Stage

Teacher activities

Warm up

Game : Slap the board

- T divides class into 2 teams.
- Call up the stage 5 Ss from each team and
each team stands into a line
- Ask them to stand with the equal distance to
the board
- Instruction: You will play in turns, 2 people
in the first position of each team play first, after
that, the next 2 people will play and keep going
like that. Each times, you will hear a famous
song and then run to the board and slap at the
singer of that song. The one who slaps first will
win and get 1 point. There are 5 songs for both
teams. The team that has more point will be the
winner and you will receive a big gift
- T checks instruction by questions:
+ How many people will come here to play?
+ How many songs will you listen to?
+ Do you slap the singer or guess the song?
+ How many points do you get if you slap
right?
+ How to be the winner?
+ Will the winner get the gift?

Students activities

- Listen to T.

+ 10
+ the board
+ only 1
+ 30 seconds
- Look carefully.

- Students go to the
board and write the
word one after another

Work
arrangemen
t
Work in
team

- T plays the music and then check the answer

when the Ss slap to give the points
- T checks the points of 2 teams in the end to
decide the winner and give the gift
Lead- in:
+ After showing all the word, Ss have to guess
the topic.
- T asks: From this game, who can tell me the
topic of our lesson last week?
- T says: Today, we will continue the Unit 3:
Music with the next part: Language focus. Lets
open your book on page 27.
-T writes the title on the board.
Unit 3: Music
Language

Ss answer Ts
questions.
music

Ss copy on the
notebook

Vocabulary
Activity 1:
Aim: to help ss to remember the meaning of the
vocabulary they have learned in last lesson.
- T divides class into 2 teams, team A and
B.
- T gives instruction: Now, each team
will choose 1 person to go to the board
and decribe 5 words in 1minute. And the
mission of the team is guessing what the
word is. For each correct answer, you
have one mark. The group which has
more marks will be the winner.
- Checking instruction:
+ How many people go to the board?

Listen to T.

+ How many words will you describe?

+ How many minutes will you have to
describe?
+ What will other people do?
-

T has each group choose one person to

describe
T gives cards with 5 words for 2 ss from
2 group, and get them to decribe.
+ card 1: idol, contest, clip, talent,
audience.
+ card 2: fan, solo, concert, album, pop.
T gives marks for each group to decide
which group will be the winner.

Activity 2:
Aim: help students to use the words which your
friends have just described to make sentences:
- T asks ss to work in pair
- T shows 5 of 10 words which have been
described on the slide and asks ss to
work with their partner to make
sentences with these words in 1 minutes.
- T calls on some ss to read their sentence
and then go to the board to write their
sentence.
- T checks their answers and gives
feedback.
Pronunciation.
Task 1: son ko dy (in vo 3 ct ) thuc te
GV hi hs, gv in
- T introduces the 3 sounds: /est/ / nt/ and /eit/
- T divides the class into 2 teams
- T writes down these 3 sounds into 3 columns
on the board
- Ts instruction: I will give you 1 minute. In
this 1 minute, each team will run to the board
and write down the words that has one of these
3 sounds into the suitable column. Each person

+ one
+5
+ 1 minute
+ guess the words

Work in pair to
make sentences.

Go to the board
to write sentence
- Ss read the
conversation in
GETTING STARTED
- Expected answer:
/est/ : biggest,
contest.
/ nt/ : talent,.
/eit/ : passionate,
graduate.

Work in
goup

just can write 1 one word. After 1 minute, the

team that has more right words will be the
winner
- T checks:
+ Do you run to the board to write or slap?
+ How many minute do you have?
+ How many words does each person write?
+ How to be the winner?
- After they finish, T check the answers and find
the winner
Task 2:
a. listen and repeat:
- T asks ss to pay attention to task 2 in textbook
- T plays recording two times, the first time, get
ss to read all the words have ending sounds /est/
/ nt/ and /eit/.
- The second time, T pauses at times to ask the
whole class to repeat the words
b. listen and write down the word you hear.
- T has ss listen and write down the words they
have heard.
- T asks ss check the answers in their table.
- T call on 2 ss to go to the board and write the
answers.
- T corrects mistakes if there are any.
- T lets ss read each word one or two times
- T calls some ss to repeat individually.

Grammar
1. Compound sentence (gio vin dy)
- T draws ss attention to the reminder box.
- T has ss to answer the question:
+ What is a compound sentence?

- read task 2.
- Ss listen to the
recording and read the
words they hear.
- Ss repeat the words.

Work
individually

- Ss listen and write

down the words they
have heard
- 2 ss go to the board
and write the answers.
- ss read each word
one or two times.

- Ss pay attention to
the reminder box.
+ a compound
sentence is two
sentences joined by
coordinate
conjunction (and, or,

Work
individually

so, but, yet, f

or).

Task 1: ( v)
- T asks ss the meaning of coordinate
conjunctions: and, or, so, but, yet, for.

- T asks ss to do task 1 in pair, then calls on

some pair to read the answers.
- T corrects and gives feedback.
- T reminds ss that: the use of the conjunction is
determined by the ideas of the clauses and a
comma is added before the coordinate
conjunction which join 2 clauses.

Expected answers:
And: v
Or: hoc
So: v vy
But: nhng
Yet: tuy nhin
For: bi v
- ss do task 1 and give
answers:
1d. 2c . 3a. 4b.
- listen and take note
if necessary.

- Ss do task 2
- Expected answer:
1c. 2e. 3a. 4b. 5f . 6d

2. Infinitive.
- T gets ss to focus on the watch out! Box and
- Ss read the box
give them 2 minutes to read.
- To check if students remember which words
- ss put the given
are followed by to which ones are not, T
words in 2 columns.
shows a list of words and has ss put these words
in 2 column: to infinitive and bare infinitive.
- List of words: begin, feel, decide, expect, hear,
notice, ask, forget, hope, see, watch, intend,

Work in
pair

Work
individually

learn, plan, prefer, make, promise, seem, try, let,

want, would like.
- T lets ss to do task individually in 2 minutes
- Ss do the task.
Expected answers:
1. to sing
2. to make.
3. to do
4. fall
5. ride
6. to buy
- T check and give feedback
Production

- T asks Ss to look at the picture and cues then

make a suitable sentence
- T show the pictures on the slide one by one
- Each times, T call Ss to make a suitable
sentence from the cues in the picture
- There are 2 parts. Each part includes 3 pictures
+ Part 1: T asks Ss to look at the picture and
then use the suitable conjunction to make a
compound sentence.
- Ts instruction: I will show you three
pictures. Each time you look at the picture and
make a compound sentence using the suitable
conjunction
+ Part 2: T asks Ss to look at the picture and
then use the to infinitive or bare infinitive
to make a suitable sentence
- Ts instruction: I will show you three
pictures. Each time you look at the picture and
make sentence using the verb with to
infinitive or bare infinitive

RATIONALE
This lesson plan is designed for language focus of English 10 new
version. It contains 4 stages of a lesson including warm-up stage,
presentation stage, practice stage and production stage. In this
lesson, we apply what we the teaching methods, techniques and
principles such as Age of Acquisition, level of learners, learning
styles, strategies, teachers and students role in an appropriate
way.
Firstly, we focus on the level of learners (Age of Acquisition) that
we are teaching and the materials used in this lesson to build up
objectives for the lesson. The learner are 10th grade students
who are very active but have a medium level of language and
communicative competence, so during the lesson, we try to
choose simple words to explain, illustrate and teach them
carefully so that they can learn the lesson effectively.

Secondly, the method that we use the most is the CA method to

arouse Ss talking time and motivate Ss cooperation, The CA
features can be seen when we design activities that require Ss to
work in pairs or in groups.
In terms of Learning styles, we try to apply all 3 kinds of Learning
style in this lesson. With visual learners, we use pictures in some
stages of lesson to support Ss learning process. With auditory
learners, we give and check instructions in an appropriate way,
we also ask Ss to listen to Ts explanation, feedback and
correction. And for kinesthetic learners, in some activites, we
require Ss to go to the board and write down their answers. This
way will prevent Ss from getting bored in learning process.FI and
FD
Regarding learning strategies, we apply mainly 3 strategies:
metacognitive strategies, cognitive strategies and socioaffective
strategies. We can see metacognitive strategies in the way the T
corrects Ss speech for accuracy in pronunciation and vocabulary
(self-monitoring); cognitive strategies when we ask Ss to repeat
vocabulary, take note the main information, main ideas according
to the outline in task of pre-speaking stage and Socioaffective
strategies in the way we ask Ss to cooperate, work in pairs or in
groups to do exercises and make their own dialogue.
In terms of motivations: at the warm-up stage of the lessonIntrinsic motivation(Ss join the game Extrinsic
motivation(competition between two teams and reward for the

winner, Ts good mark and compliments) we organize a small

game to make Ss brainstorming which can lead to higher levels of
interest on Ss, make Ss become more active and pay attention to
the content of the lesson. Moreover, we also vary the way they
work in different activities and tasks (work individually, in pairs, in
groups) to help to avoid decreasing in attention and increasing in
boredom of Ss and help increase Ss interest level.
With regard to Ts role, in this lesson, the main role of the T is
controler and organizer. We can see these two main roles in the
way the T control class and tell Ss what they should do by giving
instructions clearly to help Ss know what they are going to do
next in each activity in each stage and carry out properly and T
organizes different activities in different stages for Ss to
participate in. And Students will be imitators who do as what the T
says and communicators who are actively engaged in trying to
make themselves understood, make their own conversations and
they are seen as more responsible for their own learning.