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 2 i[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 Language: a.Vocabulary: motion, set st in motion, still, audience, spread, replace b Structures: Skills: Integrated skill Education factor: + Students will be able to get information about films and cinema II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explanation, Repetition, using pictures, group work, pair work, multiple choice, Materials needed: textbook, pictures 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 STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON Warm up 5ms Unit 13 FILMS AND uses some pictures to lead to the CINEMA new lesson A-Reading -makes some questions and has sts -answer answer 1.New words Eg: Do you want to see a film at the Yes, I want to see a film chuyển động at the cinema because it’s cinema or on TV? Why? dòch chuyeån more interesting Can you name some of the films yeân laëng Eg: Chay an, Nhung you have seen? khaùn giaû ngon nen dem… Pre- reading lan roäng 7ms uses pictures in the text book to thay theá introduce some more information -take note about films and cinema Eg: The cinema fulls of -gives some new words: audience motion(n) set st in (v) still (adj) audience :viewers(n) spread (v) Task 1: replace (v) Lop10.com (2) TIME TEACHER’S ACTIVITIES pictures: films - 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 While - reading has sts read the passage in silence and the task in the book 15ms 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 Post -reading - explains the task 8ms -does the first as a model - Calls some students to answers in front of the class -Gives feedback and corrects Consolidation 3ms - Retells the content of the text Homework (2 ms) - Prepare for Unit 13– Part B Self-evaluation: STUDENTS’ ACTIVITIES -make sentence Eg: The cinema full of audience -read the new words individually -read the passage in silence -listen CONTENT OF THE LESSON 1.cinema 2.sequence 3.decade 4.rapidly 5.scene 6.character Task2: 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 -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 Lop10.com 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 Language: a.Vocabulary: motion, set st in motion, still, audience, spread, replace b Structures: Skills: Integrated skill Education factor: + Students will be able to get information about films and cinema II TEACHER AND STUDENTS’ PREPARATION: Method: Communicative approach Techniques: Explanation, Repetition, using pictures, group work, pair work, multiple choice, Materials needed: textbook, pictures 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 STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON Warm up 5ms Unit 13: Play game FILMS AND CINEMA Plays game: Film categorization SPEAKING - Divides the class into small - Play game groups of or and distributes - Answer these tables to them Type Film Type Film Science fiction film Shrek Science fiction film War of Cartoon War of the the worlds worlds Cartoon Shrek Horror film Adventures of S Horror film The ring Holmes Detective film Adventures Detective film The ring of S Holmes Thriller Love actually Thriller Kill Bill Romantic comedy Kill Bill - Match Romantic comedy Love War film Lord of the actually Rings War film Pearl Habour Action film Pearl Habour Action film Lord of the - Asks students to match the films - Listen and answer Rings with the correct types Which group - Listen and practice Lop10.com (4) TIME 7ms 15ms 8ms 3ms TEACHER’S ACTIVITIES has the more correct and faster 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 Pre- speaking Teaches new words if necessary 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 STUDENTS’ ACTIVITIES - Present their answers - Take notes - Listen - Share with friends - Report their likes and dislikes - Take notes - Take notes - Make sentences - Work in groups CONTENT OF THE LESSON Before speaking - 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, - Listen carefully - Take notes - Read the model conversation - Work in pairs * 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 - Work in pairs Prefer something to something - Take notes * Note: This structure can be used to talk about one’s Lop10.com (5) TIME TEACHER’S ACTIVITIES practice Task - Goes around offering help 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 Consolidation - Asks them to prepare the new lessons at home and read the text again Homework (2 ms) - Prepare for Unit 13– Part C Self-evaluation: STUDENTS’ ACTIVITIES - Listen - Report their friend’s story - Listen and correct Lop10.com CONTENT OF THE LESSON preferences - Read the model conversation 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 (6) Unit 13: Period 81: C LISTENING I OBJECTIVES: Educational aims: - To teach the students the love for film and cinema 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: Skills: - Related to the film and cinema - 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 STUDENTS’ TIME TEACHER’S ACTIVITIES ACTIVITIES Warm up 5ms Play game 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 - Listen carefully - Divides the class into groups - Reads the questions about the film - Work in groups and and leads the game give answers What is the name of the main female character in “Titanic”? Who played the main female - Look at the textbook character? and answer the What is the name of the main questions male character? Who played the main male character? What is the theme song for “Titanic”? Who sang this song in the movie? In what year did “Titanic” come - Predict the content of to the theaters? the conversation How many awards did it have? - Gets students to add up the points 7ms for each group and announces the Lop10.com CONTENT OF THE LESSON UNIT 13: FILMS AND CINEMA C LISTENING - Play game Answer: Suggested keys: Rose Kate Winslet Jack Leonardo Di Carprio “My heart will go on” Celine Dion 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 * New words Titanic suppose (7) TIME 15ms 8ms 3ms TEACHER’S ACTIVITIES winner Pre- listening Teaches new words Titanic suppose guess instead 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 Post - listening - Asks students to work in pairs and summarize the conversation between two girls, basing STUDENTS’ ACTIVITIES - 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 Lop10.com CONTENT OF THE LESSON guess 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 summarize the conversation between two girls, basing themselves on the notes they have taken from Task retell the class about Lan and Huong’s plans (8) TIME TEACHER’S ACTIVITIES themselves on the notes they have taken from Task - Goes around and helps Consolidation - Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any Homework (2 ms) - Prepare for Unit 13– Part D Self-evaluation: STUDENTS’ ACTIVITIES - Listen and correct Lop10.com CONTENT OF THE LESSON (9) Unit 13: Period 82: D WRITING I OBJECTIVES: Educational aims: - To teach the students the love for film and cinema 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 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 STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON Warm up UNIT 13: 5ms FILMS AND CINEMA Play game A matching exercise - Gives students a number of D WRITING pictures of the characters in Sherk - Play game and slips of paper containing their Answer: names Suggested keys: - Asks students to work in groups Rose of or and quickly match the Kate Winslet characters and their names Jack - Listen carefully - Checks with the whole class and Leonardo Di Carprio provides the correct answers “My heart will go on” - Work in groups and - Asks if students have seen this Celine Dion give answers film, what is about, what type of 1997 film it island whether they like the 11 awards film… - Look at the textbook - Uses this network to sum up and answer the students’ ideas questions Title Before -writing - Answer the questions Plot Sometimes Type Often The film Seldom - Look at the picture in Task and predict the content of the Main characters conversation - Predict the content of Casting the * New words Filming place Titanic suppose Pre- Writing guess Lop10.com (10) TIME TEACHER’S ACTIVITIES 7ms Teaches new words Titanic suppose guess instead 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 15ms 8ms 3ms 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 Post - writing - Asks students to work in pairs and summarize the conversation between two girls, basing themselves on the notes they have STUDENTS’ ACTIVITIES - 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 Lop10.com CONTENT OF THE LESSON instead 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) retell the class about Lan and Huong’s plans (11) TIME TEACHER’S ACTIVITIES taken from Task - Goes around and helps Consolidation - Calls some students to retell the class about Lan and Huong’s plans - Corrects mistakes if any Homework (2 ms) - Prepare for Unit 13– Part E Self-evaluation: STUDENTS’ ACTIVITIES - Listen and correct Lop10.com CONTENT OF THE LESSON (12) Unit 13: Period 83: E- LANGUAGE FOCUS I OBJECTIVES: Educational aims: - To teach the students the love for film and cinema 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 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 STUDENTS’ CONTENT OF THE TIME TEACHER’S ACTIVITIES ACTIVITIES LESSON UNIT 13: 5ms PRONUNCIATION FILMS AND CINEMA * Distinguish the sounds/ f / and /v - Listen carefully / E - LANGUAGE FOCUS - Models the two sounds/ f /and / v - Listen and repeat / for a few times and shows the PRONUNCIATION - Read in chorus articulation of these sounds * Distinguish the sounds / f / When producing these sounds and / v / - Read loudly students upper teeth need to touch - Listen and take notes - Listen and correct their lower lips +When producing these When producing/v / students can sounds students upper teeth feel the vibration if they place their - Work in pairs need to touch their lower lips fingers on the voice box but when +When producing / v / producing / f / they can not feel students can feel the vibration this if they place their fingers on - Reads once for students to hear the voice box but when - Read loudly the words containing these two producing / f / they can not sounds feel this - Reads again and asks students to - Listen to the words repeat containing these two sounds - Listen carefully - Asks students to read the words - Listen and repeat out loud in chorus for a few times - Read the words out loud in - Calls some students to read chorus for a few times - Take notes - Listens and corrects mistakes if - Some students to read students pronounce incorrectly * Practising sentences * Practising sentences containing containing the target sounds the target sounds - Work in pairs and take turn - Asks students to work work in to read aloud the given Lop10.com (13) TIME 7ms 15ms 8ms 3ms TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES pairs and take turn to read aloud the given sentences on page 139 - Goes around, listens and helps - Read loudly - 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 fascinate → bore → excite → surprise → terrify → amuse → irritate → embarrass → 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 - 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 Lop10.com CONTENT OF THE LESSON sentences on page 139 - 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 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 It was not untill he was 30 that he knew how to swim It was not untill 1980 that they began to learn English (14) TIME TEACHER’S ACTIVITIES Answer: A depressing B depressed 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” 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… 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 STUDENTS’ ACTIVITIES individually and then find a partner to check their answers - Listen carefully - Take note - Do exercise individually and then find a partner to check their answers Lop10.com CONTENT OF THE LESSON It was not untill his father came home that the boy did his homework 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” 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… 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: a the the an a a the the the 10 a 11 a 12 the 13 the 14 an 15 a 16 a 17 the 18 a (15) TIME TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES The girl is 12 years old and the boy is years old - Asks students to exercise 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 Homework (2 ms) - Prepare for Unit 14– Part A Self-evaluation: Lop10.com CONTENT OF THE LESSON (16)