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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the present perfect (have/has + past participle) to talk about past experience and unfinished periods, and contrast it with the past simple for finished past times
    • use a gerund after enjoy and after prepositions, and a to-infinitive to express purpose or after want
    • mark the primary stress in three-syllable nouns such as com-PU-ter, IN-ter-net, BEN-e-fit and in-VEN-tion
    • use the topic vocabulary: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử)

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete a self-check grammar sheet and correct their own answers against the key before the class review.
  • Communication and collaboration: Ss work in pairs and groups to discuss inventions, give peer feedback on pronunciation and present a short group description.
  • Problem-solving and creativity: Ss choose the correct tense or verb form in new contexts and design a portable invention with its benefits and limitations.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, read a short text aloud, and write and say 4–5 sentences about an invention using the unit language.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the present perfect, past simple, gerund and to-infinitive forms correctly, mark word stress in three-syllable nouns, and use the six key vocabulary items accurately.

3. Personal qualities

  • Diligence: Ss finish all practice items within the time limit and rehearse their pronunciation at home.
  • Responsibility: Ss check their own answers honestly and take responsibility for their group task.
  • Honesty: Ss describe the limitations of their invention clearly and do not exaggerate its benefits.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the unit grammar summary and example sentences
  • Flashcards or pictures of inventions (computer, internet, digital microscope, talking reminder box, timer, electric torch)
  • Printed Worksheet 1 for each group (one copy per group)
  • Audio recording or teacher model of the reading text
  • NeoEdu lesson page with interactive exercises: neoedu.vn/learn/10/english/unit-5-looking-back

2. Students

  • Student book Unit 5, notebook, pen, pencil
  • Mini whiteboards and markers (optional)
  • Sticky notes for the group poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Invention Guessing Game

a) Aims

Ss activate prior knowledge of inventions and recall the topic vocabulary before the review.

b) Content

Ss look at pictures of inventions and guess the name in English. T asks Ss to say one benefit of each invention using the words invention, device, portable, battery, benefit and prototype.

c) Expected outcomes

A list on the board of 5 inventions with one benefit each, for example: 'A portable device helps people record notes anywhere.' Ss say the topic words correctly: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the first picture and asks: 'What is this invention? What is it used for?' T explains the game: pairs guess the invention and say one benefit within 30 seconds per picture.

    Students

    Ss listen to the rules and look at the pictures.

  2. Teacher

    Step 2: Task performance

    T flashes the pictures one by one and monitors pairs, helping with vocabulary.

    Students

    Pairs guess, for example: 'It is a device. It is useful for recording notes.' Ss use portable and battery when they can.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to share their answers and writes the key words on the board.

    Students

    Ss report, for example: 'The digital microscope is a device. Its benefit is that scientists can see small things clearly.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, presents the six topic words with their meanings and links them to the unit: 'Today we review the grammar and pronunciation of this unit.'

    Students

    Ss copy the key vocabulary into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Retrieving Grammar: Tenses, Gerunds and Infinitives

a) Aims

Ss review and systematise the present perfect versus past simple, and the gerund versus the to-infinitive, through example sentences.

b) Content

Ss complete Worksheet 1 in groups. They sort signal words, match each sentence to its form, and explain why each form is used. Key questions: 'Why do we use have tested here and not tested?' 'Why is it recording and not to record after this preposition?' 'Why do we say to record instructions?'

c) Expected outcomes

A completed Worksheet 1 with these key points:

  • Present perfect: have/has + past participle, for past experience or an unfinished period up to now. Signal words: so far, yet, ever, twice, since, for. Example: We have tested the device twice.
  • Past simple: finished past time. Signal words: yesterday, last week, in 2019. Example: We tested it yesterday.
  • Gerund: after enjoy and after prepositions. Example: My brother enjoys making simple models. This device is useful for recording short notes.
  • To-infinitive: purpose and after want. Example: We use it to record instructions. She wants to read the instructions first.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four grammar points on the slide and says: 'Look at the examples. Work in groups of four to complete Worksheet 1 in 6 minutes.'

    Students

    Ss receive Worksheet 1 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, asking guiding questions: 'Is the time finished or unfinished?' 'What word comes after the preposition?' 'Why is there to before the verb here?'

    Students

    Ss discuss and fill in the sheet. Possible answers: 'So far is an unfinished period, so we use the present perfect.' 'Yesterday is finished, so we use the past simple.'

  3. Teacher

    Step 3: Report and discussion

    T calls one group from each sheet to read their answers aloud. T asks the class: 'Do you agree? Why?'

    Students

    Groups report, for example: 'We use the to-infinitive to express purpose: We use it to record instructions.' Other groups agree or add a point.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four grammar points on the slide and corrects any misunderstanding, for example: 'Yesterday is never used with the present perfect.'

    Students

    Ss copy the summary into their notebooks and check their Worksheet 1.

Activity 2.2: Knowledge formation · 8 minutes

Stress in Three-Syllable Nouns

a) Aims

Ss recognise that the number of syllables alone does not determine word stress, and mark the primary stress in three-syllable nouns.

b) Content

T models the words com-PU-ter, IN-ter-net, BEN-e-fit and in-VEN-tion, then asks Ss to listen, repeat and mark the stressed syllable. T states the point: 'COM-pu-ter is not the standard pattern. The stress is on the second syllable: com-PU-ter /kəmˈpjuːtər/. Do not assume that all three-syllable nouns follow one pattern.'

c) Expected outcomes

Ss mark and say the stressed syllables:

  • com-PU-ter /kəmˈpjuːtər/ (second syllable)
  • IN-ter-net (first syllable)
  • BEN-e-fit (first syllable)
  • in-VEN-tion (second syllable)
    Ss read the sentence 'The invention brings benefits to computer users' with correct stress on invention, benefits and computer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to four words. Mark the stressed syllable in capital letters. Remember: the number of syllables does not decide the stress.'

    Students

    Ss listen and prepare to mark the stress in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays or models each word twice and asks Ss to repeat. T uses hand clapping on each syllable to show stress.

    Students

    Ss repeat, clap and mark the stress. Ss ask: 'Why is computer stressed on the second syllable?'

  3. Teacher

    Step 3: Report and discussion

    T invites individual Ss to say a word and mark its stress on the board. T corrects gently.

    Students

    Ss say, for example: 'in-VEN-tion,' and the class repeats together.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress rule for the four words and says: 'Do not turn one example into a rule for all words. Check the stress in the dictionary.'

    Students

    Ss write the four words with stress marks in their notebooks.

Activity 3: Practice · 10 minutes

Quick Check: Grammar Choice and Reading Aloud

a) Aims

Ss practise choosing the correct form in context and read aloud with correct stress and rhythm.

b) Content

Ss do Exercises 1–9 from the unit (multiple choice and matching) individually, then check in pairs. Ss read the practice paragraph aloud twice: first slowly, then at a natural pace.
Exercise 1: We ___ the prototype three times so far. A. are test; B. has tested; C. have tested; D. tested yesterday.
Exercise 2: Mai ___ the battery yesterday. A. is replace; B. replaced; C. has replaced yesterday; D. replace.
Exercise 3: This device is useful for ___ short notes. A. recording; B. record; C. to record; D. recorded.
Exercise 4: We use a timer ___ study breaks. A. planning; B. planned; C. plan to; D. to plan.
Exercise 5: My brother enjoys ___ simple models. A. to make; B. made; C. making; D. make.
Exercise 6: The team ___ a final design yet. A. have not choose; B. has not chosen; C. did not chose; D. does not chosen.
Exercise 7: ___ you ever used a digital microscope? A. Have; B. Did; C. Are; D. Do.
Exercise 8: She wants ___ the instructions first. A. reading; B. read; C. reads; D. to read.
Exercise 9: Match each word with its meaning: invention, device, portable, battery, benefit, prototype.
Reading text: 'The invention brings benefits to computer users.'

c) Expected outcomes

Answer key:
1 – C (so far, unfinished period; we takes have)
2 – B (yesterday, finished past time)
3 – A (preposition followed by a gerund)
4 – D (to-infinitive expresses purpose)
5 – C (enjoy takes a gerund)
6 – B (yet with the present perfect; team is singular)
7 – A (ever with experience takes have + past participle)
8 – D (want takes a to-infinitive)
9 – invention – phát minh; device – thiết bị; portable – có thể mang theo; battery – pin; benefit – lợi ích; prototype – mẫu thử
Reading: Ss read the sentence with correct stress: 'The INvention brings BENefits to COMputer users' (stress on invention, benefits and computer; the first syllable of com-PU-ter is unstressed, the stress falls on PU in the second syllable).
Teacher's rubric for reading aloud (10 points): stress focus on three-syllable nouns (4); clear and accurate sounds with meaning (3); rhythm and intonation suitable for the sentence (2); self-correction after the first reading (1).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Exercises 1–9 on the NeoEdu page or slide and says: 'You have 5 minutes to choose your answers. Then read the paragraph aloud twice.'

    Students

    Ss read the instructions and work individually.

  2. Teacher

    Step 2: Task performance

    Ss compare answers with a partner and explain their choices. T monitors and listens to Ss reading aloud.

    Students

    Ss explain, for example: 'I chose C because so far is an unfinished period.' Ss read aloud and correct each other's stress.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to give answers and to read the sentence aloud. T checks the answers with the class.

    Students

    Ss give answers and read the sentence aloud. The class gives a thumbs-up or helps with the correction.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback using the rubric, praises correct choices and corrects common errors, for example: 'Do not use yesterday with the present perfect.'

    Students

    Ss write down the corrections and mark their own answers in their notebooks.

Activity 4: Application · 10 minutes

Pitch Your Invention

a) Aims

Ss use the present perfect, the past simple, gerunds, to-infinitives, topic vocabulary and correct stress in a new, connected product.

b) Content

In groups of four, Ss design a portable invention, for example a talking reminder box or a portable timer. Each group writes 5 connected sentences that describe the invention. The sentences must include:

  • one present perfect sentence about past experience or an unfinished period (for example: We have tested the prototype twice.)
  • one past simple sentence about a finished time (for example: We tested it yesterday.)
  • one gerund after enjoy or a preposition
  • one to-infinitive of purpose
  • one limitation, described clearly and honestly (for example: A flat battery can make it fail.)
    Groups rehearse and present their invention to the class in 1 minute.

c) Expected outcomes

A group poster with a sketch, the name of the invention, and 5 connected sentences. Example product:

  • The talking reminder box is a portable device.
  • We have tested the prototype twice so far.
  • Its large button makes the message easy to activate.
  • We use it to remind users to return library books.
  • Users enjoy setting reminders with their own voice.
  • However, a flat battery can make it fail, so users must check the battery regularly.
    Ss present with correct stress on invention, benefits and computer, for example: 'The INvention helps people remember tasks.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task and the criteria on the slide: 'Use all five structures and at least three topic words. Describe one limitation honestly.'

    Students

    Ss form groups of four, choose an invention and assign roles: writer, speaker, illustrator, checker.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'What is the benefit for users? Is the time finished or unfinished?' T gives help with sentence forms.

    Students

    Groups write their sentences on sticky notes and check each other's grammar and stress. Ss may ask: 'Should we use have tested or tested here?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 groups to present. The class gives feedback on one correct structure and one stress point.

    Students

    Speakers present their invention. Listeners reply, for example: 'Your sentence with to record is correct. The stress on in-VEN-tion was clear.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the creative ideas and summarises the key points: present perfect for experience, past simple for finished times, gerund after enjoy and prepositions, to-infinitive for purpose, and stress on three-syllable nouns.

    Students

    Ss note the key structures and the feedback in their notebooks.

Worksheets

Worksheet 1: Retrieve and Connect

Task 1: Sort the signal words into two groups.

  • Present perfect signals: ___
  • Past simple signals: ___
    Words to sort: so far, yesterday, ever, twice, last week, yet, in 2019, since

Task 2: Complete the rules with the correct form.

  • Present perfect: have/has + ___ (past participle). Use it for past experience or an unfinished period up to now. Example: We have tested the device twice.
  • Past simple: use it with a ___ past time. Example: We tested it yesterday.
  • Gerund: use it after enjoy and after a ___. Example: This device is useful for recording short notes.
  • To-infinitive: use it to express ___. Example: We use it to record instructions.

Task 3: Correct each sentence.
a. We tested it yesterday, so far. (Hint: finished or unfinished?)
b. My brother enjoys to make simple models.
c. She wants reading the instructions first.

Task 4: Explain in one sentence why you chose each form in Task 3.

Homework

  • Write a short paragraph of 80–100 words about an invention you like. Use at least one present perfect sentence, one past simple sentence, one gerund and one to-infinitive of purpose.
  • Mark the primary stress in these words and say them aloud three times each: computer, internet, benefit, invention.
  • Read the sentence 'The invention brings benefits to computer users' aloud, recording your voice. Listen and check your stress and rhythm.
  • Prepare to share your paragraph with a partner in the next lesson.

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