giáo án tiếng anh 7 chương trình thí điểm unit 8

Giáo án biên soạn chia sẻ miễn phí Minh Phạm www.minh-pham.info UNIT 8: FILMS Lesson 1: Getting started – What film shall we see? I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Teacher’s Activities - Introduces the topic “Films” - Ask Ss to look at the picture and answer the questions - Play the recoding Ask Ss to listen and read - Ask Ss to work independently Then allow them to share answers before discussing as a class - First, ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see - Then let Ss open their books and check their answers Ss’ Activities - Answer Content * Presentation: Questions: • Where are Duong and Mai? • What might be happening to them? • What are they doing? • What are they talking about? * Practice: Listen and read - Individual work a Read the conversation again and answer the questions Key: B A A C C - Whole class b Find the questions in the conversation that ask about Coconut Crazy Then listen, check and repeat the questions Key: a) What kind if film is it? b) Who does it star? c) What is it about? d) What have critics said about it? - Pair-work Not e - Have Ss quickly match the types of film with their definitions - Play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally Correct their pronunciation if necessary - Individual work - Have Ss work independently, filling in the blanks with information of the film they have seen recently Remind them to use the words and phrases they have learnt in and from the conversation in - First, model this activity with a - Pair-work more able student Then ask Ss to work in pairs - Go around to help weaker Ss - Call on some pairs to practice in front of the class Match the types of films with their definitions Then listen, check and repeat Key: d f a c b e h g 3a Think of a film Fill in the blanks below • Type of film … • Actors/ stars … • The plot … • Reviews … * Production: 3b In pairs, interview each other and try to guess the film Example: A: What kind of film is it? B: It’s an action film A: Who does it star? B: It stars Dianiel Craig A: What is it about? B: It’s about a spy call 007 A: Is it Skyfall? B: yes! *Homework: - Learn Vocabulary - Prepare the next lesson (A closer look 1) UNIT 8: FILMS Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /t/, /d/ and /id/ in isolation and in context; use vocabulary related to the topic “Films” II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player, flash cards V Procedures: Teacher’s Activities - Have Ss work independently Then ask them to share their answers with one or more partners - Ask Ss to make some examples with the adjectives they have learnt Ss’ Activities * Presentation:  Vocabulary - Individual work The following are adjectives which are often used to describe films Can you add some more? Complete the sentences using the adjectives in the list above Key: Hilarious Moving Boring Gripping - T whole class - Have Ss study the Remember Box - Ask Ss to complete the table individually - Have some Ss write their answers on the board before checking with the whole class Remember -ed and –ing adjectives (page 18) * Practice: - Individual work Complete the table with the –ed and –ing forms of the adjectives Key: Interested Embarrassing Exciting Disappointed - Individual work - Ask Ss to this exercise individually and then check with Content Choose the correct adjectives Key: Moving Not e the whole class When checking, ask Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them - Pair-work - Model this activity with some more able Ss Then ask Ss to work in pairs - Call on some pairs to practice in front of the class Frightened Disappointed Amazed Terrified 4a Work in pairs Look at the questions below Tell your partner how you felt, using –ed adjectives Example: I felt terrible before my last Math test b Use –ing adjectives to describe the things and experiences in your life Example: The last film you saw was call Norwegian Wood It was really moving  Pronunciation /t/, /d/and /id/ - Whole class - Model the sound /t/, /d/and /id/ in different words with ending –ed Play the recoding and ask Ss to listen and repeat the words, paying attention to the sound /t/, /d/and /id/ at the end of each word - Ask Ss to put the words in the correct columns while they listen - Model this activity with a more able student Then ask Ss to work in pairs Call on some pairs to practice in front of the class Ask Ss to listen while T plays the recording - Pair-work Listen and repeat the verbs Pay attention to the sound /t/, /d/and /id/at the end of each verb Put the words in the correct column Key: /t/: watched, danced, walk /d/: played, bored, closed /id/: wait, needed, hated * Production: Ask and answer questions about the pictures Then listen to the recording Example: cry a lot/ laugh a lot A: He cried a lot, didn’t he? B: No, he didn’t He laughed a lot *Homework: - Learn vocabulary by heart - Prepare the next lesson (A closer look 2) UNIT 8: FILMS Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use “although, despite/ in spite of” to express contrast between two pieces of information in the same sentence II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities Ss’ Activities Content Not e * Presentation  Grammar - T Whole class Although, despite/ in spite of - Ask Ss to study Grammar box We use Although, despite/ in spite of Give some examples to express contrast between two pieces - Ask some Ss to give some more of information in the same sentence examples Example: - Although he is so young, he performs excellently - Despite/ In spite of being so young, he performs excellently * Practice - Let Ss work by themselves and - Pair-work Complete the sentences Use complete the sentences although + a clause from the box - Observe and help when Key: necessary Although few people came to - Ask some Ss to read their see it sentences Although they sent a lot of - Correct their mistakes money on the film Although the acting is excellent Although it was a comedy Although it is set in modern times - Ask Ss to work in pairs and - Pair-work Complete the sentences, using the exercise although, despite/ in spite of - Have Ss to compare their Sometimes, two answers are possible answers before checking with the Key: whole class Although Despite/ in spite of Although Despite/ in spite of Although - Ask Ss to work independently, - Individual Rewrite these sentences using the rewrite the sentences Then ask them to work in groups to check and say the sentences out loud - Ask Ss to write the answers on the board work - Ask Ss to study Grammar Box Give them the example Ask some more able Ss to give some more examples - Whole class - Let Ss work independently to - Individual rewrite the sentences in their work notebooks - Call on some Ss to read out their sentences - Let other Ss give comments - Correct mistakes if necessary - Ask Ss to the task - Individual individually, using their own ideas work to write sentences Then have them work in pairs, comparing their sentences words in the brackets Change other words in the sentences if necessary Key: I don’t think Stallone is a very good actor although he was very good in the Rocky films Although many European film directors have gone to Hollywood to make films, few have had as much success as Milos Forman Despite having to work the next day, they watched films on DVD all night Although he has performed excellently in many films, he has never won an Oscar for Best Actor However and nevertheless We also use however and nevertheless to express contrast between two sentences We usually use a comma after them Example: - He is so young However/ Nevertheless, he performs excellently Complete the sentences using although, despite/ in spite of, however, or nevertheless Key: However/ Nevertheless Despite/ In spite of However/ Nevertheless Although Although * Production: Use your own ideas to complete the following sentences Then compare your sentences with a partner *Homework: - Prepare next lesson (Communication) UNIT 8: FILMS Lesson 4: Communication I Objectives: By the end of this lesson, students will be able to talk about obeying traffic rules, laws, and how to use the road safely II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss what kind of films they like to see and who their favorite actors/ actresses are - Help Ss understand the meanings of the words in Extra Vocabulary by using pictures, examples or even translation Ss’ Activities - T Whole class Content * Presentation: Extra vocabulary − Survey − Go ahead − violence Not e - Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be - Play the recording and let Ss check their guesses Play the recording again for Ss to check their answers - If time is limited, teacher can play only the sentences that include the information Ss need for their answers - Ask Ss to work in groups of six or eight, asking their group members one set of questions Remind them to write the names of the people they interview and note the answers in the table - Have Ss make notes of their survey results, using the suggestions in the Student’s book - Have them practice reporting the results of their surveys in pairs - Ask Ss to join another group, reporting the results of their - Whole class - T whole class - Group-work * Practice: Listen to the conversation and fill on the blanks with the words you hear Key: survey actor Tom Cruise actress Angeline Jolie Audio scripts: Nick: Excuse me, Duong I’m doing a survey about favorite actors Would it be Ok if I asked you few questions? Duong: Sure Go ahead, Nick Nick: Who you think is the best actor? Duong: it’s Tom Cruise Nick: And who you think is the best actress? Duong: I think Angelina Jolie is Nick: Thank you Work in groups of six or eight Each Students chooses one of the following sets of survey questions - Pair-work Make notes of your results • Most people I have surveyed… • About half of the people I have surveyed… • Almost no one I have surveyed… - Group-work * Production: Join another group Report your results to those group members surveys to the new members Choose some Ss to report the results of their interviews before the whole class After each student has finished his report, invite some comment from other Ss Then make comments and correct Ss’ any common mistakes *Homework: - Learn new vocabulary - Prepare the next lesson : (Skill 1) UNIT 8: FILMS Lesson 5: Skill I Objectives: By the end of this lesson, students can: • Read for specific information about someone’s review of his/ her favourite film • Talk about a film (its plot, main character, cast, etc.) II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to look at the picture of the film Titanic Ask them some questions Ss’ Activities - Answer Content * Presentation: Questions: • Have you ever seen this film? • Do you know who the actor and actress in the picture are? • Do you like him/ her? • Why/ Why not? * Practice: - Individual work  Reading Read Nick’s review of the film Titanic on his blog Then find and underline these words in the passage What they mean? - Ask Ss to read the passage quickly and find out whether Nick likes the films or not Then ask Ss to find out where the words sinking, must-see, special effects, and visuals are in the - Pair-work passage - Let Ss read the passage again and answer the questions - Ask Ss to note where they found the information that help them to answer the questions - Ss can compare answers before discussing them as a class Read Nick’s blog again and answer the questions Key: It is a romantic film It stars LEO and Kate It is about the sinking of the ship Titanic on its first voyage The main character are Jack Dawson and Rose Sewitt Bukater Jack saves Rose from killing herself during the journey on board the ship Note - Pair-work - Ask ss to read every film poster Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see - Pair-work - Ask Ss to work in pairs, asking and answering about the films from the posters - Ask Ss to work in groups Each - Group-work group chooses a student to be in the hot seat, playing the role of a character in any of the films in the posters The other members brainstorm the questions they would like to ask Then, they in turns interview the student in the hot seat Although they are from different social classes, and Rose is already engaged, they fall in love The ending of Titanic is very said They say it is a must-see of the 20th century  Speaking Look at the film posters below Work in pairs Talk about the films you would/ wouldn’t like to see • Documentary • Action • Horror • Sci-fi Now, ask and answer questions about the films Example: A: I want to see Planet of the Jellyfish B: What kind of the film is it? A: It’s a science fiction * Production: In groups, choose a student to play the role of a character in any of the film above Brainstorm questions you’d like to ask Then interview the student Example questions: • Can you describe your new film in three words? • Did you enjoy making film? • Why should we watch this film? *Homework: - Prepare the next lesson: (Skill 2) UNIT 8: FILMS Lesson 6: Skill I Objectives: By the end of this lesson, students can: • Listen to get the information about someone’s favourite film star • Write a review for a film II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to tell about their favourite actors/ actresses - Play the recording and ask Ss to correct the statements Then ask two or three Ss to write their answers on the board - Play the recording again for Ss to check the answers Ss’ Activities - Answer - Individual work - Pair-work - Ask Ss to read the rubric and study the questions carefully - Have them work in pairs to discuss the answers from the information they have heard in Content * Presentation: Questions: • Who is your favourite actor/ actress? • What does he/ she look like? • What are his/ her successful films? • What awards/ prizes has he/ she won? * Practice:  Listening Listen to the conversation and correct the following statements Key: Tom Hanks is Nick’s father’s favorite film star Tom Hanks isn’t a handsome actor Tom Hanks has won two Oscars Listen again Answer the questions below Key: He has won the Oscar for Best Actor twice They say he is one of the best actors in Hollywood Note - Play the recording again and have Ss answer the questions as they listen - Call on some Ss to write their answers on the board He plays the role of a soldier in Saving Private Ryan Because it is one of the best comedies in the 1990s - Individual work  Writing Make note about one of your favourite films - Ask Ss note about one of their favourite films Then ask Ss to read out their notes to the whole class - Ask Ss to write the draft first Then have them write their final version in class or at home - Group-work * Production: Write a review of your favourite film Use the information in and the film review on Nick’s blog as a model You may following the writing plan below Introduction (Paragraph 1) Name of the film, type of film, … Body: Paragraph 2: The plot Paragraph 3: Other aspects of the film Conclusion: (Paragraph 4) Critics’ reviews, your overall opinion *Homework: - Write the paragraph in your notebook - Prepare the next lesson : (Looking back) UNIT 8: FILMS Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “Films” Structures: Connectors: • Although, despite/ in spite of, however, and nevertheless III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities - Ask Ss to think of as many examples of different types of films as possible - Ask some Ss to say out their examples in front of the class Examples of Vietnamese films are fine Ss’ Activities - Individual work - Ask SS to read the sentences carefully and decide which type of films the people are talking about - Individual work - Have Ss the task independently - Check their answers - Individual work - Ask Ss to work individually first to complete the second sentences - Individual work - Pair-work Content * Presentation:  Vocabulary Think of an example of every type of films in the box Example: • Mr Bean is a comedy * Practice: Read the sentences What types of films are the people talking about? Key: It’s comedy It’s a horror film It’s a documentary It’s a romantic comedy It’s a sci-fi film Fill in the blanks with –ed or –ing adjectives that are formed from the verbs in brackets Key: Terrified Disappointed Annoying Satisfied Shocking Complete the second sentence in each pair, using the word in brackets The meaning of the both sentences should be the same Note - Then have Ss work in pairs to swap their sentences - Teacher gives correction and calls on some Ss to read the sentences aloud - Ask Ss to work in pairs Then call on some students to give their answers - Ask Ss to number the lines of the dialogue Then ask them to check their answers with the whole class After finishing, ask Ss to practice saying the dialogue with their partners Key: They were excited about the film The film was boring so they left halfway through it We were moved at the ending of the film You’ll be surprised at his new film Lots of people find the way he behaves/ his behavior confusing - Pair-work - Individual work  Grammar Match the first half in A with the suitable half in B Key: d e a b c * Production:  Communication Number the lines of the dialogue in the correct order Key: E I A F B *Homework: - Do “project” on page 25 - Prepare next lesson: (Unit 9: Festivals around the world Lesson 1: Getting Started) Giáo án biên soạn chia sẻ miễn phí Minh Phạm www.minh-pham.info ... next lesson : (Looking back) UNIT 8: FILMS Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary:... 0 07 A: Is it Skyfall? B: yes! *Homework: - Learn Vocabulary - Prepare the next lesson (A closer look 1) UNIT 8: .. .UNIT 8: FILMS Lesson 1: Getting started – What film shall we see? I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II