benefits to computer users.' and listen to your recording.
  • Write three sentences about a device you have used: use the present perfect (for past experience), the past simple (for a finished time), and a gerund after a preposition (useful for ...).
  • Read the topic preview again and write a short summary (three sentences) that keeps the limitation: a flat battery can make the reminder box fail.
  • Review the topic vocabulary (invention, device, portable, battery, benefit, prototype) and prepare to use them in the next lesson.

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