Giáo án english 10 unit 3 language

Date of preparing: Date of teaching: UNIT 3: MUSIC LESSON 2: Language (P.29,30) Time: 45 minutes STAGE 1: DESIRED OBJECTIVES A OBJECTIVES By the end of this lesson, SS 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 collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities - Be willing to learn new language points - Be aware of the important role of music in life B LANGUAGE FOCUS Key terms/ Vocabulary: singer (n), programme (n), judge (n) , talented (adj), perform (v), attact (v), audience (n) Key grammartical structure(s): Past simple vs Present simple C INSTRUCTIONAL RESOURCES - Textbook: English 10 - Unit – Lesson – Page 29,30 - Computer connected to the Internet - Projector / TV/ pictures and cards - hoclieu.vn STAGE – ASSESSMENT EVIDENCES Assessment Performance Performance Tasks tools products Listen the the recording and repeat the word and then identify the pronunciation of words with stress on first syllable and words with stress on the second syllable in teams Listen and mark the stressed syllables in the words individually Listen again and check Match given words with their meaning in pairs Students’ answers Observation, questions and answers Students’ answers Use lexical items to complete the Students’ Observation, listening and answers Observation, questions and answers Observation and Students’ answers sentences using the words in task Grammar: Compound sentences Make compound sentences using the correct conjunctions in brackets Complete the following sentences using the to- infinitive or bare infinitive of the verbs in brackets answers Students’ answers answers Observation and answers Students’ answers Observation and answers STAGE 3: LEARNING EXPERIENCES LEAD - IN: ACTIVITY 1: MINI-GAME SLAP THE BOARD - The teacher draws 10 circles on the board and writes vocabulary in English about music instruments there - Divide into groups, each group has members - The teacher reads the Vietnamese meaning and students will recognize the word in English and clap on the board and read aloud these word - Each win will add point The team with the higher score will win ACTIVITY 2: PRONUNCIATION Task 1: listen and repeat Pay attention to the stressed syllable in each word (ex.1, p.29) - Teacher has Ss read the words individually and check comprehension - Teacher plays the recording and ask Ss to listen to the words and repeat and pay attention to the stressed syllables - Ss as instructed - Teacher checks whether Ss can say the words using the correct stress patterns by calling some Ss to read them aloud - Teacher 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 programme common careful relax perform attract decide Task 2: listen and mark the stressed syllables in the words in bold (ex.2, p.29) - Teacher asks Ss to read the sentences individually and pay attention to the bold words and checks their comprehension - Teacher plays the recording for Ss to listen and mark the stressed syllables in the words in bold - Ss as instructed - Ss work in pairs to compare their answers - Teacher confirms the correct answers - Teacher plays the recording again, pausing after each sentence, for Ss to repeat ACTIVITY 3: VOCABULARY Task 1: match the words with their meanings (ex.1, p.30) perform audience Judge talented singer - 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 the matching - Ss share the answers with the whole class: one student reads aloud the word and another reads its definition - Teacher confirms the correct answer Answers Suggest : c d e a b Task 2: complete the sentences using the words in (Ex.2, p.30) - Teacher has Ss read the sentences carefully to decide which word in can be used to complete each of the sentences - Teacher 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 - Teacher confirms the correct answers - Teacher asks individual Ss to read the complete sentences Answers Suggest: talented audience single judge perform ACTIVITY 4: GRAMMAR Make compound sentences using the correct conjunctions in brackets - Teacher tells Ss to look at the compound sentences in in Getting Started and asks questions to check whether Ss understand their structure, e.g What they consist of? Can you split them into independent sentences? What are the clauses joined by? - Teacher gives 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 board - Teacher checks answers as a class Answers Suggest: I am a jazz fan, and my favourite style is from the late 1960s Jackson wants to go to the music festival on Saturday, but he has a maths exam on that day You can book the tickets online, or you can buy them at the stadium ticket office The concert didn’t happen, so we stayed at home TO-INFINITIVES AND BARE INFINITIVES Complete the following sentences, using the to-infinitive or bare infinitive of the verbs in brackets - Teacher 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 - Teacher 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 -Teacher 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 - Ss the exercise individually - Ss compare answers in pairs - Teacher checks answers with the whole class Answers Suggest: to send fall to delay watch GRAMMAR PRODUCTION: Make compound sentences in which there is a to-infinitive or bare infinitive - Teacher explains the rules of the task (Make compound sentences One correct sentence gets one point If you can use to-infinitive or bare infinitive and a word in the Vocabulary part, your points will triple.) - Teacher 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 the task in groups of or 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 ACTIVITY 5: WRAP- UP & ASSIGNMENT WRAP - UP: - Teacher asks: What have you learnt today? - stress in two-syllable words; - words and phrases related to music; - conjunctions to make compound sentences; - to-infinitives and bare infinitives after some verbs Homework: - Exercises in the workbook - Prepare for lesson Unit Sầm Sơn, ngày 14 tháng 10 năm 2023 GIÁO VIÊN HƯỚNG DẪN SINH VIÊN KIẾN TẬP Lưu Thị Tuyết Hồ Thị Thơm