Giáo án Language

Ss activate prior knowledge about inventions and get ready for the topic of the lesson.

Ss play a quick guessing game. T describes an everyday device in 2–3 simple sentences without naming it, for example: 'It is small and portable. We use it to make calls and send messages. It needs a battery.' Ss guess the device. Then T asks: 'What is an invention?' and writes the word invention on the board.

Ss name at least three inventions (e.g. mobile phone, computer, robot). Ss understand that an invention is a new device or idea that people create, and they connect the word invention with the topic of the unit.

Ss understand and pronounce the six key words of the unit and use them in simple sentences.

Ss work in pairs to complete Worksheet 1 by matching 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). T models each word, then Ss repeat in chorus and individually. Ss then make one sentence for each word using the word correctly, e.g. 'This device is portable.'

Worksheet 1 completed: invention – phát minh; device – thiết bị; portable – có thể mang theo; battery – pin; benefit – lợi ích; prototype – mẫu thử. Ss produce six short sentences using the new words.

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

T writes the words on the board: computer, internet, benefit, invention. T says each word and asks Ss to listen for the strong syllable. T marks the stress with capital letters: COM-pu-ter is not the standard pattern: com-PU-ter /kəmˈpjuːtər/. Other examples: IN-ter-net, BEN-e-fit, in-VEN-tion. Ss repeat each word, clap or tap the syllables, and mark the stress in their notebooks. Then T reads the sentence 'The invention brings benefits to computer users.' and Ss repeat it with the correct stress on each word. Note: the number of syllables alone does not determine stress, so Ss must listen, not count only.

Ss mark the stress correctly: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion. Ss state the key idea: 'Three-syllable nouns do not always have the stress on the first syllable; we must listen to the word.' Ss read the sentence 'The invention brings benefits to computer users.' with the correct stress.

Ss explain when to use the present perfect, the past simple, the gerund and the to-infinitive, and recognise them in sentences.

Ss complete Worksheet 2 in groups of four. T presents four sentences from the lesson:

• 'We have tested the device twice.' (present perfect: past experience or an unfinished period up to now)
• 'We tested it yesterday.' (past simple: a finished past time)
• 'This device is useful for recording short notes.' (gerund after a preposition)
• 'We use it to record instructions.' (to-infinitive: purpose)
  Also: 'My brother enjoys making simple models.' (gerund after enjoy)
  Ss answer the questions on Worksheet 2: Which tense/form is used? Why? What word signals the time?

Worksheet 2 completed with these answers:

• Present perfect: have/has + past participle; used for past experience or an unfinished period connected to now (signal words: so far, yet, ever, twice).
• Past simple: verb in past form; used for a finished past time (signal word: yesterday).
• Gerund: verb + -ing after enjoy or after a preposition (for recording).
• To-infinitive: to + base verb to express purpose (to record).

Ss choose the correct verb form in context for present perfect, past simple, gerund and to-infinitive.

Ss work in pairs to answer eight multiple-choice items. Each pair writes the letter of the correct answer and explains the reason in one short phrase. Then pairs check with the class.
Items:

1. We ___ the prototype three times so far. A. have tested B. tested yesterday C. are test D. has tested
2. Mai ___ the battery yesterday. A. has replaced yesterday B. replace C. is replace D. replaced
3. This device is useful for ___ short notes. A. to record B. recorded C. recording D. record
4. We use a timer ___ study breaks. A. plan to B. to plan C. planning D. planned
5. My brother enjoys ___ simple models. A. making B. make C. to make D. made
6. The team ___ a final design yet. A. did not chose B. does not chosen C. have not choose D. has not chosen
7. ___ you ever used a digital microscope? A. Are B. Do C. Have D. Did
8. She wants ___ the instructions first. A. reads B. to read C. reading D. read

Answers: 1 – A (so far, unfinished period; we takes have); 2 – D (yesterday, finished past time); 3 – C (a preposition is followed by a gerund); 4 – B (to-infinitive expresses purpose); 5 – A (enjoy takes a gerund); 6 – D (yet, present perfect; team is singular); 7 – C (ever with experience takes have + past participle); 8 – B (want takes a to-infinitive).

Ss read a sentence aloud with correct stress and natural rhythm and assess their own performance.

Ss read the practice sentence aloud twice: first slowly, then at a natural pace. The sentence is: 'The invention brings benefits to computer users.' Words to focus on: in-VEN-tion, BEN-e-fit, COM-pu-ter (com-PU-ter in standard pronunciation). T demonstrates the reading first, then Ss practise in pairs: one reads, the partner listens and gives feedback using a simple rubric.
Rubric (10 points): correct stress on the target words (4); clear pronunciation of sounds and syllables (3); natural rhythm and intonation (2); self-correction after the first reading (1).

Ss read the sentence with correct stress on the target words: in-VEN-tion, BEN-e-fit, com-PU-ter. Each S scores their own reading and the partner's reading using the rubric. Ss identify one point to correct after the first reading.

Ss use the unit vocabulary and grammar to design and present a simple invention in a realistic context.

Ss work in groups of four to design a simple portable device that helps students (for example, a device to record short notes, a timer for study breaks, or a battery-saving tool). Each group prepares a 1-minute pitch that includes:

• the name of the invention and what it does (use: useful for recording, a device to ... )
• a benefit for users (The invention brings benefits to students.)
• at least one present perfect sentence about a prototype (We have tested the prototype twice.)
• at least one past simple sentence about a finished test (We tested it yesterday.)
• at least one to-infinitive sentence to show purpose (We use it to record instructions.)
  After preparing, groups present their pitch. Classmates ask one question each, e.g. 'Have you tested the battery?'

A group pitch of 4–6 sentences using at least five target structures and at least four words from the unit (invention, device, portable, battery, benefit, prototype). Ss stress the target words correctly (in-VEN-tion, BEN-e-fit). Each group's pitch is evaluated by the class and the teacher.