Giáo án Tiếng Anh Lớp 10 (Global Success) - Period 22 to 24 - Unit 3: Music - Năm học 2022-2023

 Date of planning: / / 2022
Date of teaching: / / 2022
WEEK: 8
 Period 22
 UNIT 3: MUSIC
 Lesson 5: Listening
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following 
things: 
1. Knowledge: 
 . Knowledge
 - listen for gist and specific information in an interview about a music festival;
 - talk about the reasons why they want/ don’t want to go to a music festival.
2. Competence: 
 - be collaborative and supportive in pair work and team work;
 - actively join in class activities;
 - develop presentation skills;
 - be critical in thinking.
3. Qualities:.
 - be more interested in music and music events.
II. TEACHING AIDS: 
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment.
- Computer connected to the Internet
III. PROCEDURE: 
Notes: In each activity, each step will be represented as following: 
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
 1. WARM UP & INTRODUCTION ( 3’- 5’) 
Aims:
- To create an active atmosphere in the class before the lesson; 
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to 
warm up to the subject and new lesson.
* Outcome: Lead to the subject and new lesson.
* Organisation: Teacher’s instructions 
 Teacher’s Student’s activities Content
+ Greeting + Asking question:
* Teacher gives the instructions and plays the Video watching: Watch the video and write down 2. stage (n): a raised area, usually in a theatre, 
 etc. where actors, dancers, etc. perform
 3. free of charge (adv): without having to pay
 4. overcrowding (adj): the situation when 
 there are too many people or things in one 
 place
 5. in advance (idiom): before the time that is 
 expected; before something happens
** Ss do as instructed 
**** Teacher confirms the meaning, calls on some 
individual Ss to make sentences with each word.
TASK 1: LOOK AT THE PICTURE AND 
ANSWER THE FOLLOWING QUESTIONS. 
(Ex.1, p.33) 
* Teacher asks Ss to work in pairs to look at the 
picture and discuss the questions. A: on the beach, country park; D: sold the tickets 
in advance.
- plays the recording a second time, pausing 
after the clues in weaker classes. 
Key: A, D
TASK 3: LISTEN AGAIN AND DECIDE TASK 3: LISTEN AGAIN AND DECIDE 
WHETHER THE FOLLOWING WHETHER THE FOLLOWING 
STATEMENTS ARE TRUE (T) OR FALSE (F). STATEMENTS ARE TRUE (T) OR FALSE
(Ex.3, p.33) Key: 1. F (first -> second); 2. F (They are still 
* Teacher: setting up the main stage and there’s still a lot to 
- ask Ss to read the sentences and underline the key do.); 3. T; 4. F (They have sold the tickets in 
words. advance.); 5. T
- has Ss identify the True / False statements based 
on what they have remembered from the first 
listening in 2.
- plays the recording and encourages Ss to note 
down key words or phrases.
** Ss do as instructed.
*** Ss work in pairs or groups to compare answers.
**** Teacher: 
- checks answers as a class and plays the recording 
again, pausing at the sentences that contain the 
clues in weaker classes.
- has Ss correct the false sentences.
 4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To give Ss an opportunity to personalise the language and ideas from the listening in a speaking 
task.
* Content: 
* Outcome: 
* Organisation : 
 Teacher’s Student’s activities Content
 * Teacher: - asks some lead-in questions to see 
 whether Ss have taken part in any music TASK 4: WORK IN GROUPS. DISCUSS THE 
 festivals, and how much experience they have, FOLLOWING QUESTIONS. (Ex.4, p.33)
 e.g. Have you ever taken part in a music festival? Do you want to go to a music festival? Why or 
 How many times have you participated in such why not?
 events? What did you do there? How did you Work in groups. Discuss the following 
 feel? questions.
- put Ss in groups to discuss the two questions.
- reminds them that they can use the ideas from the Do you want to go to a music festival? Why or 
warm-up activity and the ideas in their homework why not? * Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
 1. WARM UP & INTRODUCTION ( 3’- 5’) 
Aims:
- To create an active atmosphere in the class before the lesson; 
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to 
warm up to the subject and new lesson.
* Outcome: Lead to the subject and new lesson.
* Organisation : Teacher’s instructions 
 Teacher’s Student’s activities Content
+ Greeting + Asking question:
Game: Guess the mystery words. Game: Guess the mystery words.
* Teacher: * Teacher: 
- divides the class into two teams, and explains the - divides the class into two teams, and explains the 
game rules. game rules.
 + Ss look at the pairs of pictures and guess the + Ss look at the pairs of pictures and guess 
 mystery words the mystery words
 + One point for each earliest correct answer. + One point for each earliest correct answer.
- shows one or two examples: - shows one or two examples: 
 + queen bee + queen bee 
 + waterfall + waterfall experience sharing 
 music website 
 2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: 1To pre-teach the pronunciation and the meaning of some vocabulary so that Ss can understand 
the content of the reading.
-To provide an example blog on a music website, which Ss can use as a model for their writing.
-To provide Ss with some useful words and phrases to describe experiences;
- To help Ss develop ideas for their writing in 3.
* Content: task 1,2,3
* Outcome: students’ answers
* Organisation: 
 Teacher’s Student’s activities Content
* Teacher: 1. hit (n): a song that is very popular 
- shows the words one by one, plays the recording TASK 1: COMPLETE THE NOTES. (Ex.1, TASK 1: COMPLETE THE NOTES. (Ex.1, 
p.33) p.33)
Ann has just come back from a music event and Ann has just come back from a music event 
shared her experience on a music website. Read and shared her experience on a music website. 
her blog and complete the notes below. Read her blog and complete the notes below.
* Teacher introduces the context of the blog, elicits e.g. Which event did Ann go to? and have 
the meaning of the word blog and why people write individual Ss answer. In stronger classes, invite Ss 
blogs and asks Ss if they read blogs. to formulate and ask the questions.)
** Ss read the blog individually and complete the 
notes in 3 minutes. Key: Ann’s notes
*** Ss work in groups to compare their answers. ● Event: International Youth Music Festival
**** Teacher checks the answers as a class. ( In ● When: last Saturday
weaker classes, ask questions, ● Where: in a big country park
 ● Who with: some friends
 ● Atmosphere: party
 ● What we did:
 – saw favourite idols perform live on stage 
 and listened to their greatest hits
 – tasted yummy food from different 
 countries
 – made new friends
 How we felt: excited
TASK 2: PUT THE WORDS & PHRASES TASK 2: PUT THE WORDS & PHRASES 
INTO THE APPROPRIATE COLUMNS. (Ex.2, INTO THE APPROPRIATE COLUMNS. 
p.34) (Ex.2, p.34)
Work in groups. Put the words and phrases in Work in groups. Put the words and phrases in 
the box below into the appropriate columns. the box below into the appropriate columns. 
Some words and phrases can go into more than Some words and phrases can go into more than 
one column. one column.
* Teacher asks Ss to look at the words and phrases Key:
in the box and elicits the meanings of any words or 
phrases Ss don’t understand.
 Locatio Atmos Activities Feeling
** Ss work into groups to put the words and n phere
phrases into suitable columns.
**** Teacher: beach amazin watch amazin
- calls on some groups to write their answers on stadium g fireworks g
the board and has the rest of the class comment on friendly play games excited
the way they have sorted the words and phrases. relaxed take photos relaxed
 wonder see art wonder
Extention: has Ss play a chain game to practise ful exhibitions ful
describing an experience: Put Ss into teams and fun play 
have each team sit in a circle. One student in each musical 
team starts the game by saying what kind of event instrument
they went to, e.g. We went to a Pop Music s
Festival. The next student adds another detail, e.g. 
The event took place in the country park. This