Giáo án Tiếng Anh Lớp 10 (Global success) - Unit 3: Music

 UNIT 3: MUSIC
 Lesson 1: Getting started – A talented artist
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - 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.
 2. Core competence
 - develop communication skills;
 - be collaborative and supportive in pair work and teamwork;
 - actively join in class activities.
 3. Personal qualities
 - develop a positive attitude towards music;
 - be aware of the important role of music in our life. 
II. MATERIALS
- Grade 10 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
 1. talented (adj) /ˈtổləntɪd/ having a natural ability to do something well cú tài năng
 2. musical instrument /ˌmjuːzɪkl ˈɪnstrəmənt/ an object used for producing musical sounds, for nhạc cụ
 (n) 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
 Trang 1 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 create a friendly and Listen to some pieces of music and guess the name of the songs. T-S 5 mins
 lively atmosphere in the * Teacher gives instructions, plays the recordings.
 classroom ** Ss listen and guess the names of the songs. S-S
 - To lead into the new *** Students may discuss with other members in their teams. S-S
 unit **** Teacher: T-S
 - confirms the correct answers
 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
 - 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.)
PRESENTATIO To help students use key Vocabulary 5 mins
 N language more * Teacher asks Ss to look at the explanation and the photos to guess the T-S
 appropriately before they meaning of new words. 
 read and listen. ** Ss say the Vietnamese meanings of the words.
 1. talented (adj) /ˈtổləntɪd/: having a natural ability to do something well 
 Trang 3 PRACTICE - To get students TASK 1. LISTEN AND READ. (Ex.1, p.28) 7 mins
 interested in the topic. * Teacher: - sets the context for listening by having Ss look at the picture T-S
 - To introduce vocabulary (p.28) and answer the questions
 and grammar points to be 
 learnt in the unit.
 + 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 
 speakers.
 - explains that Mai and Ann are watching a music programme and this is their 
 conversation when watching it.
 - plays the recording twice and asks Ss to read along while listening to it.
 - has Ss underline the words/ phrases that are related to music while they are 
 listening and reading. S-S
 ** Ss do as instructed. S-S
 *** Ss share their underlined words/ phrases with a peer. T-S
 **** Teacher checks as a class. T-S
 * Teacher has the Ss read the conversation in pairs. S-S
 ** Ss read the conversation. S-S
 *** One pair reads aloud. T-S
 **** Teacher collects common mistakes and gives comments. 
 Trang 5 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 5 mins
 compound sentences, SENTENCES. 
 to-infinitives and bare (Ex. 4, p. 29) T-S
 infinitives. * Teacher has Ss read the two parts of each of the four sentences and checks 
 comprehension. S-S
 ** Ss do the matching individually. In weaker classes, they may refer back to 
 the conversation. S-S
 *** Ss share the answers with a partner.
 **** Teacher: T-S
 - 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), 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 8 mins
 talking about their BAND.
 musical idol. You should mention who she/he is, what she/he is good at, what makes 
 - To give students her/ him famous. T-S
 authentic practice in * Teacher gives Ss clear instructions in order to make sure they can 
 using target language. understand what they have to do. S
 ** Ss prepares their talk in two minutes. T-S-S
 **** 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.
CONSOLIDATI - To help Ss memorise the Wrap-up T-S 4 mins
 ON target language and * Teacher asks Ss: What have you learnt today?
 Trang 7 UNIT 3: MUSIC
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - 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.
 2. Core competence
 - be collaborative and supportive in pair work and team work
 - access and consolidate information from a variety of sources
 - actively join in class activities
 3. Personal qualities
 - be willing to learn new language points
 - be aware of the important role of music in life.
II. MATERIALS
- Grade 10 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis 
 Stress in two-syllable words
 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/
 Trang 9