Teacher’s name: Nguyen Ba Hoang

Instructor’s name: Nguyen Thi Diem Kieu

Attendee’s name: Nguyen Thi Kim Anh

School internship: Tam Hiep High School

Period: 69

Class: 10A10

Date: March 8th, 2024

LESSON PLAN

TEXTBOOK: English 10 - UNIT 8: New ways to learn

LESSON 2: Language (page: 87-88)

STAGE 1: DESIRED OBJECTIVES/OUTCOMES

A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Language competences
 Cognition: Use the lexical items related to the topic “New ways to learn”
 Skills:
- Put the stress in the correct words in the sentence;
- Review the use of relative pronouns and relative clauses.
2. General Competences
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
 Self-control & independent learning: perform individual tasks
 Communication and collaboration: work in pairs or groups to perform tasks
3. Attributes
 Kindness: help partners to complete learning tasks
 Diligence: complete tasks
 Responsibility: be ready to use different ways to study
B. LANGUAGE FOCUS
 Vocabulary: volunteer, do volunteer work, …
 Grammar and Structure/Sentence pattern: relative pronouns and relative clauses
C. INSTRUCTIONAL RESOURCES
1. Teacher
 Reference teaching materials: Textbooks, teacher’s book, activity book,...
 Teaching aids: board, pictures, audio files ...
 Assessment tools: Observation sheets, rubrics.
2. Students
 Textbooks, pens, pencils.

STAGE 2: ASSESSMENT EVIDENCE

 Performance tasks Performance products Assessment tools
Pronunciation Doing exercise 1 Ss’ discussion Observation, questions and answers
Doing exercise 2 Ss’ discussion Observation, questions and answers
Vocabulary Doing exercise 1 Ss’ discussion Observation, questions and answers
Doing exercise 2 Ss’ discussion Observation, questions and answers
Grammar Doing exercise 3 Ss’ discussion Observation, questions and answers
Doing exercise 4 Ss’ discussion Observation, questions and answers

STAGE 3: LEARNING PLAN/ LEARNING EXPRIENCES

Time Stages/Activities Procedure Interactions
5 Lead-in/Warm- * Aim: activate students’ prior knowledge and vocabulary
up related to the topic
* Content: Game: Name ten
* Products: Ss can follow the instructions and discuss
* Steps:
- T divides class into 4 groups
- T asks Ss to write down the names of 10 items related to T <--> Ss
online learning.
- Ss discuss and take notes of the name of 10 items as
quickly as possible, then take turns to write the words/ Ss <--> Ss
phrases on the board.
- T checks if the words are suitable and corrects if Ss spell
or pronounce the words/ phrases incorrectly. T <--> Ss
Suggested answers: laptop, smartphone, headphones, tablet,
touch pen, earphones, microphone, webcam, Internet, wifi.

Lead-in: Due to the situation of Covid-19, all of us are

familiar with new ways of learning, one of which is Online
learning. And that’s why “New ways of learning” is chosen
as the general theme of Unit 8. In the lesson today, we are
going to learn more about this topic. First of all, let’s come
to the first part: Pronunciation.
5 Pronunciation * Aim: help students understand how to stress words in the
sentence
* Content: completing Task 1 in textbook
* Products: Ss can understand how to stress words in the
sentence
* Steps:
- T introduces the rules of sentence stress by letting Ss listen T <--> Ss
to a sentence.
 We should finish the project for our history class.
- T asks Ss to say the words that are stressed in the sentence
and find out their word forms.
- Ss listen, find the stressed words and their word form.
- Ss exchange their answers with their partner. S <--> S

Suggested answers:
Stressed words in the sentence include:
FINISH: verbs
PROJECT, HISTORY, CLASS: nouns
- T corrects the answers, gives feedback and draws Ss’ T <--> Ss
attention to the rules of sentence stress.
Sentence stress is what gives English its rhythm or "beat".
 Sentence stress is accent on certain words within a sentence.
Most sentences have two basic types of word:
Content words:
Content words are the key words of a sentence. They are the
important words that carry the meaning or sense—the real
content, often stressed in a sentence.
Structure words:
Structure words are not very important words. They are
small, simple words that make the sentence correct
grammatically. They give the sentence its correct form—its
structure, often unstressed in a sentence.

5 Task 1 * Aim: help students identify and practice the stressed words
in the sentences
* Content: listen and repeat, pay attention to the stressed
words in the sentences
* Products: Ss can identify and practice the stressed words
in the sentences
* Steps:
- T plays the recording and asks Ss to listen and repeat. T T <--> Ss
also asks Ss to quickly note down the word form of stressed
words in the sentences. S <--> S
- Ss listen and do as required.
- Ss compare the answers with their partner. T <--> Ss
- T checks if the answers are correct or incorrect.
Suggested answers:
1. We should ‘finish the ‘project for our ‘history ‘class.
(v) (n) (n) (n)
2. ‘Peter is re’vising for his e’xam ‘next ‘week.
(n) (v) (n) (adj) (n)
3. ‘Students will ‘spend more ‘time ‘working with ‘other
‘classmates.
(n) (v) (n) (v) (adj)
(n)
4. I ‘like to ‘watch ‘videos that ‘help me ‘learn ‘new ‘things.
(v) (v) (n) (v) (v) (adj) (n)
5. I have in’stalled some ‘apps on my ‘phone.
(v) (v) (n)

5 Task 2 * Aim: help students practise identifying the stressed words

in the sentences
* Content: read and underline the stressed words in the
sentences.
* Products: Ss can practise identifying the stressed words in
the sentences
* Steps:
- T asks Ss to underline the stressed words in the sentences. T <--> Ss
Before reading and doing the task, T lets Ss review the rules
in pairs.
- T prepares a big piece of paper for the sentences and sticks S <--> S
it on the board.
- Ss go to the board to stick a symbol (i.e: a flower) under the
stressed word.
- Ss discuss the answers.
- T gives corrections and feedback.
 Suggested answer:
1. Our teacher often gives us videos to watch at home.
2. I never read books on my tablet at night.
3. It is a new way of learning and students really like it.
4. You can find a lot of useful tips on this website.
5. They should make an outline for their presentation.
9 Vocabulary * Aim: enrich students’ vocabulary
4 Task 1 * Content: match the words and phrases with their meanings
* Products: Ss can remember new words and use them
context
* Steps: T<-->S
- T asks Ss to match in pairs. S<-->S
- Ss do the task as required. S<-->S
- T calls some pairs to share their answers with the whole
class.
Answers:
1.c 4.e
2.d 5.b
3.a

5 Task 2 * Aim: help students use the vocabulary in context

* Content: match the words and phrases with their meanings
* Products: Ss can use the vocabulary in context
* Steps:
- T asks Ss to work independently and put a suitable word or T<-->S
phrase in each blank.
- Ss do the task as required. S<-->S
- T allows Ss to share their answers before discussing it as a
class. T<-->S
- T corrects the answers and gives feedback.
Answers:
1. face-to-face
2. online learning
3. prepare for
4. strategy
5. blended learning
11 Grammar RELATIVE CLAUSES
- T lets Ss recall the knowledge of relative pronouns.
- A relative clause gives more information about a person or
thing by defining the noun before it. It usually begins with a
relative pronoun: who, whom, which, that or whose.

6 Task 3 * Aim: have students revise the relative clauses

* Content: match the two parts to make complete sentences
* Products: Ss can revise the relative clauses
* Steps:
- T has Ss read the sentences individually once and asks them T<-->S
to pay attention to relative pronouns (who, which, that,
whose) to find the correct nouns before them.
- Ss match the information in the left column and the right S<-->S
one.
- T asks Ss to work in pairs to compare their answers. T calls T<-->S
some Ss to share their answers with the whole class.
Answers:
1. d
 2. e
3. b
4. c
5. a
- T lets Ss recall the knowledge of defining and non-defining T<-->S
relative clauses.
- There are 2 types of relative clauses: Defining relative
clause and Non-defining relative clause.

5 Task 4 * Aim: help students use defining and non-defining relative

clauses in context
* Content: join the following sentences. use who, that,
which or whose
* Products: Ss can use defining and non-defining relative
clauses in context
* Steps:
- T asks Ss to work independently. T<-->S
- Ss do the task as required.
- T calls 1 or 2 Ss to write their answers on the board. S<-->S
- T checks their answers sentence by sentence. T<-->S
Answers:
1. My brother, who is good at computers, teaches me how to
use a laptop.
2. Peter, whose sister is taking an online Maths course, is a
friend of mine.
3. Lan has read the book which/that I lent her.
4. The boy who had designed this invention is only 10 years
old.
5. That app, which can help improve your pronunciation, is
easy to use.
3 Homework * Aim: consolidating what Ss have learned
* Content: do exercises in the workbook
* Products: Ss’ homework
* Steps: T <--> Ss
- T asks Ss to do exercises in the workbook.
- Prepare for the next lesson –Reading.

Instructor Presenter

Nguyen Thi Diem Kieu Nguyen Thi Kim Anh