SAI GON UNIVERSITY

FOREIGN LANGUAGE DEPARTMENT

TEACHING PRACTICE 2

LESSON PLANS
DSA1091 (GROUP 5)

Ting Anh 10 Unit 12. Music

WORK DISTRIBUTION: 1. READING: V Th Ngc Ngn 2. SPEAKING: Nguyn Th Qunh Trang 3. LISTENING: Trn Minh Tun 4. WRITING: Trn Thanh V 5. LANGUAGE FOCUS: L Dip Hng Nhung
INSTRUCTOR: MR. TRN TH PHI, M.A.

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PART A: READING I. Objectives: By the end of the lesson, Ss will be able to: - Learn more vocabulary about music. - Develop reading skills including skimming to get general information and scanning for specific information. - Gain more knowledge about the role of music in our life and recognize music as an integral part of our life. II. Techniques and method: - Game: guessing music, lucky singer. - Pair work and group work. - CLT oriented III. Language content: - Lexical items: communicate, integral part, lull, solemn, emotion, mournful, funeral, set the tone. - Grammar: to infinitive to talk about purposes and WH question. IV. Teaching aids: - Blackboard, hand-outs( Task 1, task 2, task 3), group-boards, pictures(lull, solemn, funeral). V. Anticipated problems: - Students may not have enough words, and knowledge about some kinds of music. VI. Time: -45 minutes. VI/ Procedure : A. Greeting: B. Check students attendance: C. New lesson:

Stages and time Warm up (5) GUESSING MUSIC

Contents

- Teacher divides class into 3 groups and delivers groups boards. - T introduces the game and explains the rule of the game: +T lets Ss listen to 5 short songs/ pieces of music: folk, pop, rock n roll, classical, jazz. +T asks Ss to name the kind of music for each song. +Each group has one minute to write their answers. +After 1 minute, each group goes to the board and sticks their answers. + Teacher corrects the answer and gives comment. Lead-in Pre reading (15) Now we are going to read a text about the importance of music to our life. Lets see how important it is and how well we know about music. II. Before you read: Matching: Match the types of music with their description. - T divides class into 3 groups. - T asks Ss to work in groups and match the types of music to their correct descriptions in 3 minutes. - After 3 minutes each group goes to the board and sticks their answers. Page 2 of 16

- T gives feedback and provides correct answers. *Answers: 1.b 2.e 3.d 4.a 5.c Pre-teaching vocabulary - T uses pictures and definition to teach vocabulary. T also has concept checking after some words. .- T reads the words aloud and asks Ss to repeat them 2 times. - T introduces word by word and explains the meanings. +emotion(n)(definition) = strong human feelings : cm xc. Ex: Happiness, sadness, joy ..are all emotions. +communication: (direct example) +integral part (n)(synonym) = very necessary Is water an integral part in our life? +solemn ['slm](a)](synonym)= very serious : long trng, trang nghim.

+lull [ll] (v) (picture) : ru ng.

Ex : The mother is lulling the baby to sleep. +funeral (n) (definition) : l tang.

While-reading (20)

+mournful(a)(synonym) = sad ,moody: bun ru, th lng. + To set the tone(definition ): to create the atmosphere Answers: Answer: 1.communicate 2.lull 3. Delights 4. integral part 5. Solemn 6. emotion7. mournful III. While you read. Task 2: Page 3 of 16

- T asks Ss to read the text and do Task 2 (find the three main roles of music in our life) - T asks questions to check whether Ss understand every word in the task. - T asks Ss to discuss the answers in pairs. - T checks the answer. The roles are: communicate, set the tone, entertain Task 3: Answer the questions + Game (scanning) - T asks Ss to play a game called lucky singer.

1
Celine dion

Score
5 10

2
Michael Jackson

3
Thu Hien My Tam Elton John

6
Rain
Britney Spear

7
After

- Ss work in 3 teams: A, B and C. T asks Ss to read passage carefully and work in groups to discuss some questions in task 2 in their books in five minutes - After 5 minutes, T asks Ss to look at the board, I have 7 pictures of 7 famous singers. Of them all, there are 2 lucky singers and 5 singers with 5 questions behind. If you find a lucky singer, you get 1points. If not, you have to answer the corresponding questions correctly. With one correct answer, you get 1 point. Three teams play in turn; the group with the highest score wins the game. * Suggested answers: 1. Language and music. 2. It can express ideas, thoughts and feelings. 3. It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful. 4. It makes people happy and excited. It delights the senses. 5. It is a billion-dollar industry. Post- reading (5) - T recalls the 3 main roles of music in our life. - T asks students to work in 3 groups, each of which find 2 more examples for each main role.

ROLES OF MUSIC

communicate

Set the tone

entertain

- The groups sticks their answers on the boards. - T gives comments and corrects. Page 4 of 16

Reserved activities : True/false statements: Read the passage and decide whether the following statements are true(T) or false(F)(scanning skill ) 1. Labour makes humans different from all other animals. 2. Music and language can show ones emotions. 3. Music can add joyfulness to the lesson at school. 4. One of the most important roles of music in our life is to entertain

Homework Learn by heart new words and phrases from the passage Write a short passage in 50 words on such the topic: What type of music do you like most ? Say the reason why? Prepare the Speaking Lesson in advance.

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VIII. HAND-OUT UNIT 12: MUSIC PART A: READING TASK 1: Fill in the blanks with suitable words:

emotion solemn

communicate lull delights

integral part mournful

1. If you know English, you can . with people from the English- speaking world easily. 2. Every night, the mother tells her daughter a fairy tale to. her to sleep. 3. Nams success at school his parents. 4. He is an .. of the team, we cant do without him. 5. The teacher criticized him with a expression on his face. 6. Like a lot of men, he finds it hard to express his 7. With a .. look on his face, he told us about his uncles death. TASK 2 : What are the roles of music in our life? Circle. communicate exchange TASK 3 : Answer the questions: 1) What are the two things that make humans different from other animals ? 2) Why is music a powerful means of communication? 3) How can music set the tone for events and special occasions? 4) How can music entertain? 5) Why has music always been a big business ? earn money set the tone entertain transport work defense

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PART B: SPEAKING I. OBJECTIVES: By the end of the lesson, students will be able to: - Develop speaking skill as they can ask and answer questions about the music topic. Express and develop their love for music.

II. METHODS: CLT oriented.

III.TECHNIQUES: Game: guessing game Pair-work: Repetition Drill Individual work: taking note and performing before class. Group work.

IV. LEXICAL ITEMS: Structures:

Both A and B + Vpl S + prefer N/V-ing to N/V-ing

Expressing similarity:

A likes sth, and so does B A likes sth and b does, too A likes, but B prefers

V. TEACHING AIDS: Textbook. Board. Chalk. Word cards: sad, happy, bored, lonely, excited, relaxed Pictures: + sad, happy, bored, lonely, excited, relaxed + study, tired, meeting, relaxed. Handouts Page 7 of 16

VI. TIME: 45 minutes. VII. PROCEDURES:

A. Greeting B. Checking students attendance C. New lesson

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Steps Warm-up (3 minutes) -

Activities Game: GUESSING GAME Teacher (T) asks students (ss) In reading lesson, you have learned about different kinds of music. So, who can remember how many kinds of music you have learned? T recalls some kinds of music: pop, classical, jazz, rock, folk. T divides class into 3 groups and delivers group boards. There are 3 boxes for 3 groups. Each box has a list of titles of songs, but these titles are scrambled. You have to rearrange these titles and decide what kind of music of these songs. Then write the answers on the group boards and stick it on the board. Each correct answer is 10 points. The fastest group is the winner.

Answers: 1. More/baby/once/time Baby once more time (Britney Spears) : pop music 2. Lang/syne/auld Auld lang syne: folk music 3. Belong/you/with/me you belong with me (Taylor Swift): country music 4. Say/never/never never say never (Justin Bieber): pop music 5. Rock/we/you/will we will rock you (Britney Spears): rock n roll 6. Symphony/No.1/Mozart Mozarts Symphony No.1 (Mozart): classical music Presentation 1 ( 5 minutes) Lead in: T asks many ss the question: Do you usually listen to music in your free time? to elicit the answer Yes to lead into the lesson. Listening to music in free time is quite a common hobby. People listen to different kinds of music for many different reasons. Today well learn about the way to ask and answer about music.

Task 1: Brainstorm ideas Activity 1: provide ideas: - T divides class into 3 groups. - T delivers some word cards about peoples feeling to each group. - T shows some pictures about the peoples feelings; the groups match the wordcards with the pictures and stick them on the board.

Excited

Relaxed

Sad

Lonely

Bored

Happy

T introduces These are some pictures showing peoples feeling. Maybe when people feel so, theymusic to music. Different interest in music people listen to These are some reasons why Same interest in listen music. A and B + V (plural) + Both + S + prefer N/V-ing to N/V-ing Page 9 of 16 Activity 2: provide thedoes B ask and answer: but B prefers + A likes sth, and so way to + A likes, T+ A likes sth and B does, toosome questions. calls some students answer T asks students some questions through a conversation about himself/herself and

PART C: LISTENING I. Objectives: By the end of the lesson, student will be able to: - Know more about Van Cao and his music. - Know how to listen for the main idea and detail. II. Method: - Integrated. III. Technique: - Pair work and group work. IV. Teaching aids: - Micro, cell phone, textbook, chalk, board, marker, fortune wheel, handout. V. Procedures: - Greeting - Checking students attendance Teachers activities Warm up: (7 mins) - Arranges the position of each S. Gives hand out. - Divides class into 3 groups. - Gives each group a marker and a group board. Rearrange listening game: - Reads aloud these words and give definitions. Asks Ss repeat. - National anthem(n): Quc ca - National flags(n): Quc k - Shows 4 countries national flags on the board. (Spain, British, Japan and Vietnam) - Plays a recording which contains 4 parts of 4 countries national anthem. - Asks Ss to rearrange 4 countries national flag in the correct order. - Gives Ss about 30s to finish their work. Give feedback and marks. (each right answer gets 1 point) Lead in: - Introduces Ss to some particular information about 4 countries national anthem above. - Spain is one of the rarely countries use an instrumental music as their national anthem. - Japan national anthem is the oldest song which is composed in IX century. - How about Vietnams national anthem? T asks ss information about national anthem of VN. Transition: After this lesson I hope that well know more about Van Cao, a famous musician in the history of Vietnamese music, and improve ourselves the patriotism. 1. Pre listening:(12 mins) Aims: Focus S on the topic and review/ introduce the words used in the listening text. - Introduce Van Cao: Van Cao was born in 15 December 1923 in Hai Phong. He wrote his first song named Buon Tan Thu when Students activities Work in group to play this game. - Listen to the record and discuss with their friends to rearrange 4 countries national anthem. - Go to the board and stick their answers. The correct answer: 1. Spain, 2.British, 3.Japan, 4.Vietnams national anthem.

Tien Quan Ca, our national anthem, is composed by a very famous author Van Cao in 1954.

Listen to the teacher and then work in groups Page 10 of 16

he was 16 years old. - Asks S: What is his the most famous song? (Tien Quan Ca) - Ask ss to give their answer to the question in p. 128: Which of these songs were written by Van Cao? - Gives Ss 30s to guess which song were written by Van Cao. - Asks Ss to show their answers. - Asks Ss listen to a record which contains 4 parts of Van Caos music to check their answers. - Asks Ss: How can we describe Van Caos music? Ill teach you some useful words to describe once kind of music. - Reads aloud these words and give definitions. Asks Ss repeat. - rousing (adj): ho hng si ni - lyrical(adj): tr tnh - solemn(adj): trang nghim - Concept checking by asking yes/no question. Transition: We cant deny that Van Caos music always give us various emotions. Moreover, Van Caos music also attract different generations. 2. While listening:( 17 mins) + Task 1: Aims: Practise listening and marking True/ False statements. - Tells Ss that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music. - Lets Ss have a look at each statement in task 1. - Plays the tape and asks Ss to listen to the conversation and tick the right column to indicate their answer and underline the false information. - Plays the tape twice and asks Ss to correct the false information. - Gives Ss 1 minute to compare their answer in group. - Asks each group write their answers on the group board and stick on the board. Corrects Ss answers. - Plays the tape once again with pause and gives the correction. - Give feedback and marks. (each right answer gets 1 point) + Task 2: Aims: Practise listening for specific information by answering given questions. - Asks Ss to read the questions and makes sure they understand everything and know what information they need to answer. - Ask Ss to work in group, look at the questions given and guess their answers. - Asks Ss to listen to the tape once and take notes to answer the questions. - Asks Ss to compare their answer in group. - Asks Ss in each group to number themselves. - Uses a fortune wheel to choose Ss of each group to answer the questions. Each turn, 3 Ss will be chosen. 3 Ss answer the

to answer teachers questions. The correct answer: - Suoi Mo, Truong Ca Sng L, Lang Toi and Tien Quan Ca.

- Copy the words and phrases into their notebooks. Listen and repeat. Read the words in pairs and correct each others mistakes. Some individuals read the words aloud.

+ Task 1: - Listen to the tape. - Work in pairs to guess if the statements are true or false. - Listen to the tape and do the task - Compare their answer. The correct answer: 1. F The guess is Quang Hung. 2.F He likes some Vietnamese musicians 3. T 4. F It was written in 1944. 5. F (He always ..... ) - Check their answer, and then correct their work if they have the wrong answer. + Task 2: - Work in pairs to read the questions. - Listen and do the task. - Compare their answers. The correct answer: 1. It is 'My favourite Musician'. Page 11 of 16

question one by one. Then, they write their answers on the board. Corrects Ss answers. - Plays the tape twice with pause and gives the correction. - Gives feedback and marks. (each right answer gets 1 point) + Reserved task: Fill in the blanks in the tapescript: - Gives Ss another hand out. - Asks Ss to guess the words of each blank. - Plays the tape only one time and asks Ss to work in group to fill in the blanks. - Asks each group to write their answers on the group board and stick on the board. Corrects Ss answers. - Plays the tape once again if necessary. - Gives the corrected answers. - Gives feedback and marks. (each right answer gets 1 point) Transition: After listening to the conversation between Quang Hung and Lan Huong and their opinion about Van Caos music, can you show me your ideas about Van Caos music? How can we impress our ideas about something? The next activity will help us to show agreement or disagreement. 3. Post listening:(8 mins) Role play: - T indicates Quang Hungs ideas about Van Caos music in the tapescript. + Quang Hung thinks the best Vietnamese musician of all times is VanCao. + Quang Hung: thinks the songs about rural life in Vietnam are sweet and gentle, and very lyrical. - Asks Ss to work in pairs and discuss Quang Hung's ideas about Van Cao's music. Do you agree or disagree with Quang Hungs ideas about Van Caos music? Introduces some sentences to show one's opinion: + Agreeing: - I (strongly) agree with him. - I share the same point of view with him. - I think his opinion is similar to mine. + Disagreeing: - I'm sorry but I don't think so. - I don't agree with him. - I don't share his point of view. - Gives Ss a sample conversation and plays a demonstration. - Asks Ss to practice through the sample. - Moves around to check the activities and to make sure that Ss are working effectively. - Asks some pairs to present. 4. Homework:(1 min) - Asks Ss to write a short paragraph to show their opinion about Van Cao's Music.

2. He likes the song 'Tien Quan Ca' most. 3. Because it is hard and solemn, it makes him feel great and proud of his country. - Check their answer, and then correct their work if they have the wrong answer. + Reserved task: - Work in group to complete the tapescript. - Listen and do the task. - Compare their answers. The correct answer: 1. Well known 2. Musicians 3. Vietnamese 4. Whenever 5. As loud as 6. Rural life - Check their answer, and then correct their work if they have the wrong answer. - Work in pairs revising Quang Hung's ideas about Van Cao's music.

Sample conversation: A: Quang Hung thinks the best Vietnamese musician of all times is Van Cao. Do you agree or disagree with him? B: I (strongly) agree with him. Or B: I don't share his point of view.

Ss present.

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PART D: WRITING I. Objectives: By the end of this lesson, students will be able to: - use past simple in writing the life story of a person. - write a profile of a famous person based on given information. II. Method: Product writing teaching III. Techniques: - Game: Guess who? - Group work, individual work - Peer-correction IV. Language focus: The use of past simple in writing a life story of a person V. Teaching aids: - Textbook - Hand-outs - Chalk, blackboard - Group boards - Pictures VI. Time: 45 minutes VII. Procedures: Stages 1. Warm-up (7) Contents - T divides class into 3 groups and delivers group boards - T sticks 6 pictures of 6 famous people and their names on the board. - T reads the information about 5 people, Ss writes the names of these people and raise the group boards. - Each correct answer scores one mark. * 6 famous people are: + Michael Jackson: He was considered the King of pop + J. K Rowling: She is a world-famous writer who wrote the series of Harry Potter + Steve Jobs: He was the CEO of Apple and was called the Wizard of Tech + Susan Boyle: She was famous for her wonderful performance of I dreamed a dream in Britains Got Talent. Page 13 of 16

+ Scott Joplin: He was an American composer and pianist who was famous for composing rags. + W. A. Mozart - The last person to be named must be Scott Joplin - T leads to the lesson: He was very famous in America. Now, we are going to 2. Pre-writing (22) write about his life story. * Step 1: (10) - T asks Ss what tense they should use to write about the life story of Scott Joplin. (elicits the answer: past simple) - T first asks Ss to work in groups to finish all the sentences in Task 1. - T then assigns sentences 1-2 for group 1, 3-4 for group 2, 5-6 for group 3. - Ss stick the answers on the board. - T corrects the answers and emphasizes on the use of past simple. - T picks out some useful phrases used to write a profile: + be born into a _____ family + wrote music/song + be called / known as _____ * Step 2: (7) - T gives each group an empty information form of Scott Joplin and asks them to fill in it with appropriate information in 3 minutes. - T draws the form on the board and corrects it. - The groups exchange the group boards and help correct them. * Step 3: (5) - T introduces the information form of Van Cao and compares it with that of Scott Joplin. - T then shows Ss how to turn an information form into a profile. - T reminds Ss of the useful structures they used in Task 1. 3. While-writing (10) 4. Post-writing (5) - Ss write the first draft of the profile of Van Cao. - Ss work in pairs, exchange the first draft with their partner. - T asks Ss to underline any mistakes related to past tenses and the structures 5. Homework (1) they have learned in the previous parts. - Ss receive their first drafts and correct the wrong use of past tenses and structures (if there are) and hand in the corrected version to the teacher in the next lesson.

THE INFORMATION FORM OF SCOTT JOPLIN

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Name: Born: Place of birth: Family: Learn: Tunes: Artistic works: Known as/ called: Died:

PART E: LANGUAGE FOCUS I. Objectives: Page 15 of 16

- By the end of the lesson, Students will be able to: Distinguish the difference between the sound /s/ and /z/ and pronounce them correctly in single words and sentences. II. III. IV. V. Know how to use the + infinitives. Know how to make WH- questions.

Materials: computer, handouts, textbook, sub-board. Timing: 45 minutes Method: Techniques: Games Pair-work and group- work Students(Ss)

VI.

Procedure: Teacher (T) A. GREETING

B. CHECKING Ss ATTENDANCE C. NEW LESSON

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