Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 5: Inventions

Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 42.	 	UNIT 5: INVENTIONS
 GETTING STARTED
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about inventions.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of volunteer work by using vocabulary and expression for describing inventions
	-gain more vocabulary of topic of inventions
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about inventions
Talking about inventions
Question: Can you write or talk about inventions?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURES
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP:Chatting
- ask Ss to look at the picture and tell them the two people in the picture are Phong and his father.
- get Ss to guess what they are talking about.
II. PRESENTATION & PRACTICE
Task 1: Listen and Read
- tell Ss that they are going to listen to a conversation between Phong and Phong’s father.
- play the recording.
- ask Ss to listen and read the conversation at the same time.
- call on some Ss to read the conversation aloud.
- correct their pronunciation and intonation.
Task 2: Answer the questions
- ask Ss to work in pairs.
- let Ss read the conversation and give the answers to the questions.
- call on some Ss to report their answers.
- check Ss' answers and encourage Ss to give their own opinions to answer the question 5.
Key: 
He promised to reward Phong if Phong passed the English test.
Because his old mobile phone is still good.
Computers have changed our lives in many ways: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc.
He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the Web and typing his assignments.
(Answers may vary)
4. Task 3: Match each word with its definition
- have Ss work individually.
- ask Ss to find the words in the text and guess their meanings based on the clues in the context.
- call on Ss to read their answers aloud.
- check their answers.
* Key:	1. c 2. a 3. d 4. b
III. PRODUCTION
Task: Make a similar dialogue talking about the benefits of an invention in the modern life.
- let Ss work in pairs.
- get them to practice making conversations.
- call on some pairs to speak out in front of the class.
- ask Ss to give comments on their presentations.
- corrects some of their errors.
IV. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- look at the picture 
-answer some questions
-guess the words
- Listen to the recording.
- Read the conversation
-Do the reading task number 2
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
- guess their meanings
-Work in pairs
-Present their ideas
-Discussing with the whole class
- take notes 
-CD player
- text books
Board, pictures, postcard
CD player
Board, textbook
Board, textbook
Board
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
-reading
-Discussing
-Teamwork
-Communicating
-Writing
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Optional Period 14.	REVIEW
Objective: By the end of the lesson, SS will be able to:
- review the mail point of the grammar and vocabulary from unit 3 to unit 4
- practise more about three main skills: listening, reading, writing to prepare for the second test
Teaching aids: handouts
PROCEDURE
Activity 1. Listen to Carlos asking for information about a library. For question 1- 5, tick A,B or C. You will hear the conversation twice.
1. What must Carlos take to the library?
A. A student card	B. A teacher’s letter	C. A passport
2. How much will it cost Carlos to join?
A. 10 euros	B. 15 euros	C. 20 euros
3. Carlos will get ...
A. 2 library tickets	B. 3 library tickets	C. 4 library tickets	
4. On Sunday, the library opens at ...
A. 10.30 am 	B. 11.00 am 	C. 2.30 pm 
5. The library is in 
A. Murdoch Street	B. Murdosh Street	C. Murdock Street	
- Get ss to work individually.
- Deliver handouts to Ss.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
* Key: 
1. B. a teacher’s letter	2. A. 10 euros	3. C. 4 library tickets	
4. B. 11.00 am	5. A. Murdoch Street	
Activity 2. Choose the best option to complete the following sentences. 
1. Those volunteers are so devoted that not only the children but also their parents love them very much.
	A. dedicated	B. interested	C. concerned	D. excited
2. Internet helps us _______ with people all around the world.
	A. interact	B. aware	C. concern	D. dedicate
3. We all feel _______ about going on tours around Hanoi.
	A. excited	B. interested	C. bored	D. tired
4. “Would you like to stay the night?” “ __________________”
	A. Are you sure?	B. Oh, that’s very kind of you.
	C. I don’t know.	D. It’s far from here.
5. When you do something good for others, you will find your life _______.
	A. harmful	B. meaningless	C. hopeless	D. meaningful
6. - “What do you think of this song?” - “It sounds _______. I don’t like it”
	A. boring	B. bored	C. interested	D. interesting
- Get ss to work in pairs.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
* Key: 
1. A. dedicated	2. A. interact	3. A. excited
4. B. Oh, that’s very kind of you.	5. D. meaningful	6. D. interesting
Activity 3. Choose the word whose underlined part is pronounced differently from that of the others. 
1. A. present	B. sent	C. statement	D. talent
2. A. computer	B. turn	C. miraculous	D. accuracy 
3. A. idol	B. invalid	C. interesting	D. inspire
4. A. volunteer	B. suggestion	C. successful	D. community
5. A. confident	B. obvious	C. introduce	D. popular
- Get ss to work in pairs.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
* Key: 
1. B. sent	2. B. turn	3. A. idol	4. D. community	5. C. introduce
Activity. Rewrite the following sentences. 14-17
1. The room isn’t large enough for us to live in.
à The room is too 	
2. He arrived in the middle of our lunch time. 
à When he 	
3. Because he gets quite high mark for the test, he is very pleased. 
à He gets quite 	
4. I was bored with that film. 
à I found 	
- Get ss to work in pairs.
- Teacher goes round the class and help ss when necessary.
- Get some random ss to give out the answer on the board.
- Feedback and give correct answers. 
* Key: 
1. The room is too small for us to live in.
2. When he arrived, we were having lunch.
3. He gets quite high mark for the test, so he is very pleased.
4. I found that film boring.
HOMEWORK.
- Have ss prepare the next lesson: Unit 5: LANGUAGE.
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 43.	UNIT 5: INVENTIONS
	 LANGUAGE
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge: - identify the stress patterns of compound nouns and noun groups.
	 - use the gerunds and infinitives to talk about the uses or purposes of something. 
	2/ Skills:	- improve pronunciation as well as speaking skill
	- work in groups effectively
	3/ Attitudes: 	-understand inventions 
. 	- cooperate with other students readily
	- be confident to present in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve pronunciation
	-improve analyzing and observing capacity 
	-improve speaking skill as well as writing skill
	-verbalize thoughts of inventions by applying the gerunds and infinitives to talk about the uses or purposes of something.
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Identify the stress patterns of compound nouns and noun groups.
identify the stress patterns of compound nouns and noun groups.
It is important to pronounce words correctly 
Identify the stress patterns of compound nouns and noun groups.
Speaking English fluently and correctly
Question: Could you identify the stress patterns of compound nouns and noun groups.?
2. Use the gerunds and infinitives to talk about the uses or purposes of something and
use the present perfect tense to describe an event or action happening in the past but having a result in the present.
It is possible to use the gerunds and infinitives to talk about the uses or purposes of something.
Using the gerunds and infinitives to talk about the uses or purposes of something.
Expressing the situations using the gerunds and infinitives to talk about the uses or purposes of something.
Speaking cohesively and fluently
Question: Could you express these situations using the gerunds and infinitives to talk about the uses or purposes of something?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. VOCABULARY
Task 1: Find the meaning of the following compound nouns and their parts.
- write the two following words on the board: black board and blackboard.
- ask Ss to distinguish these words.
Are they similar or different? What is the meaning of these word phrases? What part of speech are they?
Task 2: Match the first parts of the words with the second ones to make meaningful compound nouns.
- have Ss work in pairs.
- call on some Ss to read their answers aloud.
- check their answers and give the meanings of the compound nouns if necessary.
* Key:	1. d pencil case	2. e blackboard
	3. a washing machine	4. c headphones
	5. b food processor	
II. PRONUNCIATION
1. Presentation
- write the two following words on the board: black board and blackboard.
- get Ss to identify the stress of these words.
How do you pronounce these words? Where do you put the stress on these words?
à “black board”: on the second syllable
à “blackboard”: on the first syllable
Compound nouns: The stress is put on the first syllable
Noun groups: The stress is put on the second syllable
2. Listen and repeat these words or phrases. Pay attention to their stressed syllables.
- have Ss listen and repeat the words.
- ask Ss to work in pairs and take turns reading the words and phrases.
- invite individual Ss to read the words.
- give the meaning of the compound nouns if necessary.
3. Listen and tick the words
- play the recording.
- ask Ss to listen and tick the words they hear.
- call on some Ss to read in front of class.
- check their pronunciation and correct their errors.
- give the meaning of the compound nouns if necessary.
* Key:	1. b 2. a 3. a 4. b 5. a
III. GRAMMAR
A. GERUND AND INFINITIVES
Task 1: Complete the definitions or uses of the inventions using the correct forms of the verbs given (V-ing or to-infinitive)
- have Ss work individually
- let Ss compare their answers with their partners.
- call on some Ss to write their answers on the board.
- check their answers and correct their errors.
* Key:1. getting; sending	2. to create; (to) contact
	3. to read	4. to play
	5. chopping; mixing	6. to store
Task 2: Think of an item in your classroom or house. Describe it to a partner, using a gerund or an infinitive. See if your partner can guess what it is.
- have Ss model the example.
- let Ss work in pairs and do this activity.
- encourage Ss to use the gerund or infinitive to describe things around them (school things such as an eraser, a pen, or a calculator; things at home such as a bookshelf, a rice cooker, or a fridge)
B. THE PRESENT PERFECT
Task 1: Match the beginnings in A with the ends in B. Put the verbs within brackets in the present simple or the present perfect.(number 2, p. 50, textbook)
- have Ss do this activity individually.
- ask Ss to pay attention to distinguish the two tenses: Simple Present and Present Perfect
- call on some Ss to write their answers on the board.
- check the answers with the whole class.
* Key:
	1. b	has broken
	2. d	looks; has lost / lost
	3. e	Do you know; have forgotten / forget
	4. a	have asked
	5. c	left; have disappeared
Task 2: Choose the correct verb tense
- have Ss work in pairs.
- ask Ss to read the paragraph about the importance of computers and then choose the correct verb tense.
- let Ss remember the difference between the three tenses: Simple Present, Simple Past and Present Perfect
- call on some Ss to read their answers aloud.
- give correct answers.
* Key:	
	1. seems	2. have affected	3. were
	4. have encouraged	5. has aided	6. have killed	
	7. prefer
Notes:
The present simple is used for a general fact (1, 7).
The past simple is used for a past action or event (3).
The present perfect is used for a past action or event with a result extending to the present.
IV. HOMEWORK
- ask Ss to practice pronouncing the compound nouns they’ve learned.
- get Ss to review the new words.
- have Ss learn the grammatical points.
- find the compound nouns
- Get feedback and write them down
-match
-identify
- Listen to the recording.
- Read the words
- Listen to the recording.
- Read the words
- complete the sentences 
- use the gerund or infinitive to describe things
- Understand the task
- work individually
- Get feedback.
- choose the correct verb tense
-take notes
Textbooks
Textsbooks
Textsbooks
Textsbooks, CD player
Textsbooks, CD player
Board, textbook
textbook
Board
textbook
board
-analyzing
-oral answering
-analyzing
-oral answering
-analyzing
-oral answering
-Accuracy
-Fluency
-Confidence
-Accuracy
-Fluency
-analyzing requirement
-working in pairs
-presenting
-analyzing the requirement
-presenting 
-grammar
-grammar
-vocabulary
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 44.	UNIT 5: INVENTIONS
READING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- apply vocabulary related to the topic of the lesson on reading, speaking or writing.
	- read a passage comprehensively
	- arrange the sequence of an event
	2/ Skills: 	- reading skill as well as speaking and writing skill
	- work in groups effectively
	3/ Attitudes: - Students know about inventions.
 	 - be willing to cooperate with other classmates
	4/ Orientation for ability and character development:
	-improve reading comprehension
	-improve analyzing and observing capacity 
	-verbalize thoughts of inventions by using vocabulary and expression for inventions
	-gain more vocabulary of topic of inventions
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Match the vocabulary comprehension
For a specific context, it is necessary to use specific word. 
Context helps find out meaning of a word or a phrase 
Finding out the correct answer in task 1
Reading thoroughly without hesitating about meaning of a new word
Question: Can you find out the word to fill in the uncompleted sentence?
2. Read for specific information in process of reading
It is possible to decide whether statements are true or false by searching required information in the passage.
To decide whether statements are true or false, students need to know key words in statements and scan for those key words in the passage.
Identifying specific and necessary information effectively by scanning skill
Recognizing specific information in a passage to understand the main idea of that passage 
Question: Can you decide whether these statements are true or false?
3. Apply vocabulary and expressions gained by reading in speaking and writing
Vocabulary and expression gained through reading may be applied in speaking and writing
To speak and write about a topic, students need to read more about that topic
Writing about the benefits of an invention 
Talking about inventions
Question: Can you talk about inventions?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Chatting
- have Ss work in pairs to discuss what the animals in the pictures can but people can’t. 
- ask Ss questions to help them think of some devices or equipment that people have created to allow them to do what they normally cannot.
As people cannot fly, what have they made to help them fly?
As people cannot dive in the bottom of the sea, what have they made to help them explore the sea world?
The lotus leaf is not wet when it rains. What have they made to be waterproof?
* Key:
Picture a: A bird can fly.
Picture b: A dolphin can swim and stay underwater for a long time.
Picture c: A lotus leaf does not get wet. It washes water away.
People have invented an aeroplane, a ship or submarine, an a waterproof raincoat to make up for what they cannot do as well as these animals or leaves.
@Today we will read a text about inventions based on nature.
II. PRE-READING
1. Pre-teaching vocabulary:
- observe (v): quan sátà explanation
- imitate (v): bắt chướcà video clip 
- submarine (n): tàu ngầm àpicture
- fabric (n): vải, chất liệu vảiàexplantion
What do you call the material used for making clothes?
- smooth(adj): trơn, mượt mààantonym (≠ tough)
2. Checking vocabulary: Put the letters in the right order to make a meaningful word.
III. WHILE-READING
Task 1: Choose the best title (number 2, p. 51, textbook)
- let Ss work individually.
- tell Ss to read the text quickly and choose the best title for the text.
- call on a few Ss to give their answers and explain their choice.
- give correct answers and explanation if necessary.
* Key: b. Imitating Nature
Task 2: Match the words with their meanings.
- have Ss work in pairs.
- ask Ss to match the words with their meanings.
- get some Ss to speak out their answers.
- check their answers.
* Key: 1. b 2. e 3. a 4. c 5. f 6. d
Task 3: Answer the questions
- have Ss work in pairs.
- ask Ss to read the text and answer the questions.
- call on some Ss to read their answers aloud.
- check their answers with the whole class.
* Key: 
The inventions that imitate animals are the aeroplane and the submarine.
The inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric.
The aeroplane is considered one of the greatest inventions in our history because it helps us to travel long distances in the air and encourages the development of tourism and trading.
A submarine can help scientists to learn about life under the sea.
The material that makes up the glass window has the ability to wash away the dirt in the rain.
An aeroplane: “its wings and shape imitating those of a bird”
A submarine: “imitates a dolphin’s shape”
The Velcro: “hook-and-loop fastener”; “two fabrics sticking together thanks to the hooks on one
surface and the loops on the other”.
IV. POST-READING:
Task: Discussion
Which of the four inventions mentioned in the text is the best imitation of nature? State your reasons.
- divide the class into 6 groups.
- ask Ss to express their ideas about the question above.
- instruct Ss to use some information in the text to answer the questions or they can state their own reasons.
- give feedback.
V. HOMEWORK
- learn all the new words by heart.
- prepare for the next lesson.
- look at the pictures
- answer the questions 
-Guess English word which teacher would like to elicit 
-Get feedback and write them down
-Do the reading task number 1 
 + read the requirement of task1
 +discuss in pairs to find out the correct answers
 +present and explain the correct answers and why they are chosen
-Get feedback.
- match the words
-Work in pairs
-Read the text again
-answer the questions
-Work in groups
-Present their ideas
-Discussing with the whole class
-Take note
- text books
Board, pictures, postcard
Board, textbook
Board, textbook
Board, textbook
Board, textbook
-observing
-analyzing
-oral answering
-Observing
-Analyzing
-Vocabulary
-Accuracy
-Fluency
-Confidence
-analyzing requirement
-working in pairs
-reading comprehension
-presenting
analyzing requirement
-working in pairs
-reading comprehension
-presenting
-Teamwork
-Communicating
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Period 45.	UNIT 5: INVENTIONS
SPEAKING
I. OBJECTIVES:
	- By the end of the lesson, students are expected to be able to:
	1/ Knowledge:- talk about inventions
	 - express their ideas about inventions. 
	 - apply vocabulary and expression for describing inventions
	2/ Skills: 	- speaking skill as well as listening and writing skill
	 	 	- work in groups effectively
	3/ Attitudes: 	- understand some facts about inventions
	- cooperate with other students readily
	 - be confident to speak in front of classmates and teacher 
	4/ Orientation for ability and character development:
	-improve speaking skill
	-improve analyzing and observing capacity 
	-improve pronunciation
	 -verbalize thoughts of inventions
II. DESCRIPTION OF LEVELS OF RECOGNITION AND ORIENTATION FOR ABILITY AND CHARACTER DEVELOPMENT 
Content
Knowledge
Comprehension
Application
(level 1)
Application
(level 2)
1. Select suitable information to speak about inventions
Not all information is necessary for presenting orally an issue. 
Selecting suitable information to present is a strategy to effectively speak. 
Talking about inventions
Talking about an issue effectively by choosing suitably information
Question: Could you choose the things which apply to inventions?
2. Build up questions for inventions
When talking about an issue, speaker is required to supply thoughtfully and logical information.
Information from a table helps speaker systemize information to talk logically.
Building up questions for inventions
Talking about problem or an issue by organizing information from a table
Question: Can you build up some questions by using cues in the table?
3.Ask and answer the questions about inventions
Conversation is required to be natural and logical.
To make a successful conversation, people need to take turn to ask and answer
Making a conversation about inventions by using cues in the table.
Talk to anyone about inventions
Question: Can you make a conversation about inventions by using cues in the table?
III. PREPARATION OF TEACHER AND STUDENTS
1. Teacher’s preparation: chalk, handouts, speaker, pictures.
2. Students’ preparation: textbooks, notebooks
	3. Teaching methods: Communicative Language Teaching
PROCEDURE
Teacher’s activities
Students’ activities
Board/Screen show/Teaching aids
Expected skills/capacity
I. WARM-UP: Name some inventions
II. PRE-SPEAKING
1. Pre-teaching vocabulary:
- solid (adj): rắnàexample
- original (n): nguyên bản, bản gốcà explanation
- characteristics (n): đặc trưng, đặc điểmàsynonym (= features)
- costly (adj): đắt đỏà synonym (= expensive)
2.Checkingvocabulary: Rub out and Remember
III. WHILE-SPEAKING
Task 1: Practise the conversation 
- make a model with a student.
- have Ss work in pairs.
- ask Ss to practise the conversation in the book.
- call on some pairs to read the conversation in front of the class.
- correct their pronunciation and intonation if needed.
Task 2: Complete the table with the information about the invention mentioned in the conversation.
- have Ss work in groups.
- ask Ss to find the information in the conversation to complete the table.
- call on some Ss to fill in the table on the board.
- check their answers with the whole class.
* Key: 
a. Name of invention
3-D printer
b. Characteristics
bigger and heavier than a normal printer
c. Use
to produce solid objects similar to the originals
d. Benefits
economical (saving lots of money)
Task 3: Discuss two more inventions and complete the table with the phrases in the box.
- ask Ss to look at the pictures of a portable solar charger and a USB stick (or flash drive).
- have Ss work in pairs.
- ask Ss to discuss which benefits (suggested in the box) are suitable for each invention.
- call on some Ss to report their ideas.
- give comments.
Task 4: Make a similar conversation.
- ask Ss to choose one invention in Task 3 and make a similar conversation as in Task 1 with their partner.
- tell them that they can make some changes in the sample conversation to make their own conversation natural and logical.
- call on some pairs to speak out their conversation in front of the class.
- give feedback.
Task 5: Talk about one of the inventions: laptop, e-book reader, or food processor.
- have Ss work in groups.
- ask Ss to talk about one of the inventions: laptop, e-book reader, or food processor.
- get Ss to discuss the information such as the characteristics, use and benefits of the invention.
- let each group choose a student to report their discussion.
- give feedback.
IV. POST-SPEAKING
Task: Watch a video clip and answer the questions.
- let Ss work individually
- ask them to answer the questions based on the information in the video clip.
- give good marks if they have correct answers.
V. HOMEWORK
- ask Ss to learn new words and prepare for the next lesson.
- name some inventions
-guess the words
- read the conversation
- complete the table 
-discuss
- make a similar conversation
- talk about one of the inventions 
- answer the questions
-Take note
-postcard
Board, pictures, postcard
Board, textbook
textbook
Board, textbook
Board, textbook
textbook 
TV
board 
-observing
-analyzing
-answering
-observing
-analyzing
-vocabulary
-analyzing requirement
-working in pairs
-presenting
-analyzing requirement
-working in groups
-presenting
-analyzing requirement
-presenting
-analyzing requirement
-presenting
-speaking
-communicating
Date of preparation	: 
Date of teaching: 	 / / 201 Class: 10	
Optional Period 15. 	REVIEW OF RONUNCIATION, 
VOCABULARY AND GRAMMAR
Objectives: By the end of the lesson students can practise more about the present perfect, gerunds and infinitive
Skills: Writing, speaking
Teaching aids: Handouts, poster
PROCEDURE
I. REVISION.
- T asks each Ss to make two sentences using the present perfesct tense.
- T calls two Ss to copy their answer on the board.
- Ask Ss to revise the form and usage.
FORM: HE/ SHE/ IT + HAS
 + PAST PARTICIPLE(PP)
 I/WE/YOU/THEY + HAVE
USAGE: Thì hiện tại hoàn thành được dùng để:
Diễn tả hành động xảy ra ở quá khứ nhưng không xác định rõ thời gian.
ex: I have heard that song before.
ex2: oh, my key has lost.
Diễn tả hành động vừa mới xảy ra ở quá khứ, trong cách dùng này thường có trạng từ “just” được dùng kèm và đứng giữa trợ động từ và quá khứ phân từ.
ex: They have just had diner.
ex2: The accident has just happened.
Diễn tả hành động xảy ra ở quá khứ và còn kéo dài đến thời điểm lúc nói ở hiện tai. Trong cách dùng này thương có giới từ “since”, “for” được dùng kèm.
ex: I have learned English for 10 years.
ex2: They have known each other since 1980.
ex3: She has waited for you for 2 hours now.
Diễn tả hành động xảy ra và chấm dứt ở quá khứ nhưng hậu quả còn ảnh hưởng đến hiện tại.
EX: The flood has destroyed my city.
ex2: I go to school on foot today. Because my