Giáo án NLS Tiếng Anh 10 Global Success Unit 3 Language: Stress in two-syllable words; Music; Compound sentences; To-infinitives and bare infinitives

Planning: ..../..../..... 

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

UNIT 3: MUSIC

LESSON 2: LANGUAGE

I. OBJECTIVES 

1. Knowledge and skills 

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

• Identify the stressed syllables in two-syllable words and pronounce these words correctly in isolation and in sentences.
• Understand and use vocabulary related to the topic of music.
• Form compound sentences using coordinating conjunctions.
• Differentiate and use to-infinitives and bare infinitives after certain main verbs.

2. Competences 

General competences:

• Self-control and independent learning: actively engage in listening, reading, and doing exercises.
• Communication and collaboration: work in pairs or groups to complete learning tasks effectively. 

Specific competences:

• Apply pronunciation rules for two-syllable nouns, verbs, and adjectives.
• Use context clues to figure out word meanings and grammatical structures.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
• [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.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Be ready and active to participate in class activities and complete basic exercises.
• Appreciation: Show appreciation for different types of music and artists.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Audio tracks (Track 19, Track 20). 
• AI music generator (e.g., Chrome Music Lab/Suno AI), AI pronunciation app (e.g., ELSA Speak), Collaborative boards (Padlet/Google Docs), AI formative assessment platform (Quizizz).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and lead into the topic of Music and Pronunciation.

b. Content: Teacher organizes a quick activity called "Listen and Feel the Beat".

c. Product: Students participate actively and start thinking about rhythm and stress in words related to music.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher and students integrate an AI music generation tool (e.g., Suno AI or Chrome Music Lab) to generate and analyze a simple two-beat audio rhythm, emphasizing either the first or the second beat.

- Teacher asks students to mimic the clap.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students listen and repeat the clapping rhythms.

Step 3: Reporting and Discussion

- Teacher writes two words on the board: "SINGER" and "RELAX".

- Teacher asks students which word matches the "CLAP-clap" (first syllable stress) and which matches "clap-CLAP" (second syllable stress).

Step 4: Evaluation

- Teacher confirms the answers and leads into the lesson: Just like music has rhythm and beats, English words have stress. Today we will learn about stress in two-syllable words, along with new music vocabulary and grammar.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Integrate an AI music generation tool into the learning activity to demonstrate rhythm and stress.

2. PRESENTATION

PRONUNCIATION – Stress in two-syllable words

Activity 1: Listen and repeat. Pay attention to the stressed syllables in each word.

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

b. Content: Ss read, listen to Track 19, and repeat words with stress on the 1st or 2nd syllable.

c. Product: Ss pronounce the words correctly with proper stress patterns.

d. Organization:

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Activity 2: Listen and mark the stressed syllables in the words in bold. 

a. Objective: To help Ss identify stressed syllables in two-syllable words in sentences and pronounce them correctly.

b. Content: Ss listen to Track 20, mark stress, and practice saying the sentences.

c. Product: Ss correctly mark and pronounce the stressed syllables in context.

d. Organization:

VOCABULARY - Music

Activity 1: Match the words with their meanings. 

a. Objective: To make sure that Ss understand the meanings of some topic-related words.

b. Content: Ss read the words and match them with the correct definitions (a-e).

c. Product: Correct matching answers.

d. Organization:

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Activity 2: Complete the sentences using the words in 1. 

a. Objective: To give Ss practice in using the words in meaningful contexts.

b. Content: Ss use context clues to fill in the blanks with the words from Activity 1.

c. Product: Sentences are completed with correct vocabulary.

d. Organization:

GRAMMAR – Compound sentences

Make compound sentences using the correct conjunctions in brackets. 

a. Objective: To give Ss the opportunity to revise how to form compound sentences.

b. Content: Ss review the structure and combine sentences using appropriate conjunctions.

c. Product: Correctly formed compound sentences.

d. Organization:

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To-infinitives and bare infinitives

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

a. Objective: To give Ss the opportunity to revise to-infinitives and bare infinitives.

b. Content: Ss read the Remember! box, identify main verbs, and fill in the blanks.

c. Product: Verbs are conjugated correctly into to-infinitive or bare infinitive.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the grammar points (compound sentences and infinitives) through basic, focused written exercises.

b. Content: Students complete two straightforward written tasks focusing purely on structure reinforcement.

c. Products: Students' correct written answers for the two tasks.

d. Organization:

Mission 1: Complete WORKSHEET 1

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Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website kenhhoctap for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.

4. APPLICATION

a. Objective: To help students apply the target vocabulary and grammar to describe real-life facts about their own or their family's music habits.

b. Content: Students write 3 separate, true sentences about music at home.

c. Product: 3 written sentences in the students' notebooks.

d. Organization:

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