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Lesson Plan – Language Focus - Unit 12: Music

Lesson Plan
Unit 12 - Music
Language Focus

1. Class description
- Level: 10th – form students
- Class size: 45 students
2. Time: 45 minutes
3. Objectives:
- Knowledge:
By the end of this lesson, students will be able to:
+ Use to+ infinitive to express purpose and make Wh-questions appropriately
+ Pronounce and distinguish the sounds /s/-/z/
- Language skills:
After the lesson, students will able to use structure to:
+ Express purpose
+ Ask for information
4. Assumed knowledge:
- Students may have known to+ infinitive and Wh-question
- Students may have known how to pronounce 2 sounds /s/ - /z/
- Students are familiar with working in groups
5. Anticipated problems
- There is the limitation of time
- Students may make mistakes in pronouncing these sounds, forming questions and giving answers
6. Teaching aids
10th-form English textbook, pictures, blackboard and handouts
7. Procedure:

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Lesson Plan – Language Focus - Unit 12: Music
Teacher’s activities Students’ activities

1. Warm-up: (5 minutues)
Guessing game:
Asks Ss to join in a game organized by the teacher
Tells Ss to form 2 teams
- Form teams
Provides Ss with game instruction:
- Listen to the instruction
“Each team chooses one representative facing the
class. Teacher writes some words on the board. The
other team members use definition, description or
body language to explain those words to the
representative. Which representative can get the
right word will be scored 1 point and which team
has more point will be awarded a small gift.”.
Checks if Ss are clear about the instruction
- Show the understanding of the
instruction; or else, require more
explanation for unclear things.
The word list - Team members: try to explain the words
Glass Gloves - Team representative: try to get the right
Bus Scissors word
- Asks Ss to find out the difference in the
- Listen and answer T’s questions
ending sound of those words: “What is the difference
in the ending sound of these words? (Do they have
the same pronunciation?)”
Glass - /s/ Gloves - /z/
Bus - /s/ Scissors - /z/
2. Pronunciation: (15 minutes)
- Asks students to open & look at their books p.130
- Open & look at the books p.130
- Guilds Ss how to pronounce 2 consonants /s/ - /z/:
- Listen to T and take notes
/s/: touch your side teeth with the side tongue. Put
your tongue forward and do not use your voice. It
sounds like the noise of a snake.
/z/: Practice the sound /s/ first and use your voice to
make /z/. It sounds like the noise of a bee.
- Checks if Ss really understand the way to make /s/
- Show the understanding or else; ask for
and /z/
more explanation
- Gives examples and asks Ss to listen and repeat in

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Lesson Plan – Language Focus - Unit 12: Music
chorus and then individual: - Listen and repeat the words in chorus
Glass - /s/ Gloves - /z/ then individual

Bus - /s/ Scissors - /z/


Activity 1:
- Distributes the handouts to Ss and asks them to
work in pairs. - Get and look at the handouts
- Explain the instruction of the activity to Ss: pick
out the words with sounds /s/ and /z/, put them into - Listen to T’s instruction
correct sound columns.

Sue , sip, please, bus, prize, zoo, piece,


peas, zip, said, glass, gloves
- Work in pairs and try to finish the table
/s/ /z/

- Checks the answers and reads out loud the correct


answers once time - Listen to the teacher then repeat in chorus
- Asks Ss listen and repeat after the teacher in chorus
- Calls 2 S to read it again - Listen to the teacher then repeat
- The Ss read, the other listen and find out
- Corrects problems and mistakes for those 2 Ss mistakes
- Listen to T to avoid repeating mistakes
Activity 2: Practice these sentences: again
- Reads the each sentence loudly and asks students to
repeat - Listen to T then repeat in chorus then
1. Susan loves classical music. individual
2. I like to listen to jazz records.
3. My aunt likes to watch the film “The Sound of
Music”.
4. But my cousin prefers going to concerts.
5. He’s won the first price for singing folk songs.
6. I’d like a piece of bread and some peas, please.
- Corrects mistakes for Ss
- Listen to T to avoid repeating mistakes
- Gives 2 other sentences to Ss and ask them to again
practice:

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Lesson Plan – Language Focus - Unit 12: Music
+ It’s six or seven years since Sydney’s sister sang - Listen to T and then practice
that song
+ Zebras in zoos are like dolphins in pools
- Corrects pronunciation for students
3. Grammar:(25 minutes)
- Asks Ss to look at the picture and makes questions: - Listen to T to avoid repeating mistakes
+ What is he doing?
+ What is he swimming for? - Look at pictures and answer T’s
- Writes the Ss’ sentences on the board and underline the questions
“to+ infinitive
- Introduces the structure “to + infinitive” to express - Look at the blackboard and listen to T
purposes to Ss

Form: S + V + to-infinitive - Listen to T and take notes


Meaning: the reason for doing sth
Use: to express purpose
What for = why?

- Takes another example and asks Ss to underline “to +


infinitive” to check their understanding: “She gets up
early morning to cook breakfast for her family”
- Listen to T, do the example, and show the
-Asks some students give some similar examples understanding, ask for clarifying things
- Introduces exercises to the students that are not clear
Exercise 1: - Give some examples
- Asks students to do Exercise 1
- Explains exercise instruction to Ss: “Work in pair,
one person asks and the other uses the words in - Look at Exercise 1
brackets to answer the questions.”
- Listen to the teacher and do exercise 1
- Walks round, checks and helps them do the
exercise
- Calls 5 pairs to ask and answer 5 sentences in the
exercise
Key: 1to tell her the good news - Read out loud each sentence

2,to buy a cassette player


3,to win the singing contest
4,to sing French songs
5,to set a good example for the class

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Lesson Plan – Language Focus - Unit 12: Music
Extra activity: practice To + infinitive
- Divides class into 2 groups
- Introduces the instruction: “One group writes
down on a small piece of paper your actions - Listen to the teacher and form group
(what you do) and the other group write about - Listen to T’s instruction
your purposes. Just use simple present tense.”
- Checks if Ss really understand about the
instruction
- Collects Ss’ papers - Show the understanding or ask for more
- Picks randomly some papers from the 2 group explanation
and connects them together. - Hand in papers
- Listen to T
Exercise 2: For homework
Exercise 3:
Wh.questions:
- Takes the example in exercise 3 and introduces to
Ss Wh-questions
Ex: I often listen to music whenever I have free time. - Listen to T
When do you listen to music?
- Explains for Ss about the form and types of Wh-
questions:
Form: Wh + aux.V +S+ V? - Listen to T and take note quickly
When? -> time
Where? -> place
Who? -> person
Why? -> reason
How? -> manner
What? -> Objective/idea/action

- Calls on some students to make up some Wh-


questions
- Introduces Exercise 3 to students and gives - Make questions
instruction
- Asks Ss to do it individually - Listen to instruction and ask if it is not
- Walk round and help Ss clear

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Lesson Plan – Language Focus - Unit 12: Music
- Calls some random pairs to practice exercise 3 (one - Carry out the exercise 3
makes question and the other answers)
- Checks and corrects mistakes - Practice exercise 3, the others listen and
contribute if they have any other answers
Key:
1, What will you do if it rains?
2, What sort of music does your family enjoy
listening to?
3, When did he leave for Ho Chi Minh city?
4, Who wants to talk to you?
5, How did you spend the evening last night?
6, When does the film start?
7. Who is your favourite musician ?
8. Why do you like pop music?

Homework : (2 minutes)
Asks Ss to do exercise 2, in page 31 in the textbook
and prepare for the next lesson.

- Listen to T and write out homework in


notebooks

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