Week: 14
Period: 40

Date of preparing: December 1st, 2023
Date of teaching: December 5th, 2023

I. OBJECTIVES

UNIT 5: INVENTIONS
Lesson 1: Getting started

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
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnamese
equivalent

1. invent (v)

/ɪnˈvent/

to produce or design something that has not existed
before

phát minh, sáng chế

2. improve (v)

/ɪmˈpruːv/

to become better than before; to make
something/somebody better than before

cải thiện, trở nên tốt
hơn

3. suitable
(adj)

/ˈsuːtəbl/ or
/ˈsjuːtəbl/

right or appropriate for a particular purpose or
occasion

phù hợp

4. app (n)

/æp/

a piece of software that you can download to a
device such as a smartphone or tablet

ứng dụng

5. convenient
(adj)

/kənˈviːniənt/

useful, easy or quick to do; not causing problems

tiện lợi, thuận lợi

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.

III. PROCEDURE:
1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: talk about volunteer activities
3- New lesson
Stage
Stage aim
WARM- - To activate
UP
students'
knowledge
on the topic
of the unit.
- To create a
lively
atmosphere
in the
classroom.
- To lead
into the
new unit.

VOCAB
ULARY

PRACTI

To help
students
use key
language
more
appropriate
ly before
they read
and listen.

- To get

Procedure
GUESSING GAME
* T gives instructions:
- T brings 3-5 pictures of technological inventions made
in the past few centuries such as computers, laptops,
smartphones, and calculators.
- T folds each picture in half (or as many times as
necessary), then shows each folded picture to the class
and asks the class to guess what it is.
- If no one can guess correctly, T unfolds part of the
picture in front of the class until someone can guess the
name of the invention.
** Ss look at each of the folded pictures and guess what
it is.
*** 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 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.
* T asks Ss to look at the explanation and the photos to
guess the meaning of new words.
** Ss say the Vietnamese meaning of the word.
1. invent (v) /ɪnˈvent/: phát minh, sáng chế
2. improve (v) /ɪmˈpruːv/: cải thiện, trở nên tốt hơn
3. suitable (adj) /ˈsuːtəbl/ or /ˈsjuːtəbl/: phù hợp
4. app (n) /æp/: 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.
TASK 1. LISTEN AND READ (p.52)

Interaction
- Teacher
and
students

Time
5 mins

- Students

- Teacher
and
students

- Teacher
and
students
- Students

- Teacher
and
students

5 mins

8 mins

CE

students
interested
in the topic.
- To get
students to
learn some
vocabulary
to be learnt
in the unit.

* T asks Ss to look at the picture (p.52) and answer the
questions:
- What's the
relationship
between the
speakers?
- What do you
think they are
talking about?
* T plays the recording twice, has Ss listen to the
conversation, read along and underline the words and
phrases describing inventions for education.
** Ss do the task individually.
*** Ss share their answers with a partner.
**** T checks their answers with the whole class.
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.
** Ss read the conversation.
*** One pair reads aloud.
**** T collects common mistakes and gives comments.

- To practise
reading for
specific
information
- To practise
scanning
- To
develop
students'
knowledge
of
inventions
for
education.

TASK 2. READ THE CONVERSATION AGAIN AND
ANSWER THE FOLLOWING QUESTIONS. (p.53)
* 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.
Suggested answer:
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 for each question with the
partner sitting behind them.
** Ss do the task in pairs.

- Teacher
and
students

- Students
- Teacher
and
students

- Teacher
and
students
- Students
- Teacher
and
students

- Teacher
and
students
- Students
- Teacher
and
students

- Teacher

10 mins

**** T divides the class into two big teams, has Ss in
each team take turns 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 TASK 3: FIND THREE NOUNS AND THREE ADJECTIVES
revise
IN THE CONVERSATION IN 1 TO TALK ABOUT
some
INVENTIONS. FOLLOW THE EXAMPLE. (p.53)
collocatio * T has Ss find three nouns and three adjectives from
ns for
the conversation in task 1.
inventions ** Ss work individually.
so that
*** Ss share their answers with a partner.
they can
**** T checks and gives the correct answers with the
use them whole class, elicits the meaning of any words Ss don't
in the
know or find hard to understand.
following
Key:
lessons.
1. useful
- To practise (example)
scanning.
2. smartphone

and
students
- Students
- Teacher
and
students

4 mins

- Teacher
and
students
- Students
- Teacher
and
students

3. suitable
4. laptop
5. apps
6. valuable

To help
students
identify
some future
structures
with the
present
perfect
tense,
gerunds, toinfinitives,
and how
they are
used in
sentences.

TASK 4. FILL IN THE GAP IN THE SUMMARY OF THE
CONVERSATION WITH ONE WORD FROM 1. (p.53)
* T has Ss read a summary of the conversation, fill in
each gap in the summary with ONE word from task 1.
** Ss do the task individually.
*** Ss share the answers with a peer.
**** T checks answers as a class, asks individual
students to read out the sentences, and writes the
missing words on the board.
Answers:
1. for
2. have
3. improved
4. to
5. to
6. learn

6 mins
- Teacher
and
students
- Students
- Teacher
and
students

CONSO - To help
LIDATIO students
N
memorise
the target
language
and skills
that they
have
learned.

WRAP-UP
T asks Ss: what have we learnt today?
- Some lexical items about Inventions.
- Reading for specific information.
- Scanning.
HOMEWORK
- Talk about one invention for education and its
usefulness (for a minute).
- Do exercises in the workbook.
- Project Preparation
- Ask Ss to open their books at the last page of Unit 5,
the Project section, look at the picture and say what the
- To prepare topic of the Project is (Inventions for the classroom).
for the unit - Tell Ss about the project requirements: Ss will have to
project
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.

- Teacher
and
students

7 mins

* Experience from the period:
……………………………………………………………………………………………………………………………………………………
……………………………………………………
* Supplement
……………………………………………………………………………………………………………………………………………………
……………………………………………………

Week: 14
Period: 41

I. OBJECTIVES

Date of preparing: December 1st, 2023
Date of teaching: December 6th, 2023

UNIT 5: INVENTIONS
Lesson 2 – Language

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.
- TV/ pictures and cards.
- hoclieu.vn
Language analysis
Verb tense

Form
(+) S + have/ has + PII + …
(-) S + haven't/ hasn't + PII + …

Present perfect
(+) Have/ has + S + PII+ … ?

Gerunds and
infinitives

Gerunds: Verb + -ing

To-infinitives: to + verb

Use
We use the present perfect to talk about:
- 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.
- 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.
- Something that was completed in the very
recent past (often used with just or recently).
Example: He has just finished his homework.
We use gerunds:
- after verbs such as avoid, enjoy, finish …
Example: I enjoy cooking.
- as subjects of sentences.
Example: Learning English is fun.
We use to-infinitives:
- after verbs such as want, decide, allow …
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.
- 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 toinfinitives.
Example: I like playing/ to play computer
games.
Assumptions
Anticipated difficulties
Solutions
- Students may be confused when using - Give clear explanations with examples for each case.
gerunds and to-infinitives.
- Give clear instructions, give examples before letting
students work in groups.
- Students may have underdeveloped - Provide feedback and help if necessary.
speaking and co-operating skills.

III. PROCEDURE:
1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: talk about benefits of Smart phone
3- New lesson
Stage

Stage aim

WARM-UP - To activate
students'
prior
knowledge
and
vocabulary
related to the
topic.
- To enhance
students'
skills of
cooperating
with
teammates.
- To lead into
the new unit.

PRONUNCI - To help

Procedure

GUESSING THE YEARS OF INVENTIONS.
* T puts Ss into groups of 5. T gives each
group a list of 5 important inventions
(refrigerator, the Internet, telephone, paper,
light bulb), (checks that everybody knows
what each word means), and asks Ss to
compile a list of the inventions in
chronological order (the most recent
invention must be the first in the list). The
group having the largest number of correct
answers is the winner.
** Ss listen to the instructions.
*** Ss work in teams, discuss, and compile a
list of the inventions in chronological order.
**** 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.
TASK 1: LISTEN AND REPEAT.

Interaction
- Teacher
and
students

Time
5 mins

- Students
- Teacher
and
students

5 mins

ATION

Pay attention to the stressed syllable in each
word. (p.53)
* T introduces the rules of stress in threesyllable nouns, then gives Ss relevant
students
examples.
understand
- T asks Ss to give some examples of threethe stress
syllable nouns and asks them to put stress on
patterns in
each word.
some
** Ss give some examples and put stress on
common
each word.
three-syllable *** Other Ss correct if the previous answers
nouns.
are incorrect.
- To help
**** T draws Ss' attention to the stress
students
patterns in some common three-syllable
recognise the nouns.
stress
* T asks Ss to look at the words, explains
patterns in
what the big and small dots mean, then asks
some
Ss to listen and repeat after the recording.
common
** Ss listen and repeat after the recording;
three-syllable pay attention to the stressed syllable in each
nouns.
word.
*** Some Ss say the words after playing the
recording.
**** T checks their pronunciation.
To help
students
recognise the
stress
patterns in
some
common
three-syllable
nouns and
pronounce
them
correctly.

TASK 2: CROSS THE RIVER
Connect all the words with the stress pattern
to cross the river. Then listen and check your
answers. Practise saying these words in
pairs. (p.53)
* 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.
Key:

- Teacher
and
students

- Students

- Teacher
and
students
- Teacher
and
students
- Students

- Teacher
and
students

- Teacher
and
students
- Students

- Teacher
and
students

10 mins

VOCABUL
ARY

To introduce
more topicrelated
words.

To give
students
practice in
identifying
the words.

TASK 1. UNSCRAMBLE THE UNDERLINED
LETTERS IN THESE WORDS.
Use the pictures and the glossary (page 127)
to help you. (p.54)
* T asks Ss to unscramble the underlined
- Teacher
letters in the given words, using pictures and
and
the glossary if they need help.
students
** Ss work independently and unscramble
the underlined letters.
- Students
*** 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
- Teacher
on the board, then gives feedback.
and
Key:
students
1. experiment
2. devices
3. laboratory
4. hardware
5. software
6. equipment
TASK 2. MATCH THE WORDS IN TASK 1 WITH
THEIR MEANINGS.
* T asks Ss to match the words with their
- Teacher
meanings in pairs.
and
students
1. device
a. the machines and electronic
parts in a computer or 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

4 mins

5 mins

equipment, especially a small
one such as a smartphone
** Ss do the task in pairs.
*** Some pairs share their answers with the
whole class.
**** T gives feedback and corrections (if
necessary).
Key:
1. f
2.d
3. b 4. e
5. c
6.
a
- Students

GRAMMA
R

- To have
students
revise the
present
perfect,
gerunds and
to-infinitives.
- To help
students
understand
the use of
the present
perfect,
gerunds and
to-infinitives.

To give
students
practice in
using the
present
perfect,
gerunds and

GRAMMAR: RECALL
* T lets Ss recall the form of the present
perfect and elicits from Ss the rules of using
the present perfect.
- T asks Ss to revise the use of gerunds and
to-infinitives.
** Ss do as required and give some examples
of the present perfect, gerunds and toinfinitives.
*** Ss discuss in pairs to check their answers.
**** T draws Ss' attention to the present
perfect, gerunds and to-infinitives.
CIRCLE THE CORRECT ANSWERS. (page 54)
* 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.
Key:
1. have just found
2. invented, have created
3. has lost
COMPLETE THE SENTENCES USING THE
GERUND OR THE TO-INFINITIVE OF THE
VERBS IN BRACKETS. SOMETIMES BOTH
FORMS ARE POSSIBLE.
* T has Ss read the sentences individually,
asks them to complete the sentences using
the gerund, the to-infinitive, or both forms of

- Teacher
and
students
- Teacher
and
students

6 mins

- Students
- Teacher
and
students
- Teacher
and
students
- Students
- Teacher
and
students

5 mins

- Teacher
and
students

to-infinitives.

EXTRA
ACTIVITY

To give
students a
chance to
apply what
they have
learnt.

CONSOLID To help
ATION
students
memorise
what they
have learned.

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.
Key:
1. using
2. to study
3. Playing/ To play
4. to study
GAME: RUNNING DICTATION
* T prepares 3 sentences unrelated to each
other, one sentence per strip, 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.
** Ss work in groups and do as required.
*** T invites the winner to read aloud their
sentences.
**** T gives feedback.
WRAP-UP
Teacher asks: What have we learnt today?
- 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

- Students
- Teacher
and
students

- Teacher
and
students

4 mins

- Students
- Teacher
and
students
- Teacher
and
students

1 min

* Experience from the period:
……………………………………………………………………………………………………………………………………………………
……………………………………………………
* Supplement
……………………………………………………………………………………………………………………………………………………
……………………………………………………

Week: 14
Period: 42

Date of preparing: December 1st, 2023
Date of teaching: December 6th, 2023

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
- TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnamese
equivalent

1. robot (n)

/ˈrəʊbɒt/

a machine that can perform a
complicated series of tasks by itself

rô bốt

2. communicate (v)

/kəˈmjuːnɪkeɪt/

to share or exchange information,
news, ideas, feelings, etc.

giao tiếp

3. emotion (n)

/ɪˈməʊʃn/

a strong feeling such as love, fear or
anger; the part of a person's
character that consists of feelings

cảm xúc

4. artificial
intelligence (AI) (n)

/ˌɑːtɪfɪʃl ɪn
ˈtelɪdʒəns/

the study and development of
computer systems that can copy
intelligent human behaviour

trí tuệ nhân tạo

5. measure (v)

/ˈmeʒə(r)/

to find the size, quantity, etc. of
something in standard units

đo lường

III. PROCEDURE:
1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: How do we use Gerund and to-infinitive?
3- New lesson

Stage
WARM-UP

PREREADING

Stage aim
- To introduce
the topic of
reading.
- To enhance
students' skills
of cooperating
with
teammates.

Procedure

VIDEO WATCHING
https://www.youtube.com/watch?v=UdEW30oOXo
* T lets Ss watch a video and asks them to take
notes.
** Ss watch the clip and take notes individually.
*** Ss working in groups of 4, answer some
questions related to the content of the video,
using their notes.
**** T checks the answers with the whole class.
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 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.
- To lead in the TASK 1: LOOK AT THE PICTURES OF ASIMO AND
reading
SOPHIA AND DISCUSS THE QUESTIONS BELOW
exercises.
IN PAIRS. (p.55)
- To provide
* T draws Ss' attention to the pictures of two
students with robots (p.55)

Interaction

Time
5 mins

- Teacher
and
students
- Students

- Teacher
and
students

- Teacher

7 mins
- Teacher
and

some lexical
items before
reading the
text.

WHILEREADING

To help Ss
practise
reading for
main ideas.

To help Ss
practise

- 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 gives feedback.
Suggested answers:
1. They are robots.
2. They can walk, talk, show emotions, and do
household chores.

students

- Students

- Teacher
and
students

VOCABULARY
* T provides Ss with the meaning and
pronunciation of some new words.
** Ss listen and repeat the words.
- Teacher
*** Ss practice the words in pairs and two
and
students read the words out loud in front of the
students
class.
- Students
**** T corrects if necessary.
1. robot (n) /ˈrəʊbɒt/: rô bốt
2. communicate (v) /kəˈmjuːnɪkeɪt/: giao
tiếp
- Teacher
3. emotion (n) /ɪˈməʊʃn/: cảm xúc
and
4. artificial intelligence (AI) (n)/ˌɑːtɪfɪʃl ɪn
students
ˈtelɪdʒəns/: trí tuệ nhân tạo
5. measure (v) /ˈmeʒə(r)/: đo lường
TASK 2: READ THE TEXT AND CHOOSE THE BEST
TITLE FOR IT (p.55).
* T elicits from Ss strategies they can use to read - Teacher
texts for main ideas
and
E.g. paying attention to the topic sentence in
students
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.
**** T checks answers as a class. In stronger - Students
classes, ask Ss to explain why the other options - Teacher
can not be used as titles for the text.
and
E.g. A: The text doesn't focus on the students
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
TASK 3: READ THE TEXT AGAIN AND MATCH
THE PICTURES WITH THE USES OF AI. (p.55)

- Teacher

7 mins

7 mins

reading for
specific
information.

To help Ss
practise
reading for
specific
information.

POSTREADING

- To help
students use
the ideas and
language from
the reading to
talk about
possible uses
of AI in
schools.
-To help some
students
enhance
presentation

* 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.
Key:
1. c
2. a
3. b
TASK 4: DECIDE WHETHER THE FOLLOWING
STATEMENTS ARE TRUE (T) OR FALSE (F). (p.55)
* 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.
- 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 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.
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.)
ACTIVITY 5: WORK IN GROUPS AND DISCUSS
HOW AI CAN BE USED IN SCHOOLS. THEN
SHARE YOUR IDEAS WITH THE WHOLE CLASS.
(p.55)
* T lets Ss work in groups and discuss how AI can
be used in schools.
** Ss work in groups and brainstorm possible
uses of AI in schools.
- T walks round the class and monitors, offers
help with new vocabulary and makes sure
everyone in the groups takes part in the group
discussion.
*** T calls some Ss to present their answers in

and
students

6 mins
- Teacher
and
students

- Students

- Teacher
and
students

10 mins

- Teacher
and
students
- Students
- Teacher
and
students

skills.

front of the whole class.
- Ss give comments to their friends and vote for
the most interesting and informative
presentation.
**** T gives feedback and comments.
CONSOLIDA To help Ss
WRAP-UP
TION
memorise the
- Some lexical items about artificial intelligence.
target language - Reading for general and specific information
and skills that
about artificial intelligence.
they have
HOMEWORK
learned.
- Prepare for the next lesson: Unit 5 – Speaking.
- Do exercises in the workbook.

- Teacher
and
students

3 mins

* Experience from the period:
……………………………………………………………………………………………………………………………………………………
……………………………………………………
* Supplement
……………………………………………………………………………………………………………………………………………………
……………………………………………………

Week: 15
Period: 43

Date of preparing: December 4th, 2023
Date of teaching: December 12th, 2023

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.
- TV/ pictures and cards.
- hoclieu.vn
Language analysis
Functions
Uses of
inventions

Useful expressions
- … 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.
Example: The internet is used for communication/ communicating over long distances.

III. PROCEDURE:
1-Class order:
- Greeting
- Checking students' attendance.
2-Checking: How can Al be use...