Unit 3 Music Lesson 1 - Getting Started, PDF

***Period 18*** ***Date of preparation:.....................................*** **UNIT 3: MUSIC** **Lesson 1: Getting started -- A talented artist!** **I/ OBJECTIVES** By the end of the lesson, students are expected to achieve the following objectives: **1. Knowledge:** **- *Pronunciation:***...

***Period 18*** ***Date of preparation:.....................................*** **UNIT 3: MUSIC** **Lesson 1: Getting started -- A talented artist!** **I/ OBJECTIVES** By the end of the lesson, students are expected to achieve the following objectives: **1. Knowledge:** **- *Pronunciation:*** Pronounce the following words, word clusters correctly: *talented, musical instrument, award, trumpet, perform* **- *Grammar:*** Understand and use the grammar structures presented in the lesson: compound sentences, to inf. and bare inf. **2. Competencies:** ***a. General competencies:*** \- Form and/or improve such competencies as teamwork, interpersonal skill, problem-solving skill ***b. Specific competencies:*** \- Students are expected to pronounce, know the meaning of the key words and understand the main grammatical points, and then do the tasks that follow. **3. Qualities:** **II. PREPARATIONS** **Teacher:** - Computer connected to the Internet; Projector/ TV/ pictures and cards; sachmem.vn **Students:** - Blank papers. **III. PROCEDURE** +-----------------------------------+-----------------------------------+ | **ACTIVITY 1: WARM-UP (5'-GW)** | | | | | | **1. Aim:** | | | | | | \- To create a friendly and | | | lively atmosphere in the | | | classroom | | | | | | \- To lead into the new unit | | | | | | **2. Content:** | | | | | | \- Ss listen and guess the names | | | of the songs | | | | | | **3. Products:** | | | | | | \- Ss answer the questions | | | naturally. | | | | | | **4. Implementation:** | | | | | | \- Play the game | | +===================================+===================================+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering** | **Suggested answer:** | | | | | \- Teacher gives instructions, | Song 1: Love yourself | | plays the recordings. | | | | Song 2: Sorry | | **Step 2: Task performance** | | | | Song 3: What do you mean? | | \- Ss listen and guess the names | | | of the songs. Ss may discuss with | Song 4: Where are you now? | | other members in their teams. | | | | Song 5: Stuck in the moment | | **Step 3: Report and discussion** | | | | | | \- Ss writes the answers on the | | | board. | | | | | | **Step 4: Judgment** | | | | | | \- T confirms the correct answers | | | | | | \- T asks Ss some questions and | | | leads in the lesson. | | | | | | \+ Whose songs are these? (They | | | are Justin Bieber's.) | | | | | | \+ Is he a talented singer? (Yes, | | | he is considered the Prince of | | | Pop.) | | +-----------------------------------+-----------------------------------+ | **ACTIVITY 2: KNOWLEDGE FORMATION | | | (5'- IW)** | | | | | | **\* Vocabulary:** | | | | | | **1. Aim:** | | | | | | \- To provide students with the | | | pronunciation and meanings of | | | some vocabulary needed for the | | | lesson. | | | | | | **2. Content:** | | | | | | \- Ss can understand the meaning | | | of new words and pronounce them | | | fluently. | | | | | | **3. Products:** | | | | | | \- Ss practise reading | | | vocabulary. | | | | | | **4. Implementation:** | | +-----------------------------------+-----------------------------------+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering** | ***\* Vocabulary:*** | | | | | \- Teacher introduces some | 1\. talented (adj): có tài năng | | vocabulary from the given skills | | | and qualities. | 2\. musical instrument (n): nhạc | | | cụ | | \- Teacher explains the meanings | | | and pronunciation of the words. | 3\. *award ( n) : phần thưởng* | | | | | **Step 2: Task performance** | 3\. trumpet (n): kèn trumpet | | | | | \- Ss pronounce the words in | 4\. perform (v): biểu diễn | | chorus and take notes. | | | | | | **Step 3: Report and discussion** | | | | | | \- Other Ss correct if the | | | previous answers are incorrect. | | | | | | **Step 4: Judgment** | | | | | | \- T corrects Ss' pronunciation | | | mistakes. | | +-----------------------------------+-----------------------------------+ | **ACTIVITY 3: PRACTICE** | | +-----------------------------------+-----------------------------------+ | **Task 1: Listen and read (6' -- | | | PW)** | | | | | | **1. Aim: Ss listen to the | | | conversation and practise it with | | | a partner** | | | | | | **2. Content:** T plays the tape | | | again and asks Ss to **practise | | | the conversation with their | | | partner.** | | | | | | **3. Products: Ss practise | | | reading the conversation.** | | | | | | **4. Implementation**: | | +-----------------------------------+-----------------------------------+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering**. | **Task 1: Listen and read** | | | | | \- T plays the recording, asks Ss | | | to listen and read silently. | | | | | | **- Ss listen to the teacher's | | | instructions to know what to | | | do.** | | | | | | **Step 2: Task performance** | | | | | | \- Ss listen and read silently. | | | | | | **Step 3: Report and discussion** | | | | | | \- Ss practise the conversation | | | in pairs. | | | | | | \- T calls one pair to read | | | aloud. | | | | | | **Step 4: Judgment** | | | | | | \- T gives comments. | | +-----------------------------------+-----------------------------------+ | **Task 2: Read the conversation | | | again and answer the questions. | | | (8' -- GW)** | | | | | | **1. Aim:** To *practise reading | | | for specific information, | | | practise scanning and develop | | | students\' knowledge of | | | vocabulary for music* | | | | | | **2. Content**: T asks Ss to work | | | in groups to read the | | | conversation again and answer the | | | questions. | | | | | | **3. Products**: Ss do the task | | | in groups and then exchange their | | | work with other groups. | | | | | | **4. Implementation**: | | +-----------------------------------+-----------------------------------+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering** | **Task 2: Read the conversation | | | again and answer the questions.** | | \- Ask Ss to work in groups and | | | read each question carefully. Ask | ***Key**:* | | them to identify and underline | | | the key words in the questions | *1. They are talking about a | | first. Then have them read the | young pop singer.* | | conversation again and locate the | | | part that contains the | *2. He is good at writing music | | information for each question. | and playing many musical | | | instruments.* | | **Step 2: Task performance** | | | | *3. His cover song videos made | | \- Ss complete in groups first | him popular.* | | and then compare their answers | | | with other groups. | | | | | | **Step 3: Report and discussion** | | | | | | \- Call out each question and | | | have different groups provide | | | their answers. | | | | | | **Step 4: Judgment** | | | | | | \- T checks with the whole class | | | and gives feedback. | | +-----------------------------------+-----------------------------------+ | **Task 3: Find words or phrases | | | in the conversation which refers | | | to\... (7 -- GW)** | | | | | | 1\. **Aim**: To help Ss to | | | revise the words and phrases | | | related to music. | | | | | | 2\. **Content**: Ask Ss to read | | | the four categories and | | | brainstorm any words / phrases | | | to check Ss' prior knowledge. | | | | | | 3\. **Products**: Ss write the | | | **words or phrases.** | | | | | | **4. Implementation**: | | +-----------------------------------+-----------------------------------+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering** : | **Task 3. Find words or phrases | | | in the conversation which refers | | \- T has Ss read the conversation | to\...** | | quickly again, and find the words | | | / phrases that refer to the | ***Key:*** | | categories. | | | | | | **Step 2: Task performance** | | | | | | \- Ss work individually. | | | | | | \- Ss exchange the answers with | | | their partner. | | | | | | **Step 3: Report and discussion** | | | | | | \- Check answers. Call out each | | | category or write it on the | | | board, and ask individual Ss to | | | write the relevant words / | | | phrases. Alternatively, ask one | | | student to read a category and | | | another student to say words / | | | phrases that fall into that | | | category. | | | | | | **Step 4: Judgment** | | | | | | \- T gives feedback. | | +-----------------------------------+-----------------------------------+ | **Task 4: Match the two parts to | | | make complete sentences. (5' -- | | | PW)** | | | | | | **1. Aim**: To help Ss identify | | | compound | | | sentences, *to*-infinitives, and | | | bare infinitives. | | | | | | 2\. **Content**: **Match the two | | | parts to make complete | | | sentences.** | | | | | | 3\. **Products**: *identify* | | | compound | | | sentences, *to*-infinitives, | | | and bare infinitives. | | | | | | **4. Implementation**: | | +-----------------------------------+-----------------------------------+ | **TEACHER AND STUDENTS' | **CONTENTS** | | ACTIVITIES** | | +-----------------------------------+-----------------------------------+ | **Step 1: Task delivering** | **Task 4. Match the two parts to | | | make complete sentences.** | | \- T has Ss read the two parts of | | | each of the four sentences and | **\ | | check comprehension. | *Key:*** 1. d; 2. c; 3. b; 4. a | | | | | \- Have Ss do the matching | | | individually. In weaker classes, | | | encourage them to refer back to | | | the conversation. | | | | | | **Step 2: Task performance** | | | | | | \- Ss share the answers with a | | | peer. | | | | | | **Step 3:Report and discussion** | | | | | | \- Check answers by calling on | | | individual Ss to read the | | | complete sentences and write them | | | on the board. | | | | | | \- Go through each sentence and | | | elicit the target grammar | | | point(s), e.g. 1. Compound | | | sentence, *to*-infinitive; 2. | | | bare infinitive; | | | 3. *To-infinitive*; 4. compound | | | sentence. | | | | | | **Step 4: Judgment** | | | | | | \- T gives feedback | | +-----------------------------------+-----------------------------------+ | **ACTIVITY 4: APPLICATION** | | +-----------------------------------+-----------------------------------+ | **WRAPPING -- UP: (5' -- PW)** | | | | | | **Aim: To** *help students | | | memorise the target language and | | | skills that they have learned* | | +-----------------------------------+-----------------------------------+ | ***MCQ: Mark the letter A, B, C | | | or D to indicate the correct | | | answer to each of the following | | | questions.*** | | | | | | 1\. Can you play any \_\_\_\_? - | | | Yes. I can play the flute and | | | the guitar. | | | | | | 2\. Ho Chi Minh has been | | | considered one of the \_\_\_\_ | | | of the world. | | | | | | A. culture figures B. cultural | | | figures C. cultural images | | | | | | 3\. He lost the key, \_\_\_\_ he | | | couldn\'t get into the house. | | | | | | 4\. She loves comedies, \_\_\_\_ | | | her husband is interested in | | | action films. | | | | | | 5\. 5. He advises Julia \_\_\_\_ | | | to the dentist. | | +-----------------------------------+-----------------------------------+ | **HOME ASSIGNMENT: (4' -- IW)** | | | | | | **Aim:** To *inform students what | | | the final product of the project | | | should be and how students can | | | prepare for it.* | | | | | | *- Ask Ss to do Ex1 ( | | | Pronunciation ) Ex 2 ( Vocabulary | | | ) / P16 Ex book* | | | | | | **\* Project preparation** | | | | | | \- Ask Ss to open their books at | | | the last page of Unit 3, the | | | **Project** section, look at the | | | pictures and say what the topic | | | of the Project is (a form of | | | traditional music). | | | | | | \- Tell Ss about the Project | | | requirements: | | | | | | Ss will have to: | | | | | | \+ do research on a form of | | | traditional music in Viet Nam or | | | another country | | | | | | \+ include information related to | | | the points stated on the | | | **Project** page or prepare a | | | poster (drawing, pictures) | | | presenting the research results. | | | | | | \+ give an oral presentation of | | | the research results in the last | | | lesson of the unit. | | | | | | \- Explain to Ss how they can get | | | the information (search the | | | Internet, read newspapers, go to | | | the library, talk to experts, | | | etc.). | | | | | | \- Encourage them to start with | | | doing research on traditional | | | music in Viet Nam. | | | | | | \- Put Ss into groups and have | | | them choose their group leader. | | | Ask them to assign tasks for each | | | member, making sure that all | | | group members contribute to the | | | project work. | | | | | | \- Help Ss set deadlines for each | | | task. | | +-----------------------------------+-----------------------------------+