Group 3 members:

Trần Phước Duy - B2112730

Phan Ngọc Quỳnh -
Nguyễn Ngọc Minh Thư -
Lê Hoàng Mỹ Trang - B2112755

LESSON PLAN
UNIT 3: MUSIC
---Lesson 2: Language (Grammar)---
I. Objectives:
By the end of this lesson, students are able to:
1. Knowledge & competences
- Distinguish between simple sentences and compound sentences;
- Use coordinating conjunctions to make compound sentences;
- Use simple sentences to make compound sentences to express different meanings.
2. Qualities/Attitude
- Be independent;
- Be collaborative and willing to discuss the given tasks.
II. Materials
- Grade 10 textbook, Unit 3, Language.
- Computer connected to the Internet.
- TV.
III. Teaching procedure
1. Activity 1: Warm-up - Listen to a song and fill in the blanks. (5m)
a. Aim:
Sts are able to recognize some familiar coordinating conjunctions (and/but/or/so).
b. Input/Content: A song “Roar”
- The song “Roar” by Katty Perry.
- A lyric with 5 blanks.
c. Procedure:
- T shows the lyrics with 5 blanks.
- T let Ss listen to a song and fill in the blanks.
- T calls randomly Ss to give answers.
- T reviews the coordinating conjunctions and compound sentences.
d. Outcome: Ss are able to recognize four coordinating conjunctions
(and/but/or/so).
e. Answer keys:
2. Activity 2: Presentation: Present the use of four coordinating conjunctions
a. Aim:
Sts are able to identify four coordinating conjunctions (and, or, but, so) and use them
to make compound sentences.
b. Input/Content:
- 2 simple sentences: I like pop music and My brother prefers rock.
- 1 compound sentence: I like pop music, but my brother prefers rock.
- The definition of a simple sentence and a compound sentence:
A simple sentence is made up of one independent clause that contains ONE
subject and ONE verb and expresses a complete thought.
A compound sentence consists of two or more independent clauses joined by a
coordinating conjunction.
- The use of four coordinating conjunctions (and, or, but, so).
c. Procedure:
- T shows one sentence “I like pop music” and explains that this is a simple sentence
by definition (A simple sentence is made up of one independent clause that contains
ONE subject and ONE verb and expresses a complete thought.)
- T shows another sentence: My brother prefers rock.
- T uses ‘but’ to connect two sentences: I like pop music, but my brother prefers rock.
- T explains that ‘but’ is called a coordinating conjunction, and the whole sentence is
called a compound sentence, which contains two or more independent clauses.
- T shows the definition of a compound sentence with 2 blanks for Ss to fill in: A
compound sentence consists of two or more (1) _______________ joined by a (2)
______________ (and, or, but, so).
(1): independent clauses
(2): coordinating conjunction
- T explains when to use ‘and’, ‘or’, ‘but’, ‘so’ by 4 following examples:
and: Connects similar ideas: "I listened to music, and my sister sang the song".
but: Connects contrasting ideas: "I love classical music, but I also enjoy attending
rock concerts."
or: Gives a choice between two ideas: “We can listen to the radio, or we can play
music from our phones."
so: Shows the result of the first idea. "I wanted to play my favorite songs, so I decided
to learn guitar."
- T shows a REMEMBER box: There is a comma (,) before a coordinating
conjunction.
d. Outcome:
Sts can understand and use 4 coordinating conjunctions (and, or, but, so) to connect 2
independent clauses to make a compound sentence.
3. Practice
Activity 3: Make compound sentences using the correct conjunctions in brackets.
a. Aim:
Ss are able to choose the appropriate conjunctions in the context.
b. Input/Content:
Ss are asked to do an exercise on page 30.

c. Procedure:
- T asks Ss to work individually in 1 minute to choose the appropriate
conjunctions in each sentence.
- T checks answers and asks Ss to explain the reasons for their choices.
d. Outcome:
Ss are able to correctly select and use appropriate conjunctions in the given
context.
e. Answer keys:
1. I am a jazz fan, and my favourite style is from the late 1960s.
2. Jackson wants to go to the music festival on Saturday, but he has a maths
exam on that day.
3. You can book the tickets online, or you can buy them at the stadium ticket
office.
4. The concert didn't happen, so we stayed at home.
Activity 4: Match and add appropriate coordinating conjunctions to make
meaningful compound sentences.
a. Aim:
Sts are able to understand the meaning of the sentences and use appropriate
coordinating conjunctions to make meaningful compound sentences.
b. Input/Content:
Ss are asked to do an exercise on the screen.
1. I’d like to go to the party,
2. It was sunny,
3. Anna is an excellent student,
4. You can vote online for your favorite singer,
5. Lisa went shopping yesterday,
6. John's parents own a restaurant,
7. You should go inside,
8. Rita is a good drummer,

A. her parents are proud of her.

B. she didn’t buy anything.
C. you’ll catch a cold.
D. I’m too busy.
E. you can send text messages.
F. Lan took an umbrella.
G. she will probably be invited to join the band.
H. sometimes he helps in the kitchen at weekends.
c. Procedure:
- T asks Ss to work in pairs in 3 minutes to match and add appropriate coordinating
conjunctions to make meaningful sentences.
- Ss are asked to read their answers.
- T checks answers and explains.
d. Outcome:
Ss are able to make meaningful compound sentences using appropriate coordinating
conjunctions.
 e. Answer keys:
1. I’d like to go to the party, but I’m too busy.
2. It was sunny, so Lan took an umbrella.
3. Anna is an excellent student, and her parents are proud of her.
4. You can vote online for your favorite singer, or you can send text messages.
5. Lisa went shopping yesterday, but she didn’t buy anything.
6. John's parents own a restaurant, and sometimes he helps in the kitchen at weekends.
7. You should go inside, or you’ll catch a cold.
8. Rita is a good drummer, so she will probably be invited to join the band.
4. Activity 5: Production: Make a compound sentence by using the coordinating
conjunctions and the given clause (7m)
a. Aim:
Give Ss a chance to make a meaningful compound sentence from 1 independent
clause, using appropriate coordinating conjunctions.
b. Input/Content:
- Ss make independent clauses themselves, related to the topic “Music” they
have learned in the unit
- Coordinating conjunctions (but, or, and, so)
Model:
Simple sentence: It was raining.
Compound sentence: It was raining so I didn’t go to the concert yesterday.
c. Procedure:
- Ss have 3 minutes to write down 5 simple sentences.
- T randomly calls 1 student (e.g. student A), to read aloud his sentence.
- The rest of the class will listen and complete the sentence themselves
- Student A invites 1 student (e.g. student B) to make a compound sentence
based on the given sentence from Student A
- When finished, student B reads aloud his simple sentence and invites another
student to complete it.
- Ss continues to invite their classmates one by one (maximum 5 students)
d. Outcome:
- Ss make meaningful compound sentences, using coordinating conjunctions