- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD recordB. TEACHING AIDS:.[r]
(1)Date of preparing:
Period: 67 UNIT 8: FILMS LESSON : SKILL2
A OBJECTIVES
- By the end of this lesson, students will be able to
+ listen for specific information about someone's favorite film star + write a review of a film
+ Vocabulary: + Grammar:
- Skills: develop and practice listening and writing skills
- Political thought and moral sense: educate students to write a review of a film B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD record
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures, cassette and the CD record
C METHODS:
- Chatting, T/F predictions, listen and check, listen and answer, Make notes and write - it - up
D CONTENTS: I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmmer: (4ms) * Chatting
Ask Ss some questions:
- Who is your favorite actor/ actress? - What does he/ she look like?
(2)- What awards/ prizes has he /she won? - What critics say about him/ her? - Have Ss answer freely
- T and others give comments III New lesson :
Step 1: Pre – listening:(8ms) * T/F statements
- Set the scene: We are going to listen to a conversation between Nick and his father about Tom Hanks, a Hollywood film star
- T hangs the poster then runs through Tom Hanks is Nick's favorite film star Tom hanks is a handsome actor
3 Tom hanks is one of the richest actors in Hollywood Tom Hanks has won three Oscars
- Aks Ss to copy down the table and guess which is T and which is F and write in " guess column"
Statements Guess Listen Correction
1 F Nick - Nick's father
2 F is - isn't
3 T
4 F three - two
- T check students’ understanding
- Ss their tasks individually Then compare with their partners - T gets Ss’ predictions and show on the board
Step While – listening(15ms)
* Activity 1: Listen and check (part1 page 23)
- T gives the instructions: Listen to the tape then check your predictions - T checks Ss’ understanding
- T plays the recording once
(3)- T gets Ss’ answers then corrects
- Ss listen one more then correct "F" statements - T gets Ss’ answers then corrects with whole class * Activity 2: Listen and answer ( part2 page 23)
- Ask Ss to study the question carefully Ss may work in pairs to disscuss the answers from the information they have heard in
- Play the recording again and have Ss answer the questions as they listen Ss can share their answers with their partners With a weak class, T may play the recording many times until Ss have chosen all their answers
- Call some Ss to write their answers on the board
Play the recording again for Ss to check the answers T corrects with whole class Key: He has won the Oscar for Best Actor twice
They stay he is one of the best actors in Hollywood He plays the role of a soldier in Saving Private Ryan Because it is one of the best comedies in the 1990s Step 3: Post - listening ( Writing) (15ms)
* Make notes about a favorite film.(part3 p23)
- Ask Ss to make notes about one of their favorite films Remind them that they not have to write full sentences and they can use abbreviations Then, ask Ss to share their notes with their partners T may ask some more able Ss to read out their notes to the whole class
- Ask Ss follow the outlines
1 Name of film, type of film, actors or director The plot: - What happens in the film?
- How is the film? ( gripping/ moving/ violent/ hilarious ) - What about the ending? ( happy / sad )
3 What about other aspects of the film, the acting, the special effects, the visuals, etc
(4)- Ask Ss to use the information they have noted to write a review of their favorite film They may follow the writing plan
+ Introduction ( paragraph1)
Name of film, type of film, actors or director
+ Body: paragraph 2
The plot: - What happens in the film?
- How is the film? ( gripping/ moving/ violent/ hilarious ) - What about the ending? ( happy / sad )
paragraph 3
Other aspects of the film, the acting, the special effects, the visuals, ect
+ Conclusion( paragraph 4)
Critics' review, your overall opinion( Why you comment the film to everyone) - Have Ss write in groups of on a big piece of paper
- T models one
Big Ben Down is an action film It stars Bruce Willis as New York cop on holiday in London
- Make sure Ss understand what they should - T goes around to see and helps Ss
- T asks one or two groups to stick their writings on the board - Other Ss and T give comments
- Other groups swap their writings and correct IV Summary (1’)
- T asks students to repeat the main contents of the lesson V Homework: (1')
- Finish your writing
- Do the exercises: 1, in part E in the workbook
(5)Date of preparing: Period: 68 UNIT 8: FILMS
LESSON : LOOKING BACK & PROJECT A OBJECTIVES
- By the end of this lesson, students will be able to + review what they 've learnt in the unit
+ learn more about types of films + Vocabulary:
+ Grammar: Review the use of -ed adjectives and - ing adjectives Although, despite
- Skills: develop and practice speaking and writing skills
- Political thought and moral sense: educate students to have interest with films B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and pictures and the projector
C METHODS:
- slap the board, complete the sentences, rewrite the sentences, matching, reorder the dilogue
D CONTENTS: I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
(6)- Elicit Ss to say types of films in English.( as many as possible) - T chooses and writes types of films on the board
- Choose groups of Ss Number them from to
- Give instructions: T will say types of films in Vietnamese and they must slap types of films in English on the board in pairs the winner is a person with correct answer
- Check Ss' understanding
- Give marks and praise winners
* Think of an example of every type of films on the board.( part1 page 24)
- Ask Ss to think of as many examples of different types of films as possible Then ask some Ss to say out their examples in front of the class
III New lesson :
Step 1: Activity 1: Vocabulary (18ms)
* Decide which type of films the people are talking about ( part page 24) - Run through all sentences Make sure Ss understand the meaning
- Ask Ss to decide which type of films the people are talking about.Remind that the adjectives in the sentences will provide the context for them to choose the correct types of films
- Ss work individually and copare with their partners - T gets Ss’ answers and corrects with whole class
Key: 1.It's a comedy It's a romantic comedy. 2.It's a horror film It's a sci-fi film
3.It's a documentary
* part :
- Ask Ss to run through all sentences in part
- Give instructions: You must fill in the blanks with -ed or -ing adjectives that are formed from the verbs in brackets
Sci-fi thriller horror action
(7)- T models terrified
- Have Ss their task individually Then compare the answer with their partners - T collects Ss'answers discusses with the class then corrects
2 disappoiting annoying
4 satisfied shocking * part 4:
- Ask Ss to run through all sentences in part
- Give instructions: You must complete thesecond sentence in each pair, using the words in brackets The meaning of both sentences should be the same
- T models They found the film exciting They were excited about the film.
- Have Ss their task individually Then compare the answer with their partners - T collects Ss'answers discusses with the class then corrects
2 The film was boring so they left halfway through it We were moved at the ending of the film
4 You'll be surprised at his new film
5 Lots of poeple find the way he behaves confusing Step Activity 2: Grammar (20ms)
* Matching ( part page 24)
- Ask Ss to look at column A and column B in part page 14and study carefully - Ask them to match the first half in column A with the siutable half in column B - Have Ss their task individually Then compare the answer with their partners - T collects Ss'answers discusses with the class then corrects
Key: 1.d 2.e 3.a 4.b 5.c Step Activity 3: Communication
* part 6: Number the lines of the dialogue in the correct order. - Run through all sentences in the dialogue
- Ask Ss to their task in pairs
- T gives correction and ask Ss to practise saying the dailogue with their partners
Key: 1.E 2.I 3.A 4.D 5.F 6.B 7.G 8.C 9.H
(8)- Ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice
PROJECT: Film posters.
- Act1: Ask Ss to read the film posters and point out what information should be included in a film poster.Then ask Ss to work in pairs to discuss the questions in part1 Each st may make notes the idea from his / her partner
+ What is the purpose of a film poster? + Which you like? why?
+ What information can you find on the poster? + What other information could you include?
- Act 2: Ask each Ss to choose one of their favorite films, and design a poster for it They may use the idaes from their notes for their task
- Act 3: Display their film posters on the wall if there is enough time. IV Summary (1m)
- T asks students to repeat the main contents of the lesson IV Homework: (1m)
- Learn by heart all the vocabulary and grammar - Finish the project (p 25) at home
- Prepare the new lesson:
* EVALUATION:
UNIT 9: FESTIVALS AROUND THE WORLD I Objectives
- By the end of this unit, students will be able to:
+ pronounce two-syllable words with the correct stress in isolation and in context + use the lexical items related to the toppic ‘Festivals around the world’
(9)+ ask about and describe different festivals
+ read for specific information about an unusual festival + listen to get specific information about a music festival + write a description of the festival they attended
- Students will be developed skills: speaking , listening , reading and writing - Students will be educated to have the right attitude with festivals around the world and in Viet Nam
II Teaching aids
- Textbook, lesson plans, board, chalks, cues, posters, real objects, pictures, computer, the projector and the CD record
III Procedure.
Lesson 1: Getting started
Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication
Lesson 5: Skills Lesson 6: Skills
Lesson 7: Looking back + Project
Date of preparing: Period: 69
UNIT 9: FESTIVAL AROUND THE WORLD LESSON : GETTING STARTED ( P 26 - 27 )
(10)- By the end of this lesson, students will be able to listen and read the dialogue among Nick, Mai, Phong, Mi and their teacher to understand the details then some more tasks to understand more about festivals around the world
+ Vocabulary: fascinating, religious, seasonal, superstitious + Grammar:
- Skills: practice and develop listening, reading and speaking skills
- Political thought and moral sense: educate students to know more about festivals around the world and have the right attitude with these festivals
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board , chalks, pictures, posters, stereo, the projector and the CD record
C METHODS:
- Crossword, rub out and remember, T/ F statements, comprehension questions, matching and pair-working
D CONTENTS:
I Organization(1m) - Greeting
Class Date of teaching Absent students B7
B8
II Revision / Warmer: *Crossword
- T shows the crossword and the poster then runs through
(11)- T divides the class into groups, gives names and checks names
- T gives the instructions: You take turns to solve each puzzle The game finishes when a student from a team guesses correctly the red word (Which team guess the red word is the winner) - T checks Ss' understanding
- Ss take turns to
- T corrects then praises the winner +Answer key:
- T explains that a festival is a series of public events connected with a particular activity or idea Then T asks Ss to call out the festivals they know, both in Viet Nam and in the world
III New lesson: Step : Pre-reading * Vocabulary.
(12)* Concept check: Rub out and remember - Each time, T rubs out one English word but not Vietnamese - Ss chorus the words which T has rubbed
- T and Ss the same with another word
- When all the words are rubbed out , Ss chorus all the words one time
- T asks Ss to come to the board and write again all the words which he / she has rubbed ( one S can write one word only )
- T corrects
- T asks Ss to copy down
* T/ F prediction( Part 1b p.27 )
- T shows the poster that has the contents in 1b p 27 then runs through - T asks Ss to guess T/ F for each sentence
- T models one 1- T
- Ss guess individually in about minute then they compare with their partners - T gets Ss’ predictions and writes on the board
Step : While - reading
* Activity 1: Listen and read then check: - T says: You’ll listen and read the dialogue
- T gives the instructions: You look at the dialogue then listen to the tape and check your prediction
- T turns on the tape twice - Ss listen and read
- T calls two good students to read again the dialogues - T asks the others to correct
- T corrects Ss' mistakes
- T gives the instructions: Read again the dialogue and check again your prediction - T checks Ss’ understanding
- Ss individually in about minutes then they compare with their partners - T gets Ss’ answers
- T corrects + Answer key: T
T
(13)* Activity 2:Comprehension questions ( Part 1a p 27) - T shows the questions in part 1a p 27 then runs through
- T gives the instructions: Read the dialogue again then answer the questions - T models one
No, she didn’t because she said “Oh really?” to show her surprise - T checks Ss’ understanding
- Ss work individually in about minutes then they compare with their partners - T gets Ss’ answers and corrects
+ Answer key:
No, she didn’t because she said “Oh really?” to show her surprise People light candles and display/ let off fireworks
It’s La Tomatina
Because to celebrate the festival people go to the desert, make a camp, and have a party
They should write up reports and hand them in to the teacher * Activity ( Part p 27)
+ Write, Listen and repeat
- T shows the festivals in the box and the pictures in part p 27 then runs through
- T asks Ss to write the festivals under the pictures - T models one
Water Festival - T checks Ss’ understanding - Ss prepare in pairs
- T gets Ss’ answers by dividing the class in to teams One by one student from each team can write one
- T corrects, gives marks and praises the winner + Answer key:
(14)- T and others corrects and praises Ss * Activity 4: Part 3: Matching
- T shows the poster then runs through
A B
1 Rock in Rio
Cannes Film Festival Christmas
Easter Tet
Water Festival Halloween Ghost Day
a religious b music/ arts c seasonal d superstitious
- T asks Ss to match the festivals in A with the reasons they are held in B - T models one
1- b
- T checks Ss understanding
- Ss individually then they compare with their partners in about minutes - T gets Ss’ answers then corrects
+ Answer key: - b
- a - c - a
Step 3: Post - reading
* Pair - working ( Part p 27).
- T asks Ss to work in pairs to compare thier answers in - T models
A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals B: I agree
(15)B: I think Christmas and Easter How about you? A: I think Halloween and Ghost Day
- T checks Ss’ understanding - Ss work in pairs
- T goes around to see and help Ss - T calls some pairs to act out
- T asks other Ss to give comments then T corrects and praises Ss IV Summary:
- T asks one student to repeat the main contents of the lesson V Homework:
- Practice the dialogue, learn by heart all the vocabulary - Do the exercises in the work book: 1, and in part B p 18 - Prepare the new lesson: Unit 9: Lesson 2: A closer look
E EVALUATION: