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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 7. Review 2

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use the past continuous to describe an action in progress interrupted by a completed past action, and the past simple for finished past events.
  • Choose -ed or -ing adjectives according to whether they describe a feeling or its cause (interested / interesting).
  • Use the present perfect with 'so far', 'three times' and similar expressions, and contrast it with the past simple with a finished past time.
  • Use gerunds after prepositions and enjoy, and to-infinitives to express purpose.
  • Place the primary stress correctly in two-syllable noun–verb pairs (RE-cord / re-CORD) and in three-syllable nouns (com-PU-ter).

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve grammar rules on their own before checking with the teacher, and use the explanations to correct their own errors.
  • Communication and collaboration: Ss work in pairs and groups to explain answers, read aloud for peers and give constructive feedback.
  • Problem-solving and creativity: Ss apply the target structures to a real-life invention and create short personal sentences and a mini-presentation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to model sentences, speak about inventions they use, and write five personalised sentences using the target language.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the past continuous, past simple, present perfect, -ed/-ing adjectives, gerunds and to-infinitives accurately, and apply word stress rules in two- and three-syllable words.

3. Personal qualities

  • Diligence: Ss complete all eight grammar items and rehearse the pronunciation drill at home before the next lesson.
  • Responsibility: Ss take turns in group roles, check their partner's answers fairly and report their group's results honestly.
  • Honesty: Ss admit which items they found difficult and self-assess their pronunciation accurately after the first reading.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the key structures and example sentences from Retrieve the language and Pronunciation in connected speech
  • Projector or board, markers, timer
  • NeoEdu learning page with interactive exercises: neoedu.vn/learn/10/english/review-2-language
  • Scoring rubric for the read-aloud task (10 points)

2. Students

  • Textbook English 10 (Global Success), Review 2
  • Notebook, pen, pencil
  • Mini whiteboard and marker (optional)
  • Smartphone or tablet to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 4 minutes

Tense Detective

a) Aims

Ss activate prior knowledge of the past continuous, past simple and present perfect, and identify what the lesson will focus on.

b) Content

Ss look at three sentences on the board and decide which tense each one uses and why:

  • While we were packing, the organiser called.
  • We have tested the device twice.
  • We tested it yesterday.
    T asks: 'Which action is in progress? Which action is finished? Which action connects the past to now?'

c) Expected outcomes

Ss identify: sentence 1 – past continuous (action in progress) + past simple (completed interruption); sentence 2 – present perfect (past experience connected to now); sentence 3 – past simple (finished past time, 'yesterday').
Key takeaway written in Ss' notebooks: 'Meaning decides the tense; time expressions like yesterday and so far give strong clues.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three sentences on the board and says: 'Look at these sentences. Which tense is used? Why do you think so? You have one minute to discuss with your partner.'

    Students

    Ss read the sentences silently and note their ideas in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and gives hints if needed (e.g., 'Look at the word yesterday.').

    Students

    Pairs discuss. Possible answers: 'The first sentence has two actions: was packing is in progress, called is the completed interruption.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their answers and asks: 'What is the clue word in sentence 3?'

    Students

    A pair reports: 'Sentence 2 uses have tested because the time is not finished; we tested it yesterday shows a finished time.' Another S answers: 'Yesterday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: 'Past continuous = in progress; past simple = completed; present perfect = past experience/unfinished time up to now.' T says the lesson will review these structures in more detail.

    Students

    Ss copy the summary into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Past Tenses and Feeling Adjectives

a) Aims

Ss explain the difference between the past continuous and the past simple, and between -ed and -ing adjectives, using examples.

b) Content

T presents two rules with examples:

  1. Past continuous (was/were + -ing) for an action in progress; past simple for a completed event. Example: While we were sorting books, the phone rang.
  2. -ed adjectives describe a feeling (interested, tired); -ing adjectives describe the cause (interesting, tiring). Also: useful (helpful) vs useless (not effective).
    Ss answer: 'Why do we say I felt tired but The day was tiring?'

c) Expected outcomes

Ss write in their notebooks:

  • Past continuous: subject + was/were + V-ing; used for background action. Past simple interrupts it.
  • Feeling adjectives: -ed describes the person's feeling; -ing describes the thing or situation causing the feeling.
  • Example: I felt tired after the tiring day. The instructions were useful.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two example sentences and asks: 'What is happening in the background? What is the completed action?' Then T asks: 'Who feels the emotion: the person or the thing?'

    Students

    Ss listen and look at the slide. Ss underline the verb forms in the first sentence and the adjective endings in the second.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and create one example sentence for each rule using the words 'phone rang' and 'interested / interesting'.

    Students

    Pairs write: 'While I was studying, my mother came in.' and 'The film was boring, so I felt bored.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their sentences and checks the forms on the board.

    Students

    Pairs read aloud. Expected answers: 'While I was studying, my mother came in' (past continuous + past simple) and 'The film was boring, so I felt bored' (-ing cause, -ed feeling).

  4. Teacher

    Step 4: Conclusion and assessment

    T corrects any errors and confirms: 'Background action = past continuous; completed action = past simple; -ed = how we feel; -ing = what causes the feeling.'

    Students

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

Activity 2.2: Knowledge formation · 7 minutes

Present Perfect, Gerunds and To-infinitives

a) Aims

Ss explain when to use the present perfect rather than the past simple, and when to use a gerund or a to-infinitive.

b) Content

T presents the structures:

  1. Present perfect (have/has + past participle) for past experience or an unfinished period up to now: We have tested the device twice. Past simple for a finished past time: We tested it yesterday.
  2. Gerund after enjoy or a preposition: useful for recording.
  3. To-infinitive for purpose: We use it to record instructions.
    T asks: 'Which word tells you the time is not finished?' and 'Why is a gerund used after for?'

c) Expected outcomes

Ss complete a rule table in their notebooks:

  • Present perfect: have/has + past participle; signal words: so far, twice, three times, ever, since, for. Past simple: signal words: yesterday, last week, in 2020.
  • After a preposition or enjoy: gerund (V-ing), e.g., useful for recording.
  • Purpose: to + base verb, e.g., to record instructions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'We have tested the device twice.' and 'We tested it yesterday.' T asks: 'Which one has a finished time? Which one has an unfinished period?'

    Students

    Ss look at the sentences and discuss in whole class for one minute.

  2. Teacher

    Step 2: Task performance

    T gives a quick chart on the board for gerund vs to-infinitive and asks Ss to decide which form fits 'This tool is useful ___ recording notes' and 'We use it ___ record notes quickly'.

    Students

    Ss individually decide: 'for recording' (gerund after preposition) and 'to record' (to-infinitive for purpose).

  3. Teacher

    Step 3: Report and discussion

    T asks one S to read the answers aloud and asks the class: 'Do you agree?'

    Students

    Ss answer: 'Yes, for is a preposition, so we use a gerund.' and 'Yes, to shows purpose.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules and writes the key signal words on the board. T reminds Ss that the present perfect is used with 'so far', 'twice', 'three times' and similar expressions.

    Students

    Ss copy the summary into their notebooks and mark the signal words.

Activity 2.3: Knowledge formation · 5 minutes

Stress in Two- and Three-syllable Words

a) Aims

Ss identify the primary stress in noun–verb pairs and in three-syllable nouns, and explain why the number of syllables does not determine stress.

b) Content

T models the pairs and asks Ss to listen and repeat:

  • A RE-cord /ˈrekərd/ (noun); to re-CORD /rɪˈkɔrd/ (verb)
  • A PRE-sent /ˈprezənt/ (noun); to pre-SENT /prɪˈzent/ (verb)
  • COM-pu-ter /kəmˈpjuːtər/ (not com-PU-ter as in the standard pattern)
  • IN-ter-net, BEN-e-fit, in-VEN-tion
    T asks: 'Which syllable is stressed in a noun? In a verb?'

c) Expected outcomes

Ss record in their notebooks:

  • Noun–verb pairs with the same spelling: noun stress on the first syllable, verb stress on the second syllable (RE-cord / re-CORD; PRE-sent / pre-SENT).
  • Three-syllable nouns: stress is not always on the third syllable; mark the stressed syllable (COM-pu-ter, IN-ter-net, BEN-e-fit, in-VEN-tion).
  • Stress depends on the word, not just on the number of syllables.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the words and mark the stressed syllable in capital letters. Repeat after me.' T models each word clearly.

    Students

    Ss listen, repeat chorally, and mark the stressed syllable in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one S says a word, the partner points out the stressed syllable and says whether it is a noun or a verb.

    Students

    Pairs take turns. Expected answers: 'record – RE-cord, noun'; 'record – re-CORD, verb'.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to say one pair each and asks: 'Why is computer not com-PU-ter?'

    Students

    A S answers: 'Because the standard stress is COM-pu-ter. The number of syllables does not decide the stress.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and tells Ss that the stress pattern for each word must be learned individually. T demonstrates the sentence: 'The invention brings benefits to computer users.'

    Students

    Ss repeat the sentence twice, first slowly and then at a natural pace.

Activity 3.1: Practice · 7 minutes

Grammar Check in Pairs

a) Aims

Ss apply the past continuous, past simple, present perfect, -ed/-ing adjectives, gerunds and to-infinitives to choose the correct answer and explain their choice.

b) Content

Ss complete items 1–8 in Worksheet 1 individually for three minutes, then compare with a partner and explain their choice. Ss may check the same structures on the NeoEdu interactive exercises: neoedu.vn/learn/10/english/review-2-language.
In the final minute, T asks Ss to explain item 5 and item 7 aloud.

c) Expected outcomes

Answer key:

  1. A (were sorting – ongoing background action)
  2. D (arrived – completed arrival interrupts the waiting)
  3. C (tired – the person experiences the feeling)
  4. B (useful – helpful instructions are useful)
  5. A (have tested – so far describes an unfinished period; we takes have)
  6. D (replaced – yesterday is a finished past time)
  7. C (recording – a preposition is followed by a gerund)
  8. B (to plan – a to-infinitive expresses purpose)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 or displays it on the board and says: 'You have three minutes to choose the correct answer. Then compare with your partner and explain your reason.'

    Students

    Ss read the eight items and circle their answers individually.

  2. Teacher

    Step 2: Task performance

    Ss compare answers with a partner. T monitors and checks whether Ss explain the reasons, not just the letters.

    Students

    Pairs discuss their answers. Possible difficulty: item 5 (A or B); Ss decide that 'so far' signals an unfinished period.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give the answers for items 5 and 7 and explain the reason aloud.

    Students

    A S answers item 5: 'A, have tested, because so far describes an unfinished period.' Another S answers item 7: 'C, recording, because for is a preposition.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the full answer key and corrects any misunderstanding. T reminds Ss: 'Retrieve independently, then use the explanation to find your own mistake.'

    Students

    Ss check their answers, mark wrong ones and write the correct reason next to each.

Activity 3.2: Practice · 5 minutes

Read Aloud with Stress Focus

a) Aims

Ss read aloud sentences with correct word stress and rhythm, and self-correct after the first reading.

b) Content

Ss read the following aloud twice: first slowly, then at a natural pace.

  • A RE-cord /ˈrekərd/; to re-CORD /rɪˈkɔrd/. A PRE-sent /ˈprezənt/; to pre-SENT /prɪˈzent/. Read: We record each present in a notebook.
  • COM-pu-ter is not the standard pattern: com-PU-ter /kəmˈpjuːtər/. Read: The invention brings benefits to computer users.
    After the first reading, Ss identify one point to correct and read again.

c) Expected outcomes

Teacher assessment (10 points):

  • Correct stress focus, 'Stress in two- and three-syllable words' (4 points; 2 points if inconsistent)
  • Clear pronunciation of sounds and syllables (3 points; 1–2 points if hard to understand)
  • Rhythm and intonation suitable for the sentence (2 points; 1 point if mechanical)
  • Self-correction of one point after the first reading (1 point)
    Accept standard British or American variants.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and the rubric: 'Read the words and the two sentences aloud twice. After the first reading, find one thing to improve.'

    Students

    Ss look at the text and silently mark the stressed syllables.

  2. Teacher

    Step 2: Task performance

    T listens to a few Ss individually and gives feedback quietly. T writes the rubric points on the board.

    Students

    Ss read in pairs: one reads, the partner listens and checks the stress. Then they switch roles.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read the sentence 'The invention brings benefits to computer users' in front of the class and asks the class to give feedback using the rubric.

    Students

    Volunteers read. Classmates give comments, for example: 'You stressed COM-pu-ter correctly.' or 'Try to pause after brings.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the scores for the volunteers and confirms the stress patterns. T reminds Ss to practise the words at home.

    Students

    Ss record their self-assessment score in their notebooks.

Activity 4: Application · 9 minutes

My Favourite Invention

a) Aims

Ss use the target grammar and vocabulary to describe an invention they use, and speak about it in a short personalised presentation.

b) Content

Ss work in groups of four. Each S chooses one invention (e.g., a phone, a calculator, the Internet) and writes five sentences about it:

  • one past continuous + past simple sentence
  • one present perfect sentence with a time expression (so far, twice, three times)
  • one sentence with a gerund after a preposition (useful for...)
  • one sentence with a to-infinitive of purpose (to...)
  • one sentence with an -ed/-ing adjective (interested / interesting)
    Each S then tells the group about the invention in 30 seconds, using at least three target sentences. Groups choose the most useful invention.

c) Expected outcomes

Each S writes five personalised sentences in English and gives a 30-second oral presentation. Example product:

  • While I was studying for the test, my phone stopped working.
  • We have used this app three times so far.
  • This invention is useful for saving time.
  • I bought it to record my lectures.
  • I was interested in the new design because it was so interesting.
    The group chooses one invention and the S who spoke most accurately is recognised.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows an example. T says: 'Write five sentences with the structures we studied. Then tell your group about your invention in 30 seconds.'

    Students

    Ss listen and ask questions if the instructions are unclear.

  2. Teacher

    Step 2: Task performance

    T monitors groups, offers help with word choice and checks that each S uses all five structures.

    Students

    Ss write their sentences individually (three minutes), then take turns speaking in groups. Each S speaks for about 30 seconds.

  3. Teacher

    Step 3: Report and discussion

    T invites one or two groups to share the most interesting invention with the class and asks: 'Why is this invention useful?'

    Students

    A group reports: 'Our group chose the calculator. It is useful for doing maths quickly, and we have used it three times this week.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate and creative sentences and reminds Ss of the main points: past continuous for background, present perfect for experience, gerunds after prepositions, to-infinitives for purpose, -ed/-ing adjectives for feelings and causes. T assigns the homework.

    Students

    Ss record the feedback and the corrected sentence in their notebooks.

Worksheets

Worksheet 1: Grammar Check

Choose the correct answer (A, B, C or D) for each sentence. Then explain your choice in one sentence.

    1. While we ___ books, the phone rang.
      A. were sorting B. sorted C. are sorting D. have sorted
    1. We were waiting when the organiser ___.
      A. was arrive B. arrives C. has arrive D. arrived
    1. I felt ___ after the long but rewarding day.
      A. tire B. tires C. tired D. tiring
    1. The instructions helped everyone; they were ___.
      A. using B. useful C. useless D. use
    1. We ___ the prototype three times so far.
      A. have tested B. tested yesterday C. are test D. has tested
    1. Mai ___ the battery yesterday.
      A. has replaced yesterday B. replace C. is replace D. replaced
    1. This device is useful for ___ short notes.
      A. to record B. recorded C. recording D. record
    1. We use a timer ___ study breaks.
      A. plan to B. to plan C. planning D. planned

Homework

  • Write a short paragraph (about 80 words) about an invention you use every day. Use at least one past continuous sentence, one present perfect sentence with so far or twice, one gerund after a preposition, and one to-infinitive of purpose.
  • Read aloud the two pronunciation sentences from class twice: first slowly, then at a natural pace. Mark the stressed syllables in each word and self-check with the 10-point rubric.
  • Log in to neoedu.vn/learn/10/english/review-2-language and complete the interactive exercises on the past continuous, present perfect and gerund/to-infinitive. Note any mistakes and write the correct rule next to each one.
  • Prepare to share your paragraph with a partner at the start of the next lesson.

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