Giáo án Getting Started

Ss activate prior knowledge about music performances and predict the topic of the opening conversation.

T shows four pictures: a stage, a singer, a judging panel and an audience. T asks the questions:

• What can you see in these pictures?
• Who takes part in a music show?
• What do people need to do before a show?
  Ss brainstorm in pairs and write the ideas on the board. Then Ss predict: What might the conversation be about?

A brainstorm list on the board, for example: singer, stage, audience, judge, practice, microphone, invite a musician.
A prediction in English, for example: “The conversation is about inviting a musician to a show.”

Ss recognise and use six topic words from the unit.

T presents six words: audience (khán giả), performance (buổi biểu diễn), contestant (thí sinh), judge (giám khảo), rehearse (tập dượt), traditional (truyền thống).
Ss match each word with its Vietnamese meaning (Worksheet No. 1, Part A).
T asks: “Who listens to a performance?” and “Who decides the winner?”
Ss make one sentence with each word.

Matching key:

• audience – khán giả
• performance – buổi biểu diễn
• contestant – thí sinh
• judge – giám khảo
• rehearse – tập dượt
• traditional – truyền thống
  Sample sentences: “The audience clapped after the performance.” “The judge commented on the contestant's timing.”

Ss identify and produce the stressed syllable in two-syllable words.

T models the words TA-lent, SING-er, per-FORM and en-JOY, and the sentence “The singer will perform tonight.”
T explains that a stressed syllable is more prominent (clearer and longer, with higher pitch), not simply louder.
Ss repeat in chorus and clap or tap on the desk for the stressed syllable.
T asks: “Which syllable is stronger in talent? In perform?”

Stress marks:

• TA-lent (stress on the first syllable)
• SING-er (first syllable)
• per-FORM (second syllable)
• en-JOY (second syllable)
  Key rule: a stressed syllable is more prominent, not only louder. Stress is not guessed from word length.

Ss join two independent clauses with a coordinating conjunction and explain its meaning.

T writes the rule on the board: and adds, but contrasts, or offers a choice, so introduces a result. Each side needs its own clause (subject and verb).
T gives examples:

• “The band rehearsed carefully, but it still felt nervous.”
• “We can watch online, or we can go to the hall.”
• “The hall was full, so we waited outside.”
  T asks: “What does ‘but’ show?” and “What does ‘so’ show?”

Meaning of each conjunction:

• and: adds information
• but: contrasts two ideas
• or: offers a choice
• so: introduces a result
  Ss' own sentence example: “The show started late, so the audience waited patiently.”

Ss use to-infinitive after want, hope and decide, bare infinitive after let and make, and passive make.

T presents the patterns:

• want/hope/decide + to-infinitive: We hope to perform.
• let/make + object + bare infinitive: They let us rehearse.
• passive make: We were made to wait.
  Ss complete the sentences in Worksheet No. 2, Part A and Part B. T asks: “How do we change ‘They made us wait’ into the passive?”

Worksheet No. 2 key:

1. We decided to invite a local musician. (to invite)
2. The teacher let us rehearse in the hall. (rehearse)
3. They made us wait for an hour. → We were made to wait for an hour.
4. We hope to perform on the big stage. (to perform)
   Ss' explanation: the active form takes a bare infinitive after make; the passive form uses to + infinitive.

Ss choose the correct coordinating conjunction in context.

Ss do Exercises 3, 4 and 5 individually, then compare with a partner. Ss may also complete the interactive exercises on the NeoEdu lesson page if time allows.
3. The band rehearsed carefully, ___ it still felt nervous. A. but B. so C. or D. because
4. We can watch online, ___ we can go to the hall. A. so B. but C. because D. or
5. The hall was full, ___ we waited outside. A. or B. unless C. so D. but

Answer key:
3. A – but (nervousness contrasts with careful preparation)
4. D – or (the clauses offer alternatives)
5. C – so (waiting is the result of the hall being full)

Ss read the model conversation to identify the speaker's intention, the opening sentence and specific details.

Ss read the conversation:
A: Why don’t we invite a local musician to our show?
B: That sounds interesting. How about asking the music teacher to introduce us?
A: Good idea. Let’s prepare two clear questions first.
B: Yes, and we should ask permission before recording.
Ss answer:

• What is the opening sentence?
• What is the purpose of the conversation?
• Name two specific details.
• Write a three-sentence summary.

Opening sentence: “Why don’t we invite a local musician to our show?”
Purpose: the speakers plan to invite a musician and suggest practical steps.
Two specific details: “asking the music teacher to introduce us” and “we should ask permission before recording.”
Sample three-sentence summary: “The speakers suggest inviting a local musician to their show. They plan to ask the music teacher to introduce them. They must ask permission before recording.”

Ss use the topic words, conjunctions and grammar patterns to plan a music show with a local musician.

In groups of four, Ss make a poster for a show. The poster must include:

• two clear questions to ask a local musician
• one plan for asking permission before recording
• three sentences with and, but, or, so
• one sentence with want/hope/decide + to-infinitive
• one sentence with let or make + bare infinitive
  Each group presents its poster in one minute.

A group poster with:

• two questions, for example: “What kind of music do you play?” and “Can we record your rehearsal?”
• one permission plan, for example: “We will ask permission before recording.”
• three sentences with conjunctions, for example: “We invite a musician, and the audience enjoys the show.”
• sentences with to-infinitive and let/make, for example: “We hope to perform on Friday.” “The judge lets contestants rehearse twice.”