Lesson plans English 10_School year 2024-2025
Class
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UNIT 3: MUSIC
Môn: Tiếng Anh 10 (Global Success)
Thời gian thực hiện: 08 tiết

I. OBJECTIVES
1. Knowledge/Cognition:
a. Pronunciation: stress in two-syllable words
b. Vocabulary: words and phrases related to music.
c. Grammar: compound sentences, To-infinitives and bare infinitives.
2. Competences/Core competences:
General competences:
- develop problem-solving competence and creativity (problem-solving and creativity)
- be collaborative and supportive in pair work and team work (communication and collaboration)
- actively join in class activities (self-control & independent learning)
Specific competences:
- read for main ideas and specific information in a text about a famous TV music show.
- talk about a TV music show
- listen for specific information in an interview about a music festival.
- write a blog about an experience at a music event.
3. Attributes/Personal qualities:
- Responsibility: develop a positive attitude towards music (Lesson 1 to 8), be responsible for maintaining
national folk music and national culture (Lesson 7).
- Diligence: develop self-study skills (Lesson 3 to 6: 4 skills)
- Humanity: understand more about national folk music (Lesson 7).
- Honesty: be aware of the important role of music in our life.
- Patriotism: be inspired to learn more about music and music events; (Lesson 6).
II. MATERIALS/TEACHING AIDS
- Grade 10 textbook, Unit 3
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
Period 18:
LESSON 1: Getting started – A talented artist (page: 28)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the vocabulary related to the topic Music and main grammatical points taught in this unit.
2. Identify the vocabulary to talk about their musical idols.
3. Read and listen: a talented artist.
4. Show responsibility, diligence, humanity, honesty, patriotism for music.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: talented (adj), musical instrument (n), trumpet (n), perform (v).
Key grammatical structure(s): learn to play, start to upload (To-infinitives), must be, can write, make.
( bare infinitives).
C. INSTRUCTIONAL RESOURCES
A poster of a talented artist, computer, projector,
STAGE 2: ASSESSMENT EVIDENCE

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
Performance Tasks
Performance products
1. LEAD-IN: LISTEN TO SOME 1. Whole class oral words
PIECES OF MUSIC AND GUESS
THE NAME OF THE SONGS.
2. LISTEN AND READ.
2. pair oral presentation

Assessment tools
1. Answer keys and questions
& answers

2. Observation
answers
Peer correction
3. READ THE CONVERSATION 3. individual/ pair written 3. Observation
AGAIN AND ANSWER THE sentences)
answers
QUESTIONS.
Peer correction
4. MATCH THE TWO PARTS TO 4. individual oral letters/ 4. Observation and
MAKE COMPLETE SENTENCES.
words
questions & answers
5. TALK ABOUT YOUR
5. individual/ pair oral
5. Observation
FAVOURITE SINGER OR
presentation/ dialogue
Peer & T correction
MUSICAL BAND.
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Activity 1: Lead-in: Listen to some pieces of music and guess the name of the songs.
* Teacher gives instructions, plays the recordings.
** Ss listen and guess the names of the songs.
*** Students may discuss with other members in their teams.
**** Teacher:
- confirms the correct answers
Song 1: Love yourself
Song 2: Sorry
Song 3: What do you mean?
Song 4: Where are you now?
Song 5: Stuck in the moment
- 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.)
Vocabulary
* Teacher asks Ss to look at the explanation and the photos to guess the meaning of new words.
** Ss say the Vietnamese meanings of the words.
1. talented (adj) /ˈtæləntɪd/: having a natural ability to do something well

2. musical instrument (n) /ˌmjuːzɪkl ˈɪnstrəmənt/: an object used for producing musical sounds, e.g. a piano
or a drum

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025

3. trumpet (n) /ˈtrʌmpɪt/: a brass musical instrument made of a curved metal tube that you blow into, with
three valves for changing the note

4. perform (v) /pəˈfɔːm/: entertain an audience by playing a piece of music, acting in a play, etc.

*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows the Vietnamese meaning, plays the recordings and asks Ss to repeat them.
Activity 2. LISTEN AND READ. (Ex.1, p.28)
* Teacher: - sets the context for listening by having Ss look at the picture (p.28) and answer the questions

+ Where are they? (at home/ in the living room)
+ Who is the boy? (a singer)
+ What are they doing? (The boy is singing on the stage. The girls are watching a live programme and
cheering.)
- focuses Ss' attention on the conversation and elicits the names of the two speakers.
- explains that Mai and Ann are watching a music programme and this is their conversation when watching
it.
- plays the recording twice and asks Ss to read along while listening to it.
- has Ss underline the words/ phrases that are related to music while they are listening and reading.
** Ss do as instructed.
*** Ss share their underlined words/ phrases with a peer.
**** Teacher checks as a class.
* Teacher has the Ss read the conversation in pairs.
** Ss read the conversation.
*** One pair reads aloud.
**** Teacher collects common mistakes and gives comments.
Activity 3: READ THE CONVERSATION AGAIN AND ANSWER THE QUESTIONS. (Ex.2, p.29)

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
* Teacher asks Ss to work individually to read the questions and underline the key words, then share their
ideas with a partner who sits next to them.
** Ss do Task 2 individually first.
*** Ss share and discuss with their partners about the key words.
**** Teacher corrects their answers as a class.
 Who are Ann and Mai talking about?
 What is he good at?
 What made him popular?
* Teacher asks Ss to scan the conversation for keywords, locate the part that contains information for each
question.
** Ss do the task in pairs.
**** Teacher calls out each question and has different pairs provide their answers.
Key:
1. They are talking about a young pop singer.
2. He is good at writing music and playing many musical instruments.
3. His cover song videos made him popular.
Activity 4: MATCH THE TWO PARTS TO MAKE COMPLETE SENTENCES.
(Ex. 4, p. 29)
* Teacher has Ss read the two parts of each of the four sentences and checks comprehension.
** Ss do the matching individually. In weaker classes, they may refer back to the conversation.
*** Ss share the answers with a partner.
**** Teacher:
- checks the answers by calling on individual Ss to read the complete sentences and writes them on the
board.
- goes through each sentence and elicits the target grammar point(s), e.g.
1. compound sentence, to-infinitive; 2. bare infinitive; 3. to-infinitive;
4. compound sentence.
Key: 1. d; 2. c; 3. b; 4. a
Activity 5: TALK ABOUT YOUR FAVOURITE SINGER OR MUSICAL BAND.
You should mention who she/he is, what she/he is good at, what makes her/ him famous.
* Teacher gives Ss clear instructions in order to make sure they can understand what they have to do.
** Ss prepares their talk in two minutes.
**** Teacher instructs Ss to play a guessing game: Ss take turns to talk about their idols without mentioning
the name of their idols. The others listen and guess who she/he is.
Wrap-up
* Teacher asks Ss: What have you learnt today?
- Some lexical items about Music
- Talking about musical idols.
Homework
1. Exercises in the workbook
2. 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.).

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
- 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.
EXPERIENCE:
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Period 19:

LESSON 2: LANGUAGE (page: 29)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Identify two-syllable words with correct stress; conjunctions to make compound sentences; to-infinitives
and bare infinitives after some verbs.
2. Identify words and phrases related to music.
3. Read and listen: two-syllable words with correct stress;
4. Show responsibility, diligence, humanity, honesty, patriotism for music.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: perform, judge, audience, talented.
Stress in two-syllable words
- Most two-syllable nouns and adjectives have stress on the first syllable except for the ones ending
with oo, oon
E.g. + table /ˈteɪbl/, climate /ˈklaɪmət/, happy /ˈhæpi/, clever /ˈklevə(r)/
+ bamboo /ˌbæmˈbuː/, balloon/bəˈluːn/
- Most two-syllable verbs have stress on the second syllable except for the ones ending with ow, en, er,
le, el, ish, y.
E.g. + appear /əˈpɪə(r)/, explain /ɪkˈspleɪn/
+ finish /ˈfɪnɪʃ/, harden /ˈhɑːdn/, suffer /ˈsʌfə(r)/, follow /ˈfɒləʊ/, carry /ˈkæri/, struggle /ˈstrʌɡl/,
travel /ˈtrævl/
Key grammatical structure(s): Compound sentences, To-infinitives and bare infinitive
Verbs followed by to-infinitive (to + V)
Verbs followed by Bare infinitive (V)
 agree
1. Modal verbs:
 afford
can, may, must, would, should, could, may, might…
 arrange
E.g. I can dance gracefully.
 decide
He should stop smoking.
 demand
2. would rather/ would sooner, had better
 expect
E.g. I would rather stay at home than go out on such a
 fail
rainy night.

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
 happen
You had better tell him the truth.
 hesitate
3. make, let, see, hear, feel, watch, notice + Object
 hope
E.g. I saw her get off the bus.
 intend
The police made the thief raise his hands.
 learn
But: In the passive voice, these verbs are followed by a
 manage
to-infinitive except let.
 offer
E.g. The thief was made to raise his hands.
 plan
4. have sb
 pretend
E.g. I am going to have someone repaint my house.
 promise
 refuse
 seem
 tend
 threaten
 want
C. INSTRUCTIONAL RESOURCES
- Pictures and cards, computer, projector,
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Assessment tools
Activity 1: Lead-in: Game: Board Students' oral and written 1. Answer keys and questions &
race
words
answers
Activity 2. PRONUNCIATION
Student's individual oral 2. Answer keys, Observation
words and phrases
Peer correction
Activity 3. VOCABULARY
Student's individual oral 3. Observation, answers
words and phrases
Peer correction
Activity 4. GRAMMAR
Students' pair &
groups 4. Observation and
written sentences
questions & answers
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Activity 1: Lead-in: Game: Board race
(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.
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.
F
A M O
U
S
(1 point)
M

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V

Teacher: Bui Thi Minh Chung

I

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(2 points)
V

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(1 point)

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
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(2 points)
(3 points)
9 points

Activity 2: PRONUNCIATION
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.
Stress on the first syllable
Stress on the second syllable
singer
relax
programme
perform
common
attract
careful
decide
TASK 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD.
* 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 3: WRITE DOWN WORDS WITH THE SAME STRESS
* 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.
Activity 3: VOCABULARY
TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (Ex.1, p.30)

perform

Teacher: Bui Thi Minh Chung

judge

Gia Vien A High School

Lesson plans English 10_School year 2024-2025

audience
talented
single
* 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.
Key: 1. c
2. d
3. e 4. a
5. b
TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 1. (Ex.2, p.30)
* 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), 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
Activity 4: 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.
Key:
 I am a jazz fan, and my favourite style is from the late 1960s.
 Jackson wants to go to the music festival on Saturday, but he has a maths exam on that day.
 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.
* Teacher:

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
- 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.
Key: 1. to send 2. fall 3. to delay 4. watch
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
(Wrap-up & homework assignment)
Homework:
- Exercises in the workbook
- Prepare for lesson 3 Unit 3.
EXPERIENCE:
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School leader's signature:
Date of approving:….../……/……….

Trần Thúy Hương

WEEK 8:
Class
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Date of planning
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Date of teaching
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Period 20:

LESSON 3: READING (page: 30)
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. identify specific information in a text about a famous TV music show;
2. explain the meaning of words/phrases in context;

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
3. talk about reasons why they want or don't want to participate in a music competition.
4. show responsibility, diligence, humanity, honesty, patriotism for the different musical shows.
B. LANGUAGE FOCUS
Key terms/ Vocabulary: reality (n), stage (n), semi-final (n), play a role in (idiom), ordinary (a)
C. INSTRUCTIONAL RESOURCES
pictures and cards, computer, projector,
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Assessment tools
Lead-in: Game: Crossword
individual
oral
and 1. Answer keys
and
written words
questions & answers
PRE-READING :VOCABULARY , LOOK Pair oral presentation
2. Answer keys
AT THE PICTURES AND DISCUSS THE
Observation
FOLLOWING QUESTIONS
Peer correction
WHILE-READING: READ A TEXT
Individual and pair oral 3. Observation
ABOUT A FAMOUS MUSIC SHOW.
letters/ sentences.
answers
MATCH THE HIGHLIGHTED WORDS
Peer correction
AND PHRASES IN THE TEXT TO THE
MEANINGS BELOW, READ THE TEXT
AGAIN AND CHOOSE THE BEST
ANSWERS.
POST-READING: WORK IN PAIRS.
Pair/ individual oral 4. Observation and
DISCUSS WHETHER YOU WANT TO
presentation
questions & answers
PARTICIPATE IN VIETNAM IDOL. GIVE
YOUR REASONS.
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Notes: In each activity, each step will be represented as following:
* Deliver the task
** Implement the task
*** Discuss
**** Give comments or feedback
Activity 1: Lead-in: Game: Crossword
* Teacher divides the class into two teams, has Ss in each team take turns to choose a random number, and
shows the clues on the screen for the Ss to guess the words. Teacher also reminds Ss that they don't need to
answer all the across words to find the key word.
** Ss discuss in their teams and say the words out.
**** Teacher confirms, shows the answers on the screen, decides the winner and leads in the lesson.
Clues:
1. a brass musical instrument made of a curved metal tube that you blow into, with three valves for changing
the note (trumpet)

2. a person who decides on the results of a competition (judge)
3. a person who is a professional singer, dancer, actor, etc. (artist)
4. a person or thing that is loved and admired very much (idol)
5. the person who watch, read or listen to the same thing (audience)
6. a music recording that has one song (single)

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
7. an attempt to find somebody/something, especially by looking carefully for them/it (search)
8. to dance, sing or play music in order to interest or please people (perform)
9. an occasion when a video is watched online (view)
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ACTIVITY 2: PRE-READING
Vocabulary
* Teacher asks Ss to look at the explanation and the photos to guess the meaning of new words.
** Ss say the Vietnamese meaning of the word.
1. reality (n): using real people (not actors) in real situations, presented as entertainment

2. stage (n): a period or state that something/ somebody passes through while developing or making progress

3. semi-final (n): one of the two games or parts of a sports competition that are held to decide who will
compete in the last part (the final)

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
4. play a role in (idiom): be involved in or have an effect on
Ex: Deciding to travel instead of going straight to college after high school played a major role in my life
5. ordinary (adj): not unusual or different in any way
*** Other Ss correct if the previous answers are incorrect.
**** Teacher shows the Vietnamese meaning, says the words aloud and asks Ss to repeat them.
TASK 1: WORK IN PAIRS. LOOK AT THE PICTURES AND DISCUSS THE FOLLOWING
QUESTIONS. (Ex.1, p.31)
What are these shows? What do you know about them?

* Teacher: - asks Ss to work in pairs to look at the pictures and discuss the questions.
- focuses their attention on the logos and the names of the shows.
** Ss do as instructed.
*** Some pairs of Ss share the answers with the whole class.
**** Teacher gives comments and leads in.
Suggested answers:
- American Idol: a famous TV music show.
- The X Factor: a television singing competition originated in the United Kingdom. Competitors go through
weeks of auditions before judges until the winner is decided by a public vote. The prize is usually a
recording contract. In addition to giving comments on the contestants' performance, the judges help them
choose the songs and style of their songs. The format of the X Factor has been adopted in many countries
around the world.
ACTIVITY 3: WHILE-READING
TASK 2: READ A TEXT ABOUT A FAMOUS MUSIC SHOW. MATCH THE HIGHLIGHTED
WORDS AND PHRASES IN THE TEXT TO THE MEANINGS BELOW. (Ex.2, p.31)
* Teacher:
- asks Ss to read the whole text once to get an overall idea.
- has Ss read it again, paying attention to the context of each highlighted word / phrase and looking for clues
that they can use to guess the meaning, e.g. 1. there were many movies and TV series -> programmes on TV.
** Ss discuss the clues and do the matching in groups.
**** Teacher checks the answers as a class.
Key: 1. b
2. a
3. d
4. c
TASK 3: READ THE TEXT AGAIN AND CHOOSE THE BEST ANSWERS. (Ex.3, p.32)
* Teacher:
- asks Ss to read the questions and underline the key words in each of them.
- checks the key words Ss have underlined, e.g. 1. What, American Idol; 2. Which, statements, correct; 3.
Who, wins; 4. Which, statements, judges, NOT mentioned; 5. What, inferred, competition, Viet Nam.
- asks Ss to read the questions and try to answer them before reviewing the options.
** Ss read the answer options and eliminate the wrong ones, then they search the text to find evidences to
support the right answers.
*** Ss work in pairs or groups to compare answers.
**** Teacher checks the answers as a class, and asks Ss to give reasons for their answers.

Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
Key: 1. B
2. A
3. A
4. C
5. C
Extra questions:
Question 6: When was American Idol shown for the first time on television?
A. twenty-four years ago
B. in 2002
C. in 2007
Question 7: Who can vote for their preferred singers in American Idol?
A. People who are over thirteen
B. People who live in the US, Puerto Rico or the Virgin Islands
C. People living in the US, Puerto Rico or the Virgin Islands and over thirteen
To make the activity more engaging, T may let Ss to play the game Give or Take while doing this task.
Game rules: Students are divided into 2 teams. Ss from each team take turns to answer the questions. After
each correct answer, the teacher asks Give or Take. If they say Take, they will get the points, if they say
Give, the points will be given to the other team. The point may be both minus like -3, -5 and positive like +
2, + 6…
Extension: Make questions
* Teacher: - divide the class into two teams.
- asks each team to prepare 6 - 8 quiz questions based on the reading text and write them on a piece of paper,
e.g. When was American Idol first shown? (January 2002), What kind of people are the participants?
(Ordinary people).
- goes round to check and make sure each team knows the correct answer to each of their questions.
** Ss close their books, and Ss from each team take turns to ask other teams their questions.
*** Teacher gives a point for each correct answer and decides the winner.
ACTIVITY 4: POST-READING
WORK IN PAIRS. DISCUSS WHETHER YOU WANT TO PARTICIPATE IN VIETNAM IDOL.
GIVE YOUR REASONS.
* Teacher:
- asks Ss to read the text again and make notes of things they like and things they don't like about the show.
- tells Ss that there are no right or wrong answers, and encourages them to think of as many reasons as they
can to support their opinions, e.g. what benefits it offers to individuals (audiences and participants) and to
society.
** Ss work in pairs to decide whether they want to participate in the show in Viet Nam and state their
reasons.
**** Teacher invites Ss from different pairs to present a summary of their discussion.
Wrap-up
Teacher asks: What have you learnt today?
- a text about a famous music show: American Idol
Homework:
- Search for more music shows on the Internet, take note the regulations and the prizes and post them on the
Facebook/Zalo group of your class
- Prepare for Speaking lesson
EXPERIENCE:
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Teacher: Bui Thi Minh Chung

Gia Vien A High School

Lesson plans English 10_School year 2024-2025
Class
……………

Date of planning
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Date of teaching
…………………………………

Period 21:

LESSON 4: SPEAKING
STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. list the names of the music shows 
2. memorize the words related to a music show
3. list the ideas for a music show
4. talk about a music show
5. show the patriotism for Vietnamese traditional music   
B. LANGUAGE FOCUS
Key terms/ Vocabulary: runner-up (n), cash (n)
Key grammatical structure(s): dress up, come up with
C. INSTRUCTIONAL RESOURCES
- Grade 10 textbook, Unit 3, speaking
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks
Performance products
Assessment tools
1. Activity 1: Warm- up
1. group written phrases
1. Answer keys  and questions
& answers
2. Activity 2: Vocabulary
2. whole class oral
2. Answer keys
words/phrases
Observation
- individual written sentences...