Tiếng AnhLớp 10Phần 3. Unit 3: Music

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify the stressed syllable in two-syllable words (TA-lent, SING-er, per-FORM, en-JOY) and read the sentence 'The singer will perform tonight' with correct stress.
Use the key vocabulary (audience, performance, contestant, judge, rehearse, traditional) in the context of the project product.
Use coordinating conjunctions (and, but, or, so), want/hope/decide + to-infinitive, and let/make + object + bare infinitive to join ideas and describe actions in the project product.
Explain the function of the opening, the supporting details and the closing of the model product, and answer comprehension questions about its purpose, audience and sources.

2. Competences

a) General competences

Self-control and independent learning: Ss read the model product on their own, check their answers against the key and revise their own draft label without teacher's reminder.
Communication and collaboration: Ss work in pairs and groups in the jigsaw activity, share findings clearly and give respectful comments on peers' presentations.
Problem-solving and creativity: Ss plan an original exhibition label and a two-minute oral introduction on a music topic, choosing suitable details and clearly labelling any planning figures.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the stress patterns, read the model product, answer questions orally, and write a short exhibition label and deliver a two-minute oral introduction with source credits.
Language knowledge (pronunciation, vocabulary, grammar): Ss apply correct word stress, use the target vocabulary and the target grammar points accurately in gap-fill and production tasks.

3. Personal qualities

Responsibility: Ss keep the title, audience, method and practical limits visible in their product and do not present planned or illustrative data as real results.
Honesty: Ss state clearly that their project is not a field research claim, and cite the UNESCO source accurately (https://ich.unesco.org/en/RL/xoan-singing-of-phu-tho-province-viet-nam-01260).
Patriotism: Ss show pride in Xoan singing of Phú Thọ, a traditional music of Viet Nam inscribed by UNESCO in 2017, when they explain its value to the audience.

II. Teaching aids and materials

1. Teacher

Laptop, projector and slides with the model label and the stress words
Printed copies of Worksheet 1 and Worksheet 2 (one set per pair)
Sticky notes or strips of paper for the jigsaw groups
Timer
NeoEdu learning page with interactive exercises: neoedu.vn/learn/10/english/unit-3-project

2. Students

Student's book Tiếng Anh 10 (Global Success), Unit 3
Notebook, pen, pencil and eraser
Coloured pens or pencils for marking stress

III. Procedures

Activity 1: Warm-up · 4 minutes

Reading the exhibition label

a) Aims

Ss activate prior knowledge about traditional music and predict what a project product on 'Music' should contain.

b) Content

T shows the title line of the model: 'Traditional-music exhibition — completed label: Xoan singing, Phú Thọ, Viet Nam.' Ss answer three questions:

What is the topic of this project product?
Who do you think the audience of an exhibition label is?
What information should appear after the title?

c) Expected outcomes

Ss predict at least three items a label should contain (for example: title, audience, source, practical limits) and identify the topic as Xoan singing of Phú Thọ, a traditional music of Viet Nam.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title line on the slide and asks the three questions. T gives 1 minute of individual thinking time.
Students
Ss read the title silently and think about the three questions individually.
Teacher
Step 2: Task performance
T monitors and encourages Ss to use the words 'exhibition', 'label' and 'audience'.
Students
Ss turn to a partner and share their predictions for 1 minute. Expected answer: 'The topic is Xoan singing. The audience is visitors. The label should have the source and the date.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share and writes their predictions on the board.
Students
Representatives report. Expected answers: 'The label should include a title, the audience, the source and a short explanation.'
Teacher
Step 4: Conclusion and assessment
T confirms that the project product is an attributed exhibition label and a two-minute oral introduction, and links it to the unit topic 'Music'. T writes the lesson title on the board.
Students
Ss copy the lesson title and the key idea: a project product needs a clear title, an audience, sources and honest limits.

Activity 2.1: Knowledge formation · 7 minutes

Stress and key vocabulary

a) Aims

Ss identify stressed syllables in two-syllable words and use the six key words correctly.

b) Content

T models the words TA-lent, SING-er, per-FORM, en-JOY and the sentence 'The singer will perform tonight.' T explains that a stressed syllable is more prominent, not simply louder.
Ss match the key words with their meanings:

audience (khán giả)
performance (buổi biểu diễn)
contestant (thí sinh)
judge (giám khảo)
rehearse (tập dượt)
traditional (truyền thống)

c) Expected outcomes

Stress marks: TA-lent (first syllable), SING-er (first syllable), per-FORM (second syllable), en-JOY (second syllable). Matching: audience = khán giả; performance = buổi biểu diễn; contestant = thí sinh; judge = giám khảo; rehearse = tập dượt; traditional = truyền thống. Ss read the sentence 'The singer will perform tonight' with the stress on 'SING-er' and 'per-FORM'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the model pronunciation of the four words and asks Ss to mark the stressed syllable. T writes the matching task on the board.
Students
Ss listen, repeat chorally and mark the stress on their notebooks.
Teacher
Step 2: Task performance
T circulates and corrects stress by tapping the desk on the stressed syllable.
Students
Ss work individually to mark the stress and match the six words with the meanings. Then they check in pairs.
Teacher
Step 3: Report and discussion
T calls on individual Ss to say a word with stress and read the sentence aloud.
Students
Ss answer: 'TA-lent', 'SING-er', 'per-FORM', 'en-JOY'. Ss read 'The singer will perform tonight' and the teacher checks the stress.
Teacher
Step 4: Conclusion and assessment
T summarises: two-syllable nouns often stress the first syllable (TA-lent, SING-er), while many two-syllable verbs stress the second syllable (per-FORM, en-JOY). T reminds Ss that stress is not guessed from word length alone.
Students
Ss write the rule in their notebooks and repeat the sentence once more.

Activity 2.2: Knowledge formation · 8 minutes

Grammar for joining and describing actions

a) Aims

Ss use coordinating conjunctions, want/hope/decide + to-infinitive, and let/make + object + bare infinitive correctly in sentences about the project.

b) Content

T presents the grammar points:

Coordinating conjunctions: and adds, but contrasts, or offers a choice, so introduces a result. Each side needs its own clause.
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 Worksheet 1 (Phiếu học tập số 1) in pairs.

c) Expected outcomes

Answer key for Worksheet 1: 1. but; 2. so; 3. or; 4. to; 5. rehearse; 6. to wait. Ss write one correct sentence for each structure, for example: 'We hope to perform at the exhibition.' 'They let us rehearse in the hall.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the structure patterns on the board and asks Ss to read Worksheet 1 carefully. T says: 'Look at the signal words first.'
Students
Ss read the instructions and the sentences in Worksheet 1.
Teacher
Step 2: Task performance
T asks pairs to complete the worksheet in 4 minutes and reminds them to check the word after 'let' and 'make'.
Students
Pairs discuss and fill in the blanks. Expected answers: 'The judges were tough, but the contestants stayed calm.' 'Rehearse early, so you will be ready.' 'We can sing or dance at the show.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to read their answers aloud and asks the class to explain the choice of each word.
Students
Pairs read their answers. Other Ss confirm or correct them, for example: 'We hope TO perform, not perform.' 'They let us REHEARSE, not to rehearse.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and highlights the difference between let/make (bare infinitive) and want/hope/decide (to-infinitive). T asks Ss to write one sentence about their own project.
Students
Ss write one sentence about their project using one structure and read it to a partner.

Activity 2.3: Knowledge formation · 7 minutes

Structure of the model product

a) Aims

Ss explain the function of the opening, the supporting details and the closing of the model product.

b) Content

Ss read the model product in three expert groups using a jigsaw technique:

Group 1: the opening sentence 'Traditional-music exhibition — completed label: Xoan singing, Phú Thọ, Viet Nam.'
Group 2: the supporting details (UNESCO inscription in 2017, the display about communal transmission, performance settings and the role of young learners, the listening station with permission).
Group 3: the closing sentence 'The product is an attributed exhibition label and a two-minute oral introduction, not a claim that our class carried out field research.'

c) Expected outcomes

Group 1: The opening establishes the topic and the subject of the product. Group 2: Two specific details are UNESCO's inscription of Xoan singing of Phú Thọ in the Representative List of the Intangible Cultural Heritage of Humanity in 2017, and the display explaining communal transmission, performance settings and the role of young learners. Group 3: The closing states the genre and the limit: the product is an attributed label and a two-minute oral introduction, not field research. Ss record these points on sticky notes and join them in one structure diagram.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four (home groups) and then into expert groups by sections. T shows the reading guide: 'What does this part do?'
Students
Ss move to expert groups, read their section and discuss its function.
Teacher
Step 2: Task performance
T circulates and asks guiding questions: 'Why is the UNESCO detail specific?' 'Why does the closing mention field research?'
Students
Expert groups write their findings on sticky notes. Expected answer: 'The detail is specific and can be checked. The closing prevents a false claim about research.'
Teacher
Step 3: Report and discussion
T asks each group to return to their home group and report their findings.
Students
Home groups share: opening = topic, details = evidence, closing = limit. They combine notes into one diagram on a poster.
Teacher
Step 4: Conclusion and assessment
T confirms: an effective product opens with the subject, gives specific and checkable details, and closes with the genre and honest limits. T asks Ss to keep this structure in mind for their own product.
Students
Ss copy the three-part structure in their notebooks.

Activity 3: Practice · 10 minutes

Checking the model product

a) Aims

Ss answer comprehension questions about purpose, audience, details, conditions and the conclusion of the model product, using only information from the text.

b) Content

Ss complete Worksheet 2 (Phiếu học tập số 2) in pairs. Ex 1 is the model text read in the explore activity. Ss answer Ex 2–8:

Ex 2: State the purpose and audience of the product and support with one detail.
Ex 3: Identify the opening sentence and explain what it introduces.
Ex 4: Select two useful details and explain why they are better than saying only that the topic is important.
Ex 5: Write a three-sentence summary using only the model, keeping the essential limit.
Ex 6: Choose one sentence from the middle of the model and explain its contribution.
Ex 7: Read the opening and closing aloud and explain one difference between their functions.
Ex 8: Write a short final paragraph or spoken conclusion using only the details already supplied.

c) Expected outcomes

Key points (accept equivalent wording):

Ex 2: Purpose: to present and explain Xoan singing, a traditional music of Viet Nam. Audience: exhibition visitors. Detail: the display explains the role of young learners.
Ex 3: Opening sentence: 'Traditional-music exhibition — completed label: Xoan singing, Phú Thọ, Viet Nam.' It establishes the subject before the supporting information.
Ex 4: Details: UNESCO inscribed Xoan singing of Phú Thọ in 2017; the display explains communal transmission. They are specific and can be checked, while 'music is important' is general.
Ex 5: Summary: a traditional-music exhibition label on Xoan singing of Phú Thọ, inscribed by UNESCO in 2017; the product is a label and a two-minute oral introduction, not a claim of field research.
Ex 6: 'A listening station uses only a recording with permission, not a downloaded commercial song.' It adds a specific, responsible detail about the source of audio.
Ex 7: The opening establishes the situation; the closing gives the genre and the honest limit.
Ex 8: Example: 'This exhibition introduces Xoan singing of Phú Thọ, inscribed by UNESCO in 2017. Our display explains its communal transmission. The product is a label and a two-minute oral introduction, not field research.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and reminds Ss: 'Answer only from the model. Do not add facts.'
Students
Ss read Worksheet 2 and the model product in pairs.
Teacher
Step 2: Task performance
T monitors pairs and asks: 'Where is this in the text?' when a pair gives an answer without evidence.
Students
Pairs answer Ex 2–8 and find the evidence for each answer. They write their answers on the worksheet.
Teacher
Step 3: Report and discussion
T calls on different pairs to answer Ex 2, 4, 6 and 7 aloud. Other Ss give feedback.
Students
Pairs read their answers. Expected: 'The audience is visitors because it is an exhibition.' Others comment: 'Your detail is correct, but you need to say why it is better.'
Teacher
Step 4: Conclusion and assessment
T shows the key points on the slide and explains the marking criteria: content, detail, and clarity. T stresses that details must come from the model.
Students
Ss check their answers and correct them with a different colour pen.

Activity 4: Application · 9 minutes

Planning our own project product

a) Aims

Ss produce an original exhibition label and a two-minute oral introduction on a music topic, applying the structure, grammar and honesty rules studied in the lesson.

b) Content

In pairs, Ss choose one music genre (traditional or modern) and write an exhibition label of about 60–80 words with a title, an audience, a source note and practical limits. Ss then prepare a two-minute oral introduction. Rules:

Label any planning figure or example as 'planned' or 'example'.
Do not claim field research unless the class has actually collected real data with consent.
Use at least one target structure (and/but/or/so, hope to, let/make + bare infinitive).
Pairs present to another pair. The listening pair asks one genuine question.

c) Expected outcomes

A written exhibition label (60–80 words) with title, audience, source note and limits, and a two-minute oral introduction. Example opening: 'Traditional-music exhibition — completed label: Ca trù singing, Viet Nam.' Example limit: 'The product is an attributed exhibition label and a two-minute oral introduction, not a claim of field research.' Ss must use stress correctly and say at least one sentence with 'hope to' or 'let us'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task, shows the checklist (title, audience, source, limits, one target structure) and sets a 4-minute writing time.
Students
Ss choose a music topic in pairs and write their label individually, then compare with their partner.
Teacher
Step 2: Task performance
T monitors and helps pairs check stress and sources. T reminds Ss to label example figures.
Students
Pairs rehearse their two-minute introduction once and time themselves.
Teacher
Step 3: Report and discussion
T asks 3–4 pairs to present. The class listens and gives respectful feedback on timing, expression and cooperation.
Students
Presenting pairs deliver their introduction. Listeners ask one question, for example: 'How did you choose this genre?' Presenters answer.
Teacher
Step 4: Conclusion and assessment
T gives praise for accurate stress and honest limits, and summarises the key structures. T asks Ss to finish the label at home.
Students
Ss note their feedback and the final version of their label.

Worksheets

Phiếu học tập số 1

Complete the sentences with the correct word (and, but, or, so, to, bare infinitive, or passive form).

The judges were tough, ___ the contestants stayed calm.
Rehearse early, ___ you will be ready for the performance.
We can sing ___ dance at the show.
We hope ___ perform at the exhibition.
They let us ___ (rehearse) in the hall.
We were made ___ wait before the performance.

Write one sentence about your own project using a structure from this worksheet.

Phiếu học tập số 2

Read the model product and answer Ex 2–8. Use only information in the text.

Ex 2: State the purpose and audience of this project product. Support your answer with one detail.
Ex 3: Identify the opening sentence. Explain what it introduces.
Ex 4: Select two useful details from the model. Explain why they are better than saying only that the topic is important.
Ex 5: Write a three-sentence summary. Keep any essential condition or limit.
Ex 6: Choose one sentence from the middle of the model. Explain what it contributes to the message.
Ex 7: Read the opening and the closing aloud. Explain one difference between their functions.
Ex 8: Write a short final paragraph or spoken conclusion with details already supplied. Do not invent results.

Source to cite: https://ich.unesco.org/en/RL/xoan-singing-of-phu-tho-province-viet-nam-01260

Homework

Finish your exhibition label (60–80 words) with a title, audience, source note and practical limits. Label all planned figures as 'planned' or 'example'.
Rehearse your two-minute oral introduction at home. Practise the stress in TA-lent, SING-er, per-FORM and en-JOY, and use at least one target structure.
Record your introduction on your phone (only if your family agrees) and listen to it to check your timing and expression.
Prepare one genuine question for the next lesson's question period. Do not use private information about anyone.
Review the grammar: coordinating conjunctions (and, but, or, so), want/hope/decide + to-infinitive, and let/make + object + bare infinitive. Complete the NeoEdu exercises at neoedu.vn/learn/10/english/unit-3-project.

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