Giáo án Tiếng Anh 10 (Global Success) - Period 19, Unit 3: Music (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 19, Unit 3: Music (Language)

1. Week: 7 Preparing date: ___ Teaching date: ___ Period: 19 UNIT 3: MUSIC LANGUAGE A. AIMS: By the end of this lesson, Students will be able to: I. Knowledge: 1. Vocabulary: - 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. Grammer: - Distinguish and use conjunctions to make compound sentences and use to-infinitives and bare infinitives after some verbs. II. 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. III. Quality: - Be aware of the important role of music in life. B. TEACHING AIDS: 1- Students: Text books 2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards - Computer connected to the Internet. C. TEACHING PROCEDURES I. Warm up: Game - Guess the words (7 minutes) Objectives: - 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. Output: Arouse the classroom atmosphere to lead in the lesson Process: Teacher’s instructions * Teacher gives instructions of how to play the game, and gives an example. Ss discuss in their teams and write down the words. Ss in each team take turns to write their words on the board. Teacher confirms the correct words, decides the winner and leads in the lesson. II. New lesson 1. Activities Pronunciation Activity 1: ( 4 minutes ) Objectives: Page | 1
2. -To help Ss identify stressed syllables in two-syllable words in sentences and pronounce these words correctly - To help Ss memorise the rules to mark stress on the two-syllable words Content: Pronunciation Output: Identifying the stressed syllables in two-syllable words and pronouncing these words. Process: - T plays the recording and asks Ss to listen to the words and repeat; tell them to pay attention to the stress syllables. (T can play the recording as many times as necessary) - T makes sure Ss know the meaning of each word. Ss do as instructed. Teacher checks whether Ss have improved their pronunciation by randomly calling on individual Ss to read the words aloud. (Teacher can also play the pronunciation video lesson of this Unit for students to watch before they do the task) Listen and repeat. Pay attention to the stress syllables. Stress on the first syllable Stress on the second syllable singer relax common perform carefull attract programme decide Activity 2: Listening and choosing the words pronounced ( 4 minutes ) Objective: To help students identify stressed syllables in two – syllable words in sentences and pronounce these words in sentences. Content: Practise identifying the stressed syllables in the words in bold. Output: Students can identify the stressed syllables in sentences. Process: * Teacher: - asks Ss to read all the words once, paying attention to the different stressed syllables in each sentences. - plays the recording for Ss to listen and mark the stressed syllables in the words in bold. - has Ss work in pairs to compare their answers. - plays the recording again, pausing after each sentence, for Ss to repeat. Ss do as instructed. Ss practise reading the sentences in pairs T goes round to offer help and collect common mistakes to correct as a class. Key: 1. She is a `famous `artist. 2. I en`joy his song about `friendship. 3. Their `latest show re`ceived a lot of good `comments. Vocabulary Activity 3: Matching ( 5 minutes ) Objective: To make sure that students understand the meaning of some topic – related words. Content: Vocabulary related to music Page | 2
3. Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about music. Process : * T gives clear instructions Ss work in pairs to discuss and do the matching Ss share the answers with the whole class. T confirms the correct answer Key 1. c 2. d 3. e 4. a 5. b Activity 4: Gap filling ( 5 minutes ) Objective: To give students practice in using the words/phrases in meaningful contexts Content: Complete the the sentences using the words in task 1 Output: Read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. Process: - Ss work in pairs; tells them to read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. T explains that they should use the context clues to decide on the word / phrase. - T checks answers as a class, then has Ss call out the word they have used in each sentence first. -T confirms the correct answers. T asks Ss to give reasons why they have chosen the word for each sentence, e.g. what context clues they have used. - T asks some Ss to read the complete sentences. Ss work in pairs to discuss and find the answers Ss share the answers with the whole class T confirms the correct answers and asks Ss to give the reasons why they have chosen the word/phrase for each sentence. Key: 1. talented 2. audience 3. single 4. judge 5. perform Grammar Activity 5: Choosing the suitable forms of the given verbs ( 7 minutes ) Objective: To give students an opportunity to revise how to form compound sentences. Content: Grammar points Output: Answers key Process: * Teacher: - tells Ss to look at the compound sentences in 4 in Getting Started and asks questions to check whether Ss understand their structure, e.g. What do they consist of? Can you split them into independent sentences? What are the clauses joined by? - give 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. Page | 3
4. Ss work in pairs or individually to choose the appropriate conjunctions to combine the -T checks answers and asks Ss to explain their choices (using the clues above). Ss do as instructed Ss share their answers with a partner Teacher check Ss’ answers and asks them to explain their choices (using the clues above). Key 1. I am a jazz fan, and my favourite style is from the late 1960s. 2. Jackson wants to go to the music festival on Saturday, but he has a maths exam on that day. 3. You can book the tickets online, or you can buy them at the stadium ticket office. 4. The concert didn’t happen, so we stayed at home Activity 6: Complete the following sentences, using the to-infinitive or bare infinitive of the verbs in brackets ( 8 minutes ). Objective: To give Ss more practice in using to infinitives and bare infinitives of the verbs in meaningful contexts. Content: Grammar points Output: Answers key Process: * Teacher: - asks Ss to look at Remember! box again to master the use of to - infinitives and bare infinitives. - asks Ss to work individually. Ss do as instructed. Ss share their answers with a partner. T check Ss’ answers and asks them to explain their choices (using the clues above). Key: 1. to send 2. fall 3. to delay 4. watch 2. Consolidation (3 minutes) - T helps students memorize the target language and skills that they have learnt 3. Homework (2 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 4