Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 5: Inventions - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 5: Inventions - Năm học 2022-2023

1. UNIT 5: INVENTIONS Lesson 1: Getting started I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - An overview about the topic: inventions for education. - Vocabulary to talk about inventions for education. 2. Core competence - Develop communication skills and awareness of inventions for education. - Be collaborative and supportive in pair work and teamwork. - Actively join in class activities. 3. Personal qualities - Develop flexibility and creativity in learning. - Be responsible for studying, using educational apps. II. MATERIALS - Grade 10 textbook, Unit 5, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent to produce or design something that has not existed 1. invent (v) /ɪnˈvent/ phỏt minh, sỏng chế before to become better than before; to make cải thiện, trở nờn tốt 2. improve (v) /ɪmˈpruːv/ something/somebody better than before hơn
2. 3. suitable /ˈsuːtəbl/ or right or appropriate for a particular purpose or phự hợp (adj) /ˈsjuːtəbl/ occasion a piece of software that you can download to a 4. app (n) /ổp/ ứng dụng device such as a smartphone or tablet 5. convenient /kənˈviːniənt/ useful, easy or quick to do; not causing problems tiện lợi, thuận lợi (adj) Assumptions Anticipated difficulties Solutions - Students may not know the meanings of some - Provide students with some lexical items before words in the conversation. listening and reading the conversation. - Students may not know how to work in teams. - Give short, clear instructions and help if necessary. Board Plan Date of teaching UNIT 5: INVENTIONS Lesson 1: Getting started * Warm-up: Guessing game I. Vocabulary 1. invent (v): phỏt minh, sỏng chế 2. improve (v): cải thiện, trở nờn tốt hơn 3. suitable (adj): phự hợp 4. app (n): ứng dụng 5. convenient (adj): tiện lợi, thuận lợi II. Practice Task 1: Listen and read. Task 2: Read and answer the questions. Task 3: Find three nouns and three adjectives. Task 4: Fill in the gaps. * Homework
3. III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate GUESSING GAME 5 mins students’ knowledge * T gives instructions: T-S on the topic of the - T brings 3-5 pictures of technological inventions made in the past few unit. centuries such as computers, laptops, smartphones, and calculators. - To create a lively - T folds each picture in half (or as many times as necessary), then shows atmosphere in the each folded picture to the class and asks the class to guess what it is. classroom. - If no one can guess correctly, T unfolds part of the picture in front of the - To lead into the class until someone can guess the name of the invention. new unit. Ss look at each of the folded pictures and guess what it is. S-S Ss work in 4 groups, look at each of the folded pictures from the teacher, quickly discuss with each other, and guess what it is. T checks and corrects if Ss spell or pronounce the words/ phrases T-S incorrectly. - T asks: What is common between these pictures? Suggested answer: They are all the result of advances in modern technology. - T leads in the lesson: Technological inventions have brought a lot of benefits to our lives. We are going to find out more about these inventions: what they are and how they facilitate your studies. VOCABULARY To help students use * T asks Ss to look at the explanation and the photos to guess the meaning T-S 5 mins key language more of new words. appropriately before Ss say the Vietnamese meaning of the word. they read and listen. 1. invent (v) /ɪnˈvent/: phỏt minh, sỏng chế 2. improve (v) /ɪmˈpruːv/: cải thiện, trở nờn tốt hơn
4. 3. suitable (adj) /ˈsuːtəbl/ or /ˈsjuːtəbl/: phự hợp 4. app (n) /ổp/: ứng dụng 5. convenient (adj) /kənˈviːniənt/: tiện lợi, thuận lợi Other Ss correct if the previous answers are incorrect. T shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them. PRACTICE - To get students TASK 1. LISTEN AND READ (p.52) 8 mins interested in the * T asks Ss to look at the picture (p.52) and answer the questions: T-S topic. - What’s the relationship between the - To get students to speakers? learn some - What do you think they are talking vocabulary to be about? learnt in the unit. * T plays the recording twice, has Ss listen to the conversation, read along T-S and underline the words and phrases describing inventions for education. Ss do the task individually. S Ss share their answers with a partner. S-S T checks their answers with the whole class. T-S Suggested answer: Laptops: useful, allowed us to study better and work faster, completely changed our lives in the last 20 years. Smartphones: improved the way we work and study, suitable for learning, a lot of fun to learn with educational apps, convenient for learners to use, allow us to communicate and learn at the same time. * T has the Ss read the conversation in pairs. T-S Ss read the conversation. S-S One pair reads aloud. S-S T collects common mistakes and gives comments. T-S - To practise reading TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE FOLLOWING 10 mins for specific QUESTIONS. (p.53) information * T asks Ss to work individually to read the questions and underline the key T-S
5. - To practise words, then share their ideas with a partner sitting next to them. scanning Ss do task 2 individually first. S-S - To develop Ss share and discuss with their partners about the key words. students’ knowledge T corrects their answers as a class. T-S of inventions for Suggested answer: education. 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? * T asks Ss to scan the conversation, locate the key words to find the answer T-S for each question with the partner sitting behind them. Ss do the task in pairs. S-S T divides the class into two big teams, has Ss in each team take turns T-S to choose a number in the game Lucky number to check the answers. Key: 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. - To help Ss revise TASK 3: FIND THREE NOUNS AND THREE ADJECTIVES IN THE 4 mins some collocations CONVERSATION IN 1 TO TALK ABOUT INVENTIONS. FOLLOW THE for inventions so EXAMPLE. (p.53) that they can use * T has Ss find three nouns and three adjectives from the conversation in T-S them in the task 1. following lessons. Ss work individually. S - To practise Ss share their answers with a partner. S-S scanning. T checks and gives the correct answers with the whole class, elicits the T-S meaning of any words Ss don’t know or find hard to understand.
6. Key: 1. useful (example) 2. smartphone 3. suitable 4. laptop 5. apps 6. valuable To help students TASK 4. FILL IN THE GAP IN THE SUMMARY OF THE CONVERSATION WITH 6 mins identify some future ONE WORD FROM 1. (p.53) structures with the * T has Ss read a summary of the conversation, fill in each gap in the T-S present perfect summary with ONE word from task 1. tense, gerunds, to- Ss do the task individually. S infinitives, and how Ss share the answers with a peer. S-S they are used in T checks answers as a class, asks individual students to read out the T-S sentences. sentences, and writes the missing words on the board. Answers: 1. for 2. have 3. improved 4. to 5. to 6. learn CONSOLIDATION - To help students WRAP-UP T-S 7 mins memorise the target T asks Ss: what have we learnt today? language and skills - Some lexical items about Inventions. that they have - Reading for specific information. learned. - Scanning. HOMEWORK
7. - Talk about one invention for education and its usefulness (for a minute). - Do exercises in the workbook. - To prepare for the - Project Preparation unit project - Ask Ss to open their books at the last page of Unit 5, the Project section, look at the picture and say what the topic of the Project is (Inventions for the classroom). - Tell Ss about the project requirements: Ss will have to think of a useful invention for the classroom and then give an oral presentation of their ideas in the last lesson of the unit. The invention can be either real or imaginary. - alternatively, asks Ss to prepare a poster presenting their ideas. In a poster presentation, Ss will display their inventions on posters and hang them around the classroom. One representative from each group will stand next to the poster. The rest will walk around, study the posters and talk to any representative of a group if they want to learn more about an invention. Then the class will sit down and vote for the best invention. - Suggest the steps Ss should follow: 1. Collecting information (searching the Internet, reading newspapers, etc.) 2. Illustrate their inventions on computer or on posters, etc. 3. Rehearse for the oral or poster presentation. - Put Ss into groups and have them choose their group leader. Then ask them to assign tasks for each group member, making sure that all group members contribute to the project work. - Help Ss set a deadline for each task.
8. UNIT 5: INVENTIONS Lesson 2 – Language I. OBJECTIVES By the end of this lesson, Ss 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. Core competence - Be collaborative and supportive in pair work and teamwork. - Access and consolidate information from a variety of sources. - Actively join in class activities. 3. Personal qualities - Develop flexibility and creativity in learning. - Be responsible for studying, using educational apps. II. MATERIALS - Grade 10 textbook, Unit 5, Language. - Computers connected to the Internet. - Projector/ TV/ pictures and cards. - sachmem.vn Language analysis Verb tense Form Use We use the present perfect to talk about: (+) S + have/ has + PII + - Something that happened in the past, but is still true or important now. Example: I have lost my key. Now I can’t open the door. Present perfect (-) S + haven’t/ hasn’t + PII + - Something that started in the past, and is still happening now (often use with since or for). Example: They have lived here for a year. (+) Have/ has + S + PII+ ? - Something that was completed in the very recent past (often used with just or recently).
9. Example: He has just finished his homework. We use gerunds: - after verbs such as avoid, enjoy, finish Gerunds: Verb + -ing Example: I enjoy cooking. - as subjects of sentences. Example: Learning English is fun. We use to-infinitives: Gerunds and - after verbs such as want, decide, allow infinitives Example: My parents don’t allow me to use a smartphone. - after adjectives to give opinions, starting with it’s Example: It’s fun to learn English. To-infinitives: to + verb - as subjects of sentences. Example: To learn English is fun. Note: Some verbs such as like, love, and hate can be followed by either gerunds or to-infinitives. Example: I like playing/ to play computer games. Assumptions Anticipated difficulties Solutions - Students may be confused when using gerunds and - Give clear explanations with examples for each case. to-infinitives. - Give clear instructions, give examples before letting students work in groups. - Students may have underdeveloped speaking and - Provide feedback and help if necessary. co-operating skills. Board Plan
10. Date of teaching UNIT 5: INVENTIONS Lesson 2 – Language * WARM-UP: Guessing the years of inventions. I. Pronunciation - Task 1: Listen and repeat. - Task 2: Cross the river. II. Vocabulary Experiment Devices Laboratory Hardware Software Equipment III. Grammar - Present perfect: Circle the correct answers. - Gerunds and to-infinitives: Complete the sentences. - Game: Running dictation * HOMEWORK III. PROCEDURES Notes: In each activity, each step will be represented as following: * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate GUESSING THE YEARS OF INVENTIONS. 5 mins students’ prior T-S
11. knowledge and * T puts Ss into groups of 5. T gives each group a list of 5 important vocabulary related to inventions (refrigerator, the Internet, telephone, paper, light bulb), (checks the topic. that everybody knows what each word means), and asks Ss to compile a list - To enhance of the inventions in chronological order (the most recent invention must be students’ skills of the first in the list). The group having the largest number of correct answers cooperating with is the winner. S-S teammates. Ss listen to the instructions. - To lead into the Ss work in teams, discuss, and compile a list of the inventions in new unit. chronological order. T-S T checks and corrects if Ss spell or pronounce the words/ phrases incorrectly. Key: The Internet (1983) Refrigerator (1899) Light bulb (1879) Telephone (1876) Paper (105) - T leads in the lesson of Language. PRONUNCIATION TASK 1: LISTEN AND REPEAT. 5 mins Pay attention to the stressed syllable in each word. (p.53) * T introduces the rules of stress in three-syllable nouns, then gives Ss T-S - To help students relevant examples. understand the - T asks Ss to give some examples of three-syllable nouns and asks them to stress patterns in put stress on each word. some common Ss give some examples and put stress on each word. S three-syllable nouns. Other Ss correct if the previous answers are incorrect. S - To help students T draws Ss’ attention to the stress patterns in some common three- T- S recognise the stress syllable nouns. patterns in some * T asks Ss to look at the words, explains what the big and small dots mean, T-S common three- then asks Ss to listen and repeat after the recording. syllable nouns. Ss listen and repeat after the recording; pay attention to the stressed S syllable in each word. Some Ss say the words after playing the recording. S T checks their pronunciation. T- S
12. To help students TASK 2: CROSS THE RIVER 10 mins recognise the stress Connect all the words with the stress pattern to cross the river. Then listen patterns in some and check your answers. Practise saying these words in pairs. (p.53) common three- * T tells the Ss that they are going to play a game called “Cross the river”. T-S syllable nouns and They work in pairs and need to connect all the words with the stress pattern pronounce them to cross the river. correctly. Ss listen to the instructions. S Ss work in pairs and do as required. T walks round the class and offers S 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 T-S pairs and has them practise saying all the words. Key: VOCABULARY To introduce more TASK 1. UNSCRAMBLE THE UNDERLINED LETTERS IN THESE WORDS. 4 mins topic-related words. Use the pictures and the glossary (page 127) to help you. (p.54) * T asks Ss to unscramble the underlined letters in the given words, using T-S pictures and the glossary if they need help. Ss work independently and unscramble the underlined letters. S Ss share their answers in pairs before discussing as a class. S T checks answers as a class by asking individual Ss to call out and write T-S the words on the board, then gives feedback. Key: 1. experiment 2. devices
13. 3. laboratory 4. hardware 5. software 6. equipment To give students TASK 2. MATCH THE WORDS IN TASK 1 WITH THEIR MEANINGS. 5 mins practice in * T asks Ss to match the words with their meanings in pairs. T-S identifying the 1. device a. the machines and electronic parts in a computer or words. other electronic system 2. laboratory b. a scientific test that is done in order to study what happens and to gain new knowledge 3. experiment c. the programs used by a computer for doing particular jobs 4. equipment d. a room or building used for scientific research, experiments, testing, etc. 5. software e. the things that are needed for a particular purpose or activity 6. hardware f. a piece of computer equipment, especially a small one such as a smartphone Ss do the task in pairs. S-S Some pairs share their answers with the whole class. S-S T gives feedback and corrections (if necessary). T-S Key: 1. f 2.d 3. b 4. e 5. c 6. a GRAMMAR - To have students GRAMMAR: RECALL 6 mins revise the present * T lets Ss recall the form of the present perfect and elicits from Ss the rules T-S perfect, gerunds and of using the present perfect. to-infinitives. - T asks Ss to revise the use of gerunds and to-infinitives. - To help students Ss do as required and give some examples of the present perfect, gerunds S understand the use and to-infinitives. of the present Ss discuss in pairs to check their answers. S perfect, gerunds and T draws Ss’ attention to the present perfect, gerunds and to-infinitives. T- S to-infinitives. CIRCLE THE CORRECT ANSWERS. (page 54)
14. * T has Ss read the sentences individually, and asks them to choose the T-S correct answers. Ss work individually as required. S 2 Ss write their answers on the board. S T gives feedback and corrections (if necessary). T goes through each T-S sentence and asks Ss to explain why they have selected that form. Key: 1. have just found 2. invented, have created 3. has lost To give students COMPLETE THE SENTENCES USING THE GERUND OR THE TO-INFINITIVE OF 5 mins practice in using the THE VERBS IN BRACKETS. SOMETIMES BOTH FORMS ARE POSSIBLE. present perfect, * T has Ss read the sentences individually, asks them to complete the T-S gerunds and to- sentences using the gerund, the to-infinitive, or both forms of the verbs in infinitives. brackets. Ss work individually as required. S 2 students write their answers on the board. S T gives feedback and corrections (if necessary). T goes through each T - S sentence and asks Ss to explain why they have selected that particular form. Key: 1. using 2. to study 3. Playing/ To play 4. to study EXTRA ACTIVITY To give students a GAME: RUNNING DICTATION 4 mins chance to apply what * T prepares 3 sentences unrelated to each other, one sentence per strip, T- S they have learnt. using the vocabulary and grammar from the lesson. T sticks the sentence strips on the walls. - T divides Ss into groups of 5. Each group has 1 secretary (to sit and write) and runners (they can only dictate, they cannot write for the secretary). - The runners will find the sentence strips on the walls and memorize as much as they can. Then, they will run back to their teams, whisper to their partners, and dictate what they remember to the secretary. They will repeat running and dictating until they have correctly dictated sentences.
15. Ss work in groups and do as required. S T invites the winner to read aloud their sentences. T-S T gives feedback. T CONSOLIDATION To help students WRAP-UP T-S 1 min memorise what they Teacher asks: What have we learnt today? have learned. - Pronounce correctly stress in three-syllable nouns - Vocabulary related to the topic - Understand the present perfect, gerunds and to-infinitives HOMEWORK - Prepare for the next lesson: Unit 5 – Reading - Do exercises in the workbook
16. UNIT 5: INVENTIONS Lesson 3: Reading I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Develop reading skills for main ideas and specific information about artificial intelligence. 2. Core competence - Develop communication skills and creativity. - Be collaborative and supportive in pair work and team work. - Develop presentation skills. - Actively join in class activities. 3. Personal qualities - Develop flexibility and creativity in learning. - Be responsible for studying and using educational apps. II. MATERIALS - Grade 10 textbook, Unit 5, Reading - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent 1. robot (n) /ˈrəʊbɒt/ a machine that can perform a complicated rụ bốt series of tasks by itself 2. communicate (v) /kəˈmjuːnɪkeɪt/ to share or exchange information, news, giao tiếp ideas, feelings, etc. 3. emotion (n) /ɪˈməʊʃn/ a strong feeling such as love, fear or anger; cảm xỳc the part of a person’s character that consists
17. of feelings 4. artificial /ˌɑːtɪfɪʃl the study and development of computer trớ tuệ nhõn tạo intelligence (AI) (n) ɪnˈtelɪdʒəns/ systems that can copy intelligent human behaviour 5. measure (v) /ˈmeʒə(r)/ to find the size, quantity, etc. of something in đo lường standard units Assumptions Anticipated difficulties Solutions - Students may lack knowledge about some - Provide students with the meaning and pronunciation of lexical items. words. - Students may have underdeveloped reading, - Let students read the text again (if necessary). speaking and co-operating skills. - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 5: INVENTIONS Lesson 3: Reading * Warm-up: Video watching Task 1: Discuss the questions. Vocabulary 1. robot (n): rụ bốt 2. communicate (v): giao tiếp 3. emotion (n): cảm xỳc
18. 4. artificial intelligence (AI) (n): trớ tuệ nhõn tạo 5. measure (v): đo lường Task 2: Choose the best title. Task 3: Match the pictures with the uses of AI. Task 4: True or false. Task 5: Discussion * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the VIDEO WATCHING 5 mins topic of reading. - To enhance * T lets Ss watch a video and asks them to take notes. T-S students’ skills of Ss watch the clip and take notes individually. S-S cooperating with Ss working in groups of 4, answer some questions related to the S-S teammates. content of the video, using their notes. T checks the answers with the whole class. T-S Suggested answer: 1. What is artificial intelligence? - AI is the development of computer systems that performs tasks requiring human intelligence such as recognizing images, making decisions, or engaging in dialogues. 2. What are some real-life cases in which we have probably dealt with AI? - When we watch films, listen to music, shop online, AI gives us recommendations about what we might like. - AI is capable of converting spoken language into text and translating it into
19. other languages. 3. What benefits do robots/ AI bring to us? - Robots make our everyday lives easier or take on strenuous activities. - Self-driving vehicles recognize their environment through AI and can react to it. - In medicine, AI supports doctors when diagnosing diseases. - In education, AI helps to individualize learning activities. 4. Can AI replace human? No, when we would rather make our own decisions, AI will not replace humans. It is just getting better and better at supporting us. - T leads in the lesson: Artificial intelligence (AI) is truly a revolutionary achievement of computer science, set to become a core component of almost all modern software pieces over the coming years and decades. It is going to change the world more than anything else in the history of mankind. In today's lesson, we will find out more about AI. PRE-READING - To lead in the TASK 1: LOOK AT THE PICTURES OF ASIMO AND SOPHIA AND DISCUSS THE 7 mins reading exercises. QUESTIONS BELOW IN PAIRS. (p.55) - To provide students * T draws Ss’ attention to the pictures of two robots (p.55) T-S with some lexical - T asks Ss to work in pairs and discuss the questions: What are they? What items before reading do you think they can do? the text. Ss listen to the instructions and do the task in pairs. S Some pairs share the answers with the whole class. S T gives feedback. T- S Suggested answers: 1. They are robots. 2. They can walk, talk, show emotions, and do household chores. VOCABULARY * T provides Ss with the meaning and pronunciation of some new words. T-S Ss listen and repeat the words. S Ss practice the words in pairs and two students read the words out loud S in front of the class. T corrects if necessary. T-S
20. 1. robot (n) /ˈrəʊbɒt/: rụ bốt 2. communicate (v) /kəˈmjuːnɪkeɪt/: giao tiếp 3. emotion (n) /ɪˈməʊʃn/: cảm xỳc 4. artificial intelligence (AI) (n)/ˌɑːtɪfɪʃl ɪnˈtelɪdʒəns/: trớ tuệ nhõn tạo 5. measure (v) /ˈmeʒə(r)/: đo lường WHILE-READING To help Ss practise TASK 2: READ THE TEXT AND CHOOSE THE BEST TITLE FOR IT (p.55). 7 mins reading for main * T elicits from Ss strategies they can use to read texts for main ideas T-S 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. T-S Ss work in pairs to compare their answers. S T checks answers as a class. In stronger classes, ask Ss to explain why T-S 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. Key: C To help Ss practise TASK 3: READ THE TEXT AGAIN AND MATCH THE PICTURES WITH THE USES 7 mins reading for specific OF AI. (p.55) information. * T has Ss read the text again and match the pictures with the uses of AI. T-S Ss work in pairs to discuss the clues and compare answers. S Some Ss share the answers. S T checks answers as a class, having Ss explain their answers by providing T-S the clues from the text. Key: 1. c 2. a 3. b To help Ss practise TASK 4: DECIDE WHETHER THE FOLLOWING STATEMENTS ARE TRUE (T) OR 6 mins reading for specific FALSE (F). (p.55) information. * T asks Ss to read the questions and underline the key words in each of them. T-S 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.
21. - T reminds Ss that the statements may include paraphrased or opposite information so they should look for synonyms or antonyms in the text. Ss read through the text, looking for the key words they underlined in the S-S statements or words with the same or similar meaning. Ss work in pairs to compare answers. S-S T checks answers. In stronger classes, ask them to give reasons for their T-S answers. Key: 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.) POST-READING - To help students ACTIVITY 5: WORK IN GROUPS AND DISCUSS HOW AI CAN BE USED IN 10 mins use the ideas and SCHOOLS. THEN SHARE YOUR IDEAS WITH THE WHOLE CLASS. (p.55) language from the * T lets Ss work in groups and discuss how AI can be used in schools. T-S reading to talk about Ss work in groups and brainstorm possible uses of AI in schools. T-S possible uses of AI in - T walks round the class and monitors, offers help with new vocabulary and schools. makes sure everyone in the groups takes part in the group discussion. -To help some T calls some Ss to present their answers in front of the whole class. T-S students enhance - Ss give comments to their friends and vote for the most interesting and presentation skills. informative presentation. T gives feedback and comments. T-S CONSOLIDATION To help Ss memorise WRAP-UP T-S 3 mins the target language - Some lexical items about artificial intelligence. and skills that they - Reading for general and specific information about artificial intelligence. have learned. HOMEWORK - Prepare for the next lesson: Unit 5 – Speaking. - Do exercises in the workbook.
22. UNIT 5: INVENTIONS Lesson 4: Speaking I. OBJECTIVES By the end of this lesson, Ss will be able ton: 1. Knowledge - Talk about inventions and how they are used. 2. Core competence - Develop communication skills and creativity. - Be collaborative and supportive in pair work and team work. - Develop presentation skills. - Actively join in class activities. 3. Personal qualities - Develop flexibility and creativity in learning. - Be responsible for studying, using educational apps. II. MATERIALS - Grade 10 textbook, Unit 5, Speaking. - Computers connected to the Internet. - Projector/ TV/ pictures and cards. - sachmem.vn Language analysis 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. Assumptions
23. Anticipated difficulties Solutions Students may lack knowledge about some Provide students with the form and use of some useful useful structures. structures before they speak. - Create a comfortable and encouraging environment for students to speak. Students may have underdeveloped speaking - Encourage students to work in pairs, in groups so that and co-operating skills. they can help each other. - Provide feedback and help if necessary. - Explain expectations for each task in detail. - Have excessive talking students practise. Some students will excessively talk in the class. - Continue to clarify task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 5: INVENTIONS Lesson 4: Speaking * Warm-up Guessing game Useful expressions Task 1: Talk about the uses of these inventions. Task 2: Talk more about one of the inventions in task 1. Task 3: Present your ideas to the whole class. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task
24. Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GUESSING GAME 5 mins topic of speaking. * T writes the names of 5 inventions (the internet, e-readers, robots, 3D T-S - To enhance printing, driverless cars) on cards and places them on a table face down. students’ skills of - T has Ss take turns picking a card and explaining it to the class without cooperating with showing the word. The rest of the class guesses its name. teammates. E.g: This invention is a device which helps us to communicate over long distances. What is it? (answer: telephone) Ss take turns picking a card and give short descriptions of inventions. S-S Ss guess the names of the inventions. S-S T check the answers. T-S CONTROLLED To help Ss practice USEFUL EXPRESSIONS 10 mins PRACTICE useful expressions * T elicits some useful expressions to talk about the uses of inventions and T-S and structure their asks Ss to give examples. presentation. Ss listen to the teacher and give examples. S Some students share the answers with the whole class. S T gives feedback and checks if Ss have come up with any other phrases T-S and write their ideas on the board. Functions Useful expressions Uses of inventions - help(s)/ allow(s) us to do st. 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.
25. Example: The Internet is used for communication/ communicating over long distances. TASK 1: WORK IN PAIRS. TALK ABOUT THE USES OF THESE INVENTIONS. 5 mins USE THE EXPRESSIONS BELOW TO HELP YOU (p.56) * T asks Ss to skim through the list of inventions and their uses. Then T asks T-S 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. S - T walks round the class to offer help. T makes sure Ss swap their roles so that each has a chance to ask and answer the questions. Some Ss share the answer with the whole class. S T gives feedback, checks Ss’ ideas, pronunciation, and language used. T-S LESS To help students TASK 2: WORK IN GROUPS. TALK MORE ABOUT ONE OF THE INVENTIONS 7 mins CONTROLLED enhance IN TASK 1. USE THE OUTLINE BELOW TO HELP YOU PREPARE A GROUP PRACTICE presentation skills. PRESENTATION. * T puts Ss into groups and has them choose one of the inventions in T-S activity 1 to talk more about it. Ss study the suggested outline. S Ss discuss their inventions in groups, and take notes of their ideas on S pieces of paper which can be used for their presentation. T walks round the class and offers help with language or organisation T-S 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. TASK 3: PRESENT YOUR IDEAS TO THE WHOLE CLASS. THEN VOTE FOR THE 15 mins MOST INTERESTING GROUP PRESENTATION. * T asks Ss to remain in the groups they formed in activity 2. T explains that T-S groups will have 3 minutes to present their ideas to the class. - T encourages the rest of the class to listen and take notes of the points they like. Alternatively, T has Ss give each group a mark out of 6 based on some simple criteria of assessment (such as content, language, and delivery. Maximum 2 points for each criterion).
26. Ss work in groups and decide how they will present the information, who S 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. S T asks the rest of the class to give feedback after each presentation. T T-S 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. CONSOLIDATION To help Ss memorise WRAP-UP T-S 3 mins the target language - Some useful expressions about uses of inventions. and skills that they - Speaking about inventions and how they are used. have learned. HOMEWORK - Prepare for the next lesson: Unit 5 – Listening. - Do exercises in the workbook.
27. UNIT 5: INVENTIONS Lesson 5 – Listening I. OBJECTIVES By the end of this lesson, Ss 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. Core competence - Develop communication skills and creativity. - Be collaborative and supportive in pair work and team work. - Actively join in class activities. 3. Personal qualities - Develop awareness and flexibility in using an invention. II. MATERIALS - Grade 10 textbook, Unit 5 – Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Vietnamese Form Pronunciation Meaning equivalent 1. button (n) /ˈbʌtn/ a small part of a machine that you press to nỳt bấm make it work. 2. charge (v) /tʃɑːdʒ/ to pass electricity through something so that it nạp, sạc (điện) is stored there; to take in electricity so that it is stored and ready for use. 3. stain (n) /steɪn/ a dirty mark on something which is difficult to vết bẩn remove.
28. Assumptions Anticipated difficulties Solutions Students may have underdeveloped listening - Play the recording many times if necessary. skills - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. Have excessive talking students practice. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 5: INVENTIONS Lesson 5 – Listening * Warm-up Guessing game Task 1: Complete the sentences. Task 2: Fill in each gap of the diagram. Task 3: Tick or cross. Task 4: What other buttons do you want RoboVacuum to have? * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss
29. Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the GUESSING GAME 5 mins topic of reading. * T shows 3 clues about the targeted word in turn and asks Ss to guess the T-S - To enhance word. students’ skills of It is a household appliance. guessing. It has wheels. It sucks up dirt and dust. Ss guess the words based on clues given by the T. S-S If Ss can’t get the word with the 1st clue, the T gives them the 2nd clue. T-S If Ss can’t get the word with the 2nd clue, then T gives them the 3rd clue. T confirms the answers and leads in the new lesson. T-S Key: RoboVacuum PRE-LISTENING To set the context VOCABULARY 7 mins for the listening and * T asks Ss to look at the explanation and the photos to guess the meaning T-S activate Ss’ prior of new words. knowledge. Ss say the Vietnamese meaning of the word. S 1. button (n) /ˈbʌtn/: nỳt bấm 2. charge (v) /tʃɑːdʒ/: nạp, sạc (điện) 3. stain (n) /steɪn/: vết bẩn Other Ss correct if the previous answers are incorrect. S-S T shows the Vietnamese meaning, says the words aloud and asks Ss to T-S repeat them. TASK 1: COMPLETE THE SENTENCES WITH THE WORDS IN THE BOX. (p.57) * T asks Ss to complete the sentences with the words in the box. T-S Ss read and complete the sentences. S Ss share the answers with the whole class. S-S T checks answers as a class. T-S Key: 1. button
30. 2. stain 3. charge WHILE-LISTENING To help Ss practise TASK 2: LISTEN TO A CONVERSATION ABOUT ROBOVACUUM. FILL IN 10 mins listening for key EACH GAP IN THE DIAGRAM BELOW WITH ONE WORD. (p.57) words. * T tells Ss that they are going to listen to a conversation about a robot T-S vacuum cleaner, called RoboVacuum, between a woman and a salesman. While listening, Ss should fill in the gaps in the diagram. - T asks Ss to study the diagram first. 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. S Ss compare their answers in pairs. Pair work T checks answers by playing the recording again and pausing after T-S each answer. Key: 1. room 2. stains 3. stop To help Ss practise TASK 3: LISTEN AGAIN. PUT A TICK NEXT TO THE CORRECT WAY AND A 10 mins listening for CROSS NEXT TO THE WRONG WAY TO USE ROBOVACUUM. (p.57) instructions. * T tells Ss that they are going to listen to the conversation again. While T-S listening, they should put a tick or a cross next to each picture that shows the right or wrong way of using RoboVacuum. T put Ss in pairs to study the pictures first and describe what they can T-S see. E.g. RoboVacuum is on a puddle of water. It is also next to an electric socket. - T encourages them to guess if that is the right or the wrong way to use RoboVacuum. - Ss listen, put a tick or a cross next to each picture that shows the right or wrong way of using RoboVacuum. Ss compare their answers in pairs. Pair work T checks answers by playing the recording again, pausing at the places T-S where they can hear the correct information.
31. Key: 1. 2.✔ 3.✔ POST-LISTENING To give Ss an TASK 4: WHAT OTHER BUTTONS DO YOU WANT ROBOVACUUM TO HAVE? 10 mins opportunity to ADD THEM TO THE PICTURE BELOW AND TELL YOUR FRIENDS ABOUT personalise the THEM. (p.57) language and ideas *T asks Ss to add to the picture other buttons that they want RoboVacuum T-S from the listening in to have. a speaking task. T models the task by drawing a picture of RoboVacuum and adding a T-S timing button. T labels it and reads the example to illustrate how it will be used: 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. - Ss work individually to personalise their RoboVacuum by drawing and labelling their buttons. - T walks around the class and offers help with the vocabulary. T puts Ss in groups to show their drawings to each other and share their T-S ideas. T invites some Ss to present their improved RoboVacuum in front of T-S the class. T praises for interesting ideas and delivery. CONSOLIDATION To help Ss memorise WRAP-UP T-S 3 mins the target language - Some lexical items related to the topic Inventions and skills that they - Listen for specific information about RoboVacuum. have learned HOMEWORK - Prepare for the next lesson: Unit 5 – Writing - Do exercises in the workbook
32. UNIT 5: INVENTIONS Lesson 6: Writing I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic Inventions. - Write about the benefits of an invention. 2. Core competence - Develop communication skills and creativity. - Be collaborative and supportive in pair work and team work. - Actively join in class activities. 3. Personal qualities - Develop flexibility and creativity in learning. - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 5 – Writing - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped writing skills. - Guide students to make an outline of the letter. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching
33. UNIT 5: INVENTIONS Lesson 6: Writing * Warm-up Game: Hot seat Task 1: Draw a diagram. Task 2: Rewrite the sentences. Task 3: Write a paragraph to describe benefits of the invention. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To introduce the GAME: HOT SEAT 5 mins topic of writing. * T divides the class into different groups and shows pictures about T-S different types of inventions on the slides. Representative of each group sits on a chair, facing the class. S-S Others from each group look at the picture shown on the slide and S-S describe the picture/ give hints about the picture. Representative of each group says the word out loud. S The group with the largest number of correct answers is the winner. Key: 1. Electric light 2. Airplane 3. Automobile
34. PRE-WRITING To provide Ss TASK 1: CHOOSE AN INVENTION IN THIS UNIT. DRAW A DIAGRAM TO 7 mins chances to list some SHOW HOW IT IS USED. THEN WORK IN GROUPS TO GUESS ONE benefits ANOTHER'S INVENTIONS. (p.58) or uses of their * T asks each student to choose an invention from the unit and keep it T-S invention. 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 Group work diagrams with other Ss in the group. - Ss take turns reading the diagrams and guessing the inventions. Ss work in groups to perform the task given. S T checks answers as a class. T-S To help Ss revise TASK 2: REWRITE THE SECOND SENTENCE SO THAT IT HAS A SIMILAR 8 mins useful expressions MEANING TO THE FIRST. USE THE EXPRESSIONS AND THE PROMPTS and structures which BELOW TO HELP YOU. (p.58) T-S they can use in their * T asks Ss to study the useful expressions in the box. writing task. T focuses Ss’ attention on the sentences and checks comprehension. T T- S asks Ss to rewrite them, using the suggested words and the structures in the box. Ss work individually to rewrite the sentences. S - T walks round the class to offer help if necessary and uses coloured chalk to underline the structures in the answers. T checks answers as a class. T-S Key: 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.
35. 3. Smartphones help us to learn languages. 4. Telephones are used to communicate / for communication / for communicating over long distances. WHILE-WRITING To help Ss practise TASK 3: WRITE A PARAGRAPH (120 - 150 WORDS) TO DESCRIBE TWO OR 15 mins developing ideas and THREE BENEFITS OF THE INVENTION YOU CHOSE IN 1. USE THE OUTLINE writing a paragraph. BELOW TO HELP YOU. (p.58.) * T tells Ss that they are going to write a paragraph of 120 - 150 words T-S about the benefits of an invention of their choice. - T asks them to study the suggested outline. - T reminds them to use the structures they have practised in task 2. Ss work individually to write a draft. S Ss check their draft for the first time. S T walks round the class to offer help if necessary. T-S 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.
36. POST-WRITING To do a cross-check PEER CHECK 7 mins and final check on * T has Ss swap their paragraphs with a partner and comment on each T-S students’ writing. other’s ideas, vocabulary and grammar. Ss work in pairs and swap their 1st drafts for peer review. Pair work T then gives feedback on one writing as a model. T-S T collects Ss’ writings to mark and provide written feedback in the next T-S lesson. CONSOLIDATION To help Ss memorise WRAP-UP T-S 3 mins the target language - Some lexical items related to the topic Inventions and skills that they - Write about the benefits of an invention. have learned. HOMEWORK - Rewrite the paragraph in the notebooks. - Prepare for the next lesson: Unit 5 – Communication and culture/ CLIL. - Do exercises in the workbook.
37. UNIT 5: INVENTIONS Lesson 7: Communication and Culture/ CLIL I. OBJECTIVES By the end of this lesson, Ss 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. Core competence - Be collaborative and supportive in pair work and teamwork. - Access and consolidate information from a variety of sources. - Actively join in class activities. 3. Personal qualities - Develop a sense of problem-solving when deciding suitable computers. - Understand more about computer hardware. II. MATERIALS - Grade 10 textbook, Unit 5, Communication and culture/ CLIL - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have - Encourage students to work in pairs and in groups so that they can help each underdeveloped speaking and co- other. operating skills. - Provide feedback and help if necessary. Some students will excessively - Explain expectations for each task in detail. talk in the class. - Have excessive-talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan
38. Date of teaching UNIT 5: INVENTIONS Lesson 7: Communication and Culture/ CLIL * Warm-up Card game I. Everyday English Task 1: Listen and complete the conversation. Task 2: Role-play II. CLIL Task 1: Match the highlighted words with their meanings. Task 2: Decide which one is most suitable. * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the CARD GAME 5 mins topic. * T divides the Ss into different groups. T gives each group a set of word T-S - To enhance cards and 1 sheet of A1 paper. Then T asks the groups to select as many students’ skills of words related to computer as possible, stick the word cards on the sheets of cooperating with A1 paper, and then stick the paper onto the walls/ the board. teammates. Ss listen to the instructions and do as required. S-S Ss work in groups and finish their sheets of A1 paper. S-S The group with the largest number of correct answers is the winner. T-S Suggested answer: Laptop Screen
39. Hardware Software Speed Document Display Battery Light Weight Size Brand Program Memory Data EVERYDAY - To provide Ss with TASK 1: LISTEN AND COMPLETE A CONVERSATION AT A COMPUTER STORE 7 mins ENGLISH an example WITH THE EXPRESSIONS IN THE BOX. THEN PRACTISE IT IN PAIRS. (p. 58) conversation in * T tells Ss that they are going to listen to a conversation between a T-S which people make customer and a shop assistant at a computer store. While listening, they and respond to should complete the conversation using the expressions in the box. requests. - T gives Ss a few minutes to read the expressions in the box and the - To review conversation. expressions for Ss listen and complete the conversation with the expressions from the S describing feelings. box. T checks answers by asking individual Ss to read the conversation. T-S T puts Ss in pairs and has them practise the conversation. Key: 1. B 2. C 3. A 4. E 5. D To help Ss practise TASK 2: ROLE-PLAY 10 mins making and Work in pairs. Role-play similar conversations about other devices you responding to want to buy. Use the example in task 1 and the expressions below to help requests. you. (p. 59) * T explains the context. Ask Ss to brainstorm more expressions that they T-S 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.
40. - T puts Ss in pairs to role-play similar conversations pretending they are buying another electronic device; makes sure Ss plan their conversations before they start practising it. Ss practise their conversation in pairs. - T walks around the class and offers help if necessary. Some pairs act out their conversations in front of the class. Pair work T praises for good effort, clear pronunciation, fluent delivery, and interesting ideas. CLIL To help Ss learn TASK 1: READ THE TEXT BELOW. MATCH THE HIGHLIGHTED WORDS AND 10 mins about computer PHRASES WITH THEIR MEANINGS. (p. 59-60) hardware and learn * T writes three words: “processor”, “RAM” and “storage” on the board. T T-S some content asks Ss if they know what “processor”, “RAM” and “storage” are and why vocabulary. they are important when buying a computer; also elicits that they are different parts of computer hardware (or the electronic parts of a computer). - T explains they are going to read a text to learn more about these terms, and their importance. - T has Ss read the text, match the highlighted words and phrases with their meanings. T asks Ss to pay attention to the context of each highlighted word, and look for clues that can help confirm the meaning of each word. Ss work individually, read the text, match the highlighted words and phrases with their meanings. S-S Ss check their answers with their partners. T checks answers as a class, further explains or translates any new S-S words or phrases, e.g. processor speed, gigahertz, gigabytes, battery T-S Key: 1. c 2. d 3. a 4. e 5. b To help Ss relate TASK 2: LOOK AT THE ADVERTISEMENTS. DECIDE WHICH ONE IS MOST 10 mins what they have SUITABLE FOR EACH PERSON BELOW. (p.60) learnt to a problem- * T tells Ss that two people, Anne and Bob, need their help to decide which T-S solving task and computer is best for them. make connections. - T asks Ss to use the information from the text in task 1 and the information in the table to help Anne and Bob decide. - T goes through the table and elicits the meaning of the abbreviations of data measurements.
41. - T asks Ss to discuss their answers in pairs. Ss discuss their answers in pairs. S Ss say which computers Anne and Bob should buy and why in front of S class. T checks answers and gives feedback. T-S Answers: CONSOLIDATION To help Ss memorise WRAP-UP T-S 3 mins what they have - Use the lexical items related to the topic Inventions. learned. - Revise how to make and respond to requests. - Know more information about computer hardware. HOMEWORK - Prepare for the next lesson: Unit 5 – Looking back and project. - Do exercises in the workbook.
42. UNIT 5: INVENTIONS Lesson 8: Looking back and project I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Review the vocabulary and grammar of Unit 5. - Apply what they have learnt (vocabulary and grammar) into practice through a project. 2. Core competence - Develop communication skills and creativity. - Develop presentation skills. - Develop critical thinking skills. - Be collaborative and supportive in pair work and team work. - Actively join in class activities. 3. Personal qualities - Be more creative when doing the project. - Develop self-study skills. II. MATERIALS - Grade 10 textbook, Unit 5, Looking back and project. - Computers connected to the Internet. - Projector/ TV/ pictures and cards. - sachmem.vn. Assumptions Anticipated difficulties Solutions - Students may have underdeveloped speaking and - Encourage students to work in pairs and in groups so that co-operating skills. they can help each other. - Provide feedback and help if necessary. - Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity).
43. Board Plan Date of teaching UNIT 5: INVENTIONS Lesson 8: Looking back and project * Warm-up Brainstorming I. Looking back Pronunciation and vocabulary Solve the crossword. Grammar Circle the correct answers. II. Project Inventions for the classroom * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To revise the three- BRAINSTORMING T-S 5 mins syllable nouns and * T divides the board, and divides the class into 2 teams. lead in the next part Ss listen to the instructions. of the lesson. Members of each team take turns and write as many three-syllable Team work - To enhance nouns about topic Inventions as possible in 2 minutes. students’ skills of The group having more correct answers is the winner. T-S Suggested answer:
44. cooperating with Inventor teammates. Invention Computer Telephone Beverage Camera Submarine Telegraph Telescope Typewriter LOOKING BACK - To revise words PRONUNCIATION AND VOCABULARY 7 mins they have learnt in Solve the crossword. Use the three syllable nouns in this unit. Read out the unit. the correct answers in pairs when you finish. (p. 60) - To revise stress * T explains that Ss are going to review some of the words they have learnt T-S placement on in this unit in a crossword puzzle. Remind them that all the words must be common three- three-syllable nouns. syllable nouns. - T puts Ss in pairs to solve the crossword. Pair work Ss work in pairs to solve the crossword. T checks answers as a class by asking individual Ss to write the words on T-S 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. T-S Key:
45. To revise the present GRAMMAR 5 mins perfect, gerunds and Circle the correct answers. (p. 60) to-infinitives. * T explains to Ss that they are going to review the use of the present T-S perfect tense, gerunds and to-infinitives. - T asks Ss to read the sentences and circle the correct forms. In weaker classes, T recalls the forms and uses of the present perfect, and the uses of gerunds and to-infinitives. Ss read the sentences and circle the correct forms. S Ss check their answers in pairs. S T checks answers as a class by asking individual Ss to write the words T-S on the board. Key: 1. have just installed, using 2. to send, To learn 3. was invented, have changed PROJECT - To allow students INVENTIONS FOR THE CLASSROOM 25 mins to apply what they As Ss have prepared for the project throughout the unit, the focus of this have learnt into lesson should be on the final product, which is an oral presentation. practice through a * T has Ss work in their groups, gives them a few minutes to get ready for T-S project. the presentation. - To provide an T gives Ss a checklist for peer and self-assessment. T explains that they Group work opportunity for will have to tick appropriate items while listening to their classmates’
46. students to develop presentations and write comments if they have any. The presenters should their research and complete their self-assessment checklist after completing their collaboration skills, presentation. and to practise giving Two or three groups give their presentations. T encourages the rest of S an oral presentation. the class to ask questions at the end. T gives praise and feedback after each presentation. T-S CONSOLIDATION To help students WRAP-UP T-S 3 mins memorise what they - Review the vocabulary, pronunciation and grammar of Unit 5. have learned. - Apply what they have learnt into practice through a project. HOMEWORK - Prepare for the next lesson: Unit 6 – Getting started. - Do exercises in the workbook.