Giáo án NLS Tiếng Anh 10 Global Success Unit 3 Getting started: A talented artist!

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 3: MUSIC

LESSON 1: GETTING STARTED

I. OBJECTIVES 

1. Knowledge and skills 

By the end of the lesson, students will be able to:

• Set the context for the listening and reading text.
• Get an overview of the unit topic (Music).
• Identify and use vocabulary related to music, musical instruments, and artists.
• Identify compound sentences, to-infinitives, and bare infinitives.

2. Competences

General competences: 

• Self-control and independent learning: listen, read, and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete the learning tasks.

Specific competences:

• Read and listen for specific information about a talented artist.
• Match target vocabulary and grammar points accurately.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 
• [3.1.NC1a]: Identify ways to express oneself through the creation of digital content. 
• [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
• [6.1.NC1b]: Compare different AI systems and how they process data.

3. Attributes

• Hard work: Actively participate in class activities and complete given tasks.
• Love: Appreciate music, artists, and understand how music brings love into people's lives.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Audio track 18.
• Digital platforms (AI Chatbots, Online Dictionaries, Google Docs, Wordwall, Quizizz).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/tablets with internet access.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Listen and read

a. Objective: To set the context for the listening and reading of the conversation and introduce target vocabulary.

b. Content: Students look at the picture, listen to the recording, read the conversation, and underline music-related words.

c. Product: Students understand the context, read fluently, and identify music-related words.

d. Organization:

Activity 2: Read the conversation again and answer the questions.

a. Objective: To check students' comprehension of the conversation details.

b. Content: Students work in pairs, read the conversation again, locate information, and answer 3 questions.

c. Product: Students' correct answers to the questions.

d. Organization:

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Activity 3: Find words or phrases in the conversation to match the categories.

a. Objective: To revise the words and phrases related to music.

b. Content: Students read the conversation quickly again and categorize words/phrases into 4 groups.

c. Product: Correct categorization of music vocabulary.

d. Organization:

Activity 4: Match the two parts to make complete sentences.

a. Objective: To help students identify compound sentences, to-infinitives, and bare infinitives.

b. Content: Students match 4 sentence halves based on the text and target grammar points.

c. Product: Correct matching and recognition of grammar structures.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the lesson.

b. Content: Students complete two short, basic written tasks focusing on the target vocabulary and infinitives.

c. Products: Students' correct answers in Worksheet 1.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1 digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 5-7 minutes.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to read their answers aloud or write them on the board.

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and confirms the correct answers:

Task 1: 1. instruments | 2. awards | 3. media | 4. views | 5. talented

Task 2: 1. to play | 2. become | 3. to upload | 4. Sing

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

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4. APPLICATION

a. Objective: To help students apply the vocabulary and grammar structures learned in the lesson into a formal, practical writing task.

b. Content: Students write a short paragraph describing their favorite singer or musician.

c. Product: Students' written paragraphs (60 - 80 words) accurately using target vocabulary, compound sentences, and infinitives.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks students to write a short paragraph (60 - 80 words) about their favorite singer or musician as homework.

- Teacher provides guiding questions on the board:

+ Who is the singer/musician?

+ What type of music do they perform?

+ What are they good at? (e.g., playing instruments, writing songs)

+ Why do you like their music?

- Teacher emphasizes the strict language requirements:

+ Use vocabulary related to music learned in the lesson.

+ Include at least ONE compound sentence.

+ Include at least ONE to-infinitive or bare infinitive.

- Teacher instructs students to draft their writing on a class digital platform (e.g., Padlet,...) and use an AI grammar-checking tool (e.g., ChatGPT, Gemini,...) for basic editing before publishing.

Step 2: Students perform learning tasks

- Students write down the task requirements and the guiding questions in their notebooks.

- Students complete the paragraph writing at home.

- Students run their digital drafts through an AI assistant to verify basic spelling and sentence structures.

Step 3: Reporting and Discussion

- Teacher informs students that they will hand in their writing in the next lesson for grading.

- Teacher notes that 2 or 3 students will be asked to write their sentences containing the target grammar on the board for class correction.

Step 4: Evaluation

- Teacher makes sure all students are clear about the homework requirements.

- Teacher summarizes the main points of the lesson and assigns extra homework.

[3.1.NC1a]: Create, edit, and publish a short digital text about a favorite artist on a class blog, applying AI grammar-checking tools to ensure the accuracy of basic structures.

* HOMEWORK

- Review the new vocabulary and grammar points at home.

- Complete the paragraph writing task in the Application section.

- Prepare for the next lesson: Lesson 2 - Language