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

Giáo án Writing

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify the structure of a paragraph about the benefits of an invention (opening, supporting details, closing).
  • Explain how specific details, conditions and a clear register make a paragraph convincing for its audience.
  • Pronounce three-syllable nouns with the correct primary stress (e.g., com-PU-ter, in-VEN-tion) and use the vocabulary of the unit (invention, device, portable, battery, benefit, prototype).
  • Use the present perfect, the gerund after prepositions and the to-infinitive of purpose correctly in their own writing.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own paragraph, check their draft against the model and self-correct meaning and sentence links.
  • Communication and collaboration: Ss work in pairs and groups to analyse the model, give feedback on each other's sentences and share ideas in whole-class discussion.
  • Problem-solving and creativity: Ss choose a suitable invention, select relevant details and express its benefits in their own words without inventing unsupported results.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model paragraph, discuss its message, and write a coherent paragraph of about 80–100 words for a stated audience.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the stress pattern of three-syllable nouns, use the target vocabulary, and apply the present perfect, gerund and to-infinitive in context.

3. Personal qualities

  • Diligence: Ss complete all tasks on time, revise their drafts at least once and keep their notes organised in their notebooks.
  • Responsibility: Ss include a privacy check in their paragraph when they describe an invention that handles personal information, and they do not present examples as real observations.
  • Honesty: Ss label any proposed or example data clearly and do not claim results that the model text does not provide.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the model paragraph, the vocabulary list and the grammar notes
  • Pictures of a document camera, a smartphone, a laptop and a battery-powered speaker
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Timer and whiteboard markers
  • NeoEdu learning page: neoedu.vn/learn/10/english/unit-5-writing (lesson notes, examples and interactive exercises, used in the explore and practice activities)

2. Students

  • Notebook, pen, pencil and eraser
  • Coloured pens or highlighters to mark the opening, details and closing
  • Dictionary (optional) or vocabulary list from the textbook
  • Worksheets 1 and 2 (distributed in class)

III. Procedures

Activity 1: Warm-up · 8 minutes

Inventions around us

a) Aims

Ss activate prior knowledge about inventions they use every day and recall the vocabulary of the unit before reading the model paragraph.

b) Content

Ss look at pictures of a document camera, a smartphone, a laptop and a battery-powered speaker, then answer the questions:

  • Which of these inventions do you use every day?
  • What is one benefit it brings to you?
  • Which words from the unit can you use to describe it (device, portable, battery, benefit, prototype)?

c) Expected outcomes

A list of 3–4 inventions with one benefit for each, written on the board, for example:

  • smartphone: helps me contact my family quickly
  • laptop: portable, so I can study anywhere
  • Ss use at least two words from the vocabulary list: device, portable, battery, benefit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and says: 'Look at these inventions. Which one do you use every day? Tell your partner one benefit.' T introduces the aim: 'Today we will write a paragraph about the benefits of an invention.'

    Students

    Ss look at the pictures and listen to the instructions. They ask questions if anything is unclear.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 2 minutes and walks around to help with vocabulary.

    Students

    Ss discuss in pairs. Expected answers: 'I use my smartphone every day. It helps me contact my friends quickly.' 'My laptop is portable, so I can study at a café.'

  3. Teacher

    Step 3: Report and discussion

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

    Students

    Representatives of pairs share their answers. Other Ss listen and add one more benefit if they can.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant answers and points out that a good paragraph needs a specific benefit, not only a general statement such as 'It is useful'. T links to the lesson: 'We will now find out how a model paragraph gives specific support.'

    Students

    Ss note the key vocabulary in their notebooks and understand the aim of the lesson.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary and stress in three-syllable nouns

a) Aims

Ss learn the six target words and practise the primary stress of three-syllable nouns, which helps them read the model paragraph aloud correctly.

b) Content

Ss learn the vocabulary: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử).
Ss listen to and repeat the words with the stress pattern:

  • COM-pu-ter is not the standard pattern: com-PU-ter /kəmˈpjuːtər/
  • IN-ter-net, BEN-e-fit, in-VEN-tion
    Ss practise the sentence: The invention brings benefits to computer users.
    Ss mark the primary stress on the words in the vocabulary list on NeoEdu.

c) Expected outcomes

A completed vocabulary list in Ss' notebooks with the stressed syllable marked in capital letters, for example:

  • in-VEN-tion (phát minh)
  • BEN-e-fit (lợi ích)
  • com-PU-ter /kəmˈpjuːtər/
  • A correct rule: the number of syllables alone does not decide the stress; Ss must check the pattern of each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and says: 'Listen and repeat. Then mark the stressed syllable of the three-syllable words. Remember that the number of syllables does not always tell you where the stress is.'

    Students

    Ss look at the words and listen carefully to the teacher's instructions.

  2. Teacher

    Step 2: Task performance

    T plays the audio or models the words. Ss repeat in chorus and then individually. T asks: 'Which syllable is stressed in computer?' (Expected: the second syllable, com-PU-ter, not the first.)

    Students

    Ss repeat the words, mark the stress in their notebooks and check with a partner. They open NeoEdu to listen again if needed.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to say a word and show its stress with clapping or gestures, then corrects any mistakes.

    Students

    Ss say: 'in-VEN-tion', 'BEN-e-fit', 'com-PU-ter'. Expected answer when T asks: 'Why is computer not pronounced COM-pu-ter?' - 'Because the standard pattern for this word is com-PU-ter.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Three-syllable nouns do not all follow the same pattern. Check the stress for each new word in a dictionary.' T asks Ss to read the sentence 'The invention brings benefits to computer users.' aloud.

    Students

    Ss read the sentence with correct stress and write the rule in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Structure of a paragraph about benefits

a) Aims

Ss identify the opening, supporting details and closing of the model paragraph and understand how each part contributes to a coherent message.

b) Content

Ss read the model paragraph on the projector, which begins: 'A document camera can make classroom explanations easier to follow.' Ss work in groups of four using a 'jigsaw' technique: each group member reads one part and reports to the group.

  • Part A (opening): Which sentence introduces the topic?
  • Part B (supporting details): Which sentences give specific support, using First, Second and Students can also?
  • Part C (limits and closing): Which sentences state a condition or limit, and how does the paragraph close?
  • Part D (register): Is the tone formal, neutral or informal? Why?

c) Expected outcomes

A group chart in the notes section of Worksheet 1 with the following content:

  • Opening: 'A document camera can make classroom explanations easier to follow.' (the topic of the paragraph)
  • Supporting details: 'First, it projects a real page or small object, so students can see a demonstration without crowding around one desk.' / 'Second, a teacher can show each stage of a worked example instead of only the final answer.'
  • Limit: 'However, it should not display private marks or personal information.' 'A simple privacy check is therefore part of using the invention responsibly.'
  • Closing: 'The device does not replace a good explanation; it helps more people see the evidence behind one.'
  • Register: neutral and formal, with no slang and no unsupported promises.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and assigns the groups. T says: 'Read your part of the model silently, then explain it to your group. Each group completes the chart on Worksheet 1.'

    Students

    Ss form groups of four and receive the parts A to D. They read the instructions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'What does the first sentence tell the reader?' 'Why does the writer use First and Second?' 'Why is the privacy check important?'

    Students

    Ss read their parts, answer the questions and discuss in groups. Expected answer: 'The opening tells us the topic, so the reader knows what the details are about.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present the chart on the board and invites other groups to comment: 'Do you agree? Can you add anything?'

    Students

    A representative presents the chart. Other groups comment: 'We think the closing does not promise a big result; it only says the device helps people see the evidence.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: opening (topic), development (specific details and a limit), closing (implication without unsupported promises). T writes on the board: 'Good paragraph = coherent message + specific support + appropriate register.'

    Students

    Ss copy the structure into their notebooks and mark the opening, details and closing in the model with different colours.

Activity 2.3: Knowledge formation · 12 minutes

Grammar: present perfect, gerund and to-infinitive

a) Aims

Ss understand the difference between the present perfect and the past simple, and use the gerund after a preposition and the to-infinitive of purpose correctly.

b) Content

T presents the three language points with examples from the model and new examples:

  • Present perfect (have/has + past participle) connects past experience or an unfinished period to now: We have tested the device twice.
  • Past simple is used with a finished past time: We tested it yesterday.
  • Gerund after a preposition or enjoy: The camera is useful for recording clear instructions. Students enjoy comparing two methods.
  • To-infinitive of purpose: We use it to record instructions.
    Ss complete the gap-fill exercise on NeoEdu (interactive exercise on the Writing page).

c) Expected outcomes

Ss' completed notes with the rule and one example for each point, for example:

  • Present perfect: 'We have used the document camera three times this term.' (unfinished period: this term)
  • Past simple: 'We used it last Monday.' (finished past time)
  • Gerund: 'It is useful for recording lessons.'
  • To-infinitive: 'We use it to show the steps of a worked example.'
    Score on NeoEdu gap-fill: at least 4 out of 5 correct.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'We have tested the device twice.' and 'We tested it yesterday.' T asks: 'What is the difference in the time?'

    Students

    Ss look at the sentences and think about the time expression.

  2. Teacher

    Step 2: Task performance

    T presents the rule for each language point and asks Ss to complete the NeoEdu gap-fill in pairs. T monitors and checks forms.

    Students

    Ss complete the exercise in pairs. Expected answers: 'have tested', 'tested', 'for recording', 'to record'.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to read out their answers and explain why. T corrects errors with clear examples.

    Students

    Ss answer: 'We use the present perfect because the time is not finished (twice, in this week).' 'We use to record because it shows purpose.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three points and reminds Ss: 'Use the present perfect for unfinished time or experience, the past simple for a finished time, the gerund after prepositions, and the to-infinitive to express purpose.'

    Students

    Ss write the rule and one example for each point in their notebooks.

Activity 3.1: Practice · 15 minutes

Analysing the model paragraph

a) Aims

Ss apply their understanding of purpose, audience, opening, details and closing by answering analysis questions based on the model paragraph.

b) Content

Ss work in pairs with Worksheet 2 to answer the following questions. Questions are taken from the textbook exercises:

  1. State the purpose and audience of this paragraph on 'Inventions'. Support your answer with one detail.
  2. Explain how the opening introduces the topic. Identify the actual opening sentence.
  3. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  4. Choose one sentence from the middle of the model and explain what it contributes to the message.
  5. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.

c) Expected outcomes

Pair answers on Worksheet 2, for example:

  • Task 1: The purpose is to explain why a document camera is useful in classrooms. The audience is teachers and school staff who consider using the device. Detail: 'it projects a real page or small object, so students can see a demonstration.'
  • Task 2: The opening is 'A document camera can make classroom explanations easier to follow.' It introduces the subject before the supporting details.
  • Task 3: 'First, it projects a real page or small object...' and 'Second, a teacher can show each stage of a worked example...' These are specific and can be evaluated; saying only 'it is important' gives no information.
  • Task 4: 'The camera is useful for recording clear instructions that absent learners can review later.' It develops the topic by giving a particular benefit.
  • Task 5: The opening sets up the situation; the closing gives the final implication. The closing does not repeat the opening but frames the details.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Answer the five questions in pairs. Give one specific example from the model for each answer.'

    Students

    Ss read the questions and the model paragraph again.

  2. Teacher

    Step 2: Task performance

    T walks around and checks answers, reminding Ss to quote the text accurately and not to treat an example as a real observation.

    Students

    Ss discuss and write their answers on Worksheet 2. Expected answer for Task 1: 'The purpose is to explain benefits. The audience is teachers.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read out their answers to Tasks 2, 4 and 5. Other pairs check and add details.

    Students

    Pairs present their answers. Other pairs comment: 'We agree, but the audience could also be school administrators.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and emphasises that a good paragraph needs specific support and conditions. T notes: 'A model text is an example of a structure, not a claim of real results.'

    Students

    Ss correct their worksheets and note the key points.

Activity 3.2: Practice · 8 minutes

Summary and conclusion

a) Aims

Ss practise condensing the model into three sentences and writing a short closing that keeps the main message and the essential condition.

b) Content

Ss complete two tasks:

  • Task A: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
  • Task B: Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

c) Expected outcomes

Sample answers:

  • Task A: 'A document camera can make classroom explanations easier to follow. It projects a real page or small object, so students can see a demonstration without crowding around one desk. However, it should not display private marks or personal information.'
  • Task B: 'A simple privacy check is therefore part of using the invention responsibly. The device does not replace a good explanation; it helps more people see the evidence behind one.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two tasks on the board and says: 'Task A: three sentences only. Task B: a short closing. Do not add new results that are not in the model.'

    Students

    Ss read the tasks and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 4 minutes, then compare with a partner. T reminds them to keep the condition 'it should not display private marks'.

    Students

    Ss write their summary and closing. Expected answer: a summary that keeps 'However, it should not display private marks...' is correct; one that drops it is incomplete.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read their summaries aloud and asks the class: 'Does this keep the main message? Is any essential condition missing?'

    Students

    Ss read their sentences. Class comments on meaning and links.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on meaning, sentence links and accuracy, then highlights: 'A good summary keeps the essential limit and does not add new claims.'

    Students

    Ss revise their sentences according to the feedback.

Activity 4: Application · 20 minutes

Writing a paragraph about an invention

a) Aims

Ss write a complete paragraph of about 80–100 words about the benefits of an invention they know, for a stated audience, with specific details, relevant conditions and an appropriate register.

b) Content

Ss choose one invention (for example, a smartphone, a projector, a rechargeable battery or a printer) and write a paragraph for their classmates or teachers. Ss use Worksheet 2, Part B planning table to organise:

  • Topic sentence (opening)
  • Two specific benefits, each with a detail (First / Second)
  • One condition or limit (However / therefore)
  • Closing without unsupported promises
    Ss must label any example data as an example, for example: 'Example: a teacher could record a 5-minute demonstration.'

c) Expected outcomes

A paragraph of about 80–100 words, for example:
'A smartphone can help students learn more easily. First, it lets them check a new word in a dictionary app within seconds, so they do not interrupt the lesson. Second, a student can record a teacher's explanation and listen to it again at home. However, students should not share personal information online. A simple privacy setting is therefore necessary when they use the phone for learning. The device does not replace a teacher; it helps students review the lesson in their own way.'
Ss' writing is checked against the criteria: coherent message, specific support, appropriate register, correct use of present perfect/gerund/to-infinitive, and correct vocabulary.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now you will write your own paragraph about the benefits of an invention. Plan first with Worksheet 2, Part B. Then write about 80–100 words. Remember: label any example data.'

    Students

    Ss choose an invention and read the planning table.

  2. Teacher

    Step 2: Task performance

    T circulates and checks plans, asking: 'Who is your audience? Which detail is specific enough?' Ss write their drafts in 15 minutes. Ss who finish early exchange drafts for peer feedback using the three criteria.

    Students

    Ss plan, draft and check their sentences. Expected plan: topic - a smartphone; benefit 1 - quick dictionary check; benefit 2 - recording explanations; limit - privacy; closing - does not replace a teacher.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their paragraphs aloud, and the class gives one positive comment and one suggestion for each paragraph.

    Students

    Ss read their paragraphs. Classmates comment: 'Your details are clear. Can you add a condition?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective paragraphs and highlights common errors (tense choice, missing condition, unsupported claims). T assigns the final revision as homework.

    Students

    Ss note the feedback and plan to revise their paragraphs at home.

Worksheets

Phiếu học tập số 1

Worksheet 1: Structure of the model paragraph (Group chart)
Read the model paragraph 'A document camera can make classroom explanations easier to follow...' and complete the chart:

  • Opening sentence (topic): ...
  • Supporting detail 1 (First): ...
  • Supporting detail 2 (Second): ...
  • Limit or condition (However / therefore): ...
  • Closing sentence: ...
  • Register (formal / neutral / informal) and reason: ...
    Group discussion question: Why is the closing not a promise of a big result?

Phiếu học tập số 2

Part A: Analysis questions (pairs)

  1. State the purpose and audience of this paragraph on 'Inventions'. Support your answer with one detail.
  2. Explain how the opening introduces the topic. Identify the actual opening sentence.
  3. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  4. Choose one sentence from the middle of the model and explain what it contributes to the message.
  5. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.

Part B: Planning table (individual)

  • Invention I choose: ...
  • Audience: ...
  • Topic sentence (opening): ...
  • Benefit 1 with a specific detail (First): ...
  • Benefit 2 with a specific detail (Second): ...
  • Condition or limit (However / therefore): ...
  • Closing sentence (no unsupported promise): ...
  • Example data labelled as example: ...

Homework

  • Finish your paragraph about the benefits of an invention (80–100 words). Check that it has a clear opening, at least two specific details, one condition or limit, and a closing that makes no unsupported promise.
  • Check your paragraph for: the present perfect for unfinished time (e.g., 'have tested ... this term'), the past simple for finished time ('tested ... yesterday'), a gerund after a preposition ('useful for recording'), and a to-infinitive of purpose ('to record instructions').
  • Practise the stress of the vocabulary words: com-PU-ter, IN-ter-net, BEN-e-fit, in-VEN-tion. Record yourself reading your paragraph and listen again to check the stress.
  • Optional: complete the interactive exercises on NeoEdu at neoedu.vn/learn/10/english/unit-5-writing before the next lesson.

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