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

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use sentence stress to highlight content words and contrast information in spoken sentences.
  • Distinguish defining and non-defining relative clauses and explain how commas change their meaning.
  • Choose who, whom, which, whose and that correctly, and avoid repeating the subject inside a relative clause.
  • Use the six topic words of the unit (blended learning, face-to-face, download, distraction, feedback, access) in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the practice exercises on their own, check answers against the key, and note their own mistakes.
  • Communication and collaboration: Ss work in pairs and groups to compare their answers, read sentences aloud with correct stress, and give feedback to each other.
  • Problem-solving and creativity: Ss decide which relative pronoun fits each sentence and create their own sentences about learning tools.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read contrastive sentences, explain the corrected information, and speak and write short descriptions of learning tools with relative clauses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply sentence stress, use the unit vocabulary, and use defining and non-defining relative clauses accurately.

3. Personal qualities

  • Diligence: Ss prepare the vocabulary list and complete all exercises before checking answers.
  • Responsibility: Ss take turns in pair work and check their partner's sentence stress and grammar honestly and constructively.
  • Honesty: Ss report their real study habits, such as downloading notes or losing focus because of distraction, when they describe their learning tools.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook Tiếng Anh 10 (Global Success), Unit 8 Language
  • Projector or interactive board, audio recording of the model sentences
  • Board markers, flashcards with the six topic words
  • NeoEdu online lesson page (neoedu.vn/learn/10/english/unit-8-language): lesson presentation, examples and interactive exercises
  • Worksheets No. 1 and No. 2 (printed or projected)

2. Students

  • Textbook, notebook, pen, pencil
  • Worksheets No. 1 and No. 2 (pair work)
  • Smartphone or tablet to access the NeoEdu lesson page (if available)

III. Procedures

Activity 1: Warm-up · 10 minutes

Blended learning or face-to-face?

a) Aims

Ss activate their prior knowledge about ways of learning and become familiar with the six topic words of the unit.

b) Content

T asks Ss: 'Do you prefer face-to-face classes or blended learning? Why?' Ss discuss in pairs for two minutes. T writes the six new words on the board: blended learning (học kết hợp), face-to-face (trực tiếp), download (tải xuống), distraction (sự xao nhãng), feedback (phản hồi), access (truy cập). Ss read the words aloud after T.

c) Expected outcomes

Each pair gives at least one reason for its choice, for example: 'I can download the lesson notes at home, but I sometimes get distraction from my phone.' Ss copy the six words and their meanings into their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question on the board and asks: 'Do you prefer face-to-face classes or blended learning? Why?' T gives Ss two minutes to discuss in pairs.

    Students

    Ss read the question, think about their own experience and discuss with a partner.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to pairs and helps them with words they need. T writes the six topic words on the board and models pronunciation.

    Students

    Ss discuss in pairs and repeat the six words after T. Ss copy the words and meanings into their notebooks.
    Possible answer: 'I like blended learning because I can access the lessons anytime, but face-to-face classes help me get feedback quickly.'

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to share their answers. T asks: 'What is the difference between blended learning and face-to-face?'

    Students

    Two or three pairs report. Possible answer: 'Blended learning mixes online lessons and classroom lessons; face-to-face learning is only in the classroom.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, praises good reasons and introduces the lesson aim: 'Today we will learn how to say sentences clearly and how to join ideas with relative clauses.'

    Students

    Ss listen and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Sentence stress and contrast

a) Aims

Ss recognise the stressed content words in a sentence and understand how contrast changes the focus and the corrected information.

b) Content

T plays the model sentence 'We DOWNLOAD the NOTES before CLASS.' Ss listen and mark the stressed words. T then plays 'I downloaded the NOTES, not the video.' Ss read both versions and explain which information is corrected. Ss complete Worksheet No. 1 in pairs.

c) Expected outcomes

Ss identify the stressed words DOWNLOAD, NOTES and CLASS, while the, before and the other function words are weaker.
In the contrast sentence, the stressed word NOTES shows the correction: the speaker downloaded the notes, not the video.
Key point: capitals in the text show stressed words, not loud speaking.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the sentence. Mark the words you hear as the strongest. Remember, the capital letters show stress, not shouting.' T gives Worksheet No. 1 to pairs.

    Students

    Ss listen to the sentence and get ready to mark the strongest words in Worksheet No. 1.

  2. Teacher

    Step 2: Task performance

    T plays the first recording twice, pauses and models the sentence. T asks: 'Which words are the strongest? Which words are weak?' Then T plays the contrast sentence and asks: 'What information is corrected?'

    Students

    Ss mark the stressed words. Possible answer: 'DOWNLOAD, NOTES and CLASS are strong; the and before are weak.' Ss answer: 'The speaker corrects the object. It was the notes, not the video.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read both sentences aloud, stressing the correct words. T asks the class to comment on each pair's stress.

    Students

    Two or three pairs read aloud. The class gives feedback, for example: 'You stressed NOTES clearly. That shows the correction.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Content words carry the main beats. Contrast moves the stress to the word that is corrected. Stress is not the same as shouting.' T writes the key rule on the board.

    Students

    Ss copy the rule into their notebooks and repeat the two sentences once more.

Activity 2.2: Knowledge formation · 20 minutes

Defining and non-defining relative clauses

a) Aims

Ss distinguish defining and non-defining relative clauses and use who, which, whose, that and whom correctly.

b) Content

T presents the examples: 'The student who lent me a tablet is absent.' and 'Lan, who sits beside me, shared her notes.' T asks Ss to compare the two sentences: which one identifies a person, and which one adds extra information? Then T explains: who for people, which for things, whose for possession; that replaces who or which only in defining clauses. T shows the error 'not the app which it helps me' and the correct form 'the app which helps me'. T introduces 'The tutor whom I emailed replied' and 'the tutor to whom I sent my question'. Ss complete Worksheet No. 2 in pairs.

c) Expected outcomes

Ss write the rule summary:

  • Defining clause: identifies the person or thing; no commas; that can replace who or which.
  • Non-defining clause: adds extra information; separated by commas; use who or which, not that.
  • Whose shows possession for people and things.
  • Do not repeat the subject: 'the app which helps me'.
  • After a preposition in formal English, use whom: 'the tutor to whom I sent my question'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two example sentences on the board and asks: 'Which clause tells us which person? Which clause gives extra information?' T gives Worksheet No. 2 to pairs.

    Students

    Ss read the two sentences and think about the difference between them.

  2. Teacher

    Step 2: Task performance

    T explains the rules step by step and asks Ss to complete the rule summary. T monitors pairs as they sort the sentences on Worksheet No. 2 into defining and non-defining groups.

    Students

    Ss sort the sentences and complete the summary. Possible answer: 'Lan, who sits beside me, shared her notes' is non-defining because the commas show extra information about Lan.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their sorted list. T asks the class: 'Can we say the app which it helps me? Why not?'

    Students

    A pair reads its list. The class answers: 'No, we do not repeat the subject. We say the app which helps me.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reads the Ghi nhớ rule aloud and asks Ss to copy the key points into their notebooks. T points out the formal use of whom after a preposition.

    Students

    Ss copy the rules and read the examples aloud with the correct pronoun.

Activity 3: Practice · 20 minutes

Choose the right word

a) Aims

Ss apply the relative pronouns and the unit vocabulary in exercises that test form and meaning.

b) Content

Ss do Exercises 1 to 10 of the Language section in the textbook or on the NeoEdu interactive exercises. Ss work individually for five minutes, then compare with a partner. Exercise 1: complete the formal relative clause 'This is the tutor to ___ I sent my question.' Exercises 2 to 9: choose the correct relative pronoun. Exercise 10: match the six topic words with their meanings.

c) Expected outcomes

Answer key:

  1. whom (the tutor is a person and the object of the preposition to; formal form: to whom)
  2. A (who, subject, person)
  3. D (which, thing)
  4. C (who, non-defining, person)
  5. B (whose, possession: the pupil's tablet)
  6. A (which, non-defining, thing)
  7. D (The video that explains fractions is useful; do not repeat the subject)
  8. C (Nam, who is our monitor, sent the link)
  9. B (whose, possession for things)
  10. blended learning – học kết hợp; face-to-face – trực tiếp; download – tải xuống; distraction – sự xao nhãng; feedback – phản hồi; access – truy cập

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays Exercises 1 to 10 and tells Ss: 'Work alone for five minutes. Then check your answers with your partner. Give reasons for your choices.'

    Students

    Ss read the exercises and start answering individually in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are stuck. T prompts: 'Is the noun a person or a thing? Is there a comma? Is the pronoun showing possession?' T checks the matching exercise with the class.

    Students

    Ss answer individually, then compare answers in pairs and explain their reasons. Possible answer for Exercise 4: 'The clause is non-defining and refers to a person, so we use who.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to read their answers for Exercises 1, 5 and 7. T asks the class to agree or disagree and give reasons.

    Students

    Ss read their answers. The class comments, for example: 'I agree, whose shows possession.' 'I think the answer for Exercise 1 is whom because it follows the preposition to.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the full answer key and corrects common errors: 'Do not use who or that immediately after to in the formal construction.' T asks Ss to write down the mistakes they made.

    Students

    Ss check their answers, correct mistakes in red pen and write the meanings of the six topic words.

Activity 4: Application · 20 minutes

Describing my learning tools

a) Aims

Ss use relative clauses and sentence stress to describe people and tools that help them learn, and relate the topic to their own experience.

b) Content

Ss work in groups of four. Each S writes three sentences about a person or a learning tool, using at least one defining and one non-defining relative clause. Each S then reads one sentence aloud, stressing the content words and the contrast. Ss in the group listen and say whether the stress and the clause are correct. Example prompts: 'My English teacher ...', 'A learning app ...', 'The tutor I ...'

c) Expected outcomes

Each S writes three correct sentences. Sample sentences:

  • 'My English teacher, who gives me feedback on my writing, is very patient.'
  • 'I use an app which helps me revise vocabulary every day.'
  • 'The classmate whose notes I borrowed explained the grammar clearly.'
    Each group chooses the best sentence and reads it aloud to the class with correct stress.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and models one example with stress: 'My tutor, who gives me FEEDBACK, is very kind.' T reminds Ss to include both a defining and a non-defining clause.

    Students

    Ss listen to the model, note the structure and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors the groups, checks the commas and the pronoun choices and reminds Ss not to repeat the subject. T encourages Ss to use the topic vocabulary such as blended learning, access and distraction.

    Students

    Ss write three sentences individually, then read them to the group. The group checks the relative pronouns and the stress and gives suggestions.

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to read their best sentences. T asks the class: 'Which sentence is a defining clause? Which one is non-defining?'

    Students

    Two groups read their sentences aloud. The class answers, for example: 'The first sentence is non-defining because of the commas.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the clear sentences, gives feedback on stress and grammar, and assigns homework: write five sentences and record a short audio.

    Students

    Ss note the feedback and the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Sentence stress practice (pair work)

Task 1: Listen to the sentence and mark the stressed words with a circle.

  • We DOWNLOAD the NOTES before CLASS.

Task 2: Read the two sentences and answer the questions.

  • Sentence A: We downloaded the NOTES before class.
  • Sentence B: I downloaded the NOTES, not the video.

Questions:

  • Which words are the content words in Sentence B?
  • Which words are weak function words?
  • What information is corrected in Sentence B?

Task 3: Practise reading both sentences aloud with your partner. Your partner gives feedback on the stress.

Phiếu học tập số 2

Defining or non-defining? (pair work)

Task 1: Sort the sentences into two groups.

  • The student who lent me a tablet is absent.
  • Lan, who sits beside me, shared her notes.
  • The app that helps me revise is free.
  • Nam, who is our monitor, sent the link.
  • The files whose names start with A are audio files.
  • The tutor whom I emailed replied.
  • Our library, which has new computers, opens at seven.

Group A (defining clause, no commas):
Group B (non-defining clause, with commas):

Task 2: Correct the sentence.

  • The app which it helps me revise is free.

Task 3: Complete the rule.

  • Use ___ for people, ___ for things, and ___ for possession.
  • Do not use ___ after a comma in a non-defining clause.
  • After a preposition in formal English, use ___: the tutor to ___ I sent my question.

Homework

  • Write five sentences about people or learning tools you use. Use at least two defining clauses and two non-defining clauses, with who, which, whose, that or whom.
  • Record yourself reading three of your sentences. Stress the content words and make one contrast sentence, such as 'I downloaded the NOTES, not the video.'
  • Review the six topic words (blended learning, face-to-face, download, distraction, feedback, access). Write one sentence with each word.
  • Practise the Language exercises on the NeoEdu page (neoedu.vn/learn/10/english/unit-8-language) and check your answers.

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