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Giáo án Tiếng Anh 10
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 the purpose, audience, opening, supporting details and closing of a model project product and oral presentation on 'New ways to learn'.
  • Pronounce the main sentence stress in short phrases, using content words to carry the main beats and contrast to change the focus.
  • Use defining and non-defining relative clauses with who, which, whose and that correctly in short project sentences.
  • Use the vocabulary: blended learning, face-to-face, download, distraction, feedback, access.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model text and write individual answers on Worksheet 1 before comparing with a partner, and plan their own project product in the apply stage.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, check stress patterns, and give each other feedback on a short presentation.
  • Problem-solving and creativity: Ss decide how to present a real or planned survey ethically, choose a suitable chart type and write a recommendation linked to the findings.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model stress, read and answer questions about the model product, and write a short summary and a final paragraph or spoken conclusion.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply sentence stress, use relative clauses to add or identify information, and use the key vocabulary in their own sentences.

3. Personal qualities

  • Honesty: Ss label illustrative figures as examples and report only real data in their own project, without describing the model as a survey already conducted.
  • Responsibility: Ss respect privacy in their survey design by avoiding passwords, private browsing history and personal identifiers, and by obtaining consent before collecting real responses.
  • Diligence: Ss complete each worksheet item, rehearse their presentation at least twice and revise their product after feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the model device-use survey text and the illustrative bar chart (phone 4, laptop 3, shared tablet 2, printed materials only 1; ten model respondents, not a real survey)
  • Printed Worksheet 1, Worksheet 2 and Worksheet 3 for each pair
  • Sticky notes and markers for the gallery and feedback stages
  • Timer and audio recording or your own model reading of the stress examples
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/10/english/unit-8-project

2. Students

  • Student book Global Success 10, notebook, pen, pencil and highlighter
  • A mobile device or laptop to access the NeoEdu lesson page (optional, for self-check after class)
  • Blank A4 paper for drafting the bar chart and method note

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: How do we learn today?

a) Aims

Ss activate prior knowledge about devices and ways of learning and get familiar with the key vocabulary of the project.

b) Content

Ss answer the question 'Which device do you use most often for learning: phone, laptop, tablet or printed materials?' and discuss why. Ss match the key words (blended learning, face-to-face, download, distraction, feedback, access) with the meanings given by T.

c) Expected outcomes

Each pair writes two sentences using at least two key words, for example: 'I use my phone to download lesson notes, but a notification can be a distraction.' Ss also give the Vietnamese meaning of the key words in brackets, for example: blended learning (học kết hợp), face-to-face (trực tiếp), access (truy cập).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question on the board and asks: 'Which device do you use most for learning?' T shows the six key words on the slide and asks Ss to predict their meanings.

    Students

    Ss listen to the question and think silently for 30 seconds before speaking.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, discuss the question and match each key word with its meaning. T monitors and helps pairs with pronunciation of the key words.

    Students

    Ss discuss in pairs. Expected answer: 'I use my phone most often because it is always with me, but I sometimes get distraction from messages.' Ss match: download – tải xuống; access – truy cập; feedback – phản hồi; distraction – sự xao nhãng.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share their sentences and corrects the use of the key words.

    Students

    Three pairs read their sentences aloud. Other Ss give a thumbs-up if the key word is used correctly.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Today we will look at a model project about new ways to learn. Keep the key words in mind, because they will appear in the model.'

    Students

    Ss write the key words in their notebooks with the meanings.

Activity 2.1: Knowledge formation · 20 minutes

Analysing the model project product

a) Aims

Ss identify the purpose, audience, opening, supporting details and method notes of a completed project product, and understand why the product must keep its limits visible.

b) Content

Ss read the model text: 'Device-use survey — completed illustrative chart: Ten model respondents: four use a phone most often for learning, three a laptop, two a shared tablet and one printed materials only...'. Ss complete Worksheet 1 (Questions 1 to 4): state the purpose and audience, identify the actual opening sentence, and select two useful details and explain why they are better than saying only that the topic is important.

c) Expected outcomes

Answers on Worksheet 1:

  • Purpose: to inform the audience about how students access and use devices for learning, and to recommend suitable learning materials; the genre is a project product and oral presentation on 'New ways to learn'.
  • Audience: students and teachers who need to choose learning methods.
  • Opening sentence: 'Device-use survey — completed illustrative chart: Ten model respondents: four use a phone most often for learning, three a laptop, two a shared tablet and one printed materials only.' It introduces the subject before the supporting information.
  • Two specific details: (1) 'These demonstration counts sum to ten; they are not observed data.' (2) 'The report recommends downloadable files and printed alternatives because access differs.' They are specific statements the audience can evaluate or use, unlike saying only that new ways to learn are important.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model text and distributes Worksheet 1. T says: 'Read the model once quickly, then answer Questions 1 to 4 individually. Remember: the counts are illustrative, not real data.'

    Students

    Ss read the model silently for one minute, then answer the questions individually on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Who is the audience? Is the chart a real survey?' T notes pairs that need help with the word 'illustrative'.

    Students

    Ss compare their answers with a partner. Expected answer for the audience: 'students and teachers who want to choose ways of learning'. Ss underline the phrase 'not observed data' and discuss why it is important.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to present their answers to Questions 2 to 4 and asks the class to agree or add more details.

    Students

    Ss report: 'The opening sentence is the first sentence about the device survey.' Another S says: 'The detail about access is useful because it explains the recommendation.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes on the board: 'A good project product keeps its title, audience, method and limits visible.' T stresses that an illustrative example must never be presented as an observed result.

    Students

    Ss copy the key points into their notebooks and tick the answers they corrected.

Activity 2.2: Knowledge formation · 14 minutes

Sentence stress in presentation

a) Aims

Ss recognise the stressed content words in a sentence and use contrastive stress to change the focus of information.

b) Content

T models the sentence 'We DOWNLOAD the NOTES before CLASS' and asks Ss to listen for the main beats. T then models the contrast sentence 'I downloaded the NOTES, not the video' and asks Ss to explain which information is corrected. Ss practise reading both versions in pairs. Ss note that function words such as the and before are weaker.

c) Expected outcomes

Ss mark the stressed content words in these sentences:

  • We DOWNLOAD the NOTES before CLASS. (main beats: DOWNLOAD, NOTES, CLASS)
  • I downloaded the NOTES, not the VIDEO. (contrast: NOTES is stressed; the stress on VIDEO corrects the information that was not the video)
    Explanation: the contrast stress corrects 'the video' to 'the notes'. Capitals on the board only show stress; Ss must not shout.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the two sentences. Mark the words that carry the main beats. Do not shout; the stress is only a stronger beat.' T models both sentences twice.

    Students

    Ss listen carefully and mark the stressed words with a small circle above them in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks pairs to read both sentences aloud, switching roles, and to explain which information the contrast sentence corrects. T circulates and corrects the rhythm.

    Students

    Pairs practise reading. Expected explanation: 'The second sentence corrects the idea that the speaker downloaded the video; the speaker actually downloaded the notes.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read aloud and asks the class to identify the stressed words and the corrected information.

    Students

    Two pairs read aloud. The class says: 'The stress is on NOTES, so the correction is about the notes, not the video.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Content words carry the main stress; function words are weaker. Contrast stress changes the focus of the message.' T reminds Ss to use this in their presentation.

    Students

    Ss write one example of their own with contrast stress in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Relative clauses in project writing

a) Aims

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

b) Content

Ss study the grammar examples: 'The student who lent me a tablet is absent.' (defining) and 'Lan, who sits beside me, shared her notes.' (non-defining). Ss complete Worksheet 2: decide whether each clause is defining or non-defining, choose the correct relative pronoun, and combine two sentences into one.

c) Expected outcomes

Answers on Worksheet 2:

  1. The students who/that use laptops finish their projects faster. (defining; who for people)
  2. The tablet, which belongs to the library, can be borrowed for one week. (non-defining; which for things; commas used)
  3. Mai, whose notes are very clear, helped me prepare the survey. (non-defining; whose for possession)
    Rule: that can replace who or which in defining clauses, but not after a comma in non-defining clauses.
    Combining: 'I have a friend. She lives in Hue.' becomes 'I have a friend who lives in Hue.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two example sentences on the board and asks: 'Which sentence has commas? Which clause gives extra information?' T distributes Worksheet 2.

    Students

    Ss look at the examples and answer the questions orally with T.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Worksheet 2 in pairs and monitors the use of commas and that/who/which.

    Students

    Pairs complete the worksheet. Common mistake: 'The tablet, that belongs to the library...' T corrects it to 'which'.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair per item to read the answers and asks the class to vote with thumbs up or thumbs down.

    Students

    Ss read their answers aloud and explain their choices, for example: 'We use which because tablet is a thing and there is a comma.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rules on the board: who for people, which for things, whose for possession; that in defining clauses only; commas for non-defining clauses.

    Students

    Ss copy the rules and correct their own worksheets with a different colour pen.

Activity 3: Practice · 16 minutes

Checking the model's message and structure

a) Aims

Ss summarise the model, interpret one middle sentence, compare the opening and closing, and write a conclusion that keeps the message and limits of the model.

b) Content

Ss complete Worksheet 3 in pairs: (5) write a three-sentence summary using only information in the model, keeping the condition 'these demonstration counts ... are not observed data'; (6) choose the sentence 'A real anonymous survey asks device access, connection reliability and one useful learning activity, not passwords or private browsing history.' and explain its contribution; (7) read the opening and closing aloud and explain one difference between their jobs; (8) write a short final paragraph or spoken conclusion using only details from the model.

c) Expected outcomes

Model answers (Worksheet 3):
5. Summary: 'A model device-use survey shows that ten respondents use a phone, laptop, shared tablet or printed materials for learning. These are illustrative counts, not observed data. The report recommends downloadable files and printed alternatives because access differs.'
6. The sentence describes what a real anonymous survey should ask, which develops the topic with a particular detail. It must be read with the conditions around it.
7. The opening establishes the subject and the situation; the closing ('Never describe this model as a survey already conducted.') leaves the audience with the final limit.
8. Conclusion: 'This model shows how device access shapes learning. The recommendation is downloadable files with printed alternatives, but the figures are only illustrative.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 3 and says: 'Work in pairs. Do not invent results. Use only the information in the model and keep the limits.'

    Students

    Ss read the questions and decide who writes first in each pair.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'Does your summary keep the phrase not observed data?' Pairs take turns writing and checking each other's answers.

    Students

    Pairs write and check their answers. Expected summary: 'The model survey uses illustrative counts; they are not observed data.' Ss read the opening and closing aloud to each other.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their summary and conclusion. T asks the class: 'Is there any invented result?'

    Students

    Two pairs read aloud. Other Ss check whether the conditions and the illustrative status are preserved.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Good project writing keeps conditions and limits. Never turn an illustrative example into a claimed observation.' T praises pairs who kept the limits.

    Students

    Ss correct their Worksheet 3 answers and write the key point in their notebooks.

Activity 4: Application · 17 minutes

Planning my own project product

a) Aims

Ss plan a complete project product on 'New ways to learn' with a usable product, evidence or source notes and a short oral presentation, following ethical rules.

b) Content

Ss work in groups of four. Each group chooses either a real anonymous survey (with consent, without passwords, private browsing history or personal identifiers) or a clearly labelled planning example. Ss prepare: a title, the audience, a bar chart plan with counts, a method note stating the real date and sample, a recommendation linked to the findings, and a 60-second presentation with a source credit and a question period.

c) Expected outcomes

Each group submits a one-page project plan containing:

  • Title and audience (for example: 'Device use for learning in Grade 10' for Grade 10 classmates)
  • Method note: date, sample size and consent statement, or the label 'Planning example, not collected data'
  • Bar chart plan with categories and counts (only real counts if the survey is conducted)
  • One recommendation linked to a specific finding
  • A 60-second presentation script with a source credit and two questions for the audience

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and the ethical rules, then shows the checklist on the board. T says: 'If you collect real responses, obtain consent and report only actual data.'

    Students

    Ss read the checklist and decide their group's option: real anonymous survey or labelled planning example.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: 'What is the sample? Is the date real? Where does the recommendation come from?' T helps groups separate planning figures from real data.

    Students

    Groups draft the title, method note and bar chart plan on A4 paper. Expected recommendation: 'Because many respondents rely on phones, we recommend downloadable files with printed alternatives.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to rehearse the 60-second presentation with a partner group and then give one question to the audience.

    Students

    Groups present to each other. Other groups give feedback on clarity, source credit and the labelling of illustrative figures.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the ethics, the labelling and the presentation. T reminds Ss that the project should be completed and rehearsed at home before the next lesson.

    Students

    Ss record the feedback on sticky notes and revise their plan for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1: Analysing the model project product
Read the model text carefully, then answer the questions below.

  • Question 1: State the purpose and audience of this project product and oral presentation on 'New ways to learn'. Support your answer with one detail.
  • Question 2: Identify the actual opening sentence. Explain how it introduces the topic.
  • Question 3: Select two useful details from the model. Explain why including them is better than saying only that the topic is important.
  • Question 4: Why must the model be labelled as illustrative? Quote the sentence that shows this.

Phiếu học tập số 2

Worksheet 2: Relative clauses in project writing
Part A: Decide whether each clause is defining (D) or non-defining (N). Write the correct relative pronoun.

    1. The students ___ use laptops finish their projects faster. (who / which / that)
    1. The tablet, ___ belongs to the library, can be borrowed for one week. (who / which / whose)
    1. Mai, ___ notes are very clear, helped me prepare the survey. (who / which / whose)
      Part B: Combine the two sentences into one.
    1. I have a friend. She lives in Hue.
    1. The report recommends downloadable files. The files work without a connection.
      Part C: Rewrite the sentence with commas if needed: 'Lan who sits beside me shared her notes.'

Phiếu học tập số 3

Worksheet 3: Checking the model's message and structure
Work in pairs. Use only information in the model.

  • Task 1: Write a three-sentence summary of the model. Keep the condition that the counts are not observed data.
  • Task 2: Choose the sentence 'A real anonymous survey asks device access, connection reliability and one useful learning activity, not passwords or private browsing history.' Explain what it contributes to the message.
  • Task 3: Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
  • Task 4: Write a short final paragraph or spoken conclusion. Use only details already in the model, not invented results.
    Self-check: Does your work keep the limits and the illustrative label? Did you invent any result?

Homework

  • Finish your group's project product: title, audience, method note with real date and sample (or the label 'Planning example, not collected data'), bar chart with counts, and one recommendation linked to the findings.
  • If you collect real responses, obtain consent first and ask only about device access, connection reliability and one useful learning activity. Do not ask for passwords or private browsing history.
  • Rehearse your 60-second presentation at least twice, including one source credit and one question for the audience. Record yourself and listen for sentence stress on content words and contrast stress.
  • Write two sentences with defining and non-defining relative clauses about your project, using who, which, whose or that correctly.
  • Check the NeoEdu lesson page (neoedu.vn/learn/10/english/unit-8-project) for extra examples and interactive exercises to review the key vocabulary: blended learning, face-to-face, download, distraction, feedback, access.

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