Kế hoạch bài dạy Tiếng Anh Lớp 10 Global Success theo CV5512 - Unit 3: Music

 (n) for example a piano or a drum
 3. trumpet (n) /ˈtrʌmpɪt/ a brass musical instrument made of a curved kốn trumpet
 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 biểu diễn
 music, acting in a play, etc.
Assumptions 
 Anticipated difficulties Solutions
 - Students may not understand the meaning of some words and - Pre-teach these new words, using pictures and have 
 may mispronounce them them listen to the sounds of these words and repeat.
 - Students may become bored with easy exercises. - Challenge them with a harder task.
Board Plan
 Date of teaching
 UNIT 3: MUSIC
 Lesson 1: Getting started – A talented artist
 * Warm-up: Listen to some pieces of music and guess the name of the songs
 I. Presentation: Vocabulary
 1. talented (adj): cú tài năng
 2. musical instrument (n): nhạc cụ
 3. trumpet (n): kốn trumpet
 4. perform (v): biểu diễn
 II. Practice 
 - asks Ss some questions and leads in the lesson.
 + Whose songs are these? (They are Justin Bieber’s.)
 + Is he a talented singer? (Yes, he is considered the Prince of Pop.)
PRESENTATION Vocabulary 5 mins
 * Teacher asks Ss to look at the explanation and the photos to guess the T-S
 meaning of new words. 
 ** Ss say the Vietnamese meanings of the words.
 1. talented (adj) /ˈtổləntɪd/: having a natural ability to do something well 
 To help students use key 
 language more 
 appropriately before they 
 read and listen.
 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 
 + Where are they? (at home/ in the living room)
 + Who is the boy? (a singer)
 + What are they doing? (The boy is singing on the stage. The girls are 
 watching a live programme and cheering.)
- focuses Ss’ attention on the conversation and elicits the names of the two S-S
speakers. S-S
- explains that Mai and Ann are watching a music programme and this is T-S
their conversation when watching it. T-S
- plays the recording twice and asks Ss to read along while listening to it. S-S
- has Ss underline the words/ phrases that are related to music while they S-S
are listening and reading. T-S
** Ss do as instructed.
*** Ss share their underlined words/ phrases with a peer.
**** Teacher checks as a class.
* Teacher has the Ss read the conversation in pairs.
** Ss read the conversation.
*** One pair reads aloud.
**** Teacher collects common mistakes and gives comments. 
 ** Ss do as instructed. S-S
 *** Ss share their answers with a partner. S-S
 **** Teacher checks the answers by calling out each category or writing it on T-S
 the board, and asks individual Ss to write the relevant words / phrases.
 Key:
 1. pop 
 2. Grammy, Billboard Music and Teen Choice Awards
 3. piano, drums, guitar, and trumpet 
 4. social media
 To help Ss identify TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES. 5 mins
 compound sentences, (Ex. 4, p. 29)
 to-infinitives and bare * Teacher has Ss read the two parts of each of the four sentences and checks T-S
 infinitives. comprehension.
 ** Ss do the matching individually. In weaker classes, they may refer back to S-S
 the conversation.
 *** Ss share the answers with a partner. S-S
 **** Teacher: 
 - checks the answers by calling on individual Ss to read the complete T-S
 sentences and writes them on the board.
 - goes through each sentence and elicits the target grammar point(s), e.g. 
 1. compound sentence, to-infinitive; 2. bare infinitive; 3. to-infinitive; 
 4. compound sentence.
 Key: 1. d; 2. c; 3. b; 4. a
PRODUCTION - To help Ss practise TASK 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL BAND. 8 mins
 talking about their You should mention who she/he is, what she/he is good at, what makes 
 musical idol. her/ him famous.
 - To give students * Teacher gives Ss clear instructions in order to make sure they can T-S 
- Put Ss into groups and have them choose their group leader. Ask them to 
assign tasks for each member, making sure that all group members 
contribute to the project work.
- Help Ss set deadlines for each task. 
1. Most two-syllable nouns and adjectives have stress on the first syllable except for the ones ending with oo, oon
 E.g. + table /ˈteɪbl/, climate /ˈklaɪmət/, happy /ˈhổpi/, clever /ˈklevə(r)/
 + bamboo /ˌbổmˈbuː/, balloon/bəˈluːn/
2. Most two-syllable verbs have stress on the second syllable except for the ones ending with ow, en, er, le, el, ish, y.
 E.g. + appear /əˈpɪə(r)/, explain /ɪkˈspleɪn/
 + finish /ˈfɪnɪʃ/, harden /ˈhɑːdn/, suffer /ˈsʌfə(r)/, follow /ˈfɒləʊ/, carry /ˈkổri/, struggle /ˈstrʌɡl/, 
 travel /ˈtrổvl/
 Verbs followed by Verbs followed by Bare infinitive (V)
 to-infinitive (to + V)
 1- agree 1. Modal verbs: 
 2- afford can, may, must, would, should, could, may, might
 3- arrange E.g. I can dance gracefully.
 4- decide He should stop smoking.
 5- demand 2. would rather/ would sooner, had better
 6- expect E.g. I would rather stay at home than go out on such a rainy night.
 7- fail You had better tell him the truth.
 8- happen 3. make, let, see, hear, feel, watch, notice + Object
 9- hesitate E.g. I saw her get off the bus.
 10- hope The police made the thief raise his hands.
 11- intend But: In the passive voice, these verbs are followed by a to-infinitive 
 12- learn except let.
 13- manage E.g. The thief was made to raise his hands.
 14- offer 4. have sb
 15- plan E.g. I am going to have someone repaint my house.
 16- pretend 
 17- promise 
 * Compound sentences
 Make compound sentences using the correct conjunctions.
 * To-infinitives and bare infinitive
 Complete the sentences, using the to-infinitive or bare infinitive of the verbs.
 IV. Production
 Make compound sentences.
 * Homework
II. PROCEDURES
Notes:
In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 WARM-UP - To arouse the Game: Board race T-S 5 mins
 classroom (The topic word is: MUSIC)
 atmosphere * Teacher gives instructions of how to play the game, and gives an example. S-S
 - To lead in the lesson ** Ss discuss in their teams and write down the words. S-S
 *** Ss in each team take turns to write their words on the board.
 **** Teacher confirms the correct words, decides the winner and leads in T-S
 the lesson.
 Rules and an example of the game Board race:
 The class is divided into teams. In one or two minutes (depending on the 
 number of the letters in the topic words), Ss have to find the words which 
 are related to the topic and have one letter in the topic word. If the word 
 - has Ss find out the rule of marking stress on the two-syllable words, and 
 elicits other examples of nouns, verbs, and adjectives.
 Stress on the first syllable Stress on the second syllable
 singer relax
 programme perform
 common attract
 careful decide
 Practice 4 mins
To help Ss identify 
 TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN 
stressed syllables in 
 BOLD. (Ex.2, p.29) T-S
two-syllable words in 
 * Teacher:
sentences and 
 - asks Ss to read the sentences individually and pay attention to the bold 
pronounce these 
 words and checks their comprehension.
words correctly.
 - plays the recording for Ss to listen and mark the stressed syllables in the S-S
 words in bold. S-S
 ** Ss do as instructed. T-S
 *** 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.
To help Ss memorise Production 4 mins
the rules to mark TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PATTERN.
stress on the two- * Teacher: T-S
syllable words - divides Ss into two teams or more teams in big classes. 
 - writes two two-syllable words on the board, one with stress on the first 
 syllable, the other with the stress on the second syllable and has each team S-S
 S-S 
 **** Teacher confirms the correct answer. T-S
 Key: 1. c 2. d 3. e 4. a 5. b
To give Ss practice in TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 1. (Ex.2, p.30) 4 mins
using the words in * Teacher: T-S
meaningful contexts. - 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. S-S
 **** Teacher: T-S
 - 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.
 Key: 1. talented 2. audience 3. single 4. judge 5. perform 
 - writes the following sentences on the board and elicits the words to-
 infinitive and bare infinitive.
 E.g. - When he was 12, his mother started to upload his cover song 
 videos on social media.
 - His beautiful songs have helped bring more love into people’s lives.
 - has Ss read the explanation in the Remember! box, checks understanding 
 and provides some examples of the verbs used in sentences, e.g. I decided 
 to watch my favourite TV show. My mum let me watch the TV show.
 - asks Ss to read the sentences and identify the main verbs of the 
 sentences. This will help them decide whether they need to fill in a 
 to-infinitive or bare infinitive after that main verb. S-S
 ** Ss do the exercise individually. S-S
 *** Ss compare answers in pairs. T-S
 **** Teacher checks answers with the whole class.
 Key: 1. to send 2. fall 3. to delay 4. watch
GRAMMAR To help Ss further Make compound sentences in which there is a to-infinitive or bare 4 mins
(Production) practise the infinitive. T-S
 to-infinitive, * Teacher: S-S 
 bare infinitive, - explains the rules of the task (Make compound sentences. One correct T-S
 compound sentences sentence gets one point. If you can use to-infinitive or bare infinitive and a 
 and vocabulary related word in the Vocabulary part, your points will triple.)
 to the topic music. - gives an example: + The cat chases, and the mouse runs (1 point)
 + The singer started to sing, but many audiences were still talking. (3 
 points)
 ** Ss do the task in groups of 3 or 4 in two minutes.
 *** The groups with the most sentences write their answers on the board.
 **** Teacher praises Ss for interesting ideas and decides the winner.