Understand the context of the conversation about inventions for education.
Identify and use vocabulary related to the unit topic (nouns and adjectives describing inventions).
Recognize the grammar points to be learnt in the unit (the present perfect tense, gerunds, and to-infinitives).

2. Competences

General competences:

Self-control and independent learning: listen and share personal opinions with partners and teacher.
Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

Read and listen for specific information about choosing between a smartphone and a laptop for studies.
Identify the meanings of words/phrases describing inventions in context.

Digital competences:

[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and discussions.
Love and Appreciation: Develop an appreciation for how modern inventions improve the way we study and work.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 10, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital interactive platforms (e.g., Quizizz/Blooket, Padlet/Google Jamboard), AI Chatbot (ChatGPT/Gemini) and AI Image Generator (Canva AI/Bing Image Creator).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary related to technology, create an engaging and competitive atmosphere, and smoothly introduce the topic of the new unit.

b. Content: Teacher organizes a quick group activity called "Mission: Code Breakers" where students unscramble letters to find the hidden words related to modern technology.

c. Product: Students' correct unscrambled words (Laptop, Smartphone, Apps, Inventions).

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 4 teams.

- Teacher explains the mission: Welcome, code breakers! Our computer system has a glitch and scrambled 4 very important secret words. Your mission is to unscramble the letters to find the correct words as fast as possible. The first team to crack all 4 codes wins!

- Teacher projects a QR code / joining link on the smartboard for a live quiz game (e.g., Quizizz/Kahoot).

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Teacher projects the following scrambled words on the board:

1. P-T-O-L-A-P

2. M-A-R-S-P-T-H-O-N-E

3. P-A-P-S

4. N-I-V-N-E-I-T-O-N-S

- Students use their smartphones to connect to the game and work together in their teams to type in the unscrambled words.

- The teacher observes, encourages, and ensures all members are participating.

Step 3: Reporting and Discussion

- Teacher displays the digital leaderboard on the screen to show the winning team and the correct answers.

- Teacher invites one representative from that team to come to the board and write down their answers.

- Expected Answers:

1. LAPTOP

2. SMARTPHONE

3. APPS

4. INVENTIONS

- Other teams check the answers and give comments.

Step 4: Evaluation

- Teacher confirms the correct answers and declares the winning team.

- Lead-in: Teacher points to the words on the board and asks: "Laptops, smartphones, and apps are great examples of what?" -> (Expected answer: Inventions).

- Teacher introduces the new lesson: Exactly! They are technological inventions. Today, we are going to learn about how these tools help us in our studies. Let's open your books to Unit 5: Inventions - Lesson 1: Getting Started.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[2.1.NC1a]: Students use multiple digital technologies (smartphones, interactive game platforms) to interact and participate in the collaborative learning activity.

2. PRESENTATION

Inventions for education

Activity 1: Listen and read.

a. Objective: To introduce the unit topic (Inventions) and introduce some vocabulary and grammar points to be learnt.

b. Content: Students set the context, look at the picture, listen to the recording, read the conversation, and underline words/phrases describing inventions.

c. Product: Students understand the context and identify relevant words/phrases.

d. Organization:

…………………………………………..

Activity 2: Read the conversation again and answer the questions.

a. Objective: To check Ss' comprehension of the conversation.

b. Content: Students read 3 questions, locate information in the text, and answer them.

c. Product: Students' correct answers to the comprehension questions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to work in pairs and read each question carefully.

- Ask Ss to identify and underline key words in the questions first.

- Teacher shares a link to a collaborative workspace (e.g., Padlet or Google Jamboard).

Step 2: Students perform learning tasks

- Ss read the conversation again, locate the part containing information, and formulate their answers.

- Students type and post their answers directly onto the shared digital board under their pair's name.

- The teacher observes, guides, and supports the Ss.

Step 3: Reporting and Discussion

- Teacher has Ss share their answers with the class.

- Other Ss can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher confirms the correct answers and explains if necessary.

- Teacher moves on to the next content.

Students' answers:

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.

[2.4.NC1a]: Students propose and use different digital tools (collaborative boards) to cooperate, interact, and build collective knowledge.

Activity 3: Find three nouns and three adjectives in the conversation in 1 to talk about inventions. Follow the example.

a. Objective: To help Ss revise the words related to inventions.

b. Content: Students find 3 nouns and 3 adjectives from the text (using the word search box in the book as a guide).

c. Product: Correct nouns and adjectives identified and understood.

d. Organization:

…………………………………………..

Activity 4: Fill in each gap in the summary of the conversation with ONE word from 1.

a. Objective: To help Ss identify the present perfect tense, gerunds, and to-infinitives in context.

b. Content: Students read a summary paragraph and fill in 6 gaps with suitable words from the conversation.

c. Product: A completed summary paragraph.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher tells Ss they are going to read a summary.

- Ask them to fill in each gap with ONE word from Activity 1.

Step 2: Students perform learning tasks

- Ss work individually to fill the gaps (stronger classes can do this without looking back at Activity 1).

- The teacher observes and supports.

Step 3: Reporting and Discussion

- Teacher calls individual Ss to read the sentences and write the missing words on the board.

Step 4: Evaluation

- Teacher checks answers as a class.

- Teacher briefly highlights the grammar structures appearing in the text: present perfect (have changed), gerunds (learning), to-infinitives (allow students to communicate).

- Teacher moves on to the next content.

Students' answers:

1. for

2. have

3. improved

4. to

5. to

6. learn

3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar structures (gerunds/to-infinitives and vocabulary describing inventions) learned in the lesson.

b. Content: Students complete two written tasks (Word Formation/Gap Fill and Sentence Transformation) without multiple-choice or game formats.

c. Products: Students' correct answers written in their notebooks.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary and structures learned into a creative project preparation context, directly linking to the Unit's final Project (Inventions for the classroom).

b. Content: Students perform a creative task called "My Classroom Problem-Solver".

c. Product: A short written paragraph (50-70 words) and an optional sketch describing an imaginary invention for their classroom.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the Unit Project (page 57): "At the end of this unit, you will present an invention for the classroom."

- Task assignment: At home, think of ONE problem in your current classroom (e.g., it's too hot, erasing the board takes time, carrying heavy books). Invent an imaginary machine or app to solve it. Write a short paragraph (50 - 70 words) about it.

- Requirements:

+ Name your invention and sketch it.

+ Use at least 2 adjectives learned today (useful, valuable, suitable, convenient).

+ Use the structure: It allows us to [verb]... or It is used for [V-ing]...

- Use an AI Image Generator (e.g., Canva AI, Microsoft Bing Image Creator) to generate a visual sketch of your invention using English text prompts.

Step 2: Students perform learning tasks

- Students brainstorm prompts, interact with the AI image generator to refine their design, and type their paragraphs digitally at home.

- Students upload their final text and AI image to the class's digital portfolio (e.g., Google Classroom / Padlet).

Step 3: Reporting and Discussion

- In the next lesson, teacher will ask 2-3 students to present their inventions to the class before starting the new lesson.

Step 4: Evaluation

- Teacher explains that this task will serve as the foundation for their final Unit Project.