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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 3. Unit 3: Music

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Pronounce the stress in two-syllable words such as TA-lent, SING-er, per-FORM and en-JOY, and read a sentence with correct stress.
    • Use the coordinating conjunctions and, but, or and so to join two independent clauses correctly.
    • Use want/hope/decide + to-infinitive, and let/make + object + bare infinitive, in context.
    • Understand the vocabulary of the unit: audience, performance, contestant, judge, rehearse, traditional.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the worksheets and the self-check exercises on their own, and check their answers against the key before asking for help.
  • Communication and collaboration: Ss work in pairs and groups to explain the meaning of conjunctions and grammar patterns, and present their group products to the class.
  • Problem-solving and creativity: Ss choose the correct conjunction or verb pattern in context and create a short talent show announcement using the target language.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the stressed words, read a sentence aloud, and write a short announcement for a talent show.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark the stressed syllable in two-syllable words, use six topic words correctly, and apply the conjunction and infinitive patterns in sentences.

3. Personal qualities

  • Diligence: Ss finish all practice tasks in class and complete the homework on time.
  • Responsibility: Ss take their role seriously in group work and check that every member has the same answer before reporting.
  • Honesty: Ss assess their own reading aloud honestly, using the rubric, and admit which points they still need to practise.

II. Teaching aids and materials

1. Teacher

  • Textbook English 10 (Global Success), Unit 3 Music, Language section
  • Projector or interactive board with slides for the target words, sentences and answer key
  • Flashcards or board cards for the six vocabulary items and the four conjunctions
  • Worksheets No. 1 and No. 2 (printed, one set per group)
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/10/english/unit-3-language
  • Timer, markers and a scoring rubric for reading aloud

2. Students

  • Textbook, notebook, pen, pencil and eraser
  • Mini whiteboard and marker (for group reports)
  • Worksheets No. 1 and No. 2 (one per group member)

III. Procedures

Activity 1: Warm-up · 8 minutes

Music in Our Lives (Period 1)

a) Aims

Ss activate prior knowledge about music shows and are introduced to the six key vocabulary items of the unit.

b) Content

Ss talk about a music show they have watched, using the questions T writes on the board:

  • What kind of music do you like?
  • Have you ever watched a singing contest? Who were the contestants and the judges?
  • Who was in the audience, and how did they react?
    T then elicits and explains: audience (khán giả), performance (buổi biểu diễn), contestant (thí sinh), judge (giám khảo), rehearse (tập dượt), traditional (truyền thống).

c) Expected outcomes

Ss give short answers about their experience of music shows, and match each word with its meaning:

  • audience – khán giả
  • performance – buổi biểu diễn
  • contestant – thí sinh
  • judge – giám khảo
  • rehearse – tập dượt
  • traditional – truyền thống
    Ss repeat each word aloud after T, and the class identifies the lesson focus: stress, conjunctions and infinitive patterns.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Music Show' on the board and asks the questions. T says: 'Think about a music show you have seen. Share with your partner in 1 minute.'

    Students

    Ss listen, look at the questions and get ready to talk to a partner.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps with vocabulary they need to describe a show.

    Students

    Ss talk in pairs. Possible answers: 'I like pop and rock.' 'I watched a singing contest on TV. There were five contestants and three judges.' 'The audience clapped and cheered.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T shows the six words on slides and asks: 'Who is the person who decides the winner?' (judge) 'What do singers do before a show?' (rehearse).

    Students

    Ss share their answers. Ss answer: 'The judge.' 'They rehearse.' Ss repeat the six words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings, checks pronunciation of the six words and states the lesson goal: 'Today we will learn how to stress two-syllable words, join ideas with conjunctions and use infinitives correctly.'

    Students

    Ss note the new words in their notebooks and listen to the lesson goal.

Activity 2.1: Knowledge formation · 12 minutes

Stress in Two-Syllable Words (Period 1)

a) Aims

Ss recognise and pronounce the stressed syllable in two-syllable words, and understand that stress is more prominent, not simply louder.

b) Content

T models the words TA-lent, SING-er, per-FORM and en-JOY, then reads the sentence: 'The singer will perform tonight.' Ss repeat chorally, then individually. Ss tap or clap on the stressed syllable of each word. T explains that a stressed syllable is more prominent, not simply louder, and that the stress in these words is the same across common British and American accents. T reminds Ss not to guess the stress from word length alone.

c) Expected outcomes

Ss mark the stressed syllable in the four words:

  • TA-lent (stress on the first syllable)
  • SING-er (stress on the first syllable)
  • per-FORM (stress on the second syllable)
  • en-JOY (stress on the second syllable)
    Ss read the sentence 'The singer will perform tonight.' with the stress on SING-er and per-FORM.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the four words. Clap when you hear the stressed syllable.' T writes the four words on the board with a space between syllables.

    Students

    Ss listen carefully and get ready to clap.

  2. Teacher

    Step 2: Task performance

    T models each word, claps the stress and asks Ss to repeat. T asks: 'Which syllable is stronger and clearer?'

    Students

    Ss repeat the words in chorus and individually. Ss answer: 'The first syllable in TA-lent.' 'The second syllable in per-FORM.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read the sentence aloud and asks the class to tell which words are stressed in 'The singer will perform tonight.'

    Students

    Ss read the sentence and answer: 'SING-er and per-FORM are stressed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A stressed syllable is more prominent, not simply louder. Stress is learned word by word, so check the stress of new words.' T asks Ss to write the stressed syllable in capital letters in their notebooks.

    Students

    Ss write the four words with stress marked and say the rule in their own words.

Activity 2.2: Knowledge formation · 25 minutes

Joining Ideas with Coordinating Conjunctions (Period 1)

a) Aims

Ss understand the meaning of and, but, or and so, and join two independent clauses with each side having its own clause.

b) Content

Ss work in groups of four. Each group receives Worksheet No. 1. Ss match each conjunction with its function:

  • and: adds information
  • but: contrasts ideas
  • or: offers a choice
  • so: introduces a result
    Then Ss complete the sentences in the worksheet, checking that each side of the sentence has its own clause. T reminds Ss: 'Each side needs its own clause.'

c) Expected outcomes

Groups complete Worksheet No. 1 with this key:

  • and adds information
  • but contrasts ideas
  • or offers a choice
  • so introduces a result
    Example sentences:
  • 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.
  • We sang, and the audience clapped in time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 to each group and says: 'Work together. Each member writes the answer in their own worksheet, then the group agrees on one final answer.'

    Students

    Ss receive the worksheet, read the instructions and assign roles: reader, writer, checker and reporter.

  2. Teacher

    Step 2: Task performance

    T walks around, checks groups and prompts with questions: 'Is the second part a contrast or a result?' 'Does this sentence have two complete clauses?'

    Students

    Groups discuss the meaning of each conjunction. Possible answers: 'So is for the result, because the hall was full, we waited.' 'But is for contrast, because nervous is different from careful.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to write its answer for one item on the board or on the mini whiteboard. T invites the class to vote if answers differ.

    Students

    Groups present their answers. The class checks, for example: 'Yes, or offers a choice: online or the hall.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the function of each conjunction and writes on the board: 'Clause 1, and/but/or/so + clause 2.' T stresses that a comma is often used before the conjunction when joining two complete clauses.

    Students

    Ss copy the rule and the four examples into their notebooks.

Activity 2.3: Knowledge formation · 20 minutes

To-infinitive and Bare Infinitive Patterns (Period 2)

a) Aims

Ss understand and use the patterns want/hope/decide + to-infinitive, let/make + object + bare infinitive, and the passive make construction.

b) Content

T presents two sentences: 'Mai hopes ___ a song at the show.' and 'The teacher let us ___ after class.' Ss guess the correct verb form. Then Ss work in groups with Worksheet No. 2 to complete a pattern table with examples from the lesson:

  • 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.

c) Expected outcomes

Groups complete Worksheet No. 2:

  • Pattern 1: want/hope/decide + to + verb, e.g. We hope to perform.
  • Pattern 2: let/make + object + verb (no to), e.g. They let us rehearse.
  • Pattern 3: passive make: be made + to + verb, e.g. We were made to wait.
    Key idea: Ss know that after hope, want and decide we use to-infinitive; after let and active make we use the bare infinitive; the passive make takes to-infinitive.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two sentences and asks: 'Which form is correct: performed, to perform, perform or performing?' T says: 'Work in groups and complete the table with examples.'

    Students

    Ss look at the sentences, discuss and guess the answer. Groups receive Worksheet No. 2.

  2. Teacher

    Step 2: Task performance

    T monitors and asks: 'After let, is there to?' 'What changes when make is passive?'

    Students

    Groups complete the table. Possible answers: 'After hope we use to perform.' 'After let we use rehearse without to.' 'In the passive we were made to wait.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its table and invites another group to comment or correct.

    Students

    Groups present. Other groups listen and check their own answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the three patterns, drawing a simple table on the board. T reminds Ss: 'Let and active make take the bare infinitive; the passive make takes to-infinitive.'

    Students

    Ss copy the table and write one example sentence for each pattern.

Activity 3: Practice · 15 minutes

Choosing the Right Word in Context

a) Aims

Ss apply conjunctions, infinitive patterns and two-syllable stress in controlled exercises, and self-check their answers.

b) Content

Ss do the exercises from the textbook and NeoEdu interactive page in pairs:

  • Exercises 1–3: choose the conjunction (but, or, so) that matches the meaning.
  • Exercise 4–8: choose the correct verb form after hope, let, make and decide.
  • Exercise 9: match each word with its meaning.
  • Exercise 10: read the practice aloud twice, first slowly and then at a natural pace, and explain the stress focus. Ss then correct one point of pronunciation after the first reading. T scores this exercise using the rubric below.

c) Expected outcomes

Answer key:

  1. A (but) – Nervousness contrasts with careful preparation.
  2. D (or) – The clauses offer alternatives.
  3. C (so) – Waiting is the result.
  4. B (to perform) – Hope takes a to-infinitive.
  5. A (rehearse) – Let + object + bare infinitive.
  6. D (laugh) – Active make + object takes a bare infinitive.
  7. C (to choose) – Decide takes a to-infinitive.
  8. B (and) – And connects two complete clauses with added information.
  9. audience – khán giả; performance – buổi biểu diễn; contestant – thí sinh; judge – giám khảo; rehearse – tập dượt; traditional – truyền thống.
  10. Reading aloud is scored by the teacher (10 points): correct focus on stress in two-syllable words (4 points; 2 if still inconsistent); clear pronunciation and meaning (3 points; 1–2 if some parts are hard to hear); rhythm and intonation suitable for the sentence (2 points; 1 if mechanical); self-correction after the first reading (1 point). Keep accent variants that preserve meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Do exercises 1 to 9 first, then exercise 10. Check your answers with the key after you finish.'

    Students

    Ss open their textbooks or log in to the NeoEdu page and get ready to work in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors and listens to pairs reading aloud. T gently corrects stress where needed.

    Students

    Pairs complete exercises 1–9 and read the practice aloud twice. Ss say the answers, for example: 'So, because the hall was full, we waited outside.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to give answers to exercises 4, 6 and 8, and asks 2 Ss to read the practice aloud for the class.

    Students

    Ss give answers and explain: 'After let we use the bare infinitive.' Volunteers read the practice aloud.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board, corrects common errors and gives the rubric score to the reading volunteers. T reminds Ss: 'Stress is more prominent, not simply louder.'

    Students

    Ss check their answers, correct mistakes in their notebooks and note their own score for exercise 10.

Activity 4: Application · 10 minutes

Our Talent Show Announcement

a) Aims

Ss use the conjunctions, infinitive patterns, vocabulary and stress in a short, realistic talk about a talent show.

b) Content

Ss work in groups of four to prepare a 30-second announcement for a school talent show. Each announcement must include:

  • at least two sentences joined by and, but, or or so
  • one sentence with hope, want or decide + to-infinitive
  • one sentence with let or make + object + bare infinitive
  • at least three words from the unit: audience, performance, contestant, judge, rehearse, traditional
    Groups present their announcement to the class, and the class gives feedback on stress and grammar.

c) Expected outcomes

Each group produces a short announcement, for example: 'Welcome to our talent show! Five contestants will perform tonight, and the judges will choose the winner. We hope to see a big audience. The teacher lets us rehearse before each performance, so everyone is ready.' The class gives feedback on the use of conjunctions, to-infinitive, bare infinitive and stress on words like TA-lent and per-FORM.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and checklist on the board: 'Use at least four key items. Check your stress for TA-lent, SING-er, per-FORM and en-JOY.'

    Students

    Ss read the checklist and decide the roles: writer, speaker, checker and timekeeper.

  2. Teacher

    Step 2: Task performance

    T monitors, offers help with grammar and asks: 'Do both sides of your sentence have a clause?'

    Students

    Groups write and rehearse their announcement. Ss may say: 'We will rehearse before the performance.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 groups to present. T asks the class to note one correct use of grammar and one stressed word in each presentation.

    Students

    Groups present their announcement. Other Ss give feedback, for example: 'Your and sentence is clear. The stress on per-FORM was correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective presentations, corrects the most common errors and summarises the three language points of the lesson: stress in two-syllable words, conjunctions and infinitive patterns.

    Students

    Ss listen, note the corrections and write the final version of their announcement in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Coordinating conjunctions
Part A: Match each conjunction with its function.

  • and: ___
  • but: ___
  • or: ___
  • so: ___
    Options: adds information / contrasts ideas / offers a choice / introduces a result
    Part B: Choose the correct conjunction and write the sentence.
  • The band rehearsed carefully, ___ it still felt nervous. (A. but B. so C. or D. because)
  • We can watch online, ___ we can go to the hall. (A. so B. but C. because D. or)
  • The hall was full, ___ we waited outside. (A. or B. unless C. so D. but)
  • We sang, ___ the audience clapped in time. (A. although of B. and C. unless D. because of)
    Part C: Write one sentence with and, one with but, one with or and one with so. Each sentence must have two complete clauses.

Phiếu học tập số 2

Worksheet No. 2: Infinitive patterns
Part A: Complete the table with an example from the lesson.

  • want/hope/decide + to-infinitive: ___
  • let + object + bare infinitive: ___
  • make + object + bare infinitive (active): ___
  • passive make: ___
    Part B: Choose the correct form.
  • Mai hopes ___ a song at the show. (performed / to perform / perform / performing)
  • The teacher let us ___ after class. (rehearse / to rehearse / rehearsing / rehearsed)
  • The funny introduction made everyone ___. (to laugh / laughing / laughed / laugh)
  • The choir decided ___ a folk song. (choosing / chosen / to choose / choose)
    Part C: Write one sentence for each pattern using a word from the unit: audience, performance, contestant, judge, rehearse, traditional.

Homework

  • Write five sentences about a music show you know. Use at least one conjunction (and, but, or, so) and one to-infinitive pattern in each of two sentences.
  • Practise reading these words aloud and mark the stressed syllable: TA-lent, SING-er, per-FORM, en-JOY. Record yourself reading 'The singer will perform tonight.' and listen to check the stress.
  • Review the six vocabulary items (audience, performance, contestant, judge, rehearse, traditional) and make a flashcard for each word with its Vietnamese meaning.
  • Optional: complete the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/10/english/unit-3-language, and note the questions you still find difficult to bring to the next lesson.

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