Draw Ss' attention to the meaning and use of although, despite, and in spite of ( We use although, despite, in spite of to express.. contrast between two pieces of information in the s[r]
(1)Date of preparing:
Period: 64 UNIT 8: FILMS
LESSON : A CLOSED LOOK 2 A OBJECTIVES
- By the end of this lesson, students will be able to
+ use although, despite, and inspite of to express contrast between two pieces of information in the same sentence
+ use however and nevertheless to express contrast between two sentences - Skills: practice and develop reading and writing skills
- Political thought and moral sense: educate students how to contrast between two pieces of information in the same sentence, and between two sentences
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board , chalks, pictures C METHODS:
Brainstorming, What and where, gap fill, pairs D CONTENTS:
I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmer: (4ms)
- Show Ss the pictures on ex6 p 19 Call some pairs of Ss to use the suggested words asking and answering about the pictures T corrects their pronunciation Eg: picture 1: S1: She paitnted the room, didn't she?
S2: No, She didn't She brushed it III New lesson
A Although, despite, in spite of (19ms) Step 1: Presentation
(2)contrast between two pieces of information in the same sentence We use although before a clause and despite / in spite of before a nuoce or a phrase.)
- Let Ss read the examples below the table
+ Although he is so young, he performs excellently
+ Despite / in spite of being so young, he performs excellently + Despite / in spite of his age, he performs excellently
* Concept check
- Ask Ss to say the meaning of the examples ( He is so young, but he performs excellently )
? Are the two pieces of information in the sentence contrast or the same? ( contrast) ? What is after although?
- A clause
? What is after despite/ in spite of - a noun or a phrase
? Do we put comma or full stop after although clause / despite, in spite of + N / phrase
- comma
Step :Practice
Ex1: Ask Ss to use although + a clause from the box to complete the sentences. - Run through all clauses in the box and sentences bellow
- Ask Ss to their tasks individually Then compare with their partners - T corrects with whole class
Key
although few people came to see it
Although they spent a lot of money on the film, Although the acting is excellent, .although it ws a comedy
.although it is set in modern times
(3)- Ask Ss to their tasks individually Then compare with their partners - T corrects with whole class
- Key: 1.Although 2.despite/in spite of 3.although 4.Despite/In spite of 5.Although
Step 3: Production
Ex3: Rewrite these sentences using the words in the brackets - Ss work in pairs
- check: Let Ss show the answers on the board in teams ( one by one) - T corrects with WC
- Key:
1 I don't think Stallone is a very good actor although he is very good in Rocky films
2 Although many European film directors have gone to Hollywood to make films, few have had as much success as Milos Forman
3.Despite having to work the next day, they watched films on DVD all night
4 Although he has performed excellently in many films, he has never won any Oscar for Best Actor
5.In spite of (having) a happy ending, the film begins with a terrible disaster B However and nevertheless (19ms)
Step 1: Presentation
- Ask Ss to study the Grammar Box Draw Ss' attention to the meaning and use of however and nevertheless by analysing the instuction and examples in the Grammar Box ( We use however and neverthelessto express contrast between two sents
Eg: He is so young However, he performs excellently Nevertheless,
* Check : Meaning, form, use, intonation.
(4)EX4: Tell Ss to complete the sentences using although, despite, in spite, however, nevertheless
- Run through T can explain the newwords - Ask Ss to exercise individually
- Then have Ss compare answers in pairs before checking with the whole class Key:
1.However/Nevertheless 2.Despite/In spite of 3.However/Nevertheless 4.Although 5.Although
Step 3: Production EX5:
- Ask Ss to read the instructions Make sure them understand what they should - Give one example to make Ss clear what they should
Eg1: I don't really like the film although it 's gripping
- Ask Ss to the exercise individually, using their own ideas to write
sentences.Then have them work in pairs, compairing their sentences T may go around to help weaker Ss
IV Summary: (1m)
- T asks students to repeat the main contents of the lesson V Homework: (1’)
- Study the grammar Make more examples - Finish part p 20 at home
- Do the exercises: 4, 5, in part B
- Prepare the new lesson: Unit 8: Lesson 4: Communication * EVALUATION:
-@ -Date of preparing:
(5)A OBJECTIVES
- By the end of this lesson, students will be able to talk with their friends about favorite actors, favorite types of films
+ Vocabulary: survey, go ahead, actor, actress + Grammar:
- Skills: Practice and develop listening and speaking skills B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, and the projector C METHODS:
- Chatting, survey, reporting D CONTENTS:
I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
II Revision: Chatting (3ms) - Ask Ss some questions:
+ What kind of film you like to see? + Who are your favorite actors/ actress? - Have Ss answer freely
III New lesson:
Step1: Presentation (15ms) 1 Vocab
- survey (v) : khảo sát
- go ahead (v) : tự nhiên - actor (n): diễn viên nam - actress (n) : diễn viên nữ
- almost = nearly ( adv) : gần như, Follow all steps of teaching vocab
(6)- Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be
- Collects Ss' ideas
- T plays the recording and lets Ss check their guesses - Play the recording again for Ss to check the answers - Give feedback and correction
Key: 1.survey 2.actor 3.Tom Cruise 4.actress 5.Angelina Jolie Step 2: Practice (15ms)
Part 2:
- Run through sets of survey questions
- Show Ss the table of survey and explain the columns
A SURVEY ABOUT
Name Question1 Question2
- Give Ss instructions: Ss have to work in groups of six or eight, Each st in the groups choose one of the sets of survey questionsand interview their friends
Remember to write the names of the people they interview and note the answers in the right columns
- T models a survey with a st Step 3: Production(9ms)
EX3 Make note of your results
T has Ss make notes of their survey result, using the suggestions in Student't book T may have them practise reporting the results of their surveys in pairs or in groups Ex4: Report your results to other group members.
Ask Ss to join another group, reporting the results of their survey to the new
members Choose some Ss to report the ressults of their interviews before the whole class After each S has finished his/her report, T invites some comment from other Ss Then T makes comments and corrects Ss' mistakes if there are any
(7)- T asks students to repeat the main contents of the lesson V Homework: (1’)
- Learn by heart all the vocabulary
- Do the exercises: 1, in part C in the workbook - Prepare the new lesson: Unit 8: Lesson 5: Skills * EVALUATION:
-@ -Date of preparing: Period: 66 UNIT 8: FILMS
LESSON : SKILL1 A OBJECTIVES
- By the end of this lesson, students will be able to
+ read for specific information about someone's review of his / her favorite film + talk about a film ( its plot, main characters, cast, etc.)
- Skills: develop and practice reading and speaking skills
- Political thought and moral sense: educate students to have interest to see films B TEACHING AIDS: - Textbook , teacher’s book , lesson plan , board , chalks, pictures and posters
C METHODS: - Chatting, R.O.R, Comprehension questions, matching, discussion
D CONTENTS: I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
(8)Show Ss a picture of the film Titanic Ask Ss some questions and let them answer freely
+ Have you ever seen this film?
+ Do you know the actor and actress in the picture are? + Do you like him/ her? Why?/ why not?
III New lesson :
Step 1: Pre – reading: (12ms) * Vocabulary
- derect(v) : đạo diễn
- disaster(n) : thảm họa, tai họa - save sb from : cứu khỏi - social class (n): giai cấp xã hội - be engaged (v): đính
- incredible (a): khơng thể tin được, lạ thường - voyage (n): chuyến du lịch, chuyến du hành + Follow all steps of teaching vocab
+ Check: R -O -R
Step 2: While-reading (18ms)
- Set the sence: We are going to read Nick's review of the film Titanic on his blog *Activity 1: Match the words with suitable meanings
- Show Ss words in the pasage with the meanings sinking
must-see special effects visuals
a phim phải xem b chìm , đắm c hình ảnh d kĩ xảo đặc biệt
- First, ask Ss to scan the passage to find where the words sinking, must-see, special affects,and visuals are in the passage
(9)- pair - compare
- T correct with class: 1b; 2a; 3d; 4c
- T may help Ss work out the meanings of these words out of the context *Activity 2: Comprehension questions ( part p 22)
- Run through qts in the book ( Ss read aloud one by one) - Make sure Ss understand the meanings
- Ask Ss to read the text again and answer the questions
- Ss answer the questions individually then compare with their partners in about minutes
- T gets Ss’ answers then corrects Key:
1 It is a romantic film
2 It stars Leonardo Dicaprio and Kate Winslet
3 It is about the sinking of the ship Titanic on its fisrt voyage
4 The main character are Jack Dawson and Rose DeWitt Buckater Jack saves Rose from killing herself by jumping from the ship Although they are from diffirent social classes and Rose í already engaged, the two fall in love The ending of Titanic is very sad
6 They say it is a must - see in the 20th century Step 3: Post-reading ( Speaking) (8ms)
Ex3: Work in pairs talking about the films you would/ wouldn't like to see.
- Ask Ss to read every film poster T may help them with the new vocabulary Then ask Ss to work in pairs, talking about the films they would/wouldn't like to see T may go around to help weaker Ss After finishing, T may call some pairs to practise in front of the class
- Teacher calls some able Ss to make models;
(10)EX4: - Ask Ss to work in pairs, asking and answering about the films from the posters T may go around to help weaker Ss After finishing, T may call some pairs to practise in front of the class
S1: I wantto see Planet of the jellyfish S2: What kind of film is it?
S1: It's a science fiction S2: What is it about? S1: It's about
EX5: - Remind Ss of the words or phrases about the films Ss may refer to th words and phrases that they can use to talk about films in the Getting Started, A Closer Look 1, and Communication Then, ask Ss to work in groups Each group choose a S to be in a hot seat, playing the role of a character in any of the films in a poster The other members brainstorm the question they would like to ask Then, they in turns interview the S in the hot seat T may go around to provide support if necessary
Example questions:
- Can you describe your new film in three words? - Did you enjoy making the film?
- Why should we watch this film?
- What you think about the special effects, visuals and musis of the film? IV Summary (1m)
- T asks students to repeat the main contents of the lesson V Homework: (1m)
- Learn by heart all the vocabulary
- Do the exercises: 1, 2, in part D in the workbook - Prepare the new lesson: Unit 8: Lesson 6: Skills * EVALUATION:
(11)