unit 12 music tiếng anh 10 trần xuân trường thư viện giáo án điện tử

- 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

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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

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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

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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

- 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

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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)

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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

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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

instead

While you listen TASK 1:

- Listen to the tape - Answer:

 Suggested keys:

- 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

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- Goes around and helps 5 Consolidation

- Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any

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Unit 13:

Period 82: D WRITING

I OBJECTIVES:

 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.

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:

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)

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:

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

While- writing TASK 1:

- Listen to the tape - Answer:

 Suggested keys:

- 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)

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5 Consolidation

- Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any

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Unit 13:

Period 83: E- LANGUAGE FOCUS

I OBJECTIVES:

 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.

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:

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

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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

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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

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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