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

Giáo án Speaking

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the four parts of a complete speaking model: a clear position, a concrete example, an acknowledged limitation and an invitation to respond
    • use interaction phrases to make requests, agree to them and check responses politely
    • pronounce three-syllable nouns with the correct primary stress, such as com-PU-ter, IN-ter-net, BEN-e-fit and in-VEN-tion

2. Competences

a) General competences

  • Self-control and independent learning: Ss prepare their own spoken contribution on the topic of inventions and check their stress patterns by listening to the model and rehearsing alone before speaking with a partner.
  • Communication and collaboration: Ss take turns in pairs to present a viewpoint, respond to a partner's question and give constructive feedback on clarity and delivery.
  • Problem-solving and creativity: Ss choose a suitable invention, support their position with a realistic example and decide how to describe its limitation in a logical way.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss develop a topic-related viewpoint, defend it with a concrete example, acknowledge a limitation and respond to a partner's follow-up question in a 1–2 minute spoken contribution.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the unit (invention, device, portable, battery, benefit, prototype), the phrases Could you…, Would you mind…, Certainly and Not at all, and the correct stress in three-syllable nouns.

3. Personal qualities

  • Diligence: Ss rehearse the model and mark stress on the target words at home before the next lesson.
  • Responsibility: Ss listen carefully to their partner, give a relevant follow-up question and reply to it in turn.
  • Honesty: Ss describe the limitation of an invention, such as a flat battery, clearly and do not claim results or benefits that the example does not support.

II. Teaching aids and materials

1. Teacher

  • Projector and slides showing the complete speaking model, the interaction exchange and the stress examples (com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion)
  • Printed copies of Worksheet 1 (Model analysis)
  • NeoEdu learning page for the unit (lesson content, examples and interactive exercises): neoedu.vn/learn/10/english/unit-5-speaking
  • Timer and a list of pair assignments

2. Students

  • Textbook Global Success 10, Unit 5: Inventions
  • Notebook and pen
  • A phone or tablet to access the NeoEdu page if the teacher allows it

III. Procedures

Activity 1: Warm-up · 4 minutes

Inventions in our daily life

a) Aims

  • Ss activate prior knowledge about inventions they use every day.
  • Ss get familiar with the topic and the vocabulary of the unit: invention, device, portable, battery, benefit.

b) Content

Ss work in pairs and answer two questions:

  • What inventions do you use every day?
  • Which of them is portable, and which one needs a battery?
    Ss use the words invention, device, portable, battery and benefit in their answers.

c) Expected outcomes

Ss name at least three inventions and state one benefit of each, for example: "My phone is a portable device. It helps me check the timetable, but its battery runs out quickly."
T writes the key words on the board for later use: invention, device, portable, battery, benefit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a picture of a smartphone, a library book and a reminder app. T asks: "What inventions do you use every day?" T introduces the topic "Inventions" and the lesson aim: to speak about an invention and defend a viewpoint.

    Students

    Ss look at the pictures and listen to the teacher's instruction.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 2 minutes and answer the two questions. T monitors and helps with vocabulary.

    Students

    Ss discuss in pairs, for example: "I use a phone alarm every morning. It is portable, but the battery is often flat."

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and writes the key words on the board.

    Students

    Ss report: "We use a reminder app. It helps us remember homework, but it needs electricity."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says that today the class will learn how to present a viewpoint about an invention clearly and respond to a partner.

    Students

    Ss listen and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

The structure of a complete speaking model

a) Aims

  • Ss identify the four functions in a complete speaking model: position, concrete example, limitation and invitation to respond.
  • Ss explain how the opening introduces the topic and how the closing ends the message.

b) Content

Ss read the model silently, then answer the questions:

  1. What is the speaker's position about the talking reminder box?
  2. Which sentence gives a concrete example?
  3. Which sentence acknowledges a limitation?
  4. How does the closing sentence end the speaker's message?
    Ss also complete the first part of Worksheet 1.

c) Expected outcomes

Ss identify the four functions of the model:

  • Position: A talking reminder box can help someone remember a non-essential task, such as returning a library book.
  • Concrete example: Its large button makes the message easy to activate. A visible label offers an alternative to sound.
  • Limitation: However, a flat battery can make it fail.
  • Closing: I would describe the limitation clearly rather than advertise it as suitable for medical reminders.
    Ss write the four functions in their notebooks as a short diagram.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model on the projector and reads it aloud once. T gives Worksheet 1 and asks Ss to read the model and answer questions 1–4 individually.

    Students

    Ss read the model silently and note the answers in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline the opening sentence and the limitation sentence while monitoring. T guides weaker Ss with the question: "Which sentence tells us what the speaker thinks?"

    Students

    Ss work individually, then compare with a partner. Expected answers: Ss underline the opening A talking reminder box can help… and the limitation However, a flat battery can make it fail.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to explain each function and asks: "Why does the speaker give a concrete example rather than only saying the invention is useful?"

    Students

    Ss answer: "The example shows how the invention works, so the listener can understand it. Saying only that it is useful gives no information."

  4. Teacher

    Step 4: Conclusion and assessment

    T draws a four-part diagram on the board: Position – Concrete example – Limitation – Closing. T confirms that a good speaking contribution has these parts and that the partner should then ask a real follow-up question.

    Students

    Ss copy the diagram and check their notes.

Activity 2.2: Knowledge formation · 8 minutes

Interaction phrases and stress in three-syllable nouns

a) Aims

  • Ss use the interaction phrases to make requests, agree and respond politely.
  • Ss pronounce three-syllable nouns with the correct primary stress.

b) Content

Part A: Ss listen to and practise the exchange:
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.
Part B: Ss listen to and repeat the stress words, marking the stressed syllable in capital letters: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion. Then they read the sentence: The invention brings benefits to computer users.

c) Expected outcomes

Ss can use the interaction phrases in a short exchange: Could you…?, Certainly., Would you mind…?, Not at all.
Ss mark the stress correctly:

  • com-PU-ter (not COM-pu-ter)
  • IN-ter-net
  • BEN-e-fit
  • in-VEN-tion
    Ss note the rule: the number of syllables alone does not decide stress; Ss must check the pronunciation of each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the recording or reads the exchange twice and asks Ss to notice the phrases used to make a request and to agree.

    Students

    Ss listen and note the phrases in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to practise the exchange in pairs, then models the four stress words. T says: "Listen: com-PU-ter, not COM-pu-ter" and asks Ss to clap or tap the stressed syllable.

    Students

    Ss practise the exchange in pairs and tap the stressed syllable of each word while repeating after T.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to perform the exchange and asks one S to read the sentence The invention brings benefits to computer users aloud.

    Students

    Ss perform the exchange. Expected answer: "Certainly. Put the page flat and press this button once." Ss read the sentence and stress: in-VEN-tion, BEN-e-fit, com-PU-ter.

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects pronunciation where needed and emphasises that stress must be placed on the correct syllable for the word to be understood.

    Students

    Ss write the correct stress patterns in their notebooks.

Activity 3: Practice · 10 minutes

Defending a viewpoint about the model

a) Aims

  • Ss analyse the purpose, audience, details and functions of the model.
  • Ss write a summary and a closing that keep the model's message without inventing results.

b) Content

Ss complete Worksheet 1 in pairs (items 2–8 of the textbook exercise). Each pair writes short answers and then shares them with another pair.
Worksheet 1 items:
2. State the purpose and audience of the spoken contribution. Support your answer with one detail.
3. Explain how the opening introduces the topic and identify the opening sentence.
4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
6. Choose one sentence from the middle of the model and explain what it contributes to the message.
7. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
8. Write a short closing that preserves the model's message, using only details in the model.

c) Expected outcomes

Expected answers:
2. Purpose: to inform and persuade classmates about a device and to describe its limitation fairly. Audience: classmates and general listeners. Detail: Its large button makes the message easy to activate.
3. The opening is A talking reminder box can help someone remember a non-essential task, such as returning a library book. It introduces the device and its use before the supporting details.
4. Two details: Its large button makes the message easy to activate. A visible label offers an alternative to sound. They are specific and can be checked by the listener, unlike saying only that inventions are important.
5. A talking reminder box can help people remember non-essential tasks, such as returning a library book. Its large button makes messages easy to activate, and a visible label offers an alternative to sound. However, a flat battery can make it fail, so the limitation should be described clearly.
6. Sentence: However, a flat battery can make it fail. It acknowledges a limitation, which makes the speaker's argument more credible and prepares the closing.
7. The opening introduces the topic; the closing states the speaker's stance on the limitation and ends the message.
8. Possible closing: Overall, I think the talking reminder box is useful for everyday tasks, but I would describe its limitation, a flat battery, clearly rather than claim it is suitable for medical reminders.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 to each pair and explains that the answers must use only information in the model. T reminds Ss that item 5 requires exactly three sentences.

    Students

    Ss read the worksheet and clarify the task with T if needed.

  2. Teacher

    Step 2: Task performance

    T monitors, helps pairs with paraphrasing and checks that Ss do not add invented results. T asks: "Does the speaker say the battery always fails?"

    Students

    Ss discuss and write their answers. Expected answer: "No, the speaker says a flat battery can make it fail. This is a possibility, not a certainty."

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read their summary (item 5) and closing (item 8) aloud. T invites other pairs to comment on accuracy.

    Students

    Ss read their answers and listen to the feedback from other pairs.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the best answers, corrects any added information and summarises: a good summary keeps the essential condition, and a closing must repeat only what the model supports.

    Students

    Ss correct their worksheets and keep them for the next activity.

Activity 4: Application · 13 minutes

Speak and defend my invention

a) Aims

  • Ss develop a viewpoint about an invention of their choice, defend it with a concrete example, acknowledge a limitation and respond to a partner.
  • Ss use the interaction phrases and correct stress in their speaking.

b) Content

Ss choose one invention (real or proposed) and prepare a 1–2 minute spoken contribution for their classmates with four parts: position, concrete example, limitation and closing. If the invention is proposed, Ss must label it as a proposal. Then Ss speak to a partner, who asks one real follow-up question. The partner then answers the follow-up question in turn.
Ss use at least two interaction phrases: Could you…?, Would you mind…?, Certainly., Not at all.

c) Expected outcomes

Each S delivers a 1–2 minute spoken contribution with the four parts and answers one follow-up question from the partner.
Success criteria:

  • A clear position about the invention
  • One concrete example with a real detail, or a labelled proposal
  • One limitation described clearly, with no invented results
  • A closing that connects to the position
  • One follow-up question that is real and relevant
  • Correct stress in the target words: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the success criteria on the projector. T gives Ss 3 minutes to prepare notes (not a full script) and reminds them to label any proposed invention or example data.

    Students

    Ss read the criteria and decide on their invention and example.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: S1 speaks for 1–2 minutes; S2 listens, asks one follow-up question; then they swap roles. T walks around, listens and notes pronunciation problems.

    Students

    Ss speak to their partners. Example: S1: "I think the portable speaker is useful for group work. Its small size makes it easy to carry. However, a flat battery can stop it. Could you suggest a way to charge it quickly?" S2: "Would you mind explaining how often it needs charging?"

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to present their contribution to the class, and the class gives feedback on clarity, example and interaction.

    Students

    Ss present and listen. Class members comment: "Your example was clear. Your follow-up question was useful."

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, interaction and stress, praises strong examples and corrects one or two pronunciation points. T reminds Ss that a real follow-up question shows they listened and did not read a separate prepared speech.

    Students

    Ss note the feedback and one improvement for their homework.

Worksheets

Worksheet 1: Model analysis

Read the model below and answer the questions.

Model: 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. I would describe the limitation clearly rather than advertise it as suitable for medical reminders.

Part A: Identify the four functions

  • Position: ______
  • Concrete example: ______
  • Limitation: ______
  • Closing: ______

Part B: Answer the questions

  1. What is the speaker's position about the talking reminder box?
  2. State the purpose and audience of this spoken contribution. Support your answer with one detail.
  3. Explain how the opening introduces the topic. Identify the opening sentence.
  4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
  6. Choose one sentence from the middle of the model and explain what it contributes to the message.
  7. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
  8. Write a short closing that preserves the model's message, using only details in the model.

Homework

  • Rehearse the model aloud five times, marking the stress in com-PU-ter, IN-ter-net, BEN-e-fit and in-VEN-tion.
  • Write a complete spoken contribution of about 100–120 words on one invention of your choice, with the four parts: position, concrete example, limitation and closing. Label any proposed invention or example data clearly.
  • Prepare one real follow-up question for your partner about their invention.
  • Optional: practise on the NeoEdu learning page (neoedu.vn/learn/10/english/unit-5-speaking) and check the interactive exercises before the next lesson.

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