Tiếng AnhLớp 10Phần 10. Unit 8: New ways to learn

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify speaker intentions (asking, instructing, refusing, confirming) in the opening conversation.
explain the difference between defining and non-defining relative clauses and choose who, which, whose or that correctly.
use the topic vocabulary (blended learning, face-to-face, download, distraction, feedback, access) to talk about ways of learning.
pronounce content words with main stress in short sentences such as 'We DOWNLOAD the NOTES before CLASS.'

2. Competences

a) General competences

Self-control and independent learning: Ss read the conversation and the grammar notes on their own first, note one question, and check their own answers against the key before the class discussion.
Communication and collaboration: Ss work in pairs to share their learning preferences, correct each other's answers and report the results to the class in clear English.
Problem-solving and creativity: Ss decide which relative pronoun fits each sentence, explain the reason, and build their own short paragraph about a blended learning approach.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss follow the opening exchange, state the speaker's intention, discuss learning preferences orally and write three to four sentences about a preferred learning mode.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six topic words correctly, apply the rules of relative clauses in exercises, and stress content words in sentences.

3. Personal qualities

Diligence: Ss complete all matching, grammar and writing tasks within the time limit and check their work carefully.
Responsibility: Ss read the source material before class, note one question for discussion, and complete the homework on time.
Honesty: Ss mark their own answers truthfully against the key and report any part they have not understood.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector and slides with the opening conversation, the relative clause examples and the vocabulary list
Worksheets No. 1 and No. 2 (printed or projected)
Answer key for the practice exercises
NeoEdu online lesson page with interactive exercises: neoedu.vn/learn/10/english/unit-8-getting-started (use the interactive exercises in the Practice activity)

2. Students

Student's book (Unit 8, Getting Started)
Notebook, pen, pencil and highlighter (to mark stressed words)
Access to a phone or computer to open the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: How Do You Learn Best?

a) Aims

Ss activate their prior knowledge of online and face-to-face learning and get ready for the unit topic 'New ways to learn'.

b) Content

Ss answer the questions in pairs:

How do you usually study outside class?
Do you prefer learning online or face-to-face? Why?
What are the advantages and disadvantages of online learning?
T writes the words 'online', 'face-to-face' and 'blended' on the board and asks Ss to predict their meanings.

c) Expected outcomes

Each pair lists at least one advantage and one disadvantage of each mode. Example: Online learning saves travel time but needs a stable internet connection. Face-to-face discussion makes it easier to ask questions right away. Ss also state their preference in one sentence, for example: I prefer face-to-face discussion because I can ask follow-up questions immediately.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the three questions on the board and asks Ss to discuss them with a partner for one minute. T says: 'Think about your own study habits, not what you think is correct.'
Students
Ss read the questions silently and get ready to talk.
Teacher
Step 2: Task performance
T walks around, listens to pairs and helps with vocabulary they need (for example, 'travel time', 'interaction').
Students
Pairs discuss the questions and note their ideas. Expected answer: 'Online learning saves travel time, but I sometimes get distracted at home.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their answers and writes key ideas on the board under the headings 'Online' and 'Face-to-face'.
Students
Representatives report. Expected answer: 'Face-to-face is better because we can ask questions immediately.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: 'Today we will read a short conversation about a blended approach, which combines online and face-to-face learning. This is the topic of the unit.' T writes the title 'New ways to learn' on the board.
Students
Ss copy the title and the key words into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Speaker Intentions in the Opening Exchange

a) Aims

Ss follow the opening exchange, identify the speaker's intention behind each line and use the language to talk about study routines.

b) Content

Ss listen to the recording (or read silently) and answer the questions in Worksheet No. 1:

A: First, open the class page and choose Resources.
B: Should I complete the conclusion now?
A: No. Download the reading and note one question. We will discuss it tomorrow.
B: So I read first and write the conclusion after discussion.
A: Exactly.
Questions: What does A want B to do first? What is B's intention in 'Should I complete the conclusion now?' What does A's 'No' do? What does B's last line show?

c) Expected outcomes

Expected answers:

Speaker A instructs B to open the class page and choose Resources.
B asks for permission or checks the instruction ('Should I complete the conclusion now?').
A refuses the request and gives a new instruction: download the reading, note one question, and discuss it tomorrow.
B confirms the order of tasks: read first, then write the conclusion after discussion.
A confirms with 'Exactly'.
Key idea: Ss can state the intention of each line (instruct, ask for confirmation, refuse, confirm).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 and says: 'Read the conversation again and tell me what each speaker wants to do, not only what they say.' T plays the recording once or reads the lines aloud.
Students
Ss read the conversation and the questions in Worksheet No. 1.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, one reading A and one reading B, and to write the intention beside each line.
Students
Pairs read the dialogue and write answers. Expected answers: 'A is giving instructions', 'B is asking for permission', 'A is refusing and correcting the order'.
Teacher
Step 3: Report and discussion
T calls on two pairs to read their answers aloud and asks the class: 'Do you agree? Why?'
Students
Ss present and listen to each other. Possible answer: 'B is checking the order because he or she is not sure whether to write the conclusion first.'
Teacher
Step 4: Conclusion and assessment
T confirms the intentions on the board: instruct, ask for confirmation, refuse, agree. T adds: 'Recognising the intention helps you understand the purpose of a conversation.'
Students
Ss copy the intentions and the key sentence patterns into their notebooks.

Activity 2.2: Knowledge formation · 9 minutes

Relative Clauses: Meaning before Form

a) Aims

Ss explain the difference between defining and non-defining relative clauses and identify the correct use of who, which, whose and that.

b) Content

T writes the examples on the board and asks Ss to work in groups of four and answer Worksheet No. 2, Part A:

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.
Mai, who sits near me, shares her notes.
Questions: Why is there no comma in the first sentence? Why are there commas around 'who sits beside me'? Can we use 'that' after a comma? Why is 'not the app which it helps me' wrong?

c) Expected outcomes

Expected answers:

The first sentence has a defining clause: it identifies which student, so no comma is used.
The second sentence has a non-defining clause: it adds information about Lan, so commas are used.
'That' cannot follow a comma in a non-defining clause.
'Which it helps me' repeats the subject. The correct form is 'the app which helps me' (or 'that helps me').
Rule summary written by Ss: who = people; which = things; whose = possession; that can replace who/which only in defining clauses; never repeat the subject.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four examples on the board and says: 'Look at the meaning first, then the form. Ask yourselves: does the clause identify the noun or add extra information?'
Students
Ss read the examples and prepare to discuss in groups of four.
Teacher
Step 2: Task performance
T monitors the groups, guides them with questions such as 'Is Lan already identified without the clause?' and checks the rules in the grammar notes.
Students
Groups discuss and complete the rule summary in Worksheet No. 2. Expected answer: 'Lan is already known, so the clause adds extra information and needs commas.'
Teacher
Step 3: Report and discussion
T asks one group to present the difference between the two types and another group to explain the 'subject' error.
Students
Groups present. Expected answer: 'The defining clause is needed to know which student. We do not write which it helps me because it repeats the subject.'
Teacher
Step 4: Conclusion and assessment
T writes the rule summary on the board: defining clause = no comma, that possible; non-defining clause = commas, no that; who for people, which for things, whose for possession. T reminds Ss not to repeat the subject.
Students
Ss copy the rule summary and mark the examples in their notebooks.

Activity 2.3: Knowledge formation · 7 minutes

Topic Vocabulary and Sentence Stress

a) Aims

Ss use six topic words correctly and stress the content words of a sentence when speaking.

b) Content

Part 1: Ss match the words with their meanings:

blended learning (học kết hợp)
face-to-face (trực tiếp)
download (tải xuống)
distraction (sự xao nhãng)
feedback (phản hồi)
access (truy cập)
Part 2: T models the sentence 'We DOWNLOAD the NOTES before CLASS.' and the contrast 'I downloaded the NOTES, not the video.' Ss repeat and mark the stressed words.

c) Expected outcomes

Vocabulary answers: blended learning = học kết hợp; face-to-face = trực tiếp; download = tải xuống; distraction = sự xao nhãng; feedback = phản hồi; access = truy cập.
Stress: content words (DOWNLOAD, NOTES, CLASS) carry the main stress; function words (the, before) are weak. In the contrast sentence, NOTES is stressed to correct the information (not the video).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the six words and their meanings in jumbled order and asks Ss to match them. T says: 'Work quickly; you have two minutes.'
Students
Ss read the words and write the matches in their notebooks.
Teacher
Step 2: Task performance
T models the sentences with stress, first without emphasis and then with emphasis, and asks Ss to listen. T then asks Ss to repeat in chorus and then in pairs.
Students
Ss listen, repeat and mark the stressed words. Expected answer: 'DOWNLOAD and NOTES are louder and longer than the.'
Teacher
Step 3: Report and discussion
T asks several Ss to read the matches aloud and to say the contrast sentence with the stress on NOTES. T asks: 'What information is corrected by the stress?'
Students
Ss answer. Expected answer: 'The stress corrects the object: notes, not the video.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss that capitals in the book show stress, not shouting. T asks Ss to use the new words in one sentence each.
Students
Ss write down the correct pronunciation of 'blended learning' and 'face-to-face' with stress marks.

Activity 3: Practice · 9 minutes

Choosing the Correct Relative Pronoun

a) Aims

Ss choose the correct relative pronoun in context and explain the reason for their choice.

b) Content

Ss complete Worksheet No. 2, Part B (Exercises 3 to 5) individually, then check with a partner. Then they practise the interactive exercises on the NeoEdu page.
3. The teacher ___ leads our group is helpful. A. who B. which C. whose D. where
4. This is the app ___ I use for vocabulary. A. who B. whose C. when D. which
5. Mai, ___ sits near me, shares her notes. A. whose B. which C. who D. that

c) Expected outcomes

Answers:

Exercise 3: A (who). 'Who' refers to a person and is the subject.
Exercise 4: D (which). 'Which' refers to a thing. 'That' would also be valid if offered.
Exercise 5: C (who). A non-defining clause for a person uses 'who', not 'that'.
Ss also write one sentence about their own classmates using a defining clause and one using a non-defining clause, for example: My friend who lives near school always helps me with homework.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the three sentences and says: 'Identify the noun the clause refers to and decide whether the clause is defining or non-defining.'
Students
Ss read the sentences and prepare to choose the answers.
Teacher
Step 2: Task performance
T asks Ss to work individually for three minutes, then check with a partner. T opens the NeoEdu page for a quick self-check if the class has access.
Students
Ss choose answers and write a reason for each. Expected answer for Exercise 4: 'The noun is app, which is a thing, so which is correct.'
Teacher
Step 3: Report and discussion
T asks three Ss to read the sentences with the correct answers and to give the reason. T clarifies any mistakes.
Students
Ss present their answers and the reasons. Expected answer: 'In Exercise 5, Mai is a person and the clause is non-defining because it has commas, so who is correct.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and writes the pattern on the board: person = who; thing = which; possession = whose; non-defining = commas and no that.
Students
Ss correct their work and note the pattern in their notebooks.

Activity 4: Application · 8 minutes

Writing about My Preferred Way to Learn

a) Aims

Ss use the topic vocabulary and relative clauses to write a short paragraph about their own preferred way of learning, following the structure of the model text.

b) Content

Ss write three to four sentences in the model structure:

Sentence 1: state your preferred way of learning (topic sentence).
Sentence 2: one benefit with a defining or non-defining relative clause.
Sentence 3: one limitation or a condition.
Sentence 4: your preference with the phrase 'I prefer a blend...'.
Then Ss read their paragraph to a partner and give feedback.

c) Expected outcomes

Sample product:
I prefer blended learning. Online lessons, which save travel time, let me review at home, but they depend on a stable internet connection. My classmate who sits next to me often explains difficult lessons in class. I prefer a blend: a short reading before class and discussion in class.
Ss' paragraphs should include at least one defining clause, one non-defining clause, and two topic words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four-part structure on the board and shows the sample product. T says: 'Use at least one defining and one non-defining relative clause, and at least two topic words.'
Students
Ss read the structure and the sample, then choose their own learning preference.
Teacher
Step 2: Task performance
T walks around, checks the use of relative pronouns and helps Ss with the word order. Ss who finish early exchange their paragraphs with a partner.
Students
Ss write their paragraphs in five minutes. Expected answer: 'I prefer face-to-face learning. Teachers, who can answer questions immediately, help me understand difficult topics.'
Teacher
Step 3: Report and discussion
T calls on three to four Ss to read their paragraphs aloud and asks the class to identify the relative clauses.
Students
Ss read aloud and classmates identify the clauses. Expected answer: 'The clause who can answer questions immediately is a defining clause.'
Teacher
Step 4: Conclusion and assessment
T praises accurate use of relative clauses and topic words and corrects common errors (repeated subject, comma with that). T sets the homework.
Students
Ss note the corrections in their notebooks and listen to the homework instructions.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Speaker Intentions
Read the conversation and answer the questions.
A: First, open the class page and choose Resources.
B: Should I complete the conclusion now?
A: No. Download the reading and note one question. We will discuss it tomorrow.
B: So I read first and write the conclusion after discussion.
A: Exactly.

Q1: What does A want B to do first?
Q2: What is B's intention in 'Should I complete the conclusion now?'
Q3: What does A's 'No' do?
Q4: What does B's last line show?
Q5: Write the intention of A's line 'Exactly.'

Phiếu học tập số 2

Part A: Meaning before Form

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.
Mai, who sits near me, shares her notes.
Questions:
Why is there no comma in sentence 1?
Why are there commas around 'who sits beside me' in sentence 2?
Can we use 'that' after a comma? Why?
Complete the rule: who is used for ___; which is used for ___; whose is used for ___.

Part B: Choose the correct answer.
3. The teacher ___ leads our group is helpful. A. who B. which C. whose D. where
4. This is the app ___ I use for vocabulary. A. who B. whose C. when D. which
5. Mai, ___ sits near me, shares her notes. A. whose B. which C. who D. that

Homework

Read the topic preview paragraph: 'Online learning saves travel time and allows review, but it can reduce immediate interaction and depends on access. Face-to-face discussion makes it easier to ask follow-up questions, though some learners need more time to prepare. I prefer a blend: a short source sheet before class and discussion in class, with printed alternatives available.' Then answer the following questions in complete English sentences:
- What is the purpose of the paragraph?
- Which words show the writer's preference?
- Identify one defining and one non-defining relative clause, if any, and explain why commas are or are not used.
- Suggested answer for the last item: 'The paragraph has no relative clause; it uses a clause with although-type contrast.' (Teacher checks the answer on the next lesson.)
  Write a final paragraph of four to five sentences about your own learning habit, using at least one relative clause and two topic words from the lesson.
  Prepare one question about the reading for the next class discussion, and write it in your notebook.

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