Tiếng AnhLớp 10Phần 6. Unit 5: Inventions

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- identify the main ideas and specific details of the reading text 'A talking reminder box';
- pronounce and mark the stress of key vocabulary (invention, device, portable, battery, benefit, prototype) and three-syllable words such as com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion;
- distinguish a stated fact, a reasonable inference and an unsupported claim by finding the exact sentence that supports each answer.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text individually, locate evidence for each answer and check their own answers against the text before discussing.
Communication and collaboration: Ss work in pairs and expert/home groups to share information, explain their answers and give peer feedback in English.
Problem-solving and creativity: Ss analyse why the reminder box was changed after testing and write an original three-sentence summary using only information from the text.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and details, discuss the topic orally in pairs and groups, and write a three-sentence summary of the text.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and mark word stress in key words, use the six target vocabulary items correctly and recognise the reading text's sentence structures used to express limitation and benefit.

3. Personal qualities

Diligence: Ss complete all reading tasks within the time limit and keep looking for evidence in the text instead of guessing.
Honesty: Ss admit when a statement is not supported by the text and do not add information that is not in the reading.
Responsibility: Ss take responsibility for their group task in the jigsaw activity and share their findings clearly with their home group.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the reading text, target vocabulary and word-stress chart
Printed Worksheet 1 (jigsaw reading) and Worksheet 2 (fact, inference or claim) for each group
Timer and a set of sticky notes or coloured cards for group work
NeoEdu online lesson page with interactive exercises: neoedu.vn/learn/10/english/unit-5-reading

2. Students

Student's Book (Unit 5: Inventions) and notebook
Pen or pencil, highlighter
Dictionary (optional) for checking pronunciation and meaning

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Inventions in Our Lives

a) Aims

Ss activate prior knowledge about inventions and predict the topic of the reading text.

b) Content

T asks Ss two questions:

Which invention do you use every day?
What problem does this invention solve?
Ss think individually for 30 seconds, then share with a partner (think-pair-share).

c) Expected outcomes

Each pair lists at least two inventions and one problem each invention solves. Expected answer: 'The smartphone helps people call and send messages quickly.' 'The umbrella protects people from the rain.' Key words written on the board: invention, device, benefit.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Inventions in Our Lives' on the board and asks: 'Which invention do you use every day? What problem does it solve?'
Students
Ss listen carefully and look at the board to understand the task.
Teacher
Step 2: Task performance
T gives Ss 30 seconds to think individually, then asks them to share with a partner for about 2 minutes. T moves around to listen and help.
Students
Ss think, then take turns talking about one invention and the problem it solves. Example: 'I use a phone. It helps me contact my family.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share. T writes the key words on the board, for example: invention, device, benefit.
Students
Pairs report their answers. Expected answer: 'A rice cooker is a device that helps people cook quickly.'
Teacher
Step 4: Conclusion and assessment
T praises the answers and introduces the reading: a talking reminder box made by students for a school exhibition. T asks Ss to find out what problem the box solves while they read.
Students
Ss note the topic and the reading goal in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key Vocabulary and Word Stress

a) Aims

Ss pronounce and use the six target words correctly and mark the stress in three-syllable nouns.

b) Content

Target words with Vietnamese meanings:

invention (phát minh)
device (thiết bị)
portable (có thể mang theo)
battery (pin)
benefit (lợi ích)
prototype (mẫu thử)

Stress chart:

com-PU-ter (not COM-pu-ter)
IN-ter-net
BEN-e-fit
in-VEN-tion

Model sentence: The invention brings benefits to computer users.
Note: The number of syllables alone does not determine stress.

c) Expected outcomes

A completed stress chart in Ss' notebooks:

invention: in-VEN-tion
benefit: BEN-e-fit
computer: com-PU-ter
internet: IN-ter-net
device: de-VICE
battery: BAT-ter-y
prototype: PRO-to-type
portable: POR-ta-ble
Key idea: stress must be learned word by word, not from the number of syllables.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says each word, claps or taps the syllables, and asks Ss to repeat. T asks: 'Where is the stress in COM-pu-ter? Is it on the first syllable?'
Students
Ss repeat the words and tap the syllables with T.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, mark the stressed syllable in capital letters on the chart, and check the stress with a dictionary if needed.
Students
Pairs mark the stress and practise reading the words aloud to each other.
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to read the words aloud. T asks: 'Which syllable is stressed in invention? Why is it not the first syllable?'
Students
Expected answer: 'in-VEN-tion, the second syllable is stressed.' Ss read the model sentence with correct stress: The invention brings benefits to computer users.
Teacher
Step 4: Conclusion and assessment
T confirms the stress pattern of each word on the projector and reminds Ss that the number of syllables does not determine stress, so they should check each new word.
Students
Ss correct any mistakes in their notebooks and repeat the model sentence chorally.

Activity 2.2: Knowledge formation · 10 minutes

Jigsaw: Main Ideas and Details

a) Aims

Ss identify the main idea and specific details of the reading text by working in expert and home groups.

b) Content

T divides the class into three expert groups. Each group reads one part of the text and completes Worksheet 1 (Phiếu học tập số 1).

Expert group A: sentences 1–5 (from 'A group of students designed...' to '...easier to feel.')
Expert group B: sentences 6–8 (from 'They also added a visible label...' to '...essential medication.')
Expert group C: sentences 9–11 (from 'Their final display...' to '...for a particular user.')
After that, Ss move to mixed home groups to share their information and write the main idea of the whole text.

c) Expected outcomes

Main idea of the text: A group of students designed a talking reminder box, tested it, and improved it to solve a clear problem for a particular user, while the team also explained its limitation.
Expected details:

Group A: one large button played a short recorded message; the first plan included a clock and a game; a visitor could not find the message button among the small controls, so the students removed the extra functions and made the main button easier to feel.
Group B: a visible label was added for users who could not hear the recording; the box was a classroom prototype, not a medical device; the battery could run out, so visitors were warned not to rely on it for essential medication.
Group C: the final display explained both the benefit and the limitation; the invention was less complicated but more people could understand it; testing showed that a useful device solves a clear problem for a particular user.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into three expert groups and gives each group one part of the text and Worksheet 1. T explains: 'You are experts for your part. After 4 minutes you will move to home groups and teach your classmates.'
Students
Ss form expert groups, receive the text part and worksheet, and read the instructions.
Teacher
Step 2: Task performance
T monitors the expert groups, prompts them with questions such as 'What is the problem? What did the students change?' and then regroups Ss into home groups of three (one from each expert group).
Students
Expert groups read their part and answer the questions. Then home groups share: each student explains the details of their part. Expected answer: 'The students removed the extra functions because a visitor could not find the message button.'
Teacher
Step 3: Report and discussion
T asks each home group to state the main idea of the whole text in one sentence. T asks: 'Why did the students add a visible label?'
Students
Home groups present their main idea. Expected answer: 'They added a visible label for users who could not hear the recording.'
Teacher
Step 4: Conclusion and assessment
T confirms the main idea and the key details on the projector and points out that a good summary includes the main idea, not every detail.
Students
Ss copy the main idea and two key details into their notebooks.

Activity 2.3: Knowledge formation · 7 minutes

Fact, Inference or Unsupported Claim

a) Aims

Ss distinguish a stated fact, a reasonable inference and an unsupported claim, and find the exact sentence that supports each answer.

b) Content

Ss complete Worksheet 2 (Phiếu học tập số 2). Each statement must be labelled as a stated fact, a reasonable inference or an unsupported claim, and Ss must write the evidence sentence.

Statement 1: The box played a short recorded message when one large button was pressed.
Statement 2: The students removed the extra functions because a visitor could not find the message button.
Statement 3: Visitors can safely use the box to take their medicine.
Statement 4: This is the best invention ever made by students.

c) Expected outcomes

Statement 1: stated fact. Evidence: 'When a user pressed one large button, the box played a short recorded message.'
Statement 2: reasonable inference. Evidence: 'During a demonstration, however, a visitor could not find the message button among the small controls. The students removed the extra functions...'
Statement 3: unsupported claim, and the text contradicts it. Evidence: 'Its battery could run out, so the team warned visitors not to rely on it for essential medication.'
Statement 4: unsupported claim. The text does not compare this box with other inventions.
Key idea: Always find the exact sentence before you accept an answer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the three labels: stated fact, reasonable inference, unsupported claim. T gives an example: 'The box was a classroom prototype' is a stated fact because the text says it directly.
Students
Ss listen and check the meaning of the three labels in their notebooks.
Teacher
Step 2: Task performance
T gives Worksheet 2 to each pair and asks them to find the evidence sentence for each statement before labelling it.
Students
Pairs read the text again, underline the evidence and decide on the label. Expected answer for statement 2: 'It is a reasonable inference because the text links the visitor's problem with the removal of the functions.'
Teacher
Step 3: Report and discussion
T asks pairs to report their labels for statements 2 and 3, and asks: 'What is the difference between a reasonable inference and an unsupported claim?'
Students
Pairs report. Expected answer: 'An inference is supported by the text, even if the text does not say it directly; a claim has no support in the text.'
Teacher
Step 4: Conclusion and assessment
T shows the answers on the projector and reminds Ss of the common mistake: an illustrative example in the text is not an observed result.
Students
Ss correct their worksheets and write one rule in their notebooks: 'Find the evidence before you judge.'

Activity 3: Practice · 8 minutes

Reading Comprehension Check

a) Aims

Ss answer multiple-choice questions about the text and justify each answer with the evidence sentence.

b) Content

Ss answer the following questions individually (the exercises can also be done on the NeoEdu interactive page):
2. What did the main button do?
A. Played a recorded reminder. B. Started a game. C. Set a clock. D. Measured blood pressure.
3. Why did the students remove functions?
A. The exhibition banned clocks. B. The battery was unlimited. C. No one needed reminders. D. The controls confused a visitor.
4. Why did the students add a visible label?
A. It replaced all buttons. B. It turned the box into medicine. C. Some users could not hear the message. D. It made the battery larger.
5. What should users not do?
A. Test a message. B. Depend on it for essential medication. C. Press the large button. D. Read the label.

c) Expected outcomes

Answer key:

Question 2: A. Evidence: 'When a user pressed one large button, the box played a short recorded message.'
Question 3: D. Evidence: 'a visitor could not find the message button among the small controls.'
Question 4: C. Evidence: 'They also added a visible label for users who could not hear the recording.'
Question 5: B. Evidence: 'It is an unreliable classroom prototype, not a medical device.' and 'the team warned visitors not to rely on it for essential medication.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the four questions and asks Ss to underline the key words in each question. T reminds Ss to find the evidence sentence for each answer.
Students
Ss read the questions and underline the key words, for example 'main button', 'remove', 'label', 'should not'.
Teacher
Step 2: Task performance
T gives Ss 3 minutes to answer individually and then check with a partner. T monitors and reminds Ss to write the evidence sentence number.
Students
Ss choose their answers and write the evidence in their notebooks. Pairs compare their answers.
Teacher
Step 3: Report and discussion
T calls on different Ss for each question and asks: 'Where is the evidence in the text?'
Students
Ss answer. Expected answer for question 5: 'B, because the text says visitors should not rely on the box for essential medication.'
Teacher
Step 4: Conclusion and assessment
T gives the answer key and praises Ss who found the evidence. T emphasises that the correct answer must be supported by the text.
Students
Ss check their answers and correct any mistakes.

Activity 4: Application · 7 minutes

Three-Sentence Summary of a Useful Device

a) Aims

Ss write a three-sentence summary of the reading using only information from the text and keeping the essential limitation.

b) Content

Ss write a summary of the reading in exactly three sentences.
Criteria:

use only information in the text;
include the main purpose of the reminder box;
keep the limitation: the box is a classroom prototype and should not be relied on for essential medication.
Homework extension: Ss think of one device they use at home and write three sentences about its benefit and one limitation.

c) Expected outcomes

A three-sentence summary, for example:
'A group of students designed a talking reminder box for a school exhibition. When a user pressed one large button, the box played a short recorded message. Although the box was useful, it was only a classroom prototype and should not be relied on for essential medication.'
Homework product: a short paragraph of three sentences about a device, with one benefit and one limitation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three criteria on the board and asks Ss to keep the limitation in their summary.
Students
Ss read the criteria and check that they understand the task.
Teacher
Step 2: Task performance
T gives Ss 4 minutes to write individually and then asks them to exchange their summaries with a partner for peer checking against the criteria.
Students
Ss write three sentences individually. Then partners check whether each sentence uses only text information and whether the limitation is included.
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to read their summaries aloud. The class checks each summary against the criteria.
Students
Ss read aloud. Classmates say whether the summary includes a limitation and whether any detail is not in the text.
Teacher
Step 4: Conclusion and assessment
T gives brief feedback, recalls the key points of the lesson (main idea, evidence, stress) and assigns the homework.
Students
Ss record the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Jigsaw reading – Expert group part (Worksheet 1)
Read your part of the text carefully and answer the questions below.

1. Who designed the talking reminder box, and for what event?
1. What happened when a user pressed the large button?
1. What did the team first want to add? Why did they change the design?
1. What did the team add for users who could not hear the recording?
1. What did the team warn visitors about? Why?
1. In one sentence, what is the main idea of your part?

Table to complete (write short answers in English):

Main idea of my part: ____________________
Key detail 1: ____________________
Key detail 2: ____________________
Key word from my part: ____________________

Phiếu học tập số 2

Fact, inference or unsupported claim (Worksheet 2)
Label each statement as a stated fact (F), a reasonable inference (I) or an unsupported claim (U). Then write the exact evidence sentence from the text.

Statement 1: The box played a short recorded message when one large button was pressed.
Label: ____ Evidence: ____________________
Statement 2: The students removed the extra functions because a visitor could not find the message button.
Label: ____ Evidence: ____________________
Statement 3: Visitors can safely use the box to take their medicine.
Label: ____ Evidence: ____________________
Statement 4: This is the best invention ever made by students.
Label: ____ Evidence: ____________________

Reflection: Which statement did you find most difficult? Why?

Homework

Review the six target words (invention, device, portable, battery, benefit, prototype) and mark the stress in each word: in-VEN-tion, BEN-e-fit, com-PU-ter, IN-ter-net.
Write a three-sentence summary of the reading text in your notebook using only information from the text, and keep the limitation of the box.
Think of one device you use at home. Write three sentences about its benefit and one limitation. Use at least one present perfect sentence (for example: 'We have used this device for two years.').
Practise the reading text aloud with correct word stress and intonation.
Do the interactive exercises on the NeoEdu page for this reading: neoedu.vn/learn/10/english/unit-5-reading.

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