Tiếng AnhLớp 10Phần 3. Unit 3: Music

Giáo án Writing

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the purpose, audience and genre of a blog about a music-event experience.
explain how an opening sentence introduces the topic and how a closing sentence frames the message.
use coordinating conjunctions (and, but, so), to-infinitive after want/hope/decide, and let/make + bare infinitive to join ideas and express meaning in a short blog.
write a short blog paragraph about a music event, using specific details and an appropriate register.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own draft against a three-point checklist (message, specific support, register) and revise it without teacher help.
Communication and collaboration: Ss discuss music events in pairs, share answers in groups and give peer feedback on a partner's blog paragraph.
Problem-solving and creativity: Ss choose a relevant detail from their own experience and connect it with the blog's message in a new paragraph.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a model blog, answer analysis questions orally and in writing, and write an original blog paragraph with an opening, supporting details and a closing.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (audience, performance, contestant, judge, rehearse, traditional), stress two-syllable words correctly (TA-lent, SING-er, per-FORM, en-JOY), and apply the coordinating conjunctions and infinitive structures in their writing.

3. Personal qualities

Diligence: Ss complete every analysis task and revise their draft at least once before submitting it.
Responsibility: Ss support every detail in their blog with a real or clearly labelled example and do not invent results.
Honesty: Ss describe only events they have actually experienced, or clearly label imagined examples as imagined.
Kindness: Ss give constructive, respectful comments on a partner's writing and praise at least one strength.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the model blog text, the target vocabulary and the Language resource box
Phiếu học tập số 1 and Phiếu học tập số 2 (printed for each pair)
Timer and answer key for the practice tasks
NeoEdu online lesson page for Unit 3 Writing (neoedu.vn/learn/10/english/unit-3-writing) for the model text, examples and interactive exercises

2. Students

Student's book (Unit 3 Writing) and notebook
Pen or pencil, highlighter
Blank paper or a writing template for the final draft

III. Procedures

Activity 1: Warm-up · 5 minutes

Music events we remember

a) Aims

Ss activate prior knowledge of music events and recall a personal experience, which prepares them to write a blog about a music-event experience.

b) Content

T asks Ss: 'Have you ever attended a music event, such as a school concert, a festival or a competition? What did you see and hear?' Ss talk in pairs for one minute each, using the words audience, performance and contestant where possible. Then T writes the title on the board: 'A Music-Event Experience'.

c) Expected outcomes

Each pair names at least one music event and one feeling they had about it (for example: 'We went to a school concert. It was exciting and a little noisy.'). The class lists 3 to 4 events on the board, and Ss can see the word 'experience' in the title.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Think of a music event you have attended. Tell your partner where it was, who performed and how you felt.' T displays the target words audience, performance, contestant, judge, rehearse and traditional on the board and reads them aloud for pronunciation.
Students
Ss listen, repeat the words after T and make sure they understand the task.
Teacher
Step 2: Task performance
T circulates, listens to pairs and prompts with questions such as 'Who performed?' or 'What did you feel at the start?'.
Students
Ss talk in pairs. Possible answers: 'We went to a school concert. The choir was amazing.' / 'I went to a village festival with traditional music. It was relaxed and fun.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers and writes the events and feelings on the board.
Students
Representative pairs report, for example: 'We went to a music contest. The judges were strict but fair.' Other Ss listen and note any new vocabulary.
Teacher
Step 4: Conclusion and assessment
T praises the stories and says: 'Today you will read a blog about a music event and write your own short blog. A good blog has a clear message and specific details.'
Students
Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading the model blog: purpose, audience and structure

a) Aims

Ss identify the genre, purpose, audience and structure of the model blog, and explain how the opening and closing work in the complete text.

b) Content

Ss read the model blog in the student's book (Last Sunday, I went to a small music event at our community hall. ... Next time, I want to help as well as listen.). Ss work in expert groups of three. Each group focuses on one question from Phiếu học tập số 1: (a) the purpose and audience of the blog, (b) the opening sentence and how it introduces the topic, (c) two specific details that support the message and why they work better than a general statement, (d) the difference between the job of the opening and the job of the closing. Groups then regroup into mixed groups of three to share their answers.

c) Expected outcomes

Ss produce a completed Phiếu học tập số 1 showing: (a) the blog's purpose is to share a personal experience of a music event and to express a message about respect for performers; the audience is readers interested in music and community events; (b) the opening sentence is 'Last Sunday, I went to a small music event at our community hall.'; (c) two details are 'I expected a noisy competition, but the afternoon felt friendly and relaxed.' and 'She explained that a clear view mattered just as much as good sound.'; (d) the opening establishes the situation, while the closing 'Next time, I want to help as well as listen.' shows the writer's next step. Key takeaway: a blog needs a clear opening, specific support and a closing that frames the message.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 and assigns expert groups: 'Group 1 answers question a, Group 2 answers question b, Group 3 answers question c, and Group 4 answers question d. Read the model blog first, then discuss in your group.' T sets a time limit of 4 minutes.
Students
Ss read the model blog silently and check the questions on the phiếu.
Teacher
Step 2: Task performance
T monitors the groups, asks guiding questions such as 'Who would read this blog?' and 'Which detail can the reader check or use?', and provides support when needed.
Students
Ss discuss in expert groups and write answers on the phiếu. Possible answers: 'The audience is people who read blogs about music or community events.' / 'The closing tells us what the writer will do next.'
Teacher
Step 3: Report and discussion
T asks each expert group to report briefly. T then asks mixed groups to compare answers and checks whether they agree on the purpose and the difference between the opening and closing.
Students
Each expert group reports its answer. Other Ss ask questions, for example: 'Why is the detail about the volunteer specific?' Ss revise their phiếu if needed.
Teacher
Step 4: Conclusion and assessment
T confirms the key points on the board: 'The purpose is to share an experience and a message. The audience is readers who are interested in music. The opening sets the scene, the details support the message, and the closing frames the message.' T reminds Ss that a model text is an example, not something to copy word for word.
Students
Ss copy the key points into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language focus: joining ideas, infinitives and stress

a) Aims

Ss understand how and, but, so, want/hope/decide + to-infinitive and let/make + bare infinitive are used to link ideas, and they pronounce two-syllable words with the correct stress.

b) Content

T presents the Language resource from the lesson. T shows the examples: 'The guitar seemed too strong; then the performers softened it so that both instruments could be heard.' (so introduces a result) and 'We hope to perform.' / 'They let us rehearse.' / 'We were made to wait.' T explains that each side of a coordinating conjunction needs its own clause. T then models the stress patterns TA-lent, SING-er, per-FORM and en-JOY, and asks Ss to repeat them.

c) Expected outcomes

Ss can state the rule: 'Use and to add, but to contrast, or to offer a choice, and so to introduce a result. Each side needs its own clause.' Ss can state the infinitive patterns: 'want/hope/decide + to-infinitive', 'let/make + object + bare infinitive', and 'passive make + to-infinitive (We were made to wait).' Ss pronounce TA-lent, SING-er, per-FORM and en-JOY with correct stress.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the examples on the board. Find the coordinating conjunction in the first sentence and decide what it does. Then listen to the stress patterns.' T hands out Phiếu học tập số 2 to be used in the next activity.
Students
Ss look at the examples and identify the conjunctions and infinitive patterns.
Teacher
Step 2: Task performance
T plays or models each example, pauses after each one and asks: 'What does so do here?' / 'Which verb form follows let?' T models the four stress words and asks Ss to clap the stressed syllable.
Students
Ss answer: 'So introduces a result.' / 'After let, we use the bare infinitive.' Ss repeat and clap: TA-lent, SING-er, per-FORM, en-JOY.
Teacher
Step 3: Report and discussion
T calls on 2 or 3 Ss to explain one rule and to pronounce one word. T corrects the stress if needed.
Students
Selected Ss explain: 'But shows a contrast, so the two clauses are different.' They pronounce per-FORM with stress on the second syllable.
Teacher
Step 4: Conclusion and assessment
T summarises the rules and writes the patterns on the board: '1) Coordinating conjunctions: and, but, so, or. 2) want/hope/decide + to-infinitive. 3) let/make + object + bare infinitive. 4) Two-syllable words: stress the first or second syllable as marked.' T reminds Ss that stress is about prominence, not just loudness.
Students
Ss copy the patterns into their notebooks and repeat the stress words once more.

Activity 3: Practice · 10 minutes

Checking the model and practising structures

a) Aims

Ss practise identifying the purpose, opening, supporting details and message of the model blog, and they use grammar patterns to complete sentences correctly.

b) Content

Ss complete Phiếu học tập số 1 (questions 2, 3, 4, 5 and 6) with a partner, and then complete Phiếu học tập số 2 (grammar and vocabulary drills). Question 5 asks Ss to write a three-sentence summary using only information from the model, keeping the essential condition. Phiếu học tập số 2 includes: (1) fill in the blanks with the target words: 'The ___ clapped loudly after the performance.' (audience); (2) complete the sentences: 'We hope ___ (perform) at the festival.' / 'The teacher let us ___ (rehearse) in the hall.' / 'We were made ___ (wait) for an hour.'; (3) combine: 'The choir sang well. The audience clapped.' → 'The choir sang well, and the audience clapped.'

c) Expected outcomes

Answer key for Phiếu học tập số 1: (2) Purpose: share a personal experience of a music event and express respect for performers; audience: readers interested in music. (3) Opening: 'Last Sunday, I went to a small music event at our community hall.' It introduces the subject before the details. (4) Two details: 'I expected a noisy competition, but the afternoon felt friendly and relaxed.' and 'She explained that a clear view mattered just as much as good sound.' These are concrete statements the reader can evaluate. (5) Summary: 'Last Sunday, I went to a small music event at our community hall. I expected a noisy competition, but the afternoon felt friendly and relaxed. Next time, I want to help as well as listen.' (6) Sentence: 'At first, the guitar seemed too strong; then the performers softened it so that both instruments could be heard.' It develops the topic with a specific detail about the performance. Answer key for Phiếu học tập số 2: (1) audience; (2) to perform / to rehearse / to wait (in 'We were made to wait'); (3) 'The choir sang well, and the audience clapped.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work with your partner. First complete Phiếu học tập số 1 questions 2 to 6. Then complete Phiếu học tập số 2. You have 10 minutes.' T shows the time on the board.
Students
Ss read the instructions and pair up with a partner sitting nearby.
Teacher
Step 2: Task performance
T walks around, checks answers and asks: 'Is this detail from the model or did you invent it?' T reminds Ss to label any example they create.
Students
Ss work in pairs and write answers. Possible answers for 'so': 'The guitar was too strong, so the performers softened it.'
Teacher
Step 3: Report and discussion
T projects the answer key and asks 2 pairs to read their answers to the summary (question 5) and to one grammar item.
Students
Selected pairs read their summary and grammar answers aloud. The class checks and corrects mistakes together.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and highlights common mistakes: 'Do not use to after let or make. A passive make sentence needs to-infinitive: We were made to wait.' T gives praise for accurate details.
Students
Ss correct their phiếu according to the key and note the mistakes they made.

Activity 4: Application · 12 minutes

Writing my own music-event blog paragraph

a) Aims

Ss write an original blog paragraph about a music event they have attended, using a clear opening, specific supporting details, a closing and an appropriate register for readers of a blog.

b) Content

Ss write one paragraph of 80 to 100 words about a music event they attended (or an imagined event, clearly labelled as imagined). The paragraph must include: (1) an opening sentence that introduces the event; (2) two specific details supporting the message, joined with and, but or so; (3) one sentence using want/hope/decide + to-infinitive or let/make + bare infinitive; (4) a closing sentence showing the next step. Ss then exchange their paragraph with a partner and use a self-check: Is the message clear? Are the details specific? Is the register suitable for readers of a blog?

c) Expected outcomes

Each S produces a draft paragraph of 80 to 100 words with: an opening (for example: 'Last month, I went to a school music festival.'), two specific details joined by a conjunction (for example: 'The drummers were nervous, but they played with confidence.'), a closing with the next step (for example: 'Next time, I want to join the choir.'), and no invented results. The partner gives one written comment on the strongest detail and one suggestion for improvement.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write one paragraph about a music event. Include an opening, two specific details, a closing and at least one infinitive structure. If you imagine an event, write Imagined at the start.' T shows the self-check questions on the board.
Students
Ss read the task and check the self-check questions.
Teacher
Step 2: Task performance
T monitors, gives individual help with stress and sentence links and reminds Ss to avoid unsupported claims.
Students
Ss write their paragraphs on paper. Possible detail: 'The choir opened with a bright song, and the audience clapped along.'
Teacher
Step 3: Report and discussion
T asks 2 or 3 Ss to read one sentence from their paragraph aloud, with the correct stress on the target words. Other Ss give feedback using the self-check.
Students
Ss read their sentences aloud. Partners say: 'Your detail is specific. Maybe add a time to the opening.'
Teacher
Step 4: Conclusion and assessment
T praises effective details and clear closings and says: 'A good blog has a clear message, specific support and a closing that shows what happens next. Revise your paragraph at home.'
Students
Ss hand in their drafts and note their partner's comments.

Worksheets

Phiếu học tập số 1

Read the model blog 'Last Sunday, I went to a small music event at our community hall...' and answer the questions.

(2) State the purpose and audience of the blog. Support your answer with one detail.
(3) Identify the opening sentence. Explain how it introduces the topic.
(4) Select two useful details from the model. Explain why they are better than saying only that music is important.
(5) Write a three-sentence summary using only information in the model. Keep the condition 'the afternoon felt friendly and relaxed' and do not add results.
(6) Choose one sentence from the middle of the model and explain what it contributes to the message.
(7) Read the opening and closing aloud. Explain one difference between their jobs in the complete blog.

Phiếu học tập số 2

A. Fill in the blank with a word from the vocabulary list: audience, performance, contestant, judge, rehearse, traditional.

The ___ clapped loudly after the performance.
Each ___ had three minutes on stage.
We will ___ the song on Friday.

B. Complete the sentences with the correct form.

We hope ___ (perform) at the festival.
The teacher let us ___ (rehearse) in the hall.
We were made ___ (wait) for an hour.

C. Join the two sentences with and, but or so.

The choir sang well. The audience clapped.
The guitar was too strong. The performers softened it.
The hall was full. We sat near the stage.

Homework

Finish your blog paragraph and expand it into a complete blog of 120 to 150 words with a title, an opening, at least two specific details, and a closing that shows your next step.
Check your blog with the self-check: Is the message clear? Are the details specific? Are the conjunctions and infinitive structures correct? Is the register suitable for blog readers?
Label any imagined event clearly as imagined, and do not invent results.
Practise reading your opening and closing aloud, with correct stress on TA-lent, SING-er, per-FORM and en-JOY.
Use the interactive exercises on the NeoEdu page (neoedu.vn/learn/10/english/unit-3-writing) to review the grammar patterns before the next lesson.

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