- Checks the students’ answers by calling some students and asks them to explain their answers.. - Gives the correct answers1[r]
(1)Unit 13:
Period 79: A READING
I AIMS AND OBJECTIVES: - Language content:
+ To introduce the students some new words related to films and cinema - Language function:
+ To talk about films and cinema - Educational aims:
+ To make students aware of the importance of films and cinema in daily life + To educate sts to watch suitable films
1 Language:
a.Vocabulary: motion, set st in motion, still, audience, spread, replace b Structures:
2 Skills: Integrated skill. 3 Education factor:
+ Students will be able to get information about films and cinema II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explanation, Repetition, using pictures, group work, pair work, multiple choice, 3 Materials needed: textbook, pictures
4 Students preparation: Prepare some pictures and information about them III PROCEDURE IN CLASS:
Stabilization: - Greeting.
- Checking attendance Checking up the previous knowledge:
- Asks Students to make sentences using “to-infinitive” and give an example - Students answer
New lesson
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
1 Warm up
uses some pictures to lead to the new lesson
-makes some questions and has sts answer
Eg: Do you want to see a film at the cinema or on TV? Why?
Can you name some of the films you have seen?
2 Pre- reading
uses pictures in the text book to introduce some more information about films and cinema
-gives some new words: motion(n)
set st in (v) still (adj)
audience :viewers(n) spread (v)
replace (v) pictures: films
-answer
Yes, I want to see a film at the cinema because it’s more interesting
Eg: Chay an, Nhung ngon nen dem… -take note
Unit 13
FILMS AND CINEMA
A-Reading
1.New words
chuyển động dịch chuyển yên lặng khán giả lan rộng thay
Eg: The cinema fulls of audience
(2)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
15ms
8ms
3ms
- explains the new words by giving definition or pictures
-may ask sts to make sentences using the new words
-corrects
-reads the new words and has sts repeat
-calls some sts to read the new words individually
-corrects
3 While - reading
has sts read the passage in silence and the task in the book Task 1:
-explains the task
-has sts find out the kind of the missing words in each sentence -asks sts to work individually -has them exchange the answers -calls some sts to exercises -corrects
Task2:
-has sts read the text again and work in pairs to answer the questions -calls some pairs to ask and answer -corrects
Task 3:
-has sts work in pairs to decide the best title for the passage
makes some more questions to ask the reason
-corrects
4 Post -reading - explains the task -does the first as a model
- Calls some students to answers in front of the class
-Gives feedback and corrects 5 Consolidation
- Retells the content of the text
-make sentence
Eg: The cinema full of audience
-read the new words individually
-read the passage in silence
-listen
-work individually
-read the text again and work in pairs
-ask and answer -work in pairs
-work in groups -answers
-Eg: 1910s:The first long film was made
2.sequence 3.decade 4.rapidly 5.scene 6.character Task2:
1 in the early 19th century at that time the scientists discovered that when a sequence of still pictures was set in motion ,they should give feeling of movement
3.No,they didn’t in the early1910s 5.at the end of the 1920s 6.the musical cinema Task 3:
The best title for the passage:
B.A Brief History of Cinema
(3)Unit 13:
Period 80: B SPEAKING
I AIMS AND OBJECTIVES: - Language content:
+ To introduce the students some new words related to films and cinema - Language function:
+ To talk about films and cinema - Educational aims:
+ To make students aware of the importance of films and cinema in daily life +To educate sts to watch suitable films
1 Language:
a.Vocabulary: motion, set st in motion, still, audience, spread, replace b Structures:
2 Skills: Integrated skill. 3 Education factor:
+ Students will be able to get information about films and cinema II TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Explanation, Repetition, using pictures, group work, pair work, multiple choice, 3 Materials needed: textbook, pictures
4 Students preparation: Prepare some pictures and information about them III PROCEDURE IN CLASS:
Stabilization: - Greeting.
- Checking attendance Checking up the previous knowledge:
- Asks Students to make sentences using “to-infinitive” and give an example - Students answer
New lesson
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON 5ms 1 Warm up
Plays game: Film categorization - Divides the class into small groups of or and distributes these tables to them
Type Film
Science fiction film Shrek Cartoon War of the worlds
Horror film Adventures of S Holmes
Detective film The ring Thriller Love actually Romantic comedy Kill Bill War film Lord of the Rings
Action film Pearl Habour - Asks students to match the films with the correct types Which group has the more correct and faster
Play game
- Match
- Listen and answer - Listen and practice - Present their answers
Unit 13:
FILMS AND CINEMA SPEAKING
- Play game - Answer
Type Film
Science fiction film War of the worlds
Cartoon Shrek
Horror film The ring Detective film Adventures of S Holmes
Thriller Kill Bill Romantic comedy Love actually
War film Pearl Habour Action film Lord of the Rings
(4)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
7ms
15ms
8ms
3ms
answers is the winner
- Asks students if they have ever seen these films and if they know the Vietnamese translations of the titles Then introduces the topic of the lesson
2 Pre- speaking
Teaches new words if necessary 3 While - speaking
TASK 1:
- Asks the students to study the table on page 143 and tick the boxes that suit their preferences for a particular type of films:
- Asks students to move around and share with their partners
- Calls some students to report their likes and dislikes and the number of friends who have the same tastes as them
TASK 2:
- Gets students to brainstorm all the adjectives that can be used to describe films, e.g interesting, exciting, fascinating, amusing, boring, horrifying
- Explains the differences between Adj with ED or ING ending if any - Introduces the structure Sb find st / sb + Adj,, which can be used to express one’s opinion about something or someone
Eg: I find horror films fascinating - Asks students to make sentences with this structure
- Asks students to work in groups and practice speaking using the words in the table of Task in page 135
- Goes around offering help TASK 3:
- Introduces the structure:
“Prefer something to something”, which can be used to talk about one’s preferences
Eg: I prefer romantic films to action films
- Asks students to read the model conversation in the textbook and corrects students’ intonation and pronunciation If necessary
- Asks students to work in pairs to practice Task
- Goes around offering help
- Take notes - Listen
- Share with friends - Report their likes and dislikes
- Take notes
- Take notes
- Make sentences - Work in groups
- Listen carefully
- Take notes - Read the model conversation - Work in pairs
- Work in pairs - Take notes
- Work in groups to work in pairs to put a tick (√) in the right column
- Present their answers * New words
While speaking TASK 1:
- Study the table on page 143 and tick the boxes that suit their preferences for a particular type of films:
- Move around and share with their partners
- Some students report their likes and dislikes and the number of friends who have the same tastes as them TASK 2:
- Brainstorm all the adjectives that can be used to describe films
- Take notes interesting (adj): exciting (adj): fascinating (adj): amusing (adj): boring (adj): horrifying (adj):
- Take notes the differences between Adj with ED or ING ending
- Take notes the structure
Somebody find st / sb + Adj, * Note: This structure can be used to express one’s opinion about something or someone - Make sentences with this structure
- Work in groups and practice speaking using the words in the table of Task in page 135
TASK 3:
- Take notes the new structure
Prefer something to something
* Note: This structure can be used to talk about one’s preferences
(5)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
4 Post -speaking -TASK 4:
- Asks students to Task in pairs asking and answering questions about a film that they have seen, using the suggestions given in the textbook
- Asks students to take notes of their friends’ story
- Goes around offering help
- Calls some students to report their friend’s story
- Corrects mistakes if they made 5 Consolidation
- Asks them to prepare the new lessons at home and read the text again
- Listen
- Report their friend’s story
- Listen and correct
in the textbook
- Work in pairs to practice Task
TASK 4:
- Work in pairs asking and answering questions about a film that they have seen, using the suggestions given in the textbook
- Take notes of their friends’ story
- Some students to report their friend’s story
- Corrects mistakes Homework (2 ms)
(6)Unit 13:
Period 81: C LISTENING
I OBJECTIVES:
1 Educational aims: - To teach the students the love for film and cinema 2 Knowledge:
General knowledge: - To help students be able to develop such listening micro-skills as listening for specific information, taking notes while listening, and summarizing main ideas
New words: - Related to the film and cinema
3 Skills: - To help students improve their listening skill - Integrated skills
II METHOD: integrated, mainly communicative III TEACHING AIDS: textbook, handouts. IV PROCEDURE:
1.Stabilization: - Greeting.
- Checking attendance Checking up the previous knowledge: New lesson
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENT OF THE LESSON 5ms
7ms
1 Warm up
A Quiz about Titanic
- Asks students if they have seen the film ”Titanic” and then
announces the Quiz Game and the rule: The teacher will read the questions about the films, which group has the more correct and faster answer is the winner - Divides the class into groups - Reads the questions about the film and leads the game
1 What is the name of the main female character in “Titanic”? Who played the main female character?
3 What is the name of the main male character?
4 Who played the main male character?
5 What is the theme song for “Titanic”?
6 Who sang this song in the movie?
7 In what year did “Titanic” come to the theaters?
8 How many awards did it have? - Gets students to add up the points for each group and announces the winner
Play game
- Listen carefully - Work in groups and give answers
- Look at the textbook and answer the
questions
- Predict the content of the conversation
UNIT 13:
FILMS AND CINEMA
C LISTENING - Play game
Answer:
Suggested keys: Rose
2 Kate Winslet Jack
4 Leonardo Di Carprio “My heart will go on” Celine Dion
7 1997 11 awards
Before you listen - Answer the questions Sometimes
Often Seldom
- Look at the picture in Task and predict the content of the conversation
(7)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
15ms
8ms
3ms
2 Pre- listening Teaches new words Titanic
suppose guess instead
3 While - listening TASK 1:
- Tells the students that they are going to listen to the tape and verify their prediction
- Plays the tape once for students to listen
- Asks students to answer what they have just heard
- Pays the tape the second time for students to check their answers - Gives correct answer:
They are planning to go to see the “Titanic”
TASK 2:
- Asks students if they remember what Lan and Huong talk about their plans from the previous listening
- Asks students to look through the calendar and listen to the note forms ( not in full sentences ) - Asks students to listen to the tape again, then complete on the
calendar
- Plays the tape once for students to check their answers
- Asks students to work in pairs to compare their answers
- Checks the students’ answers by calling some students and asks them to explain their answers - Gives the correct answers TASK 3:
- Asks the whole class what day Lan and Huong can meet
- Asks students to explain their answers
- Gives the correct answers
* Answer: Tuesday (because they are both free on Tuesday)
Role play
4 Post - listening
- Asks students to work in pairs and summarize the conversation
between two girls, basing
themselves on the notes they have taken from Task
- Take notes
- Listen carefully - Listen carefully - Check their answers - Take notes
- Remind
- Look through and listen carefully - Listen carefully - Check their answers
- Compare their answers
- Explain - Take notes
- Work in pairs - Retell
- Listen and correct
instead
While you listen TASK 1:
- Listen to the tape - Answer:
Suggested keys:
They are planning to go to see the “Titanic”
- Take the answer on the notebooks
TASK 2:
- Look through the calendar - Listen to and pay attention to the key words
- Listen to the tape carefully - Work in pairs to compare their answers
- Answer explain their answers
- Take answers
Suggested keys: Lan Huong Mon See a play
Tue
Wed Wok and go
to the singing club
Thu Visit grandparents
Fri Study
Chinese
Sat Work (busy)
Sun Go on a
picnic TASK 3:
- Discuss and answer Suggested keys:
Tuesday (because they are both free on Tuesday)
After you listen: Role play
- Work in pairs and
(8)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
- Goes around and helps 5 Consolidation
- Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any
(9)Unit 13:
Period 82: D WRITING
I OBJECTIVES:
1 Educational aims: - To teach the students the love for film and cinema 2 Knowledge:
General knowledge: - To help students be able to write a descriptive paragraph about a film they have seen, based on prompts
New words: - Related to the film and cinema
3 Skills: - To help students improve their writing skill - Integrated skills
II METHOD: integrated, mainly communicative III TEACHING AIDS: textbook, handout, pictures. IV PROCEDURE:
Stabilization: - Greeting.
- Checking attendance Checking up the previous knowledge: New lesson
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms
7ms
1 Warm up
A matching exercise
- Gives students a number of pictures of the characters in Sherk and slips of paper containing their names
- Asks students to work in groups of or and quickly match the characters and their names
- Checks with the whole class and provides the correct answers - Asks if students have seen this film, what is about, what type of film it island whether they like the film…
- Uses this network to sum up students’ ideas
Title
Plot Type
The film Main characters Casting
Filming place
2 Pre- Writing Teaches new words
Play game
- Listen carefully - Work in groups and give answers
- Look at the textbook and answer the
questions
- Predict the content of the
UNIT 13:
FILMS AND CINEMA
D WRITING - Play game
Answer:
Suggested keys: Rose
Kate Winslet Jack
Leonardo Di Carprio “My heart will go on” Celine Dion
1997 11 awards
Before -writing
- Answer the questions Sometimes
Often Seldom
- Look at the picture in Task and predict the content of the conversation
(10)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
15ms
8ms
3ms
Titanic suppose guess instead
3 While - writing TASK 1:
- Tells the students that they are going to listen to the tape and verify their prediction
- Plays the tape once for students to listen
- Asks students to answer what they have just heard
- Pays the tape the second time for students to check their answers - Gives correct answer:
They are planning to go to see the “Titanic”
TASK 2:
- Asks students if they remember what Lan and Huong talk about their plans from the previous listening
- Asks students to look through the calendar and listen to the note forms ( not in full sentences ) - Asks students to listen to the tape again, then complete on the
calendar
- Plays the tape once for students to check their answers
- Asks students to work in pairs to compare their answers
- Checks the students’ answers by calling some students and asks them to explain their answers - Gives the correct answers TASK 3:
- Asks the whole class what day Lan and Huong can meet
- Asks students to explain their answers
- Gives the correct answers
* Answer: Tuesday (because they are both free on Tuesday)
Role play 4 Post - writing
- Asks students to work in pairs and summarize the conversation
between two girls, basing
themselves on the notes they have taken from Task
- Goes around and helps
- Take notes
- Listen carefully - Listen carefully - Check their answers - Take notes
- Remind
- Look through and listen carefully - Listen carefully - Check their answers
- Compare their answers
- Explain - Take notes
work in pairs
- Retell
- Listen and correct
While- writing TASK 1:
- Listen to the tape - Answer:
Suggested keys:
They are planning to go to see the “Titanic”
- Take the answer on the notebooks
TASK 2:
- Look through the calendar - Listen to and pay attention to the key words
- Listen to the tape carefully - Work in pairs to compare their answers
- Answer explain their answers
- Take answers
Suggested keys: Lan Huong Mon See a play
Tue
Wed Wok and
go to the singing club Thu Visit grandparents
Fri Study
Chinese
Sat Work (busy)
Sun Go on a
picnic TASK 3:
- Discuss and answer Suggested keys:
Tuesday (because they are both free on Tuesday)
(11)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5 Consolidation
- Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any
(12)Unit 13:
Period 83: E- LANGUAGE FOCUS
I OBJECTIVES:
1 Educational aims: - To teach the students the love for film and cinema 2 Knowledge:
General knowledge: - To help students be able to distinguish the sounds / f / and / v /
- Pronounce the words and sentences containing these sounds correctly - Use attitudinal adjectives to describe films or to express their opinion about particular films
- Use structure “It was not until … that …”
- Distinguish definite and indefinite articles ” a / an / the” correctly New words: - Related to the film and cinema
3 Skills: - To help students improve their skills - Intergrated skills
II METHOD: integrated, mainly communicative III TEACHING AIDS: textbook,handouts, pictures IV PROCEDURE:
1.Stabilization: - Greeting.
- Checking attendance Checking up the previous knowledge: New lesson
TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
5ms PRONUNCIATION
* Distinguish the sounds/ f / and /v /
- Models the two sounds/ f /and / v / for a few times and shows the articulation of these sounds When producing these sounds students upper teeth need to touch their lower lips
When producing/v / students can feel the vibration if they place their fingers on the voice box but when producing / f / they can not feel this
- Reads once for students to hear the words containing these two sounds
- Reads again and asks students to repeat
- Asks students to read the words out loud in chorus for a few times - Calls some students to read - Listens and corrects mistakes if students pronounce incorrectly * Practising sentences containing the target sounds
- Asks students to work work in pairs and take turn to read aloud the
- Listen carefully
- Listen and repeat
- Read in chorus - Read loudly - Listen and correct - Work in pairs
- Read loudly
- Listen carefully
- Take notes
UNIT 13:
FILMS AND CINEMA
E - LANGUAGE FOCUS PRONUNCIATION
* Distinguish the sounds / f / and / v /
- Listen and take notes +When producing these sounds students upper teeth need to touch their lower lips +When producing / v /
students can feel the vibration if they place their fingers on the voice box but when producing / f / they can not feel this
- Listen to the words
containing these two sounds - Listen and repeat
(13)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
7ms
15ms
8ms
3ms
given sentences on page 139 - Goes around, listens and helps - Calls some students to read then give correct feedback
VOCABULARY
EXERCISE 1: A competition game
- Introduces the exercise: Write the adjectival forms of the verbs given
1 fascinate → bore →
2 excite → surprise →
3 terrify → amuse →
4 irritate → embarrass →
5 horrify → 10 frustrate →
Example: interest → interesting - Asks students to read the verb list quickly
- Devides the class into groups and the board into parts
- Reads out any verb in the list and the members of each group will need to take turn to go to the board and write the corresponding adjectival form
- Keeps reading untill there are no more verbs in the list
- Explains the differences between forms of adjectives: the - ING form and the - ED form
the - ING form has an active meaning
the - ED form has a passive meaning
- Asks students to give examples EXERCISE 2:
- Introduces the exercise and asks students to read all the sentences through
- Explains the new words if any - Asks students to exercise individually and goes around that they work
- Calls students to go to the board and write the answers
- Checks with the whole class and provides corrective feedback
1. Answer:
1 A depressing B depressed
- Read loudly
- Listen carefully - Take notes
- Give examples - Listen carefully
- Do the exercise individually
- Go to the board and write the answers
- Listen carefully - Take note
- Do the exercise individually and then find a partner to check
- Some students read - Listen and correct VOCABULARY EXERCISE 1: A competition game - Play game
Suggested keys: 1.fascinating 6.boring 2.exciting 7.surprising 3.terrifying 8.amusing 4.irritating 9.embarrassing 5.horrifying 10.frustrating - Take note:
the - ING form has an active meaning
the - ED form has a passive meaning - Give examples
EXERCISE 2:
- Read all the sentences through
- Do exercise individually Suggested keys: A depressing B depressed A interested B interesting A boring B bored
4 A excited B exciting A exhausting B exhausted EXERCISE 3:
- Take note the form, meaning, and use of the structure “It was not untill … that …”
Example:
It was not untill last year this school was built. It was not untill this May that she found a job. - Do the exercise
Suggested keys: It was not untill 1990 that she became a teacher
(14)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
2 A interested B interesting A boring B bored A excited B exciting A exhausting B exhausted EXERCISE 3:
- Elicits from students the form, meaning, and use of the structure “It was not untill … that …” - Gives example:
It was not untill last year this school was built
It was not untill this May that she found a job
- Asks students to the exercise individually and then find a partner to check their answers
- Calls some students to read out their answers
- Provides corrective feedback EXERCISE 4:
- Elicits from students the form, meaning, and use of the indefinite article “a/an” and definite article “the”
1 A / an
A + sing coun noun beginning with a
consonant (Eg: a dog, a bag … ) AN + sing coun noun beginning with a vowel (Eg: an orange, an ice cream )
NOT A / AN + another determiner ( Eg: my, this …)
Meaning: one
Use: Indefinite articles are used to refer to “one of a class”, eg: a book, a dog…
2 The
The + sing coun noun The + plural coun noun The + uncoun noun NOT The + another determiner
( Eg: my, this …)
Meaning: a particular something Use: Definite articles are used to refer to the things or people we have already mentioned or when it is clear from the situation which people or things we mean Eg: She has got a girl and a boy The girl is 12 years old and the boy is years old
- Asks students to exercise
their answers
- Listen carefully - Take note
- Do exercise individually and then find a partner to check their answers
his homework
5 It was not untill the lights were on that the football match started
EXERCISE 4:
- Take note the form, meaning, and use of the indefinite article “a/an” and definite article “the”
1 A / an
A + sing c.noun beginning with a consonant (Eg: a dog, a bag )
AN + sing coun noun beginning with a vowel (Eg: an orange, an ice cream ) NOT A / AN + another determiner
( Eg: my, this …) Meaning: one
Use: Indefinite articles are used to refer to “one of a class”, eg: a book, a dog… 2 The
The + sing coun noun The + plural coun noun The + uncoun noun NOT The + another
determiner ( Eg: my, this …) Meaning: a particular something
Use: Definite articles are used to refer to the things or people we have already mentioned or when it is clear from the situation which people or things we mean
Eg: She has got a girl and a boy The girl is 12 years old and the boy is years old - Do exercise
Answer:
1 a the the an a a
7 the the the 10 a 11 a 12 the
(15)TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
CONTENT OF THE LESSON
individually and then find a partner to check their answers
- Checks with the whole class and checks that students know why a particular type of article is used in a specific case