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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify defining and non-defining relative clauses and choose the correct relative pronoun (who, which, whose, that).
    • Explain why commas and the omission of a repeated subject matter in relative clauses.
    • Pronounce the key topic expressions (blended learning, face-to-face, download, distraction, feedback, access) and use sentence stress to highlight the main words and contrast in a sentence.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the key, identify their own errors and correct them without waiting for T's help.
  • Communication and collaboration: Ss work in pairs and groups to build a mind map, quiz each other and give peer feedback on stress and pronunciation.
  • Problem-solving and creativity: Ss choose the right relative pronoun in new contexts and write a short personal paragraph comparing online and face-to-face learning.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short paragraph on online and face-to-face learning, listen to and imitate the model reading, speak about their learning preference and write a five-sentence paragraph using relative clauses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of defining and non-defining relative clauses, use the six topic words from Unit 8 correctly and apply sentence stress to content words.

3. Personal qualities

  • Diligence: Ss complete all eight grammar items and the pronunciation practice in class and record their own reading at home.
  • Responsibility: Ss take turns in pair work, check their partner's answers fairly and give honest feedback.
  • Honesty: Ss admit which items they found difficult and self-assess their pronunciation accurately on the 10-point scale.

II. Teaching aids and materials

1. Teacher

  • Projector and slides showing the grammar boxes and example sentences of Unit 8
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Board and coloured markers for the mind map
  • NeoEdu lesson page for self-check and model listening: neoedu.vn/learn/10/english/unit-8-looking-back (interactive exercises)

2. Students

  • Notebook, pen and highlighter
  • Mobile phone or tablet to open the NeoEdu link for self-check (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick recall: who, which or whose?

a) Aims

Ss recall the relative pronouns they have learned and link them to people, things and possession.

b) Content

Ss look at three sentences on the board and say which pronoun fits:

  • The student ___ lent me a tablet is absent. (who)
  • Our library, ___ has new computers, opens at seven. (which)
  • The pupil ___ tablet broke borrowed mine. (whose)
    T then asks: "Do we use a comma here? Why?"

c) Expected outcomes

Ss give the correct pronouns: who (for a person), which (for a thing), whose (for possession). Ss state the key idea: commas are used when the clause adds extra information (non-defining), and no comma is used when the clause identifies which person or thing (defining).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three sentences on the board with blanks and asks: "Which word fits each blank? Work quickly."

    Students

    Ss read silently and get ready to answer.

  2. Teacher

    Step 2: Task performance

    T gives 1 minute and monitors. T prompts: "Is the information necessary to identify the person?"

    Students

    Ss work individually and write the pronoun in their notebooks. Expected answers: who / which / whose.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read their answers and ask the class to agree or disagree.

    Students

    Ss read the sentences aloud. Expected answer: "The first one is who because it refers to a person. The second one has a comma because the information is extra."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and draws a quick two-column note on the board: defining (no commas, identifies) and non-defining (commas, extra information).

    Students

    Ss copy the note into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Mind map of relative clauses

a) Aims

Ss systematise the rules of defining and non-defining relative clauses and the use of who, which, whose and that.

b) Content

Groups of four build a mind map on A3 paper with the centre "Relative clauses" and four branches: who, which, whose, that. They use the examples from the Grammar box:

  • The student who lent me a tablet is absent.
  • Lan, who sits beside me, shared her notes.
  • Use who for people, which for things, whose for possession.
  • That can replace who/which in defining clauses but not after a comma.
  • Do not repeat the subject: not "the app which it helps me" but "the app that helps me".
    To finish, each group writes one sentence of its own for each branch.

c) Expected outcomes

Each group's mind map includes:

  • who: people (defining and non-defining)
  • which: things (defining and non-defining)
  • whose: possession, e.g. "The pupil whose tablet broke borrowed mine."
  • that: defining only, e.g. "The video that explains fractions is useful."
  • Rule box: "Do not repeat the subject after who, which, that."
    Each group has four correct example sentences.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each group an A3 sheet and markers. T says: "Build a mind map. Each branch needs one rule and one example sentence."

    Students

    Ss form groups, pick a group leader and a note-taker and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the rules and asks guiding questions: "Is it a person or a thing? Is there a comma? Is the subject repeated?"

    Students

    Ss discuss and draw the map. Expected sample: "whose – possession – The files whose names start with A are audio files."

  3. Teacher

    Step 3: Report and discussion

    T asks each group to hang its map on the wall and one member explains one branch.

    Students

    Ss present briefly. Expected answer: "We use that in defining clauses, but we cannot use it after a comma."

  4. Teacher

    Step 4: Conclusion and assessment

    T gives a final check on the most common mistake: "not the app which it helps me" → "the app that helps me". T displays the correct summary.

    Students

    Ss compare their map with the summary and correct any mistakes.

Activity 2.2: Knowledge formation · 8 minutes

Topic words and sentence stress

a) Aims

Ss recognise the six topic expressions and use sentence stress to highlight content words and contrast.

b) Content

Step 1: Ss match the six topic expressions in Worksheet 2 (Part A) with their meanings.
Step 2: T models the stress in the sentence "We DOWNLOAD the NOTES before CLASS." T asks: "Which words are strong? Which words are weak?"
Step 3: T contrasts two versions: "I downloaded the NOTES, not the video." and "I downloaded the notes, not the VIDEO." T asks: "Which information is corrected in each version?"
Step 4: Ss read the paragraph "Online learning saves travel time..." in Worksheet 2 (Part B) and underline the content words.

c) Expected outcomes

Worksheet 2, Part A (answers):

  • blended learning – học kết hợp
  • face-to-face – trực tiếp
  • download – tải xuống
  • distraction – sự xao nhãng
  • feedback – phản hồi
  • access – truy cập
    Part B: Ss underline the content words (e.g. online, learning, saves, travel, time, face-to-face, discussion, source, sheet) and explain that function words such as the, and, to, before are weaker. Key idea: stress is placed on the word being corrected in a contrast, e.g. NOTES in "I downloaded the NOTES, not the video", which corrects the type of material.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 2 and says: "Match the words first, then listen to my model and mark the stressed words."

    Students

    Ss read the instructions and get ready to match and listen.

  2. Teacher

    Step 2: Task performance

    T reads the model sentence twice, first slowly, then at natural pace. T plays the NeoEdu model reading if the connection allows.

    Students

    Ss work in pairs to match the six expressions, then mark the stressed words while listening. Expected answer: "DOWNLOAD, NOTES and CLASS are stressed; the and before are weak."

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to read the two versions of the contrast sentence and explain which information is corrected.

    Students

    Ss read aloud. Expected answer: "In the first version, the speaker corrects the video; in the second, the speaker corrects the way the word is said."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and summarises: "Content words carry the main beats. Contrast moves the stress to the word being corrected. Do not shout – capitals show stress only in the notes."

    Students

    Ss write the key points in their notebooks.

Activity 3: Practice · 12 minutes

Quick quiz and pronunciation check

a) Aims

Ss apply the relative pronoun rules in eight items and read the practice aloud with correct stress.

b) Content

Part 1: Ss work in pairs to complete the eight items in Worksheet 1 and check with the key.
Part 2: Ss read the practice paragraph aloud twice (slowly, then at natural pace) and self-assess with the 10-point scale in Worksheet 2, Part C.
Part 3: Ss explain the sound and stress focus to their partner.

c) Expected outcomes

Worksheet 1 answers:

  1. C (who – person, subject)
  2. B (which – thing; that is also acceptable)
  3. A (non-defining, person: who)
  4. D (whose – possession)
  5. C (non-defining, thing: which)
  6. B (that – defining, no repeated subject)
  7. A (non-defining with commas and who)
  8. D (whose – possession for things)
    Part C self-assessment: a score out of 10 with a short reason. Scoring guide: stress on key words (4 points), clear pronunciation and meaning (3 points), natural rhythm (2 points), self-correction after the second reading (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Work with your partner. Complete the quiz in Worksheet 1 in three minutes, then read the paragraph twice."

    Students

    Ss read the instructions and form pairs.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs who disagree by asking them to check the rule in the mind map.

    Students

    Ss complete the eight items and check each other's answers. They read the paragraph aloud and assess their stress.

  3. Teacher

    Step 3: Report and discussion

    T calls on four pairs to read the answers aloud. T asks one pair to read the paragraph in front of the class.

    Students

    Ss give their answers and explain their choices. Expected answer for item 2: "That is also possible, but the key says which."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and gives feedback on stress and rhythm: "Good job on DOWNLOAD and NOTES. Next time, make the function words weaker."

    Students

    Ss correct any wrong answers in their worksheet and note the feedback.

Activity 4: Application · 8 minutes

My learning preference paragraph

a) Aims

Ss use relative clauses and sentence stress in a personal paragraph about online and face-to-face learning.

b) Content

Ss write a paragraph of five sentences titled "My preferred way to learn". The paragraph must include:

  • at least one defining clause with who, which, whose or that
  • at least one non-defining clause with commas
  • one sentence with a contrast (e.g. "I downloaded the NOTES, not the video.")
    Then Ss read the paragraph aloud to a partner, who checks the stress.

c) Expected outcomes

A five-sentence paragraph with:

  • correct relative pronouns and commas
  • at least one of the six topic words (blended learning, face-to-face, download, distraction, feedback, access)
  • a stressed content word marked in bold in the draft
    Example: "Lan, who sits beside me, prefers face-to-face discussion because it gives quick feedback. However, I like blended learning, which lets me download notes before class."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the requirements and an example paragraph on the projector and says: "You have five minutes to write. Use at least three relative clauses."

    Students

    Ss read the requirements and choose their topic.

  2. Teacher

    Step 2: Task performance

    T circulates and checks the relative clauses. T asks: "Is there a comma? Did you repeat the subject?"

    Students

    Ss write their paragraph individually and mark stressed words in bold. Expected sentence: "The app that helps me review is useful, but I still need face-to-face discussion."

  3. Teacher

    Step 3: Report and discussion

    T asks three Ss to read their paragraphs aloud. The class listens for stress and rhythm.

    Students

    Ss read aloud. Listeners give one comment on the grammar or stress.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good use of relative clauses and gives one common correction. T reminds Ss of the rule: "Do not repeat the subject after who, which or that."

    Students

    Ss revise their paragraph and keep it in their notebooks.

Worksheets

Worksheet 1: Relative clauses quiz

Choose the correct answer (A, B, C or D) for each item.

  1. The teacher ___ leads our group is helpful.
  • A. whose
  • B. where
  • C. who
  • D. which
  1. This is the app ___ I use for vocabulary.
  • A. when
  • B. which
  • C. who
  • D. whose
  1. Mai, ___ sits near me, shares her notes.
  • A. who
  • B. that
  • C. whose
  • D. which
  1. The pupil ___ tablet broke borrowed mine.
  • A. who
  • B. which
  • C. that
  • D. whose
  1. Our library, ___ has new computers, opens at seven.
  • A. who
  • B. whose
  • C. which
  • D. that
  1. Choose the correct defining sentence.
  • A. The video whose explains fractions is useful.
  • B. The video that explains fractions is useful.
  • C. The video that it explains fractions is useful.
  • D. The video who explains fractions is useful.
  1. Choose the non-defining form.
  • A. Nam, who is our monitor, sent the link.
  • B. Nam, that is our monitor, sent the link.
  • C. Nam who, is our monitor sent the link.
  • D. Nam, which is our monitor, sent the link.
  1. The files ___ names start with A are audio files.
  • A. who
  • B. which
  • C. that
  • D. whose

Answer key: 1-C, 2-B, 3-A, 4-D, 5-C, 6-B, 7-A, 8-D.

Worksheet 2: Topic words, stress and reading

Part A. Match each word with its meaning.

  • blended learning
  • face-to-face
  • download
  • distraction
  • feedback
  • access

Meanings (mixed order): tải xuống; học kết hợp; truy cập; phản hồi; sự xao nhãng; trực tiếp.
Answer key: blended learning – học kết hợp; face-to-face – trực tiếp; download – tải xuống; distraction – sự xao nhãng; feedback – phản hồi; access – truy cập.

Part B. Read the paragraph and underline the content words.
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.
Question: Which words are weaker in the sentence? (Answer: function words such as the, and, to, before.)

Part C. Read the practice sentence aloud twice and assess yourself (out of 10).
We DOWNLOAD the NOTES before CLASS. I downloaded the NOTES, not the video.

  • Stress on key words (4 points)
  • Clear pronunciation and meaning (3 points)
  • Natural rhythm (2 points)
  • Self-correction after the second reading (1 point)
    My score: ___/10. Reason: ___

Homework

  • Write five sentences about your own learning habits. Include at least one defining clause with that, one non-defining clause with who or which, and one sentence with whose.
  • Record yourself reading the paragraph "Online learning saves travel time..." twice on your phone. Listen to the recording and mark the stressed words. Send the recording to your teacher or group chat if your teacher asks.
  • Review the six topic words (blended learning, face-to-face, download, distraction, feedback, access) and write one example sentence for each word.
  • Do the interactive exercises on the NeoEdu page neoedu.vn/learn/10/english/unit-8-looking-back and note the items you got wrong for the next lesson.

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