Tiêu đề Anh 10 Global Success Unit 3.doc ✅

Date of planning: 7/10/2022 Date of teaching: 10/10/2022 Period 17 Unit 3: MUSIC Lesson: Getting started: A talented artist I. OBJECTIVES: By the end of the lesson , students will be able to: - gain an overview about the vocabulary related to the topic Music and main grammatical points taught in this unit; - gain vocabulary to talk about their musical idols. - develop communication skills; be aware of the important role of music in our life II. LANGUAGE KNOWLEDGE: + Vocabulary: words and phrases related to types of music. + Grammar: Compound sentences, To-infinitive and bare infinitive. + Pronunciation: stress in two-syllable words. III. INSTRUCTIONAL RESOURCES: - Grade 10 textbook, Unit 3 - Getting started - Computer connected to the Internet, tape. - Projector/ TV/ pictures and cards / cassette - sachmem.vn IV. PROCEDURES: Teacher’s and Students’ activities Content 1/ Activity 1: Name the songs: (5ms) - T asks Ss to listen to some pieces of music and guess the name of the songs and the singers or the composers of those songs. - Have Ss work in groups to write down the names of the songs - Introduce the lesson: “Today we are going to listen to and read a conversation between Mai and Ann about a talented artist and try to understand it.” 2. Activity 2: Listen and Read (10’) - Have Ss listen to the tape and read the conversation. - Explain the new words to the students by using manners, gestures, real objects and pictures. 1. talented (adj) /ˈtæləntɪd/: having a natural ability to do something well 2. musical instrument (n) /ˌmjuːzɪkl ˈɪnstrəmənt/: an object used for producing musical sounds, e.g. a piano or a drum 3. trumpet (n) /ˈtrʌmpɪt/: a brass musical instrument made of a curved metal tube that you blow into, with three valves for changing the note 4. perform (v) /pəˈfɔːm/: entertain an audience by playing a piece of music, acting in a play, etc. - Get SS to work in pairs (3 minutes) to practise the conversation. 3. Activity 3: Read the conversation again and answer the questions (5’) - Teacher asks Ss to work individually to read the questions and underline the key words, then share their ideas with a partner who sits next to them. - Teacher asks Ss to scan the conversation for keywords, locate the part that contains information for each question. - Group work to guess the name of the songs. Song 1: Love yourself Song 2: Sorry Song 3: What do you mean? Song 4: Where are you now? Song 5: Stuck in the moment Key 1. They are talking about a young pop singer. 2. He is good at writing music and playing many musical instruments. 3. His cover song videos made him popular.
- Ss do the task in pairs. - Teacher calls out each question and has different pairs provide their answers. 4. Activity 4: Find words or phrases in the conversation which refers to... (5’) - Asks Ss to read the four categories and brainstorm words or phrases to check their prior knowledge, e.g. types of music: Rock and roll, Jazz, Pop, Classical. - Ss read the conversation quickly again, and find the words or phrases that refer to the categories - Ss work individually - Ss share their answers with a partner - Teacher checks the answers by calling out each category or writing it on the board, and asks individual Ss to write the relevant words / phrases. 5. Activity 5: Match the two parts to make complete sentences. (5’) - Teacher has Ss read the two parts of each of the four sentences and checks comprehension - Ss do the matching individually. In weaker classes, they may refer back to the conversation. Ss share the answers with a partner. - Teacher: + checks the answers by calling on individual Ss to read the complete sentences and writes them on the board. + goes through each sentence and elicits the target grammar point(s) 6. Activity 6: Talk about your favourite singer or musical band. (5ms) You should mention who she/he is, what she/he is good at, what makes her/ him famous. -Teacher gives Ss clear instructions in order to make sure they can understand what they have to do. - Ss prepares their talk in two minutes. - Teacher instructs Ss to play a guessing game: Ss take turns to talk about their idols without mentioning the name of their idols. The others listen and guess who she/he is. 7. WRAP-UP (3’) - T asks Ss: Some lexical items about Music - Talking about musical idols. 6. HOMEWORK: (2ms) 1. Exercises in the workbook 2. Project preparation - Ask Ss to open their books at the last page of Unit 3, the Project section, look at the pictures and say what the topic of the Project is (a form of traditional music). - Tell Ss about the Project requirements: Ss will have to: + do research on a form of traditional music in Viet Nam or another country + include information related to the points stated on the Project page or prepare a poster (drawing, pictures) Answers: 1. pop 2. Grammy, Billboard Music and Teen Choice Awards 3. piano, drums, guitar, and trumpet 4. social media Answers: 1. d; 2. c; 3. b; 4. a - Some vocabulary about music
presenting the research results. + give an oral presentation of the research results in the last lesson of the unit. - Explain to Ss how they can get the information (search the Internet, read newspapers, go to the library, talk to experts, etc.). - Encourage them to start with doing research on traditional music in Viet Nam. Date of planning: 10/10/2022 Date of teaching: 14/10/2022 Period 18 Unit 3: MUSIC Lesson: Language I. OBJECTIVES: By the end of the lesson, students will be able to: - pronounce two-syllable words with correct stress; - understand and use words and phrases related to music; - use conjunctions to make compound sentences; - use to-infinitives and bare infinitives after some verbs. - be willing to learn new language points and be aware of the important role of music in life. II. LANGUAGE KNOWLEDGE: - Pronunciation : Stress in two-syllable words - Vocabulary : Lexical items about “Music” - Grammar : to-infinitives and bare infinitives after some verbs III. INSTRUCTIONAL RESOURCES: - Grade 10 textbook, Unit 3 - Language - Computer connected to the Internet, tape. - Projector/ TV/ pictures and cards - sachmem.vn IV. PROCEDURES: Teacher’s and Students’ activities Content 1. WARM-UP: Game: Board race: (5ms) - Ss discuss in their teams and write down the words related to music as many as possible. - Ss in each team take turns to write their words on the board - Teacher confirms the correct words, decides the winner and leads in the lesson. 2. PRONUNCIATION: (7ms) a/ Activity 1: Listening and repeating Teacher: - has Ss read the words individually and check comprehension. - plays the recording and ask Ss to listen to the words and repeat and pay attention to the stressed syllables. ** Ss do as instructed. *** Teacher: - checks whether Ss can say the words using the correct stress patterns by calling some Ss to read them aloud. - has Ss find out the rule of marking stress on the two-syllable words, and elicits other examples of nouns, verbs, and adjectives. b/ Activity 2: Listen and mark the stressed syllables in the words in bold. Teacher: - Ss work in group to play the game. Stress on the first syllable: singer programme common careful Stress on the second syllable:
- asks Ss to read the sentences individually and pay attention to the bold words and checks their comprehension. - plays the recording for Ss to listen and mark the stressed syllables in the words in bold. ** Ss do as instructed. *** Ss work in pairs to compare their answers. **** Teacher: - confirms the correct answers. - plays the recording again, pausing after each sentence, for Ss to repeat. 3 . VOCABULARY: (10ms) Activity 1: Match the words with their meanings * Teacher gives clear instructions, reads the words on the left and makes sure Ss understand the abbreviation in brackets (v, n, adj) ** Ss work in pairs to discuss and do the matching. *** Ss share the answers with the whole class: one student reads aloud the word and another reads its definition. Activity 2: Complete the sentences using the words in 1 * Teacher: - has Ss read the sentences carefully to decide which word in 1 can be used to complete each of the sentences. - reminds them to use context clues to decide on the word. ** Ss discuss with a partner. **** Teacher: - checks answers as a class by having individual Ss call out the word they have used for each sentence first and explain why they have chosen that word (the clues in the context), e.g. The first sentence needs an adjective and the only one on the list is ‘talented’. The second sentence needs a noun, and the words ‘TV show’ and ‘attract’ suggest that ‘audience’ is the best choice. - confirms the correct answers. - asks individual Ss to read the complete sentences. 4. GRAMMAR: COMPOUND SENTENCES (20ms) Activity 1: Make compound sentences using the correct conjunctions in brackets. * Teacher: - tells Ss to look at the compound sentences in 4 in Getting Started and asks questions to check whether Ss understand their structure, e.g. What do they consist of? Can you split them into independent sentences? What are the clauses joined by? - give more explanation and examples for Ss to understand what a simple sentence is and what a compound sentence is. + A simple sentence consists of one independent clause. Ex: The cat chased the mouse. + A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (e.g. for, and, nor, but, or, and yet, so). (Hint: The conjunctions spell FANBOYS.) Ex: The cat chased the mouse, and the mouse ran into the hole. ** Ss work in pairs or individually to choose the appropriate conjunctions to combine the sentences. *** Individual Ss write their sentences on the relax perform attract decide Key: 1. c 2. d 3. e 4. a 5. b Key: 1. talented 2. audience 3. single 4. judge 5. perform Key: 1. I am a jazz fan, and my favourite style is from the late 1960s. 2. Jackson wants to go to the music festival on Saturday, but he has a maths exam on that day. 3. You can book the tickets online, or you can buy them at the stadium ticket office. 4. The concert didn’t happen, so we stayed at home.