Giáo án tích hợp NLS Tiếng Anh 10 Unit 3: Language Giáo án Năng lực số Tiếng Anh 10 Global Success

1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Outcome:

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting + Asking question:

(The topic word is: MUSIC)

* Teacher gives instructions of how to play the game, and gives an example.

** Ss discuss in their teams and write down the words.

*** Ss in each team take turns to write their words on the board.

**** Teacher confirms the correct words, decides the winner and leads in the lesson.

Game: Board race

Rules and an example of the game Board race:

The class is divided into teams. In one or two minutes (depending on the number of the letters in the topic words), Ss have to find the words which are related to the topic and have one letter in the topic word. If the word begins with a letter in the topic word, the team gets one point, if the letter of the topic word appears in the middle position, the team gets two points and if the letter of the topic word is at the end of the word they have found, the team gets three points. For example, if the topic word is FILMS and with the words found in the table below, a team gets 9 points in total.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To give Ss practice in identifying the stressed syllables in two-syllable words and pronouncing these words.

To help Ss identify stressed syllables in two-syllable words in sentences and pronounce these words correctly

To make sure that sts understand the meaning of some lexical items about humans and the environment

To give Ss practice in using the words in meaningful contexts.

To help Ss memorise the rules to mark stress on the two-syllable words

* Content: Pronunciation, vocaburay and grammar

* Outcome: identifying the stressed syllables in two-syllable words and pronouncing these words.

Use vocabulary, and some points of grammar

* Organisation:

Teacher’s Student’s activities

Content

TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (Ex.1, p.29)

* Teacher:

- has Ss read the words individually and check comprehension.

- plays the recording and ask Ss to listen to the words and repeat and pay attention to the stressed syllables.

** Ss do as instructed.

*** Teacher:

- checks whether Ss can say the words using the correct stress patterns by calling some Ss to read them aloud.

- has Ss find out the rule of marking stress on the two-syllable words, and elicits other examples of nouns, verbs, and adjectives.

Pronunciation

TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (Ex.1, p.29)

* Teacher:

- asks Ss to read the sentences individually and pay attention to the bold words and checks their comprehension.

- plays the recording for Ss to listen and mark the stressed syllables in the words in bold.

** Ss do as instructed.

*** Ss work in pairs to compare their answers.

**** Teacher:

- confirms the correct answers.

- plays the recording again, pausing after each sentence, for Ss to repeat

TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. (Ex.2, p.29)

1. She is a famous artist.

2. I enjoy his song about friendship.

3. Their latest show received a lot of good comments.

TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PATTERN.

* Teacher:

- divides Ss into two teams or more teams in big classes.

- writes two two-syllable words on the board, one with stress on the first syllable, the other with the stress on the second syllable and has each team write as many words with the same stress pattern as they can on a piece of paper in two minutes.

** Ss do as instructed.

*** Ss put down their pens and read their words out when the time is up.

**** Teacher writes the correct ones on the board and decides the winners.

TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PAT

- writes two two-syllable words on the board, one with stress on the first syllable, the other with the stress on the second syllable and has each team write as many words with the same stress pattern as they can on a piece of paper in two minutes.

Vocabulary

* Teacher gives clear instructions, reads the words on the left and makes sure Ss understand the abbreviation in brackets (v, n, adj)

** Ss work in pairs to discuss and do the matching.

*** Ss share the answers with the whole class: one student reads aloud the word and another reads its definition.

**** Teacher confirms the correct answer.

TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (Ex.1, p.30)

perform judge

audience talented single

Key: 1. c 2. d 3. e 4. a 5. b

* Teacher:

- has Ss read the sentences carefully to decide which word in 1 can be used to complete each of the sentences.

- reminds them to use context clues to decide on the word.

** Ss discuss with a partner.

**** Teacher:

- checks answers as a class by having individual Ss call out the word they have used for each sentence first and explain why they have chosen that word (the clues in the context),

TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 1. (Ex.2, p.30)

e.g. The first sentence needs an adjective and the only one on the list is ‘talented’. The second sentence needs a noun, and the words ‘TV show’ and ‘attract’ suggest that ‘audience’ is the best choice.
- confirms the correct answers.

- asks individual Ss to read the complete sentences.

Key: 1. talented 2. audience 3. single

4. judge 5. perform

3. PRACTICE ( 15’)

:

Aim: - To give Ss the opportunity to revise how to form compound sentences.

To give Ss the opportunity to revise
to-infinitives and bare infinitives

* Content: COMPOUND SENTENCES

Make compound sentences using the correct conjunctions

* Outcome:use correctly conjunctions, infinitives

* Organisation :

Teacher’s Student’s activities

Content

GRAMMAR: COMPOUND SENTENCES

Make compound sentences using the correct conjunctions in brackets.

* Teacher:

- tells Ss to look at the compound sentences in 4 in Getting Started and asks questions to check whether Ss understand their structure, e.g. What do they consist of? Can you split them into independent sentences? What are the clauses joined by?

- give more explanation and examples for Ss to understand what a simple sentence is and what a compound sentence is.

+ A simple sentence consists of one independent clause.

Ex: The cat chased the mouse.

+ A compound sentence consists of two or more independent clauses joined by a coordinating conjunction (e.g. for, and, nor, but, or, and yet, so). (Hint: The conjunctions spell FANBOYS.)

Ex: The cat chased the mouse, and the mouse ran into the hole.

** Ss work in pairs or individually to choose the appropriate conjunctions to combine the sentences.

*** Individual Ss write their sentences on the board.

**** Teacher checks answers as a class.

TO-INFINITIVES AND BARE INFINITIVES

Complete the following sentences, using the to-infinitive or bare infinitive of the verbs in brackets.

* Teacher:

- writes the following sentences on the board and elicits the words to-infinitive and bare infinitive.

E.g. - When he was 12, his mother started to upload his cover song videos on social media.

- His beautiful songs have helped bring more love into people’s lives.

- has Ss read the explanation in the Remember! box, checks understanding and provides some examples of the verbs used in sentences, e.g. I decided to watch my favourite TV show. My mum let me watch the TV show.

- asks Ss to read the sentences and identify the main verbs of the sentences. This will help them decide whether they need to fill in a
to-infinitive or bare infinitive after that main verb.

** Ss do the exercise individually.

*** Ss compare answers in pairs.

**** Teacher checks answers with the whole class.

GRAMMAR: COMPOUND SENTENCES

Make compound sentences using the correct conjunctions in brackets.

Key:

1. I am a jazz fan, and my favourite style is from the late 1960s.

2. Jackson wants to go to the music festival on Saturday, but he has a maths exam on that day.

3. You can book the tickets online, or you can buy them at the stadium ticket office.

The concert didn’t happen, so we stayed at home

TO-INFINITIVES AND BARE INFINITIVES

Complete the following sentences, using the to-infinitive or bare infinitive of the verbs in brackets.

Key: 1. to send 2. fall 3. to delay 4. watch

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Aim: To help Ss further practise the
to-infinitive,
bare infinitive, compound sentences and vocabulary related to the topic music.

* Content: Make compound sentences in which there is a to-infinitive or bare infinitive.

* Outcome: students’answers

* Organisation :

Teacher’s Student’s activities

Content

Make compound sentences in which there is a to-infinitive or bare infinitive.

* Teacher:

- explains the rules of the task (Make compound sentences. One correct sentence gets one point. If you can use to-infinitive or bare infinitive and a word in the Vocabulary part, your points will triple.)

- gives an example: + The cat chases, and the mouse runs (1 point)

· The singer started to sing, but many audiences were still talking. (3 points)

** Ss do the task in groups of 3 or 4 in two minutes.

*** The groups with the most sentences write their answers on the board.

**** Teacher praises Ss for interesting ideas and decides the winner.

Digital task (3-5 mins):

- T calls one student (representing a group with a challenging Playlist theme, e.g., "Songs for studying") to the teacher's laptop.

- The student types an English prompt into the AI: "Suggest 3 English pop songs that are good for studying. Write one compound sentence to explain why for each song."

- The AI returns the results on the screen.

**** T and the class analyze the AI's output (checking if the AI used compound sentences correctly). T encourages groups to use AI as an "assistant" to brainstorm song ideas at home, but they must rewrite the introductions in their own words.

Make compound sentences in which there is a to-infinitive or bare infinitive.

The rules of the task (Make compound sentences. One correct sentence gets one point. If you can use to-infinitive or bare infinitive and a word in the Vocabulary part, your points will triple.)

- gives an example: + The cat chases, and the mouse runs (1 point)

The singer started to sing, but many audiences were still talking. (3 points

AI Integration: Song Suggestions

Prompt Template for Ss:

"Suggest 3 English pop songs that are good for studying. Write one compound sentence to explain why for each song."

5. WRAP-UP & HOME WORK (2’)

Wrap-up

* Teacher asks: What have you learnt today?

- stress in two-syllable words;

- words and phrases related to music;

- conjunctions to make compound sentences;

- to-infinitives and bare infinitives after some verbs.

Homework:

- Exercises in the workbook

- Prepare for lesson 3 Unit 3.

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