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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the coordinating conjunctions and, but, or, so to join two independent clauses
    • use want, hope, decide + to-infinitive, and let/make + object + bare infinitive, including the passive make construction
    • pronounce stressed syllables in two-syllable words (TA-lent, SING-er, per-FORM, en-JOY) and apply this stress pattern in the sentence "The singer will perform tonight."
    • recall and use the topic vocabulary: audience, performance, contestant, judge, rehearse, traditional

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers to grammar exercises, self-correct after the first reading aloud, and plan their own sentences before sharing them with the group.
  • Communication and collaboration: Ss work in pairs and small groups to combine sentences, give peer feedback on stress and sentence structure, and present a short show proposal to the class.
  • Problem-solving and creativity: Ss choose the correct conjunction or infinitive form based on meaning, and create a new show proposal that connects the unit's language in a logical way.

b) Specific competences

  • Language knowledge: Ss correctly use coordinating conjunctions, to-infinitive and bare-infinitive patterns, and passive make, and apply the stress rule for two-syllable words.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the model stress patterns, read the practice sentence aloud, match vocabulary to meanings, and write a short show proposal using the unit language.

3. Personal qualities

  • Diligence: Ss complete all eight grammar exercises and the writing task on time and rehearse their pronunciation at home.
  • Responsibility: Ss respect the rules of group work, take turns speaking, and finish their share of the proposal.
  • Kindness: Ss write and give respectful comments on classmates' performances and proposals, in line with the unit's guidance that audience comments must be respectful.

II. Teaching aids and materials

1. Teacher

  • Tiếng Anh 10 Global Success student book, Unit 3 Looking back (textbook)
  • Projector or interactive whiteboard with the NeoEdu lesson page: neoedu.vn/learn/10/english/unit-3-looking-back (grammar explanations, interactive exercises)
  • Sentence strips with the model sentences for the conjunction and infinitive patterns
  • Worksheet 1 and Worksheet 2 (printed, one set per group)
  • Timer, board markers, flashcards with the six vocabulary items and their meanings

2. Students

  • Student book, notebook, pen, pencil
  • Mini whiteboard and marker (for quick answers in Practice)
  • Colored card or A4 paper for group proposal (Application)

III. Procedures

Activity 1: Warm-up · 8 minutes

Music Mind-map

a) Aims

Ss activate prior knowledge of music performance and recall the unit vocabulary, so they are ready to review the language in Looking back.

b) Content

Ss look at the title of the unit and answer the questions: What kinds of music do you like? Have you ever performed in front of an audience? Who are the judges in a music contest? Ss then write as many words related to music performance as they can in 2 minutes, in pairs.

c) Expected outcomes

A pair mind-map with at least 8 words, including at least 3 of the unit vocabulary items: audience, performance, contestant, judge, rehearse, traditional.
Example answer: audience, performance, rehearse, judge, contestant, stage, song, traditional music.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the unit title MUSIC on the board and asks the three warm-up questions. T says: "Work in pairs. Draw a mind-map around the word MUSIC. You have two minutes."

    Students

    Ss listen to the questions and discuss them briefly with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts pairs who get stuck with questions such as "What do you do before a performance?"

    Students

    Ss write words on their mind-map. Expected answers: rehearse, performance, audience, judge, contestant, song, singer, stage.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to read out their words and writes the unit vocabulary on the board. T asks: "Which of these words are in our unit today?"

    Students

    Ss read out their words. Expected answer: audience, performance, contestant, judge, rehearse, traditional.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the vocabulary and says: "Today we will review how to join ideas, how to use infinitives after some verbs, and how to stress words correctly. These will help you talk about music."

    Students

    Ss copy the lesson focus into their notebooks.

Activity 2.1: Knowledge formation · 19 minutes

Joining Clauses with Coordinating Conjunctions

a) Aims

Ss recall the meaning of the coordinating conjunctions and, but, or, so and use them correctly to join two independent clauses.

b) Content

T shows four model sentences and asks Ss to identify the function of each conjunction:

  • We practised hard, and we felt confident. (adds)
  • The band rehearsed carefully, but it still felt nervous. (contrasts)
  • We can watch online, or we can go to the hall. (offers a choice)
  • The hall was full, so we waited outside. (introduces a result)
    T then asks: "Does each side of the conjunction have its own subject and verb?" Ss complete Worksheet 1.

c) Expected outcomes

Ss state the rule: and adds, but contrasts, or offers a choice, so introduces a result. Each side needs its own clause (subject + verb).
Worksheet 1 answers: 1) and, 2) but, 3) or, 4) so.
Key idea: Ss do not join a clause with a conjunction when the second part has no subject and verb (for example, not "We practised hard, and felt confident" as two clauses).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four model sentences on the projector and says: "Look at the conjunction in each sentence. What does it show: adding, contrast, choice or result?" T distributes Worksheet 1.

    Students

    Ss read the sentences silently and look at the conjunctions.

  2. Teacher

    Step 2: Task performance

    T asks: "In the sentence The hall was full, so we waited outside, what is the result?" and walks around to check pairs. Ss work in pairs to complete Worksheet 1.

    Students

    Ss discuss in pairs. Expected answer: The result is we waited outside. Ss fill in: 1) and, 2) but, 3) or, 4) so.

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to read the answers and asks the class: "Do we agree? Why is but correct in sentence 2?"

    Students

    Expected answer: but shows contrast because the band felt nervous even though they rehearsed carefully. Other Ss give their opinions and compare answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: and adds, but contrasts, or offers a choice, so introduces a result. T emphasizes: "Each side needs its own clause, with its own subject and verb." T checks understanding with the question: "Can we write We practised hard, and felt confident? Why or why not?"

    Students

    Ss answer: No, because felt has no subject; we need a full clause: and we felt confident. Ss write the rule in their notebooks.

Activity 2.2: Knowledge formation · 18 minutes

Verb Patterns: To-infinitive and Bare Infinitive

a) Aims

Ss recognize the patterns want/hope/decide + to-infinitive and let/make + object + bare infinitive, and transform an active make sentence into a passive one.

b) Content

T uses the NeoEdu lesson page to show grammar examples:

  • We hope to perform. (hope + to-infinitive)
  • The choir decided to choose a folk song. (decide + to-infinitive)
  • They let us rehearse. (let + object + bare infinitive)
  • The funny introduction made everyone laugh. (make + object + bare infinitive)
  • We were made to wait. (passive make + to-infinitive)
    T asks: "After let, do we use to-infinitive or bare infinitive?" and "What happens to the verb after make when it becomes passive?" Ss work in three expert groups: Group 1 (want/hope/decide), Group 2 (let), Group 3 (make and passive make). Each group then teaches the others (jigsaw).

c) Expected outcomes

Ss summarize the patterns:

  • want / hope / decide + to-infinitive: We hope to perform.
  • let + object + bare infinitive: They let us rehearse.
  • make + object + bare infinitive (active): The funny introduction made everyone laugh.
  • make in the passive takes a to-infinitive: We were made to wait.
    Expected Ss answer: After let, the verb is bare infinitive. In the passive, make is followed by to-infinitive.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into three expert groups and gives each group one pattern with two examples. T says: "Study your pattern, then you will teach it to a new group in two minutes."

    Students

    Ss form expert groups and read their examples.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: Group 1: "Which verb in I want to go is followed by to-infinitive?" Group 2: "What form comes after let?" Group 3: "In We were made to wait, what changed from the active form?"

    Students

    Ss discuss and prepare a 2-minute explanation. Expected answers: Group 1: hope, decide, want take to-infinitive. Group 2: let takes bare infinitive. Group 3: in the active form, make takes bare infinitive; in the passive, it takes to-infinitive.

  3. Teacher

    Step 3: Report and discussion

    T forms new mixed groups of three, one expert from each group. T says: "Teach your partners your pattern and give one example."

    Students

    Ss teach one another. Expected example from Group 2: "The coach let us rehearse twice."

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the three patterns on the board and reviews them. T checks: "Is it We let to rehearse or We let rehearse?" Ss answer: We let rehearse. T emphasizes that the passive make changes the infinitive.

    Students

    Ss copy the patterns into their notebooks and make one sentence for each pattern in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Stress in Two-syllable Words

a) Aims

Ss identify the stressed syllable in two-syllable words and read a sentence with natural stress and rhythm.

b) Content

T models the four words: TA-lent, SING-er, per-FORM, en-JOY. Ss clap or tap on the desk for each syllable and raise a hand when the stressed syllable is heard. T then reads: The singer will perform tonight. Ss repeat in chorus and then in pairs. T asks: "Is the stressed syllable simply louder?" and "Can we guess stress just from the length of a word?"

c) Expected outcomes

Ss identify the stressed syllables: TA-lent (first), SING-er (first), per-FORM (second), en-JOY (second).
Key idea: A stressed syllable is more prominent, not simply louder. Stress cannot be guessed from word length alone; Ss should check the stress pattern for each word.
Ss read The singer will perform tonight with the stress on the correct syllables in perform and singer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board, marks the stress pattern by the capital letters, and says: "Listen and repeat. Clap once for each syllable and stress the big beat."

    Students

    Ss listen to T's model and repeat the words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to mark the stressed syllable in each word and reads the sentence The singer will perform tonight twice. Pairs practise reading the sentence to each other.

    Students

    Ss clap and repeat. Ss in pairs read the sentence and check each other's stress.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read the sentence aloud and asks the class: "Which syllable is the most prominent in perform?"

    Students

    Expected answer: per-FORM is the most prominent in perform. Other Ss comment on the rhythm of the sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: "A stressed syllable is more prominent, not simply louder. Stress in these words is stable across British and American accents. Do not guess stress from word length alone."

    Students

    Ss note the rule and the four words in their notebooks.

Activity 3.1: Practice · 13 minutes

Grammar Choice Exercises

a) Aims

Ss apply the conjunction, to-infinitive, and bare-infinitive rules to choose the correct answer in context.

b) Content

Ss do Exercises 1 to 8 from the student book individually, then check in pairs. Then T asks Ss to write the answer letter on their mini whiteboards and show it on the count of three.
Exercise 1: The band rehearsed carefully, ___ it still felt nervous. A. or; B. because; C. but; D. so
Exercise 2: We can watch online, ___ we can go to the hall. A. because; B. or; C. so; D. but
Exercise 3: The hall was full, ___ we waited outside. A. so; B. but; C. or; D. unless
Exercise 4: Mai hopes ___ a song at the show. A. perform; B. performing; C. performed; D. to perform
Exercise 5: The teacher let us ___ after class. A. rehearsing; B. rehearsed; C. rehearse; D. to rehearse
Exercise 6: The funny introduction made everyone ___. A. laughed; B. laugh; C. to laugh; D. laughing
Exercise 7: The choir decided ___ a folk song. A. to choose; B. choose; C. choosing; D. chosen
Exercise 8: We sang, ___ the audience clapped in time. A. unless; B. because of; C. although of; D. and

c) Expected outcomes

Answer key:

  1. C (but)
  2. B (or)
  3. A (so)
  4. D (to perform)
  5. C (rehearse)
  6. B (laugh)
  7. A (to choose)
  8. D (and)
    Note for T: Option C in Exercise 8 is printed as "although of", which is not a valid form. The answer is D (and). Ss who choose C should be asked to reread the sentence and explain why and fits better.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Do Exercises 1 to 8 on your own. You have five minutes. Then check your answers with your partner."

    Students

    Ss read each sentence and choose the answer that matches the rule.

  2. Teacher

    Step 2: Task performance

    T monitors and asks a quick question for trouble spots: "Which pattern does Exercise 4 use?" Pairs compare answers and explain their choices.

    Students

    Ss check their answers with their partner, explaining the reason, e.g., Mai hopes to perform because hope takes to-infinitive.

  3. Teacher

    Step 3: Report and discussion

    T reads each exercise number aloud and asks Ss to show their answer on the mini whiteboard. T asks one or two Ss to explain Exercises 5 and 6.

    Students

    Ss show their answer letters. Expected explanation: Exercise 5 uses let + object + bare infinitive, so rehearse; Exercise 6 uses made + object + bare infinitive, so laugh.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and the note about Exercise 8. T says: "Remember: after let and active make, use the bare infinitive. After hope and decide, use to-infinitive."

    Students

    Ss correct any wrong answers in their notebooks.

Activity 3.2: Practice · 8 minutes

Vocabulary Matching and Stress Reading

a) Aims

Ss match the unit vocabulary to its meaning and read the practice sentences aloud with correct stress.

b) Content

Exercise 9: Match each topic expression with its meaning.

  • audience (khán giả)
  • performance (buổi biểu diễn)
  • contestant (thí sinh)
  • judge (giám khảo)
  • rehearse (tập dượt)
  • traditional (truyền thống)
    Exercise 10: Read the practice below aloud twice: first slowly, then at a natural pace. TA-lent, SING-er, per-FORM, en-JOY. Read: The singer will perform tonight.

c) Expected outcomes

Exercise 9 answers: audience – khán giả; performance – buổi biểu diễn; contestant – thí sinh; judge – giám khảo; rehearse – tập dượt; traditional – truyền thống.
Exercise 10 (teacher scoring, 10 points):

  • Stress in two-syllable words is correct and consistent: 4 points (2 points if stress is still inconsistent)
  • Sounds and syllables are complete and meaning is clear: 3 points (1–2 points if some words are hard to hear)
  • Rhythm and intonation suit the sentence: 2 points (1 point if the reading sounds mechanical)
  • Self-correction after the first reading: 1 point
    Accept accent variants (British or American) when meaning and stress are preserved.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the matching task (Exercise 9) and says: "Match the words to their meanings. Then, in pairs, read the practice sentence twice, as I modelled."

    Students

    Ss match the vocabulary with the meanings. Ss in pairs prepare to read aloud.

  2. Teacher

    Step 2: Task performance

    T circulates and listens to pairs reading aloud. T gives brief feedback on stress points, for example "Check the stress in per-FORM."

    Students

    Ss read the sentence aloud slowly, then at a natural pace, and correct themselves after the first reading.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to read aloud and gives scores using the 10-point scale. T asks: "What did you change after the first reading?"

    Students

    Expected answer: Ss say they made the stressed syllable clearer in SING-er and per-FORM.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching answers and praises clear pronunciation. T reminds Ss: "Stress is about prominence, not only loudness."

    Students

    Ss correct their matching answers in their notebooks.

Activity 4: Application · 12 minutes

Designing a Music Show Proposal

a) Aims

Ss use the unit language to write and present a short proposal for a music show that connects with the real-life context of school and local musicians.

b) Content

Groups of four plan a show called a music contest with local musicians. Ss complete Worksheet 2 and write a proposal of 5–6 sentences using:

  • at least two conjunctions (and, but, or, so)
  • at least one pattern with want, hope or decide + to-infinitive
  • at least one pattern with let or make + object + bare infinitive
    The proposal must include: pairing students with local musicians, one musical choice introduced before each performance, judges' comments on timing, expression and cooperation, respectful audience comments, and the option for participants to withdraw a recording before publication.
    Each group presents its proposal in one minute.

c) Expected outcomes

A group proposal of 5–6 sentences on A4 paper, completed Worksheet 2, and a one-minute oral presentation.
Example sentence: "Our show pairs students with local musicians, so each pair can learn from the other."
Example sentence: "We hope to let the audience ask questions, but judges will comment on timing, expression and cooperation."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: "Your group is planning a music show. Use the language we studied today. You have seven minutes to write your proposal."

    Students

    Ss read the task and divide the roles: writer, speaker, checker, timekeeper.

  2. Teacher

    Step 2: Task performance

    T walks around and prompts: "Which conjunction shows the result?" and "Can you use let with a bare infinitive here?"

    Students

    Ss write the proposal. Expected sentences: "We decide to pair each student with a local musician." "The judges let each pair rehearse before the final."

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to present. T asks the class: "Did the proposal show respectful audience comments? Which conjunction did the group use?"

    Students

    Ss present in one minute. Other groups give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the use of the target language and summarizes: "You used conjunctions to connect ideas, infinitives after verbs, and clear stress when speaking."

    Students

    Ss hand in their proposals and listen to T's feedback.

Worksheets

Phiếu học tập số 1

Worksheet 1: Joining clauses with coordinating conjunctions (used in the Joining Clauses explore activity)

Part A: Complete each sentence with and, but, or or so.

  1. The band rehearsed carefully, ___ they felt nervous. (contrast)
  2. We practised hard, ___ we felt confident. (adds)
  3. We can watch online, ___ we can go to the hall. (choice)
  4. The hall was full, ___ we waited outside. (result)

Part B: Check your sentences.

  • Does each side of the conjunction have its own subject and verb? (Yes / No)
  • Rewrite: We practised hard, and felt confident. → We practised hard, and ___.

Part C: Write one sentence for each conjunction about music performance.

  • and:
  • but:
  • or:
  • so:

Phiếu học tập số 2

Worksheet 2: Music show proposal planning card (used in the Designing a Music Show Proposal application activity)

Group name: ___
Roles: writer / speaker / checker / timekeeper

Step 1: Show idea

  • What is the name of your show?
  • How do you pair students with local musicians?

Step 2: Musical choice and judging

  • What musical choice does each pair introduce before performing?
  • What do judges comment on? (timing / expression / cooperation)

Step 3: Audience and participants

  • What respectful comment can the audience give?
  • Can participants withdraw a recording before publication? (Yes / No)

Step 4: Language check

  • Write one sentence with and, but, or or so: ___
  • Write one sentence with want / hope / decide + to-infinitive: ___
  • Write one sentence with let or make + object + bare infinitive: ___

Step 5: Presentation

  • Our group will present in one minute. Presenter: ___

Homework

  • Write a short paragraph of 80–100 words about your favorite music performance or a show you would like to join. Use at least two coordinating conjunctions (and, but, or, so), one want/hope/decide + to-infinitive pattern, and one let/make + object + bare infinitive pattern. Underline each pattern.
  • Practice the stress rule at home: say TA-lent, SING-er, per-FORM, en-JOY and the sentence The singer will perform tonight. Record yourself on your phone, listen, and correct one point of stress.
  • Review the NeoEdu lesson page neoedu.vn/learn/10/english/unit-3-looking-back and complete the interactive exercises. Bring your questions to the next lesson.

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