This document contains the lesson plan for a music class. It has three main parts: (1) an introduction activity to warm up students called "Board Race", (2) the main lesson which focuses on pronunciation of two-syllable words, vocabulary related to music, and forming compound sentences, (3) several activities are outlined including listening and repeating words, matching words to definitions, completing sentences with vocabulary words, and forming compound sentences using conjunctions. The objective is for students to improve their language skills related to music vocabulary, pronunciation, and grammar through collaborative exercises and games.
This document contains the lesson plan for a music class. It has three main parts: (1) an introduction activity to warm up students called "Board Race", (2) the main lesson which focuses on pronunciation of two-syllable words, vocabulary related to music, and forming compound sentences, (3) several activities are outlined including listening and repeating words, matching words to definitions, completing sentences with vocabulary words, and forming compound sentences using conjunctions. The objective is for students to improve their language skills related to music vocabulary, pronunciation, and grammar through collaborative exercises and games.
This document contains the lesson plan for a music class. It has three main parts: (1) an introduction activity to warm up students called "Board Race", (2) the main lesson which focuses on pronunciation of two-syllable words, vocabulary related to music, and forming compound sentences, (3) several activities are outlined including listening and repeating words, matching words to definitions, completing sentences with vocabulary words, and forming compound sentences using conjunctions. The objective is for students to improve their language skills related to music vocabulary, pronunciation, and grammar through collaborative exercises and games.
This document contains the lesson plan for a music class. It has three main parts: (1) an introduction activity to warm up students called "Board Race", (2) the main lesson which focuses on pronunciation of two-syllable words, vocabulary related to music, and forming compound sentences, (3) several activities are outlined including listening and repeating words, matching words to definitions, completing sentences with vocabulary words, and forming compound sentences using conjunctions. The objective is for students to improve their language skills related to music vocabulary, pronunciation, and grammar through collaborative exercises and games.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1of 6
Week 07
Date of planning: …/… / 2022
Date of teaching: …/… / 2022 PERIOD 19 UNIT 3: MUSIC Lesson 2: Language A. AIMS : I. Knowledge: By the end of this lesson, Ss will be able to: 1. Vocabulary: - pronounce two-syllable words with correct stress; - understand and use words and phrases related to music; 2. Grammar: - use conjunctions to make compound sentences; - use to-infinitives and bare infinitives after some verbs. II. Competence: - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities. III.Qualities: - be willing to learn new language points - be aware of the important role of music in life. B. TEACHING AIDS: 1- Students : Text books, studying equipment…. 2- Teacher: - Grade 10 textbook, laptop, projector / TV/ pictures and cards..... - Computer connected to the Internet. C. TEACHING PROCEDURES:
I. WARM UP & INTRODUCTION ( 5’)
* Objectives: - 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. * Output: Arouse the classroom atmosphere to lead in the lesson * Process : Teacher’s instructions … Teacher’s / Student’s activities Content Game: Board race Rules and an example of the game (The topic word is: MUSIC) Board race: * Teacher gives instructions of how to play the The class is divided into teams. In one or game, and gives an example. two minutes (depending on the number ** Ss discuss in their teams and write down the of the letters in the topic words), Ss have words. to find the words which are related to the *** Ss in each team take turns to write their words topic and have one letter in the topic on the board. word. If the word begins with a letter in **** Teacher confirms the correct words, decides the topic word, the team gets one point, if the winner and leads in the lesson. 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. II. NEW LESSON ( 37’) 1.PRONUNCIATION ( 12’) ACTIVITY 1: TASK 1: LISTEN AND REPEAT. PAY ATTENTION TO THE STRESSED SYLLABLE IN EACH WORD. (Ex.1, p.29) *Objective: To give Ss practice in identifying the stressed syllables in two-syllable words and pronouncing these words. * Content: Pronunciation * Output: identify the stressed syllables in two-syllable words and pronouncing these words. * Process: Teacher’s / Student’s activities Content * Teacher: - has Ss read the words individually and check Stress on Stress on the comprehension. - plays the recording and ask Ss to listen to the the first second words and repeat and pay attention to the stressed syllable syllable syllables. ** Ss do as instructed. *** Teacher: singer relax - checks whether Ss can say the words using the correct stress patterns by calling some Ss to read programme perform them aloud. common attract - has Ss find out the rule of marking stress on the two-syllable words, and elicits other examples of careful decide nouns, verbs, and adjectives.
ACTIVITY 2: LISTEN AND MARK THE STRESSED SYLLABLES IN THE WORDS
IN BOLD. (Ex.2, p.29) * Objective: To help Ss identify stressed syllables in two-syllable words in sentences and pronounce these words correctly. * Content: Practise identifying stressed syllables in two-syllable words in sentences. * Output: Students can identify stressed syllables in two-syllable words in sentences. * Process : Teacher’s /Student’s activities Content * Teacher: Practise identifying stressed syllables in - asks Ss to read the sentences individually and pay two-syllable words in sentences. 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. ACTIVITY 3: TASK 3: WRITE DOWN WORDS WITH THE SAME STRESS PATTERN. * Objective: To help Ss memorise the rules to mark stress on the two-syllable words * Content: Practise memorising stressed syllables in two-syllable words in sentences. * Output: Students can memorise stressed syllables in two-syllable words in sentences. * Process : Teacher’s /Student’s activities Content * Teacher: Practise identifying stressed syllables in - divides Ss into two teams or more teams in big two-syllable words in sentences. 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. 2. VOCABULARY ( 10’) ACTIVITY 1: TASK 1: MATCH THE WORDS WITH THEIR MEANINGS. (Ex.1, p.30) * Objective: To make sure that students understand the meaning of some lexical items about musics. * Content: Vocabulary related to Mucsic * Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about music. * Process : * Teacher gives clear instructions, reads the words Key: 1. c 2. d 3. e 4. a 5. b 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. ACTIVITY 2: TASK 2: COMPLETE THE SENTENCES USING THE WORDS IN 1. (Ex.2, p.30) * Objective: To give students practice in using the words/phrases in meaningful contexts * Content: Complete the the sentences using the words in task 1 * Output: Read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. * Process: * Teacher: Key: 1. talented 2. audience 3. - has Ss read the sentences carefully to decide single 4. judge 5. perform 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.
3. GRAMMAR ( 15’) COMPOUND SENTENCES
ACTIVITY 1: Make compound sentences using the correct conjunctions in brackets. * Objective : - 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: Grammar points * Output: Answers key * Process: Teacher’s / Student’s activities Content COMPOUND SENTENCES COMPOUND SENTENCES * Teacher: Key: - tells Ss to look at the compound sentences in 4 1. I am a jazz fan, and my favourite in Getting Started and asks questions to check style is from the late 1960s. whether Ss understand their structure, e.g. What 2. Jackson wants to go to the music do they consist of? Can you split them into festival on Saturday, but he has a independent sentences? What are the clauses maths exam on that day. joined by? 3. You can book the tickets online, - give more explanation and examples for Ss to or you can buy them at the stadium understand what a simple sentence is and what a ticket office. compound sentence is. 4. The concert didn’t happen, so we + A simple sentence consists of one stayed at home. 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 Key: 1. to send 2. fall 3. to delay INFINITIVES 4. watch 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.
ACTIVITY 2: Make compound sentences in which there is a to-infinitive or bare
infinitive. * Objective : To help Ss further practise the to-infinitive, bare infinitive, compound sentences and vocabulary related to the topic music. * Content: Grammar points * Output: Answers key * Process: * Teacher: The answers may be varied - 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. III. CONSOLIDATION (2’) * 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.
IV. HOMEWORK (1’)
- Exercises in the workbook - Prepare for lesson 3 Unit 3. V . TEACHING EXPERIENCE …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… ……………………………