UNIT 5: INVENTIONS I.

GETTING STARTED

Preparing date: _________

Period: 37th
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- have an overall understanding about the topic of the lesson: Inventions for education.
- understand and use new words and phrases related to inventions for education.
2. Competences:
- develop their communication skills and awareness of inventions for education.
- be collaborative and supportive in pair work and teamwork.
- actively join in class activities.
3. Qualities:
- develop sense of flexibility and creativity in learning.
- be responsible for studying, using educational apps.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Getting Started, Computer connected to the Internet, Projector/ TV/
pictures and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Guessing Game
a) Objectives: T creates a welcoming and pleasant atmosphere to make a shift from the previous
topic, and simultaneously, activates Sts’ knowledge on the topic of the unit.
b) Content: Sts can list the names and the uses of some new inventions.
c) Outcomes:
Suggested answer:
They are laptops, video games, e-book readers, smartphones, …
- Smartphone: call, chat, listen to music, play game, study, …
- E-book reader: read book online
- Video game: play game
- Laptop: chat, listen to music, watch movies, work, study, …
d) Implementation:
- T divides the class into 4 groups and asks Sts to list the new inventions and then write down their
answers on their posters. Within 3 minutes, the group that has more correct answers will be the
winner.
- Sts work in groups of 10 and then the group with more correct answers sticks their poster on the
board.
- T confirms the correct answers with the whole class, comments, and gives good marks (if
necessary).
- T naturally leads to the new lesson.
2. KNOWLEDGE FORMATION
2.1. Teaching Vocabulary
a) Objectives: Sts know some new words and phrases related to inventions.
b) Content:
- invent (v) /ɪnˈvent/: phát minh, sáng chế (picture)

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- improve (v) /ɪmˈpruːv/: cải thiện, trở nên tốt hơn (meaning)
- suitable (adj) /ˈsuː.t̬ə.bəl/: phù hợp (meaning)
- app (n) /æp/: ứng dụng (picture)

- convenient (adj) /kənˈviː.ni.ənt/: tiện lợi, thuận lợi (meaning)

c) Outcomes: Sts can understand the meaning of the words and phrases related to inventions.
d) Implementation:
- T gives words and phrases to Sts with many different techniques and encourages them to give their
meanings.
- Sts copy down their notebooks.
2.2 Checking Vocabulary
a) Objectives: - T checks Sts’ comprehension of the words and phrases’ meanings.
- Sts can understand how to use words and phrases in different situations.
b) Content: Fill in the blanks with one suitable word above. (handouts)
1. There are _______________ for everything, from learning a language to booking cinema tickets.
2. Telephone was _______________ by Alexander Graham Bell.
3. Many students now use advanced applications to _______________ their English pronunciation.
4. With the development of many smart devices, everything is becoming much ________________.
5. This exercise is very ____________ for back pain sufferers.
c) Outcomes:
1. apps 2. invented 3. improve 4. convenient 5. suitable
d) Implementation:
- T asks Sts to read the sentences carefully and use words they have just learned to fill in the blanks.
- Sts work individually and then share their answers with their partner.
- Sts read their answers in front the class and correct mistakes together.
- T gives feedback, comments and remarks.
3. PRACTICE
3.1. Reading the conversation and answering questions (Task 2/ Page 53)
a) Objectives: Sts can practice reading to get more general ideas and specific information about
inventions.
b) Content: Read the conversation again and answer the following questions.
1. What inventions are Phong and his dad talking about?
2. How useful are laptops?
3. Why is it fun and convenient to learn with educational apps on smartphones?
c) Outcomes:
1. They are (talking about) laptops/ computers and smartphones.
2. (Since they were invented,) Laptops have allowed us to study better and work faster.
3. Because you can use educational apps that allow you to communicate and learn at the same time.
d) Implementation:
- T asks Ss to work individually to read the questions and underline the key words, then share their
ideas with a partner sitting next to them.
- Ss do Task 2 individually first.
- Ss share and discuss with their partners about the key words.
- T corrects their answers as a class.
3.2. Find three nouns and three adjectives in the conversation in 1 to talk about inventions.
Follow the example. (Task 3/ Page 53)

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a) Objectives: - Sts can revive some collocations for inventions so that they can use them in
the following lessons.
- T help students practice scanning.
b) Content: Find three nouns and three adjectives from the conversation in Task 1 (Page 52).
c) Outcomes: Sts read the conversation and give answer exactly
1. useful 2. smartphone 3. suitable
4. laptop 5. apps 6. valuable
d) Implementation:
- T has Ss find three nouns and three adjectives from the conversation in Task 1.
- Sts work individually.
- Sts share their answers with their partners.
- T checks and gives the correct answers with the whole class, elicits the meaning of any words Ss
don’t know or find hard to understand.
3.3. Fill in the gap in the summary of the conversation with one word from 1 (Task 4/ Page 53)
a) Objectives: Students can identify some future structures with the present perfect tense, gerunds,
to-infinitives, and how they are used in sentences.
b) Content: Fill in the gap in the summary of the conversation with one word from 1
c) Outcomes:
1. for 2. have 3. improved 4. to 5. to 6. learn
d) Implementation
- T has Ss read a summary of the conversation, fill in each gap in the summary with ONE word from
Task 1.
- Sts do the task individually
- Sts share the answers with their partners.
- T checks answers as a class, asks individual students to read out the sentences, and writes the
missing words on the board.
4. APPLICATION
a) Objectives:
- Sts can memorize and use the key words and phrases they have just learnt in a conversation.
- Sts can apply the knowledge they have learnt to draw a mind map about some technology
inventions around their home and specify their uses.
b) Content: Sts draw a mind map about some technology inventions around their home and specify
their uses.
c) Outcomes: Sts can draw a mind map about some technology inventions around their home and
specify their uses by using the key words and phrases they have just learned.
d) Implementation
- T asks Sts to draw a mind map about some technology inventions around their home and specify
their uses. Then upload their works to class’s Google Drive folder.
- T checks students’ products
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

3
UNIT 5: INVENTIONS II. LANGUAGE

Preparing date: _________

Period: 38th
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- use the lexical items related to the topic Inventions.
- pronounce stress in three-syllable nouns correctly.
- understand the present perfect, gerunds and to-infinitives.
2. Competences:
- be collaborative and supportive in pair work and teamwork.
- access and consolidate information from a variety of sources.
- actively join in class activities.
[Link]:
- develop sense of flexibility and creativity in learning.
- be responsible for studying, using educational apps.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Language, Computer connected to the Internet, Projector/ TV/ pictures
and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Guessing the years of inventions
a) Objectives: T can arouse the classroom atmosphere to Sts and lead to the new lesson.
b) Content: Sts can work in groups to guess the years of some famous inventions such as The
Internet, Refrigerator, Light bulb, Telephone and Paper by matching.
Inventions Years
The Internet 105 AD
Refrigerator 1876
Light bulb 1879
Telephone 1899
Paper 1983

c) Outcomes: Email, Video game, Smartphone, E-book, Laptop

d) Implementation:
- T divides the class into 4 groups and asks Sts to write their answers on the board.
- Sts discuss in groups of 10 to find out the correct words. Then the representation of each group
writes theirs on the board.
- T confirms the correct answers with the whole class, comments, and gives good marks (if
necessary)
- T leads to the new lesson.
A. PRONUNCIATION/ Page 53
2. KNOWLEDGE FORMATION
a) Objectives: Students can understand the stress patterns in some common three-syllable nouns.
b) Content: Listen and repeat. Pay attention to the stressed syllable in each word.
c) Outcomes: Sts can recognise the stress patterns in some common three-syllable nouns.
d) Implementation:
- T asks Ss to look at the words, explains what the big and small dots mean, then asks Ss to listen
and repeat after the recording.
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- Ss listen and repeat after the recording; pay attention to the stressed syllable in each word.
- Some Ss say the words after playing the recording.
- T checks their pronunciation.
3. PRACTICE
a) Objectives: T has students recognise the stress patterns in some common three-syllable nouns
and pronounce them correctly.
b) Content: Textbook (Task 2/ Page 53)
c) Outcomes:

d) Implementation:
- T tells the Ss that they are going to play a game called “Cross the river”. They work in pairs and
need to connect all the words with the stress pattern to cross the river.
- Ss listen to the instructions.
- Ss work in pairs and do as required. T walks round the class and offers help if Ss find it difficult to
pronounce the words.
- T plays the recording and has Ss check their answers. T then puts Ss in pairs and has them practise
saying all the words.
B. VOCABULARY/Page 54
2. KNOWLEDGE FORMATION
a) Objectives: To introduce more topic-related words.
b) Content: Unscramble the underlined letters in these words. (Task 1/ Page 54)
c) Outcomes: Sts can give answers exactly
1. experiment 2. devices 3. laboratory
4. hardware 5. software 6. equipment
d) Implementation:
- T asks Ss to unscramble the underlined letters in the given words, using pictures and the glossary if
they need help.
- Ss work independently and unscramble the underlined letters.
- Ss share their answers in pairs before discussing as a class.
- T checks answers as a class by asking individual Ss to call out and write the words on the board,
then gives feedback.
3. PRACTICE
a) Objectives: T give students practice in identifying the words.
b) Content: Match the words in Task 1 with their meanings. (Task 2/ Page 54)
c) Outcomes: Sts can give answers correctly.
1. f 2. d 3. b 4. e 5. c 6. a
d) Implementation
- T asks Ss to match the words with their meanings in pairs.
- Ss do the task in pairs.
- Some pairs share their answers with the whole class.
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- T gives feedback and corrections (if necessary).
C. GRAMMAR/ Page 54
2. KNOWLEDGE FORMATION
a) Objectives: T has Sts revise the present perfect, gerunds and to-infinitives.
b) Content: - Talk about the present perfect, gerunds and to-infinitives.
- Circle the correct answers. (Task 1/ Page 54)
c) Outcomes: - Ss recall the form of the present perfect and elicits from Ss the rules of using the
present perfect, the use of gerunds and to-infinitives.
- Sts can give the answers correctly
1. have just found 2. invented, have created 3. has lost
d) Implementation:
- T has Ss read the sentences individually and asks them to choose the correct answers.
- Ss work individually as required.
- 2 Ss write their answers on the board.
- T gives feedback and corrections (if necessary). T goes through each sentence and asks Ss to
explain why they have selected that form.
3. PRACTICE
a) Objectives: Sts can practice in using the present perfect, gerunds and to-infinitives.
b) Content: Complete the sentences using the gerund or the to-infinitive of the verbs in brackets. (2/
Page 54)
c) Outcomes: Sts can answer questions correctly.
1. using 2. to study 3. playing/ to play 4. to study
d) Implementation
- T has Ss read the sentences individually and asks them to complete the sentences using the gerund,
the to-infinitive, or both forms of the verbs in brackets.
- Ss work individually as required.
- 2 students write their answers on the board.
- T gives feedback and corrections (if necessary). T goes through each sentence and asks Ss to
explain why they have selected that particular form.
4. APPLICATION
a) Objectives:
- Sts can have a good grasp of the vocabulary and grammar they have just learnt.
- Sts can memorize and use the key words and phrases they have just learnt in relevant exercises.
b) Content: Exercises in the workbook.
c) Outcomes: Sts are fluent in using present perfect tense, recognizing the stress patterns in some
common three-syllable nouns and pronouncing them correctly.
d) Implementation
- T assigns the tasks to Sts and gives deadlines.
- Sts do the task individually at home.
- Teacher check students’ homework through their individual folder in Google Drive.
- Teacher gives feedback and gives remarks.
IV. The self evaluation after class
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

6
UNIT 5: INVENTIONS III. READING

Preparing date: _________

Period: 39th
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- develop reading skills for main ideas and specific information about artificial intelligence.
2. Competences:
- develop communication skills and creativity.
- be collaborative and supportive in pair work and team work.
- develop presentation skills.
- actively join in class activities.
3. Qualities:
- develop sense of flexibility and creativity in learning.
- be responsible for studying and using educational apps.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Reading, Computer connected to the Internet, Projector/ TV/ pictures
and cards, [Link], handouts.
III. Procedures:
1. WARM-UP
a) Objectives: T gets Sts’ attention and helps Sts join in the new lesson naturally.
b) Content: Sts look at the pictures and discuss the questions (Textbook/ Page 55).
c) Outcomes: Sts can answer the questions in textbooks.
Suggested answers:
1. They are robots.
2. They can walk, talk, show emotions, and do household chores.
d) Implementation:
- T draws Ss’ attention to the pictures of two robots (Page 55)
- T asks Ss to work in pairs and discuss the questions: What are they? What do you think they can
do?
- Ss listen to the instructions and do the task in pairs.
- Some pairs share the answers with the whole class.
- T provides Ss with the meaning and pronunciation of some new words.
1. robot (n) /ˈrəʊbɒt/: rô bốt
2. communicate (v) /kəˈmjuːnɪkeɪt/: giao tiếp
3. emotion (n) /ɪˈməʊʃn/: cảm xúc
4. artificial intelligence (AI) (n) /ˌɑːtɪfɪʃl ɪnˈtelɪdʒəns/: trí tuệ nhân tạo
5. measure (v) /ˈmeʒə(r)/: đo lường
2. KNOWLEDGE FORMATION
a) Objectives: Sts can practise reading for main ideas.
b) Content: Read the text and choose the best title for it (Page 55)
c) Outcomes: Sts can answer the questions correctly.
Key C
d) Implementation:
- T elicits from Ss strategies they can use to read texts for main ideas
E.g. paying attention to the topic sentence in each paragraph, highlighting key information, or
searching for conclusions.
- T asks Ss to read the whole text once to get an overall idea.
- Ss work in pairs to compare their answers.

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- T checks answers as a class. In stronger classes, ask Ss to explain why the other options can not be
used as titles for the text.
E.g. A: The text doesn’t focus on the development of AI.
B: The text doesn’t only mention robots, but other types of AI.
D: The text doesn’t mention how AI is used in education.
3. PRACTICE
3.1. Read the text again and match the pictures with the uses of AI (Task 3/ Page 55)
a) Objectives: Sts can practise reading to get more general ideas and specific information about
inventions
b) Content: Read the text again and match the pictures with the uses of AI (3/ on page 55)
c) Outcomes: Sts can give the correct answers.
1. c 2. a 3. b
d) Implementation:
- T has Ss read the text again and match the pictures with the uses of AI.
- Ss work in pairs to discuss the clues and compare answers.
- Some Ss share the answers.
- T checks answers as a class, having Ss explain their answers by providing the clues from the text.
3.2. Decide whether the following statements are true (T) or false (F). (Task 4/ Page 55)
a) Objectives: Sts can practise reading for specific information.
b) Content: Decide whether the following statements are true (T) or false (F).
c) Outcomes:
1. T (Sophia can even communicate with people by using human language and expressing
emotions.)
2. T (AI – the study and development of machines that can copy human intelligence.)
3. F (AI is one of the most important inventions of the 21st century.)
d) Implementation:
- T asks Ss to read the questions and underline the key words in each of them.
e.g. 1. Sophia can show emotions when talking to humans.
2. AI helps to make machines that think and act like humans.
3. AI is one of the most important inventions of the 20th century.
- Ss read through the text, looking for the key words they underlined in the statements or words with
the same or similar meaning.
- Ss work in pairs to compare answers.
- T checks answers. In stronger classes, ask them to give reasons for their answers.
4. APPLICATION
a) Objectives: Sts can memorize and use the key words and phrases they have just learnt in relevant
exercises.
b) Content: Sts write ten benefits from using AI in education and development.
c) Outcomes: Sts can write ten benefits of AI in education and development by using the key words
and phrases they have just learned.
d) Implemetation:
- T asks Sts to write five benefits of doing housework by using the key words and phrases they have
just learned and then upload their works to class’s Google Drive folder.
- T checks students’ writings.
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

8
UNIT 5: INVENTIONS IV. SPEAKING

Preparing date: _________

Period: 40th
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- talk about inventions and how they are used.
2. Competences:
- develop communication skills and creativity.
- be collaborative and supportive in pair work and team work.
- develop presentation skills.
- actively join in class activities.
3. Qualities:
- develop sense of flexibility and creativity in learning.
- be responsible for studying, using educational apps.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Speaking, Computer connected to the Internet, Projector/ TV/ pictures
and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Matching time
a) Objectives: - T can get Sts’ attention and help Sts join in the new lesson naturally.
- Sts can remember some words and phrases related to the inventions that they
have learned in the previous lessons.
b) Content: Match pairs of cards.
c) Outcomes: Sts can answer exactly.

The Internet E-reader Robot 3D printing Driverless car

Flycam Smartwatch Robot Airplane Smartphone

Vacuum

d) Implementation:
- T divides the class into 2 groups and asks each group on their turn to click on a card to turn it.
Then click on another one. If the two cards match, they will stay face –up and that group will get 5
points and continue to play. If the two cards do not match, they will return to being face-down and
the group will be lost their turn. The game ends when all the cards have been matched in pairs.
- Sts work in groups and then the representative of each group gives the choice.
- T gives feedback, comments and gives good marks (if necessary)
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- T leads to the new lesson.
2. KNOWLEDGE FORMATION
2.1. Work in pairs. Talk about the uses of these inventions. (Task 1/ Page 56)
a) Objectives : Sts can practice useful expressions and structure their presentation.
b) Content: Textbook (Task 1/ on page 56)
c) Outcomes:
Sts use below useful expressions to talk about the uses of given inventions:
Functions Useful expressions

Uses of - … help(s)/ allow(s) us to do st.

inventions Example: The internet helps us to communicate over long distances.
- We/ People (can) use st to do/ for st.
Example: People can use the Internet to communicate over long distances.
- … is/ are used for st/ doing st.
Example: The Internet is used for communication/ communicating over long
distances.
d) Implementation:
- T asks Ss to skim through the list of inventions and their uses. Then T asks Ss to work in pairs, talk
about the uses of these inventions, using the expressions in the pre-speaking part.
- Ss work in pairs and do as required.
- Some Ss share the answer with the whole class.
- T gives feedback, checks Ss’ ideas, pronunciation, and language used.
2.2. Work in groups. Talk more about one of the inventions in task 1. (Task 2/ Page 56)
a) Objectives: Sts can enhance presentation skills.
b) Content: Textbook (2/ Page 56)
c) Outcomes: Sts can discuss more about the inventions in task 1 by using some expressions.
d) Implementation:
- T puts Ss into groups and has them choose one of the inventions in activity 1 to talk more about it.
- Ss study the suggested outline.
- Ss discuss their inventions in groups, and take notes of their ideas on pieces of paper which can be
used for their presentation.
- T walks round the class and offers help with language or organisation of the presentations. T
makes sure that each student in the group contributes to the discussion and has part of the
presentation assigned to him/ her.
3. PRACTICE
a) Objectives: Sts have a chance to express their opinions with their classmates.
b) Content: Present your ideas to the whole class. Then vote for the most interesting group
presentation. (Textbook - 3/ Page 56)
c) Outcomes: Sts can express their opinions with their classmates.
d) Implementation:
- T asks Ss to remain in the groups they formed in activity 2. T explains that groups will have 3
minutes to present their ideas to the class.
- Ss work in groups and decide how they will present the information, who is going to introduce and
end the presentation, and how to divide the tasks among group members.
- Groups present their ideas in front of class.
- T asks the rest of the class to give feedback after each presentation. T also lets Ss reflect on their
performance. Then T praises groups for their efforts and makes suggestions for better organisation
and presentation of Ss’ ideas.
4. APPLICATION
a) Objectives: Sts can apply the knowledge and language learnt to carry out the real assignment.
b) Content: Sts talk about the uses of some inventions.

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c) Outcomes: Sts can talk about the uses of some inventions fluently.
d) Implementation:
- T asks Sts to talk about the uses of some inventions and then upload their recordings to class’s
Google Drive folder.
- T checks students’ recordings
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

11
UNIT 5: INVENTIONS V. LISTENING

Preparing date: _________

Period: 41st
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- use the lexical items related to the topic Inventions.
- listen for specific information about how to use an invention.
2. Competences:
- develop their communication skills and creativity.
- be collaborative and supportive in pair work and team work.
- actively join in class activities.
3. Qualities:
- develop awareness and flexibility in using an invention.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Listening, Computer connected to the Internet, Projector/ TV/ pictures
and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Guessing Game
a) Objectives : - To introduce the topic of reading.
- To enhance students’ skills of guessing.
b) Content : Look at 3 clues in the board and try to guess the word. Then tell three benefits of it.
c) Outcomes: Sts can answer exactly.
Answer RoboVacuum
d) Implementation:
- T shows 3 clues about the targeted word in turn and asks Ss to guess the word.
It is a household appliance.
It has wheels.
It sucks up dirt and dust.
- Ss guess the words based on clues given by the T.
- If Ss can’t get the word with the 1st clue, the T gives them the 2nd clue.
If Ss can’t get the word with the 2nd clue, then T gives them the 3rd clue.
- T confirms the answers and asks Ss to tell three benefits of it.
- T leads to the topic of the lesson: RoboVacuum
2. KNOWLEDGE FORMATION
a) Objectives: T sets the context for the listening and activate Ss’ prior knowledge.
b) Content: Complete the sentences with the words in the box. (Textbook - Task 1/ Page 57)
c) Outcomes:
1. button 2. stain 3. charge
d) Implementation:
- T asks Ss to complete the sentences with the words in the box.
- Ss read and complete the sentences.
- Ss share the answers with the whole class.
- T checks answers as a class.
3. PRACTICE
3.1. Listen to a conversation about robovacuum. Fill in each gap in the diagram below with
one word. (Textbook – Task 2 / Page 57)
a) Objectives: T helps Ss practise listening for key words.
b) Content: (Textbook – Task 2 / Page 57)
c) Outcomes: 1. room 2. stains 3. stop
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Audio script – Tracks 7:
Hieu: Good evening. Well, I live with my parents and my brother. And I must say that all my
achievements are the result of their support.
Host: Do your parents help you with your studies?
Hieu: My parents are farmers. They know little about physics. But they believe in me.
They always listen to me and cheer me up whenever I have difficulties.
Host: So they encourage you to try harder?
Hieu: That’s right. Their love and trust give me strength to carry on.
Host: How about your brother?
Hieu: My brother is my best friend. He shares his happy and sad moments with me, and is always
there for me when I need help.
Host: You’re so lucky to have a supportive family. Do you spend a lot of time together?
Hieu: Yes. My parents have created some family routines so that every week we can spend some
time together although we’re all very busy.
Host: Family routines? Can you tell us more about that?
Hieu: Well, family routines are ...
d) Implementation:
- T tells Ss that they are going to listen to a conversation about a robot vacuum cleaner, called
RoboVacuum, between a woman and a salesman. While listening, Ss should fill in the gaps in the
diagram.
E.g. T has Ss look at the first item and asks them to predict the kind of information needed and if it
is a noun, a verb or an adjective …
- Ss listen and fill in the gaps in the diagram with one word.
- Ss compare their answers in pairs.
- T checks answers by playing the recording again and pausing after each answer.
3.2. Listen again. Put a tick next to the correct way and a cross next to the wrong way to use
robovacuum. (Textbook – Task 3/ Page 57)
a) Objectives: Sts can practise listening for instructions.
b) Content: (Textbook – Task 3/ Page 57)
c) Outcomes: 1. X 2. ✔ 3. ✔
d) Implementation:
- T tells Ss that they are going to listen to the conversation again. While listening, they should put a
tick or a cross next to each picture that shows the right or wrong way of using RoboVacuum.
- T puts Ss in pairs to study the pictures first and describe what they can see.
E.g. RoboVacuum is on a puddle of water. It is also next to an electric socket.
- Ss compare their answers in pairs.
- T checks answers by playing the recording again, pausing at the places where they can hear the
correct information.
3.3. What other buttons do you want robovacuum to have? Add them to the picture below and
tell your friends about them.
a) Objectives: Sts can practise the language and ideas from the listening in a speaking task.
b) Content: (Textbook - Task 4/ Page 57)
c) Outcomes:
Suggested answer:
I want my RoboVacuum to have a Timer button on the top. First, you press it. Then, you set the time
by pressing the minute and second buttons on the right.
d) Implementation:
- T asks Ss to add to the picture other buttons that they want RoboVacuum to have.
- T models the task by drawing a picture of RoboVacuum and adding a timing button. T labels it and
reads the example to illustrate how it will be used.
- T puts Ss in groups to show their drawings to each other and share their ideas.

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- T invites some Ss to present their improved RoboVacuum in front of the class. T praises for
interesting ideas and delivery.
4. APPLICATION
a) Objectives: Sts can apply the knowledge and language learnt to carry out the real assignment.
b) Content: Talk about one modern home appliance that you want to use in the future.
c) Outcomes: Sts can talk about one modern home appliance that they want to use in the future by
using key words and phrases they have just learned.
d) Implementation:
- T asks Sts to talk about one modern home appliance that they want to use in the future. Then
upload their recordings to class’s Google Drive folder.
- T checks students’ recordings.
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

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UNIT 5: INVENTIONS VI. WRITING

Preparing date: _________

Period: 42nd
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- use the lexical items related to the topic Inventions.
- write about the benefits of an invention.
2. Competences:
- develop communication skills and creativity.
- be collaborative and supportive in pair work and team work.
- actively join in class activities.
3. Qualities:
- develop sense of flexibility and creativity in learning.
- develop self-study skills.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Writing, Computer connected to the Internet, Projector/ TV/ pictures
and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Guessing Game
a) Objectives: - To introduce the topic of writing.
- To enhance students’ skills of guessing.
b) Content: Sts guess the name of some types of inventions

c) Outcomes:
1. Electric light 2. Airplane 3. Automobile
d) Implementation:
- T divides the class into different groups and shows pictures about different types of inventions
on the slides.
- Representative of each group sits on a chair, facing the class.
- Others from each group look at the picture shown on the slide and describe the picture/ give
hints about the picture.
- Representative of each group says the word out loud. The group with the largest number of
correct answers is the winner.
2. KNOWLEDGE FORMATION
2.1. Choose an invention in this unit. Draw a diagram to show how it is used. Then work in
groups to guess one another's inventions.
a) Objectives: T provides Ss chances to list some benefits or uses of their invention.
b) Content: Choose an invention in this unit. Draw a diagram to show how it is used. (Textbook
– Task 1/ Page 58)
c) Outcomes: Sts can draw a diagram properly.
d) Implementation:

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- T asks each student to choose an invention from the unit and keep it secret. T asks them to
draw a diagram in their notebooks or on a piece of paper, listing some benefits or uses of their
invention.
- T puts Ss into groups of four or five, and asks them to swap their diagrams with other Ss in the
group.
- Ss work in groups to perform the task given.
- T checks answers as a class.
2.2. Rewrite the second sentence so that it has a similar meaning to the first. Use the
expressions and the prompts below to help you.
a) Objectives: T helps Ss revise useful expressions and structures which they can use in their
writing task.
b) Content: (Textbook – Task 2 / Page 58)
c) Outcomes:
1. Helping drivers to find the best routes is one of the benefits of AI in transport.
2. Vacuum cleaners are useful for cleaning / in cleaning the house quickly.
3. Smartphones help us to learn languages.
4. Telephones are used to communicate / for communication / for communicating over long
distances.
d) Implementation:
- T asks Ss to study the useful expressions in the box.

- T focuses Ss’ attention on the sentences and checks comprehension. T asks Ss to rewrite them,
using the suggested words and the structures in the box.
- Ss work individually to rewrite the sentences.
- T checks answers as a class.
3. PRACTICE
a) Objectives: To help Ss practise developing ideas and writing a paragraph.
b) Content: (Textbook – Task 3 / Page 58)
c) Outcomes: Sample answer:
Electricity is one of the great inventions of the past, because it has brought many benefits for
people. First, electricity can be used to light our houses and streets. Without it, the world will
be dark and dangerous. Second, electricity is also useful in heating. For example, in cold areas,
electric heaters can keep us warm and healthy in long winters. Finally, the most important use
of electricity is to run machines. Without electricity, factories, schools and hospitals cannot run
normally. Everyone and everything will stop working. Other inventions, such as TVs, computers
and robots will become useless without electricity. In conclusion, electricity plays a very
important part in our life today and we cannot live without it.
d) Implementation:
- T tells Ss that they are going to write a paragraph of 120 - 150 words about the benefits of an
invention of their choice.
- Ss work individually to write a draft.
- Ss check their draft for the first time.
- T walks round the class to offer help if necessary.
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4. APPLICATION
a) Objectives:
- Sts can memorize and use the key words and phrases they have just learnt to do other
exercises.
- Sts can apply the knowledge and language learnt to carry out the real assignment.
b) Content: “Write a paragraph about the invention you use the most when you study.”
c) Outcomes: Sts can write a paragraph about the invention they use the most when you study.
d) Implementation:
- T asks Sts to write the paragraph and then upload their writings to class’s Google Drive folder.
- Sts practise writing at home.
- T checks students’ writings.
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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UNIT 5: INVENTIONS VII. COMMUNICATION AND CULTURE

Preparing date: _________

Period: 43rd
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- use the lexical items related to the topic Inventions;
- practise making and responding to requests.
- know more information about computer hardware.
2. Competences:
- be collaborative and supportive in pair work and teamwork.
- access and consolidate information from a variety of sources.
- actively join in class activities.
3. Qualities:
- develop a sense of problem-solving when deciding suitable computers.
- understand more about computer hardware.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Communication and Culture, Computer connected to the Internet,
Projector/ TV/ pictures and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: Card Game
a) Objectives: - To introduce the topic.
- To enhance students’ skills of cooperating with teammates.
b) Content: Students select as many words related to computer as possible and stick the word
cards on the sheets of A2 paper.
c) Outcomes:
Suggested answers
Laptop
Screen
Hardware
Software
Speed
Document
Display
Battery
Light
Weight
Size
Brand
Program
Memory
Data
d) Implementation:
- T divides the Ss into different groups. T gives each group a set of word cards and 1 sheet of
A2 paper. Then T asks the groups to select as many words related to computer as possible, stick
the word cards on the sheets of A2 paper, and then stick the paper onto the board.
- Ss listen to the instructions and do as required.
- Ss work in groups and finish their sheets of A2 paper.
- The group with the largest number of correct answers is the winner

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A. EVERYDAY ENGLISH: Expressing opinions
2. KNOWLEDGE FORMATION
a) Objectives: - T provides Ss with an example conversation in which people make and
respond to requests.
- T has Ss review expressions for describing feelings.
b) Content: (Textbook – Task 1/ Page 58)
c) Outcomes: 1. B 2. C 3. A 4. E 5.D
d) Implementation:
- T tells Ss that they are going to listen to a conversation between a customer and a shop
assistant at a computer store. While listening, they should complete the conversation using the
expressions in the box.
- Ss listen and complete the conversation with the expressions from the box.
- T checks answers by asking individual Ss to read the conversation.
- T puts Ss in pairs and has them practise the conversation.
3. PRACTICE
a) Objectives: Sts can practise making and responding to requests.
b) Content: (Textbook – Task 2 / Page 59)
c) Outcomes: Sts can make and respond to requests fluently.
d) Implementation:
- T explains the context. Ask Ss to brainstorm more expressions that they may use in the
conversations, e.g. Can you help me, please? I’m looking for … Would you mind (bringing) …?
I was wondering if you could … Sure, no problem.
- Ss practise their conversation in pairs.
- Some pairs act out their conversations in front of the class.
- T praises for good effort, clear pronunciation, fluent delivery, and interesting ideas.
B. CLIL
2. KNOWLEDGE FORMATION
a) Objectives: Ss can learn about computer hardware and learn some content vocabulary.
b) Content: Read the text below. Match the highlighted words and phrases with their meanings.
(Page 59-60)
c) Outcomes:
1. c 2. d 3. a 4. e 5. b
d) Implementation:
- T writes three words: “processor”, “RAM” and “storage” on the board. T asks Ss if they
know what “processor”, “RAM” and “storage” are and why they are important when buying a
computer; also elicits that they are different parts of computer hardware (or the electronic parts
of a computer).
- Ss work individually, read the text, match the highlighted words and phrases with their
meanings.
- Ss check their answers with their partners.
- T checks answers as a class, further explains or translates any new words or phrases, e.g.
processor speed, gigahertz, gigabytes, battery
3. PRACTICE
a) Objectives: T helps Ss relate what they have learnt to a problem-solving task and make
connections.
b) Content: (Textbook – Task 2/ Page 60)
c) Outcomes:

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d) Implementation:
- T tells Ss that two people, Anne and Bob, need their help to decide which computer is best for
them.
- Ss discuss their answers in pairs.
- Ss say which computers Anne and Bob should buy and why in front of class.
- T checks answers and gives feedback.
4. APPLICATION
a) Objectives: Sts can apply the knowledge and language learnt to a new situation or condition.
b) Content:
- Do exercises in the workbook.
- Design a slide to review the whole unit.
c) Outcomes:
- Exercises in the workbook.
- A slide to review the whole unit.
d) Implementation:
- T divides the class into four different groups to prepare the slide including:
+ New and important words related to Inventions in this unit.
+ Grammar structures and following examples.
+ Pronunciation knowledge of the unit.
- Sts choose the group leader themselves and assign tasks for each member. Make sure every
member contributes to the homework.
- T instructs Ss to use Microsoft PowerPoint, Canva, or Slidesgo to do this homework and then
send it to T through Gmail.
- T gives feedback and remarks in the following lesson. The best work will be shown in the
class before moving to the last lesson of the unit.
IV. The self evaluation after class
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

20
UNIT 5: INVENTIONS VIII. LOOKING BACK AND PROJECT

Preparing date: _________

Period: 44th
Time: 45 minutes

I. Aim: By the end of the lesson, Students will be able to:

1. Knowledge:
- review the vocabulary and grammar of Unit 5.
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences:
- develop their communication skills and creativity.
- develop their presentation skills.
- develop their critical thinking skills.
- be collaborative and supportive in pair work and team work.
- actively join in class activities.
3. Qualities:
- be more creative when doing the project.
- develop self-study skills.
II. Teaching aids and materials:
Grade 10 textbook, Unit 5, Looking back and Project, Computer connected to the Internet,
Projector/ TV/ pictures and cards, [Link], handouts.
III. Procedures:
1. WARM-UP: BRAINSTORMING
a) Objectives: - To revise the three-syllable nouns and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with teammates.
b) Content: Sts can write as many three-syllable nouns about topic Inventions as possible in 2
minutes.
c) Outcomes:
Suggested answer:
Inventor
Invention
Computer
Telephone
Beverage
Camera
Submarine
Telegraph
Telescope
Typewriter
d) Implementation:
- T divides the board, and divides the class into 2 teams.
- Ss listen to the instructions.
- Members of each team take turns and write as many three-syllable nouns about topic
Inventions as possible in 2 minutes.
- The group having more correct answers is the winner.
2. PRONUNCIATION AND VOCABULARY
a) Objectives: - To revise words they have learnt in the unit.
- To revise stress placement on common three-syllable nouns.
b) Content: Textbook – Page 60

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c) Outcomes:

d) Implementation:
- T explains that Ss are going to review some of the words they have learnt in this unit in a
crossword puzzle. Remind them that all the words must be three-syllable nouns.
- Ss work in pairs to solve the crossword.
- T checks answers as a class by asking individual Ss to write the words on the board.
- T has Ss practise saying the words with the correct stress placement. T walks round the class
and monitors by correcting any pronunciation mistakes.
3. GRAMMAR
a) Objectives: T has Ss revise the present perfect, gerunds and to-infinitives.
b) Content: Circle the correct answers. (Page 60)
c) Outcomes:
1. have just installed, using
2. to send, To learn
3. was invented, have changed
d) Implementation:
- T explains to Ss that they are going to review the use of the present perfect tense, gerunds and
to-infinitives.
- Ss read the sentences and circle the correct forms.
- Ss check their answers in pairs.
- T checks answers as a class by asking individual Ss to write the words on the board.
4. APPLICATION
a) Objectives: - Sts can memorize and use the key words and phrases they have just learnt
in relevant exercises.
- T encourages the creativity of Ss.
b) Content: Design a poster about the best invention.
c) Outcomes: Sts can design a poster about the best invention.
d) Implementation:
- T asks Sts to choose one invention that they are most interested in and then brainstorming to
design the poster.
- T instructs them to design the form of the poster, gives an example.

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- Ss research individually and design the poster. Then upload their products to class’s Google
Drive folder.
- T gives feedback and remarks (if necessary).
IV. The self evaluation after class
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

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