Giáo án tiếng Anh 10 Unit 3: Music

Form

Pronunciation

Meaning

Vietnamese equivalent

1. talented (adj)

/ˈtæləntɪd/

having a natural ability to do something well

có tài năng

2. musical instrument (n)

/ˌmjuːzɪkl ˈɪnstrəmənt/

an object used for producing musical sounds, for example a piano or a drum

nhạc cụ

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

kèn trumpet

4. perform (v)

/pəˈfɔːm/

entertain an audience by playing a piece of music, acting in a play, etc.

biểu diễn

Anticipated difficulties

Solutions

- Students may not understand the meaning of some words and may mispronounce them

- Students may become bored with easy exercises.

- Pre-teach these new words, using pictures and have them listen to the sounds of these words and repeat.

- Challenge them with a harder task.

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): có tài năng

2. musical instrument (n): nhạc cụ

3. trumpet (n): kèn trumpet

4. perform (v): biểu diễn

II. Practice

Task 1: Listen and read.

Task 2: Read the conversation again and answer the questions.

Task 3: Find words or phrases in the conversation which refer to:

Task 4: Match to make complete sentences.

III. Production:

Talk about your musical idol.

* Homework

Stage

Stage aim

Procedure

Interaction

Time

WARM-UP

- To create a friendly and lively atmosphere in the classroom

- To lead into the new unit

Listen to some pieces of music and guess the name of the songs.

* Teacher gives instructions, plays the recordings.

** Ss listen and guess the names of the songs.

*** Students may discuss with other members in their teams.

**** Teacher:

- 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.)

T-S

S-S

S-S

T-S

5 mins

PRESENTATION

To help students use key language more appropriately before they read and listen.

Vocabulary

* Teacher asks Ss to look at the explanation and the photos to guess the meaning of new words.

** Ss say the Vietnamese meanings of the words.

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.

*** Other Ss correct if the previous answers are incorrect.

**** Teacher shows the Vietnamese meaning, plays the recordings and asks Ss to repeat them.

T-S

5 mins

PRACTICE

- To get students interested in the topic.

- To introduce vocabulary and grammar points to be learnt in the unit.

TASK 1. LISTEN AND READ. (Ex.1, p.28)

* Teacher: - sets the context for listening by having Ss look at the picture (p.28) and answer the questions

+ 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.

** 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.

T-S

S-S

S-S

T-S

T-S

S-S

S-S

T-S

7 mins

- To practise reading for specific information

- To develop Ss' vocabulary of the topic Music

- To check Ss’ comprehension of the conversation

TASK 2. READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (Ex.2, p.29)

* 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.

** Ss do Task 2 individually first.

*** Ss share and discuss with their partners about the key words.

**** Teacher corrects their answers as a class.

1. Who are Ann and Mai talking about?
2. What is he good at?
3. What made him popular?

* Teacher asks Ss to scan the conversation for keywords, locate the part that contains information for each question.

** Ss do the task in pairs.

**** Teacher calls out each question and has different pairs provide their answers.

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.

T-S

S-S

S-S

T-S

T-S

S-S

T-S

6 mins

To revise words and phrases related to music

TASK 3. FIND WORDS OR PHRASES IN THE CONVERSATION WHICH REFERS TO... (Ex.3, p.29)

* Teacher:

- 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.

- has Ss read the conversation quickly again, and find the words or phrases that refer to the categories.

** Ss do as instructed.

*** 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.

Key:

1. pop

2. Grammy, Billboard Music and Teen Choice Awards

3. piano, drums, guitar, and trumpet

4. social media

T-S

S-S

S-S

T-S

5 mins

To help Ss identify compound sentences,
to-infinitives and bare infinitives.

TASK 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.
(Ex. 4, p. 29)

* 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), 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

T-S

S-S

S-S

T-S

5 mins

PRODUCTION

- To help Ss practise talking about their musical idol.

- To give students authentic practice in using target language.

TASK 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL BAND.

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.

T-S

S

T-S-S

8 mins

CONSOLIDATION

- To help Ss memorise the target language and skills that they have learned.

- To inform Ss what the final product of the Project should be like and how Ss can prepare for it.

Wrap-up

* Teacher asks Ss: What have you learnt today?

- Some lexical items about Music

- Talking about musical idols.

Homework

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) 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.

- 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.

T-S

4 mins