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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 4. Review 1

Giáo án Language

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use the present simple for routines and states, and the present continuous for temporary activities.
  • Explain the use of will and be going to, and form passive sentences with the correct tense of be.
  • Use coordinating conjunctions (and, but, or, so) and the structures want/hope/decide + to-infinitive, let/make + bare infinitive, and passive make.
  • Pronounce consonant clusters /br/, /kr/, /tr/, /kl/, /pl/, /pr/ in connected speech and place stress correctly on selected words.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the grammar rules on their own first, then check and correct their answers using the explanations in the lesson.
  • Communication and collaboration: Ss work in pairs and groups to sort, check and explain answers, and take turns reading aloud and presenting their group plan.
  • Problem-solving and creativity: Ss identify the reason for each wrong answer and create their own sentences about family life and the environment using the target structures.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, read connected-speech sentences aloud, and write and present a short group plan with at least four target structures.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss choose the correct tense, future form, passive form and connector in context, and pronounce clusters and stressed syllables accurately.

3. Personal qualities

  • Diligence: Ss complete all ten review exercises and the homework sentences carefully, without skipping any item.
  • Responsibility: Ss take responsibility for their group task, check that every member has a role, and give accurate feedback to their classmates.
  • Honesty: Ss admit their own errors when they check answers and do not copy answers from other groups during the relay game.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the grammar summary and example sentences from the lesson
  • Ten-item quiz slides and answer key (Exercises 1 to 10)
  • Pictures or flashcards for the routine and temporary action warm-up (optional)
  • Sets of sentence cards for the sorting task (routine, temporary action, state)
  • Worksheet 1 and Worksheet 2 (printed, one per pair or group)
  • Whiteboard and markers
  • NeoEdu learning page: neoedu.vn/learn/10/english/review-1-language (interactive lesson, examples and exercises)

2. Students

  • Student book Tiếng Anh 10 (Global Success), Review 1
  • Notebook, pen, pencil and eraser
  • Mini whiteboard and marker (for warm-up and quiz answers)
  • Colored pens for marking stress and linking sounds
  • Small piece of paper for the relay game

III. Procedures

Activity 1: Warm-up · 5 minutes

Daily Routines Chain

a) Aims

Period 1. Ss recall the present simple and present continuous and identify the difference between a routine and an action happening now.

b) Content

T asks a chain of quick questions. Ss answer orally, then write one answer on a mini whiteboard. Questions: 'What do you do every evening?' (routine); 'What are you doing right now?' (temporary action); 'Do you know the answer to this question?' (state). Ss who answer correctly pass the question to a partner.

c) Expected outcomes

Ss give short answers with the correct tense, for example: 'I wash the dishes every evening.' (present simple, routine) and 'I am reading this lesson now.' (present continuous, action now). Ss state the rule in their own words: routines and states use the present simple; actions happening now use the present continuous.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the game 'Daily Routines Chain' and models two questions with the answers. T says: 'Listen carefully. Answer with a full sentence and write it on your mini whiteboard.'

    Students

    Ss listen, repeat the instructions and get ready their whiteboards.

  2. Teacher

    Step 2: Task performance

    T asks questions one by one and moves around to check the whiteboards.

    Students

    Ss answer orally and write. Expected answers: 'I brush my teeth every morning.' / 'I am sitting in class now.' / 'I know the answer.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why do we say I know, not I am knowing?' and 'Why do we use the present continuous for now?'

    Students

    Ss answer: 'Know is a state verb, so it is not used in the continuous.' / 'Now shows an action in progress.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: Present simple = routines and states (Linh washes the dishes every evening). Present continuous = temporary activity now (She is revising now). T reminds Ss that know, understand and want describe states.

    Students

    Ss copy the summary into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Present Simple vs Present Continuous

a) Aims

Period 1. Ss review the form and use of the present simple and present continuous, including the third-person -s and state verbs.

b) Content

Ss work in pairs with sentence cards. Each pair sorts the cards into three groups: Routine (present simple), Temporary action now (present continuous), State verb (present simple, no continuous). Example card: 'Linh washes the dishes every evening.' / 'She is revising now, so her brother is washing them tonight.' / 'I understand the lesson.' Then T shows the grammar slide and checks the forms: he/she/it + -s; am/is/are + -ing.

c) Expected outcomes

Completed card sorting with three columns:

  • Routine (present simple): Linh washes the dishes every evening; My brother brings bread every morning.
  • Temporary action now (present continuous): She is revising now; Her brother is washing them tonight.
  • State (present simple only): I know the answer; We want a new bike; They understand the rule.
    Key rule: Know, understand and want normally describe states, not current actions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the sentence cards and says: 'Work in pairs. Sort the sentences into three groups. Think about the time signal and the verb type.'

    Students

    Ss receive the cards and read the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Is this a habit or happening now?' 'Is the verb a state verb?'

    Students

    Ss discuss and sort the cards. Expected reasoning: 'Every evening is a routine.' / 'Now shows the action is happening at the moment.' / 'Want is a state verb.'

  3. Teacher

    Step 3: Report and discussion

    T calls two pairs to show their sorting and asks: 'Why is this sentence in the state group?'

    Students

    Representative pairs explain: 'Understand describes a state, so we do not use the continuous.' Other Ss agree or add comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the form slide: he/she/it + -s in the simple; am/is/are + -ing in the continuous. T corrects common errors such as 'She is know the answer' (should be 'She knows the answer').

    Students

    Ss correct their own cards and write the form rules in their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Future Forms and the Passive

a) Aims

Period 1. Ss explain the difference between will and be going to, and transform active sentences into passive sentences with the same tense.

b) Content

T presents two situations on the slide. Situation A: 'The bag is heavy.' Situation B: 'Look at those dark clouds.' Ss decide whether will or be going to fits and why. Then Ss work in pairs on Worksheet 1: change active sentences into passive sentences. Example: 'People collect paper.' → 'Paper is collected.' and 'They will collect the paper.' → 'The paper will be collected.'

c) Expected outcomes

Ss complete Worksheet 1 with the following key points:

  • will + base verb: a decision made now (I will carry it for you) or a prediction (It will be sunny tomorrow).
  • be going to + base verb: a prior intention (We are going to plant trees) or a prediction based on present evidence (It is going to rain).
  • Passive: the receiver becomes the subject, be keeps the tense of the active sentence, and by + agent is optional.
    Example transformations: 'People collect paper.' → 'Paper is collected.' / 'They will collect the paper.' → 'The paper will be collected.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two situations and asks: 'Which future form fits each situation? Why?' T distributes Worksheet 1.

    Students

    Ss read the situations and the instructions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to think, then one minute to discuss with their partner. T walks around and listens for the reason, not only the answer.

    Students

    Ss discuss. Expected answers: 'The bag is heavy, so I will carry it. It is a decision made now.' / 'Look at those dark clouds, so it is going to rain. The evidence is present.' Ss then transform the passive sentences on Worksheet 1.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to explain Situation A and another pair to read a transformed passive sentence aloud.

    Students

    Pair 1 says: 'Will is for a decision made at the moment of speaking.' Pair 2 reads: 'Paper will be collected by the students.' Other Ss check the tense of be.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key differences on the slide and emphasises that the tense of be stays the same in the passive (will collect → will be collected).

    Students

    Ss write the two rules and one example for each in their notebooks.

Activity 2.3: Knowledge formation · 11 minutes

Connectors and Common Structures

a) Aims

Period 2. Ss identify the meaning of and, but, or, so and use the structures want/hope/decide + to-infinitive, let/make + bare infinitive, and passive make.

b) Content

Ss work in expert groups of four (jigsaw). Each group studies one structure: Group 1 coordinating conjunctions (and adds, but contrasts, or offers a choice, so introduces a result); Group 2 want/hope/decide + to-infinitive (We hope to perform); Group 3 let/make + object + bare infinitive (They let us rehearse); Group 4 passive make (We were made to wait). Then Ss move to home groups to teach each other.

c) Expected outcomes

Each home group completes a summary table on a poster with four rows:

  • Conjunctions: and = adds; but = contrasts; or = offers a choice; so = introduces a result. Each side needs its own clause. Example: 'The band rehearsed carefully, but it still felt nervous.'
  • To-infinitive: want/hope/decide + to + base verb. Example: 'We hope to perform.'
  • Let/make: let/make + object + bare infinitive. Example: 'They let us rehearse.'
  • Passive make: be made + to + base verb. Example: 'We were made to wait.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T forms expert groups and gives each group a different structure card with two example sentences. T says: 'You have three minutes to understand your structure. Then you will teach your home group.'

    Students

    Ss form expert groups, read the card and check the meaning with T if needed.

  2. Teacher

    Step 2: Task performance

    T moves around, prompts with questions like 'What does but signal here?' and 'Why is there no to before rehearse?' Ss then return to home groups and teach each other.

    Students

    Expert groups explain their structure. Expected explanations: 'Let is followed by the object and a bare infinitive, not to.' 'Passive make needs to after the verb.'

  3. Teacher

    Step 3: Report and discussion

    T asks each home group to read one example sentence aloud and explain why the structure is correct.

    Students

    Each group reads a sentence and explains: 'We hope to perform is correct because hope takes to-infinitive.'

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects common errors such as 'They let us to rehearse' (should be 'They let us rehearse') and 'She decided going' (should be 'She decided to go').

    Students

    Ss copy the corrected sentences and the summary table into their notebooks.

Activity 2.4: Knowledge formation · 10 minutes

Pronunciation in Connected Speech and Word Stress

a) Aims

Period 2. Ss pronounce consonant clusters without inserting a vowel and place stress on the correct syllable of selected words.

b) Content

T models the sentences: 'My brother brings bread.' 'The crowded kitchen needs cleaning.' 'We try to share the chores.' Then 'Clean plates, green grass, a practical plan.' Ss repeat in chorus and then individually. T writes the stress pattern: TA-lent, SING-er, per-FORM, en-JOY. Ss read the sentence 'The singer will perform tonight.' and 'Our group plans to protect the green playground.'

c) Expected outcomes

Ss can read the sentences with clear clusters (/br/, /kr/, /tr/, /kl/, /pl/, /pr/) without an extra vowel between sounds. Stress is marked as follows:

  • TA-lent (stress on the first syllable)
  • SING-er (stress on the first syllable)
  • per-FORM (stress on the second syllable)
  • en-JOY (stress on the second syllable)
    In 'The singer will perform tonight', the stressed syllables are sing and form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the model. Then repeat. Watch for the consonant clusters and the stressed syllable.'

    Students

    Ss listen to T's model and identify the consonant cluster in each sentence.

  2. Teacher

    Step 2: Task performance

    T leads chorus drilling, then calls individuals to read. T checks whether Ss insert a vowel (for example 'brother' pronounced as 'buh-ruther').

    Students

    Ss repeat in chorus and individually. Ss mark the stressed syllable in the four words with a colored pen.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word has stress on the second syllable?' and invites one S to read 'Our group plans to protect the green playground.'

    Students

    Ss answer: 'perform and enjoy have stress on the second syllable.' One S reads the sentence aloud; classmates give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: keep both consonants together, do not insert a vowel, and make the stressed syllable more prominent, not simply louder.

    Students

    Ss write two reminders in their notebooks and read the sentence once more with the correct stress.

Activity 3.1: Practice · 12 minutes

Quick Quiz: Tenses and Future Forms

a) Aims

Period 2. Ss apply the present simple, present continuous, will and be going to in the first five exercises of the Review.

b) Content

Ss complete Exercises 1 to 5 in their notebooks individually within six minutes. Then Ss check their answers in pairs and explain the reason for each answer using the signal words. Exercises: 1. Every Saturday, my brother ___ the floor. A. sweeps; B. is sweeping; C. sweep; D. swept. 2. Please wait; I ___ the vegetables now. A. wash; B. washes; C. washed; D. am washing. 3. Our parents ___ us with difficult decisions. A. is helping; B. helped; C. help; D. helps. 4. My sister cannot answer; she ___ dinner. A. cooked; B. is cooking; C. cooks; D. cook. 5. We agreed yesterday. We ___ plant native trees on Friday. A. are going to; B. will to; C. going to; D. are go to.

c) Expected outcomes

Answer key with explanations:

  1. A (sweeps): Every Saturday signals a routine; singular brother takes sweeps.
  2. D (am washing): Now and please wait establish an action in progress.
  3. C (help): Plural parents takes the base form in a routine.
  4. B (is cooking): The temporary reason she cannot answer needs the continuous.
  5. A (are going to plant): An agreed prior intention uses are going to + base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the five items on the slide and says: 'You have six minutes to answer individually. Then check with your partner and explain your reasons.'

    Students

    Ss copy the items into their notebooks and answer individually.

  2. Teacher

    Step 2: Task performance

    T monitors silently and notes common mistakes, especially item 5 (will to / going to / are go to).

    Students

    Ss answer individually, then compare and explain their choices to a partner.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who chose B for item 4? Why?' and 'Why is A correct in item 5 and not C?'

    Students

    Ss answer: 'Item 4 has a temporary reason, so it needs the continuous.' 'Item 5 has the structure are going to + plant, because the plan was agreed yesterday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss to identify the signal words first (every Saturday, now, yesterday, on Friday).

    Students

    Ss correct any wrong answers in their notebooks and write the signal words beside each item.

Activity 3.2: Practice · 13 minutes

Relay Race: Passive, Future and Connectors

a) Aims

Period 2. Ss apply the passive, the future forms and the connectors in exercises 6 to 10 through a team game.

b) Content

Ss form teams of four. Each team lines up. The first S runs to the board, reads item 6 and writes the answer, then tags the next member. Teams continue with items 7 to 10. Items: 6. The bag is heavy. I ___ carry it for you. A. am going; B. will to; C. am; D. will. 7. Look at those dark clouds. It ___. A. going rains; B. is rain; C. is going to rain; D. will to rain. 8. Paper ___ in the blue container every week. A. has collect; B. is collected; C. collects; D. is collecting. 9. The band rehearsed carefully, ___ it still felt nervous. A. but; B. so; C. or; D. because. 10. We can watch online, ___ we can go to the hall. A. so; B. but; C. because; D. or.

c) Expected outcomes

Answer key with explanations:
6. D (will): The offer is made at the moment of speaking.
7. C (is going to rain): Present evidence (dark clouds) motivates be going to.
8. B (is collected): Paper receives the routine action, so the passive is is + past participle.
9. A (but): Nervousness contrasts with careful preparation.
10. D (or): The two clauses offer alternatives.
Team scores are recorded on the board. The team with the most correct answers and clear explanations wins.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into teams, explains the rules and says: 'Each member writes one answer on the board, then tags the next member. Explain your answer when T asks.'

    Students

    Ss form teams of four and line up. They listen to the rules and agree on the order of players.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud and times each round. T gives a point for a correct answer and an extra point for a correct explanation.

    Students

    Each S goes to the board, writes the answer, and tags the next member. Teams discuss quickly before answering.

  3. Teacher

    Step 3: Report and discussion

    T asks one team to explain item 8 and another team to explain item 10.

    Students

    Team representatives explain: 'Paper is collected because the paper receives the action and the tense is present simple.' 'We can watch online or go to the hall, so or is correct because the clauses are alternatives.'

  4. Teacher

    Step 4: Conclusion and assessment

    T announces the winning team, reviews the answers on the slide and reminds Ss of the difference between so (result) and but (contrast).

    Students

    Ss check their own answers and record any corrections in their notebooks.

Activity 4: Application · 15 minutes

Our Green Family Plan

a) Aims

Period 2. Ss integrate the language from Units Family life, Humans and the environment and Music by writing and presenting a short group plan that uses the target structures.

b) Content

Ss work in groups of four to create a plan titled 'Our Green Family Plan'. Each group writes at least six sentences and must include:

  • One prediction with will or be going to
  • One passive sentence with or without by + agent
  • One sentence with and, but, or or so
  • One sentence with want/hope/decide + to-infinitive or let/make + bare infinitive
    Each group presents its plan in two minutes. Groups use a sentence checklist on Worksheet 2.

c) Expected outcomes

A written group plan with at least six correct sentences and a two-minute presentation. Example sentences from a group: 'Our family is going to plant trees this weekend.' / 'Plastic bottles will be collected every Friday.' / 'We hope to protect the green playground, but we need more volunteers.' / 'Dad lets us sort the paper.' Classmates give one feedback comment on pronunciation or grammar for each group.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the task and distributes Worksheet 2. T says: 'Use at least four target structures. Check each sentence with the checklist before you present.'

    Students

    Ss read the task and the checklist, and choose a group leader and a speaker.

  2. Teacher

    Step 2: Task performance

    T circulates and supports groups with grammar questions, but does not give the answers directly. T checks whether each structure is used correctly.

    Students

    Ss write their plan and check each sentence with the checklist. Expected sentences: 'Our family will recycle paper every week.' / 'We were made to wait for the bus, so we walked home.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present. After each presentation T asks the class: 'Which structure did you hear? Was it correct?'

    Students

    Groups present their plans. Classmates identify the structures and give one comment: 'Your passive sentence is correct because the tense of be is kept.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback on the most common errors and praises the best use of connectors and pronunciation. T reminds Ss to keep the learning in the NeoEdu exercises for practice at home.

    Students

    Ss note the feedback and correct their group plan for final submission.

Worksheets

Worksheet 1: Future Forms and Passive

Part A. Decide whether will or be going to fits each situation. Give a reason.

  • The bag is heavy. I ___ carry it for you.
  • Look at those dark clouds. It ___ rain.
  • We agreed yesterday. We ___ plant native trees on Friday.

Part B. Change the active sentences into passive sentences. Keep the tense of be.

  • People collect paper every week. → Paper ___.
  • They will collect the paper on Monday. → The paper ___.
  • My brother is washing the dishes now. → The dishes ___.
  • Someone is going to clean the classroom. → The classroom ___.

Part C. Write your answer and a short reason in the table below.

  • Sentence number / Your answer / Reason (decision now, prior intention, or prediction from evidence)

Worksheet 2: Group Plan Checklist

Group name: ___
Topic: Our Green Family Plan

Checklist (tick each item when done):

  • One prediction with will or be going to
  • One passive sentence (tense of be is correct)
  • One sentence with and, but, or or so (each side has its own clause)
  • One sentence with want/hope/decide + to-infinitive
  • One sentence with let/make + object + bare infinitive
  • At least six sentences in total
  • Stressed syllables and consonant clusters are marked for the speaker to practise

Group sentences:

Homework

  • Complete the NeoEdu interactive exercises on the Review 1 Language page (neoedu.vn/learn/10/english/review-1-language) and note the questions you answered incorrectly.
  • Write five sentences about your family or your school. Use at least one present simple sentence for a routine, one present continuous sentence for a temporary action, one will or be going to sentence, one passive sentence, and one sentence with and, but, or or so.
  • Read aloud the sentences 'Clean plates, green grass, a practical plan' and 'Our group plans to protect the green playground' three times. Record your reading and listen to check that you do not insert a vowel between consonants.
  • Retrieve the grammar rules from memory first, then check them with the explanations in the lesson. For each mistake, write one sentence explaining the rule you forgot.

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