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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 11. Review 3

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • form and use the modal passive (modal + be + past participle) and its negative form
    • form and use comparatives and superlatives, including irregular forms, with a clear criterion
    • identify and use defining and non-defining relative clauses with who, which, whose and that
    • pronounce multi-syllable words with correct word stress and read sentences with stressed content words and contrastive stress

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the language from memory without notes, then check and correct their own errors using the explanations.
  • Communication and collaboration: Ss work in pairs and teams to complete tasks, share answers, and give respectful feedback on pronunciation and writing.
  • Problem-solving and creativity: Ss diagnose the cause of their own mistakes and create a short leaflet about gender equality using the target structures.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to model sentences, speak in pairs about fair treatment in jobs, and write a short leaflet.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the modal passive, comparatives and superlatives, relative clauses, and word and sentence stress accurately.

3. Personal qualities

  • Diligence: Ss finish all exercises, including the self-check, and rewrite every sentence they got wrong.
  • Responsibility: Ss take turns as team leader or checker so that every member speaks and contributes to the team score.
  • Kindness: Ss give polite, constructive feedback when a peer mispronounces a word or makes a grammar error.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the sample sentences, the answer key and the grammar summary
  • Whiteboard and markers
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Set of sentence cards for the sorting activity
  • NeoEdu learning page: neoedu.vn/learn/10/english/review-3-language (lesson notes, examples and interactive exercises)
  • Timer

2. Students

  • Student's book Global Success 10, notebook and pen
  • Pencil and eraser
  • Mobile phone or laptop to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: What Makes a Fair Job?

a) Aims

  • Ss activate their ideas about gender equality in the workplace.
  • Ss recall the passive form with a modal verb.

b) Content

T asks: 'What makes a good job applicant?' Ss brainstorm in pairs. T then writes the sentence 'Every applicant should be assessed fairly.' on the board and asks: 'Which words show the passive?'

c) Expected outcomes

  • A brainstormed list of qualities (e.g., skills, experience, honesty, teamwork).
  • Expected answer: 'should be assessed' = modal + be + past participle; the applicant receives the action.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss: 'What makes a good job applicant?' and gives 1 minute for pairs to brainstorm.

    Students

    Ss think in pairs and call out ideas such as skills, experience, honesty and teamwork.

  2. Teacher

    Step 2: Task performance

    T writes Ss' ideas on the board, then writes 'Every applicant should be assessed fairly.' and asks: 'Which verb form comes after should?'

    Students

    Ss look at the sentence and notice 'be assessed' (be + past participle).

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share their list and explain the meaning of the sentence.

    Students

    Ss answer, e.g., 'Applicants should be judged fairly, based on their skills.'

  4. Teacher

    Step 4: Conclusion and assessment

    T links the warm-up to the lesson: today we review the modal passive, comparisons, relative clauses and pronunciation. T writes the title 'Review 3 – Language' on the board.

    Students

    Ss write the title and the lesson aim in their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Modal Passive: Form and Use

a) Aims

  • Ss recall the form of the modal passive in affirmative and negative sentences.
  • Ss explain when the passive is used.

b) Content

Ss look at four sentences: 'Every applicant should be assessed fairly.' / 'Safety rules must be followed by everyone.' / 'A job must not be reserved for one gender.' / 'Applicants can be contacted by email.'
Ss complete Part A of Worksheet 1 in pairs, answering: 'Who does the action? Who receives it? Is the agent mentioned?'

c) Expected outcomes

Completed Worksheet 1, Part A:

  • Affirmative: subject + modal (should / must / can) + be + past participle
  • Negative: subject + modal + not + be + past participle (e.g., must not be reserved)
  • Use: the passive focuses on the action and the receiver; the agent is unknown or unimportant.
  • Key note: equality means fair access and treatment, not identical interests or skills.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four sentences on the slide and distributes Worksheet 1. T asks pairs to complete Part A within 3 minutes.

    Students

    Ss read the sentences and receive Worksheet 1, Part A.

  2. Teacher

    Step 2: Task performance

    T circulates and prompts: 'Who does the action? Who receives it?' T checks the negative form and the verb after be.

    Students

    Ss discuss in pairs and fill in the form, the negative form and the use box.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their answers and writes correct forms on the board.

    Students

    Ss answer, e.g., 'S + modal + be + past participle' and 'The agent is not mentioned because it is unknown or not important.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure and highlights the common error 'be assess' → 'be assessed'. T reminds Ss that equality means fair access and treatment, not identical interests or skills.

    Students

    Ss correct their worksheets and copy the key structure into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Comparatives and Superlatives

a) Aims

  • Ss recall the forms of comparatives and superlatives, including irregular ones.
  • Ss explain why a comparison needs a criterion.

b) Content

T shows: 'This plan is more effective than the old one.' / 'Of the three routes, this is the shortest.' / 'Good – better – best; bad – worse – worst.' T asks: 'Is a cheaper programme automatically more effective?' Ss complete Part B of Worksheet 1 in pairs (think – pair – share).

c) Expected outcomes

Completed Worksheet 1, Part B:

  • Short adjective: adj + -er + than; the + adj + -est (e.g., short → shorter, the shortest)
  • Long adjective: more + adj + than; the most + adj (e.g., more effective than, the most effective of the three)
  • Irregular: good – better – best; bad – worse – worst
  • Do not double-mark: not 'more better'
  • A comparison needs a criterion: a cheaper programme is not automatically more effective.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentences and the question on the board and gives Ss 1 minute to think individually.

    Students

    Ss read the sentences and think about the answer to the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to pair up and complete Part B of Worksheet 1, then to compare with another pair.

    Students

    Ss discuss, complete the table and check the irregular forms.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read out the completed forms and asks: 'Why is not more better wrong?'

    Students

    Ss answer, e.g., 'Better already means more good, so more is not needed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T stresses that a comparison must state a criterion, and writes on the board: 'A cheaper programme is not automatically more effective.'

    Students

    Ss write the key forms and the note about criteria in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Relative Clauses: Who, Which, Whose and That

a) Aims

  • Ss distinguish defining and non-defining relative clauses.
  • Ss choose the correct relative pronoun and avoid repeating the subject.

b) Content

Ss work in teams of 4. Each team sorts the sentence cards from Worksheet 2 into 'defining' and 'non-defining' groups, then decides which pronoun is correct: who, which, whose or that. Examples: 'The student who lent me a tablet is absent.' / 'Lan, who sits beside me, shared her notes.' / 'This is the app which I use for vocabulary.' / 'The app which it helps me...' (error to correct).

c) Expected outcomes

Completed Worksheet 2 (answer key):

  • Defining: The student who lent me a tablet is absent. (who for people; no commas)
  • Non-defining: Lan, who sits beside me, shared her notes. (commas; that cannot replace who here)
  • Defining: This is the app which I use for vocabulary. (which for things; that is also possible in a defining clause)
  • Error correction: 'The app which it helps me...' → 'The app that helps me...' (do not repeat the subject)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and card sets to each team and explains the two groups.

    Students

    Ss receive the cards and the worksheet.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Is there a comma? Does the clause give essential information?'

    Students

    Ss sort the cards, choose the pronouns and correct the repeated subject.

  3. Teacher

    Step 3: Report and discussion

    T asks one member from each team to present one defining and one non-defining sentence.

    Students

    Ss present, e.g., 'The student who lent me a tablet is defining because it identifies which student.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board: who (people), which (things), whose (possession), that (defining only), and no repeated subject.

    Students

    Ss copy the summary and note the errors they made.

Activity 2.4: Knowledge formation · 10 minutes

Pronunciation: Word Stress and Sentence Stress

a) Aims

  • Ss mark and pronounce the stressed syllables in multi-syllable words.
  • Ss stress content words and recognise contrastive stress in sentences.

b) Content

T models and drills: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age; inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty. Ss read the sentences: 'We encourage students to determine their own goals.' / 'International cooperation creates educational opportunities.' / 'We DOWNLOAD the NOTES before CLASS.' Then T contrasts: 'I downloaded the NOTES, not the video.' Ss say what information is corrected. Ss then check on the NeoEdu page exercise.

c) Expected outcomes

  • Words with stress marked: GEN-er-ous, DIF-fi-cult, de-TER-mine, en-COUR-age, inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty
  • Contrastive stress on NOTES corrects the object (notes, not the video).
  • Ss read sentences with weak function words (the, before) and strong content words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the words on the board with stress marks and asks Ss to listen and repeat in chorus.

    Students

    Ss listen and repeat the words in chorus.

  2. Teacher

    Step 2: Task performance

    T reads the three sentences and asks Ss to underline the content words. T then reads the contrast sentence and asks what is corrected.

    Students

    Ss underline the stressed words and practise reading in pairs, then answer: 'The video was corrected; the notes were downloaded.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read one sentence each and gives feedback on stress and rhythm.

    Students

    Ss read aloud. Peers comment politely on the stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss: do not shout capitals; keep unstressed vowels short; practise words in phrases.

    Students

    Ss note the stress rules in their notebooks.

Activity 3.1: Practice · 12 minutes

Board Race: Passive and Comparison

a) Aims

  • Ss apply the modal passive and comparative/superlative forms in exercise items 1–8.
  • Ss explain the correct answer.

b) Content

Teams of 4 play a board race. Each member goes to the board in turn to answer one item from the exercise set:

  1. Every application should ___ fairly. A. be assessed B. assess C. be assess D. assessed
  2. Safety rules must ___ by everyone. A. follow B. be following C. followed D. be followed
  3. This opportunity should not ___ to one gender. A. be limit B. limiting C. be limited D. limit
  4. Applicants can ___ by email. A. contacting B. be contacted C. contact D. be contact
  5. This plan is ___ than the old one. (effective) A. more effective B. most effective C. effective more D. the effective
  6. Of the three routes, this is ___. (short) A. shorter B. more short C. short D. the shortest
  7. The new leaflet is ___ to read than the old one. (easy) A. easiest B. easy C. easier D. more easier
  8. This is ___ result we have achieved. (good) A. more good B. the best C. the better D. goodest

c) Expected outcomes

Answer key:

  1. A – A modal passive requires be + past participle.
  2. D – Rules receive the action.
  3. C – The negative modal passive keeps be limited.
  4. B – Applicants receive contact.
  5. A – A longer adjective uses more + adjective + than.
  6. D – A three-item group needs the superlative.
  7. C – Easy changes y to i and adds -er.
  8. B – Good has the irregular superlative best.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into teams and explains the rules: one member per team goes to the board per item; the team checks the answer together.

    Students

    Ss form teams and line up at the board.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud and times 30 seconds per item. T awards points for correct answers and explanations.

    Students

    Ss write their answers on the board; the next member checks and gives a reason.

  3. Teacher

    Step 3: Report and discussion

    T asks a team representative to explain 2 answers, e.g., items 3 and 6.

    Students

    Ss explain, e.g., 'Item 3 needs be limited because the modal passive has a receiver.'

  4. Teacher

    Step 4: Conclusion and assessment

    T announces the winning team and gives the answer key, highlighting the errors 'be assess' and 'more easier'.

    Students

    Ss check and correct their own answers in their notebooks.

Activity 3.2: Practice · 12 minutes

Retrieve and Diagnose

a) Aims

  • Ss retrieve the language independently for items 9–10 and re-do any item they missed.
  • Ss diagnose their own errors using the explanations.

b) Content

Ss work individually without notes to answer:
9. The teacher ___ leads our group is helpful. A. who B. which C. whose D. where
10. This is the app ___ I use for vocabulary. A. who B. whose C. when D. which
Then Ss re-do any item from the Board Race they missed, and write in their notebooks: the error, the rule and the corrected form.

c) Expected outcomes

    1. A – Who refers to a person and is the subject of the clause.
    1. D – Which refers to a thing (the app).
  • Diagnosis record: for each error, Ss write 'My answer / Rule / Correct form' (e.g., 'more easier / comparative of easy is easier / easier').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to close their books and notes and answers items 9 and 10 individually within 2 minutes.

    Students

    Ss work individually and write their answers on paper.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check their missed items from the Board Race and write a diagnosis record.

    Students

    Ss re-do missed items, then write error, rule and correct form.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap papers with a partner and explain one answer using the grammar rule.

    Students

    Ss compare answers in pairs and explain: 'Who is for people, which is for things.'

  4. Teacher

    Step 4: Conclusion and assessment

    T collects a few diagnosis records and highlights the most common errors on the board.

    Students

    Ss revise their records and note the rule that helps them most.

Activity 4: Application · 12 minutes

Gender Equality Leaflet

a) Aims

  • Ss use the modal passive, comparatives, superlatives and relative clauses in a real-life context.
  • Ss pronounce their leaflet sentences with correct stress.

b) Content

Groups of 4 create a short leaflet (5–6 sentences) for a gender equality programme run by an international organisation in Viet Nam. The leaflet must include at least one modal passive (affirmative or negative), one comparative, one superlative, and one defining or non-defining relative clause. Each group reads its leaflet aloud, then the class takes a gallery walk and gives one comment.

c) Expected outcomes

A leaflet sample:

  • Every applicant should be assessed fairly, and a job must not be limited to one gender.
  • Our programme is more effective than traditional training because it builds skills for everyone.
  • It is the most useful workshop of the year for students, who can learn new skills together.
  • Participants whose ideas are shared can take part in the final competition.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the leaflet task, the required structures and the time limit (8 minutes). T shows the criteria on the slide.

    Students

    Ss read the criteria and choose a topic in their groups.

  2. Teacher

    Step 2: Task performance

    T monitors and helps with structure and stress, and reminds groups to check each relative pronoun.

    Students

    Ss write their leaflet, check the structures and practise reading aloud.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to read its leaflet aloud and invites peers to comment on the grammar and stress.

    Students

    Ss read aloud and give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective structures and gives brief feedback, then reminds Ss that equality means fair access and treatment.

    Students

    Ss note feedback and revise their leaflet for homework.

Worksheets

Phiếu học tập số 1

Part A: Modal passive

  • Affirmative form: subject + ___ + be + ___
  • Negative form: subject + modal + ___ + be + past participle
  • Use: The passive focuses on the ___ and the ___; the agent is unknown or unimportant.
  • Example: Every applicant should be assessed fairly. → Who does the action? ___ Who receives it? ___

Part B: Comparatives and superlatives

  • Short adjective: adj + ___ + than; the + adj + ___ (e.g., short)
  • Long adjective: ___ + adj + than; the most + adj + ___ (e.g., effective)
  • Irregular: good – ___ – best; bad – worse – ___
  • Error to avoid: 'not more better' → ___
  • Question: Is a cheaper programme automatically more effective? Why or why not? ___

Phiếu học tập số 2

Sort the sentences into two groups: Defining clause / Non-defining clause. Then choose the correct pronoun (who, which, whose, that).

  • The student ___ lent me a tablet is absent.
  • Lan, ___ sits beside me, shared her notes.
  • This is the app ___ I use for vocabulary.
  • The teacher ___ leads our group is helpful.
  • The app which it helps me... → Correct the sentence by removing the repeated subject: ___

Answer key:

  • Defining: The student who lent me a tablet is absent. / This is the app which I use for vocabulary. / The teacher who leads our group is helpful.
  • Non-defining: Lan, who sits beside me, shared her notes.
  • Correction: The app that helps me...

Homework

  • Write 5 sentences about equality: at least 2 modal passive sentences (1 affirmative, 1 negative), 2 comparatives or superlatives with a stated criterion, and 1 defining and 1 non-defining relative clause.
  • Finish and revise the gender equality leaflet, then read it aloud and check the stress in each multi-syllable word (e.g., en-COUR-age, edu-CA-tion-al).
  • Use the interactive exercises on the NeoEdu page (neoedu.vn/learn/10/english/review-3-language) to retrieve the language without notes, then write down any error and its rule in your notebook.

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