Giáo án English 10 - Unit 12: Music

Date of planning:	Week: 
Date of teaching: 	Syllable Period: 
UNIT 12: MUSIC
A. READING:
I/ Objectives :
1. Educational aim :	 To help Students to - use vocabulary items related to music 
- guess the meaning of words based on contexts
2. knowledge : Read and master main ideas, speak again main ideas of the lesson 
3. Skills : scan for specific information about music 
II/ Method : Mainly communication
III/ Teaching aids: textbook , handout.
IV/ Procedure :
Time 
Teacher’s activities
Students’ activities
7’
10’
WARM-UP: 
Asks Ss to close your books , look at diagram and find some types of music .
Corrects
Makes some questions and asks Ss to answer , then begins the new lesson .( can use some pictures )
BEFORE YOU READ:
Asks Ss to listen to some musical compositions about types of music and arrange them in order in tape.
Corrects and gives answes 
Matching :
Asks Ss to read aloud the types of music in column A to make sure that they pronounce them correctly. 
-Asks Ss to work in pairs to match each type of music in column A with its description in column B. 
- Asks some Ss to give the answers. 
- Gives feedback and the correct answers: 
Encourages Ss to provide some more types of music for examples, hip- hop, country music, etc. 
- Can check Ss' pronunciation of these types of music and explain these types if necessary.
Pre-teaching vocabulary:
Note: T should only teach the words which do not appear in Task 1. 
- Elicits or teaches some vocabulary items:
May ask some Ss to make sentences with the above words to check their understanding.
WARM-UP:
Look at and practise.
Pop
Jazz
Music
Rock 
Folk
Classical music 
Practice individually .
Do you like listening to music ?
What band do you like best ?
What singer do you like best ?
What sort of music do you often listen to ?
Can you name singers or band who play pop music ?
BEFORE YOU READ:
Practise in groups
Yesterday (the beatles)
Baby one more time .
Ly Ngua O
Turkish March
(Norah John)
Answer :
Rock “n”roll
Pop
Folk
Classical music
Jazz
Matching :
Answer:
1. b 	2. e 	3. d 	4. a 	5. c. 
Pre-teaching vocabulary:
Express (v): state thoughts or feelings in words, show meaning by gesture, behaviour 
Convey (v): express sth 
Funeral (n): ceremony for someone who has died 
Solemn (ad.J):humorless, formal 
 Sense (n): physical faculty 
8’
7’
WHILE YOU READ:
Setting the scene 
You are going to read a passage about music. While you are reading, do the tasks in the textbook. 
Task 1: Gap filling based on word meaning guessing 
Instruction: Fill each blank with one of the words in the box. All of the words appear in the reading passage. 
- Writes these words on the board: 
Emotion, lull, communicate, delight, integral part, mournful, solemn
Instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings.
Checks that Ss understand the words correctly. T can 
check Ss' understanding by asking them to provide the Vietnamese equivalents to the words .
Instructs Ss to use some strategies to do task 1:
Asks Ss to work individually to do the task.
Goes around to help Ss when necessary.
Asks Ss to exchange their answers with other Ss.
Asks Ss for their answers and tells them to explain their choices.
Gives the correct answers:
Task 2: Answering questions 
Intruction: You are to read the passage again and answer the questions in the book. 
Instructs Ss to use some strategies to do the task:
Asks Ss to discuss their answers with their peers. 
Calls on some Ss to write their answers on the board and ask them to explain their choices. 
Gives the correct answers: 
Language and music (line 2) 
It can express ideas, thoughts and feelings. (lines 3-6) 
It adds joyfulness to -the atmosphere of a festival and makes a funeral more solemn and mournful. 
(lines 9-11) 
It makes people happy and excited. It delights the senses. (line 13) 
It is a billion-dollar industry. (line 14) 
WHILE YOU READ:
Whole class, individual work 	& pair work
Guess the meaning of the words based on the contexts in the sentences. For example, to guess the meaning of emotion' Ss can pay attention to such words as feelings, anger, love, hate ... in the following sentences.
First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank. For example, in sentence 1 the word to fill in should be a verb, in sentence 4 a noun/noun phrase ...
Read the first sentence carefully to understand the meaning roughly. Read the words/phrases in the box to choose the most suitable one to fill in the blank.
Continue with the rest of the sentences.
Answer:
communicate
lull
delights
integral part
uplifted
solemn
emotion
mournful
Task 2: Answering questions
Whole class, individual work 	& pair work 
First , skim the five questions to understand them. As Ss do this they: 
nderline the key words. For instance, in question 1 Ss can underline what, two things, human, different, animals. 
Decide what information they need to find in the. text .look for questions words like "why" which indicates Ss should read for specific thing like a reason. 
Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place. 
Read the part carefully to find the answer. Ss can use their own words. 
Continue with the rest of the questions. Ask Ss to work individually to do the task. 
10’
3’
AFTER YOU READ:
Instruction: You are required to work in groups to discuss the questions in the textbook. 
- Asks Ss to work in groups of 5 to discuss the two questions in the book. 
- Assigns the group leader for each group to make sure that every member contributes evenly to the discussion. 
- Goes around to help the groups when necessary. 
- When all groups have finished, T asks every two groups to share ideas with each other. 
- Calls on some groups to report their ideas to the class. 
- Gives feedback.
- Corrects and gives out the answers.
HOMEWORK :
Summarises the main points. 
Asks Ss to learn by heart all new words and do the extra exercise as homework
AFTER YOU READ:
Group work & whole class 
how many roles of music are mentioned in the text ?
-> Five roles are mentioned in the text.
b. In your opinion, which of the roles of music is the most important?
choose main idea : 
a. Music plays an important part in our life.
b. music makes human different from all other animals .
c. Music is a big business.
Answer : A
HOMEWORK :
whole class
Date of planning:	Week: 
Date of teaching: 	Syllable Period: 
UNIT:12 MUSIC
B. SPEAKING:
I/ Objectives :
1. Educational aim :	 To help Students to ask and asnwer questions about music . Talk about favourite kinds of music . 
2. knowledge :	tell about the types of music , bands which they like and singers whom they like . 
3. Skills : 
II/ Method :Mainly communication (talk about the topic)
III/ Teaching aids :Textbook, picture/posters..
IV/ Procedure :
Time 
Teacher’s activities
Students’ activities
7’
WARM-UP :
Asks Ss to close their books and listen to a musical composion in the song “ show me the meaning of being lonely “of The backstreet boys and then T makes some questions and asks Ss to asnwer 
Task 1: Answering questions based on the reading text
Instruction: You going to read what Ha Anh says about pair wonmusic. Work in pairs to answer the questions.
WARM-UP :
Whole 	class listen to and answer individually
What song is it ?
Who sings this song?
do you like this boy band ?
Task 1: Answering questions based on the reading text
8’ 
12’
8’
Asks some Ss to read aloud the passage .. 
- Elicits or teaches some words: 
- Asks. Ss to work in pairs to answer the 4 questions in the book. 
- Goes around to observe Ss working. 
- Asks some Ss to present their answers .. 
- Gives feedback and gives correct answers:
Task 2: Asking and answering about music taste 
Instruction: You are going to two of your classmates to get the information to complete the table. 
- Before Ss do the task, T asks them to look at the first column of the table which includes 5 items they should ask their friends about. Tasks Ss what questions they can ask if they want to know about their friend's favourite kind of music, reasons for listening to music, favourite band/musician/singer, favourite song/piece of music and when their friend listens to music. 
- Can introduce some adjectives and expressions to talk about music and the importance of music: 
- make sb excited 
Tells Ss to form groups of 3. One of them will be a journalist who ·wants to interview high-school students about their music taste. The journalist has to ask the two students some questions and fill in the table for his/her later article. Ss, can change their roles if time permits. 
- reminds Ss that they should act out the conversation as it happens in reality. For examples, they should greet each other, say goodbye ... T can model a part of the conversation with a good student. 
- Goes around observing, offering help and collecting any mistakes and errors for later correction. 
Task 3: Reporting on the information 
Instruction: Now report what you have found out to the whole class.
Gives out the model , analyzes and guides Ss to practise .
- Before Ss report, T elicits the structures they can use: 
- Both A and B like .... 
- A likes ... , and so does B. 
Calls on some Ss to report what they have found out about their partners. 
- Takes notes of Ss' mistakes for later correction.
some words:
Keep sb happy: make sb happy 
Cheer sb up: make sb feel less sad 
Band (n): a group of musicians who play together : ban nhaïc
Easy to listen to:deã nghe .
Key :
She likes pop music. 
Because it keeps her happy. 
The Backstreet Boys 
She listens to music all the time.
Task 2: Asking and answering about music taste:
- Here are some suggested questions: 
- What kind of music do you like? 
- Why do you like it? 
- Who is your favourite singer/ musician? 
- What is your favourite song/ piece of music? 
- When do you listen to music? 
some adjectives and expressions:
- make sb excited 
- make sb feel relaxed 
- help sb forget troubles and worries 
- relaxing (adj) 
- peaceful (adj) ... 
The model :
P1 : What kind of music do you like ?
P2 : I like classical music.
P1 : Why do you like it ?
P2 : because it is relaxing 
Task 3: Reporting on the information 
Whole class 
The model :
Both B and C like classical music .
B likes classical music , But C prefers Jazz
+ A likes 	, and B does, too. 
+ A likes 	, but B prefers ... 
+ prefer sth to sth
7’
3’
FEEDBACK AND CORRECTION:
Writes some typical mistakes and errors on the board for peer correction. 
- Provides correction when necessary.
H ... ks Ss to look at the handout again and re through the two tasks on page 129. Tasks Ss profile is and what to be included in a profile 
- Introduces some features of a profile: 
- Reminds Ss to use tenses of verbs ppropriatewhen writing profiles. 
Task 1: Sentence completion
Instruction: You are required to make up complete sentences about Scott Joplin, a famous American musician, using the prompts provided. 
Before Ss do the task, T asks them what tense of verbs they should use in this task. T reminds Ss that the simple past tense should be used here as the musician died. Also, Ss should supplement the past tense of "be", prepositions, articles ... where necessary. 
- Divides Ss into groups of six. Each group member will write a sentence. 
- Goes around to help.
- Group members then share their sentence with one another to get comments and necessary correction. Next, they combine all the sentences into a profile. 
- Calls on 6 Ss to go to the board and each of them will write down a sentence. 
WARM-UP:
Whole class
Listen to and answer the questions .
when and where was he born ?
Who composed this tune ?
Do you know any information about him ?
PREPARING SS TO WRITE :
+ A profile is a short biography of somebody (tieu su van tat). 
+ A profile usually includes: date andfamily, major achievements, date of death ( if the person died).
Task 1: Sentence completion
Whole class & group work 
Answer:
He learnt to play music when he was very young. Scott learnt to play the works of composers like Bach, Beethoven and Mozart as well as to compose music. 
He quickly became famous. 
His tunes were wonderful mixture of classical European and African beats which were known as Ragtime. 
All in all. he wrote 50 piano rags and was called; the King of Ragtime. 
Scott died in 1917.
12’
8’
2’
- Elicits self and peer cOlTection and gives correction when Ss are not able to con'ect the errors. 
- Give suggested answers:
Task 2: Profile writing:
Instruction: You are going to write a life story of Van Cao using the prompts provided. 
- Before Ss do the task T asks them to read through prompts. T reminds Ss to use the right tense of verbs and supplement articles, prepositions, pronouns. ,. when necessary .. 
Asks Ss to write the profile individually in 10 minutes. 
FEEDBACK ON SS' WRITINGS :
Asks Ss to exchange their letter with another student for peer correction. 
- Goes around and collects mistakes and errors, 
- Collects some writings for quick feedback. 
- Writes Ss' typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors. 
- Finally, T provides general comments on the profiles.
WRAPPING UP:
Summarises the main points. 
- For homework, Tasks Ss to write the paragraph 
again, taking into consideration their friends' and T's suggestions and corrections and write the short passage about a Vnese musican who you like.
Task 2: Profile writing:
Individual work
Answer:
 VanCao was born in NamHa in 1923 , into a poor worker family. He could compose music when he was very young . He compposed his first song in 1939 and quickly became famous . TienQuanCa, the Vnese National Anthem, was composed in 1944 . His artistic works were songs, poems and paintings . He died in 1995 .VanCao was known as a very talented musican and highly appreciated by the Vnese people .
FEEDBACK ON SS' WRITINGS :
Pair work and whole class
WRAPPING UP:
whole class
Look at and write.
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Date of planning:	Week: 
Date of teaching: 	Syllable Period: 
UNIT:12 MUSIC
E. LANGUAGE FOCUS:
I/ Objectives :
1. Educational aim :	 To help Students will be able to - distinguish the sounds Island Izi 
- pronounce the words and sentences containing these sounds correctly 
- use to+ infinitive to express purposes and make Wh-ques: appropriately. 
2. knowledge :	 Help Ss to read pronunciation / s/ and /z/ and to master grammar about “ to –inf and wh – questions “. 
3. Skills : read pronunciation / s/ and /z/ and to master grammar about “ to –inf and wh – questions “. 
II/ Method :Mainly communication..
III/ Teaching aids :Textbook, pictures.
IV/ Procedure :
Time 
Teacher’s activities
Students’ activities
15’
13’
PRONUNCIA TION :
Pronouncing the two sounds separately:
Models the two sounds twice or three times.
Pronounces the sounds and asks Ss to repeat.
Practice pronouncing the sounds in chorus and individually. 
Gives feedback.
Pronouncing words containing the sounds:
Reads the words in each column all at once 
Reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words. 
Reads the words and asks Ss to repeat them. 
-Asks Ss to practice pronouncing the words in pairs. 
- Goes around providing help. 
- Asks some Ss to pronounce the words. 
- Gives correction if necessary. 
Reading the sentences with words containing the sounds:
Reads the sentences and asks Ss underline the words with the sounds and writ~ Islor Izi under them. 
- Asks Ss to practice the sentences in pairs. 
- Goes around providing help. 
- Asks some Ss to read the sentences. 
Gives feedback.
GRAMMAR:
To + infinitive to express purposes 
a. Presentation: 
Writes some sentences on the board and underline the to + infinitive: 
Asks Ss to comment on the use of to + infinitives in these examples. 
- Tells Ss that in these sentences to + infinitives are used to express purposes. 
Asks some Ss to give some similar examples.
b. Practice: 
Exercise 1 and 2: 
- Asks Ss to do Exercise 1 and 2. 
- Before Ss do the two exercises, T reminds them to provide a suitable verb for each of the sentences. 
PRONUNCIA TION :
Pronouncing the two sounds separately:
Individual work , Pair work & whole class
Pronouncing words containing the sounds:
S(1)
Z(2)
Sue
Sip
Said
Bus
Piece
price
Zoo
Zip
Please
Peas
Buzz
prize
Pronouncing words containing the sounds:
Susan loves classical music.
1 2 2 1 2
I like to listen to Jazz records.
 1 2 2
My aunt likes to watch the film “”.
 1
GRAMMAR:
Whole class, individual work & pair work
To + infinitive to express purposes 
a. Presentation: 
ex : 
I get up early every morning to cook breakfast for my family.
Women should eat a lot of fruit to stay young and beautiful. 
Mai phoned Lan yesterday to invite her to go to the cmema.
15’
- Asks Ss to do the exercises individually and then compare their answers with another student. 
- Calls on some Ss to read out their answers. 
- Gives correct answers: 
C . Production 
Shows Ss some pictures and asks them to make sentences using to + infinitive to express purposes. For examples, Ss can have some sentences such as: 
Wh-questions 
Presentation: 
- Calls on some Ss to make up some wh-questions and writes them on the board. 
- Elicits question words and how to make whquestions from Ss. 
- Based on Ss' understanding of wn-questions, T may revise or teach this type of questions again. 
The "grammar" used with wh- questions depends on whether the topic being asked about is the "subject" or "predicate" of a sentence .. 
- For the subject pattern: 
Ex: 
Someone has my baseball. 	Who has my baseball? 
Something is bothering you. 	What is bothering you? 
For the predicate pattern, wh- question formation depends on whether there is an "auxiliary" verb in the original sentence. 
+ There is an auxiliary verb: 
He is doing his homework. 	? is he doing 
 What is he doing? 
+ There is no auxiliary and the verb is "be: 
The meeting was at 8 a.m. 	? was the meeting 
 When was the meeting?
+ There is no auxiliary and the verb is not "be":
He wants two kilos of beef. 	? does he want 
 What does he want?
b. Practice: 
Exercise 3:
Asks Ss to do exercise 3 in pairs. Ss have to make questions for the underlined words/phrases in the 
b. Practice: answers:
Exercise 1: 
to tell her the good news 
to buy a cassette player 
to win the singing contest 
to sing French songs 
to set a good example for the class 
Exercise 2: 
to read 
to buy 
to post 
to invite 
to learn 
C . Production 
Whole class, individual work & pair work
The girl is diving to watch a dolphin. 
The girl goes swimming to keep fit
Wh-questions 
Presentation: 
Wh- Questions allow a speaker to find out more information about topics. They are as follows:
When ?
Where?
Who?
Why?
How?
What?
Time
Place
Person
Reason
Manner
Object/ action
Other words can also be used to inquire about specific information: 
Which (one) ?
Whose?
Whom?
How much?
How many?
How long?
How often ?
How far ?
What kind of ?
Choice of alternatives
Possession
Person (objective formal)
Price, amount (non-count)
Quantity (count)
Duration
Frequency 
Distance 
Description
b. Practice:
Exercise 3:
2’
sentences provided. 
- Asks them to compare answers with another pair. 
- Calls on some Ss to go to the board to write their answers. 
- Asks other Ss to feedback and gives correct answers:
c. Production:
Asks Ss to work in pairs. 
Tells Ss the rules of the game: 
Gives student A a picture of a classroom and student B has to ask student A questions about the classroom. Gets across to Ss that they can use different types of questions .. 
WRAPPING UP:
- Summarises the main points. 
-Asks Ss to do the extra exercise as homework. 
Answers:
What will you do i f it rains? 
What sort of music does your father enjoy listening to? 
When did he leave for Ho Chi Minh city? 
Who wants to talk to you? 
How did you spend the evening last night? 
When does the film start? 
Who is your favourite musician? 
. Why do you like pop music?
c. Production: Picture description
Whole class
For example: 
+ Are there a lot of pupils in the classroom?
 + How many children are there? 
+ What are they doing?
WRAPPING UP:
Whole class
Exercise: 
Change the statements to questions using the question word in parenthesis. Check the verb tense . 
She felt better after she took a nap. (how) 
That is an English book. (what) 
My sister called her boy~riend yesterday (when) 
 She talked to him for an hour. (how long) 
He studies piano at the university. (what) 
The party lasted all night. (how long) 
The check was for$5.50. (how much) 
She was eating a sandwich. (what) 
My parents have two cars. (how many) 
They are coming to visit tomorrow. (when) 
Answers :
How did she feel? 
What kind of book isthat?/ What is that?/ What is that book?
 When did your sister call her boyfriend? 
How long did she talk to him? 
What does he study at the university? 
How long did the party last? 
How much was the check for? 
What was she eating? 
How many cars do your parents have? 
When are they coming to visit? 
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