Giáo án Tiếng Anh 7 thí điểm - Unit 8: Films

UNIT 8: FILMS
Lesson 1: Getting started – What film shall we see?
I. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.	
III. Method: Communicative approach.
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Introduces the topic “Films”.
- Ask Ss to look at the picture and answer the questions
- Play the recoding. Ask Ss to listen and read.
- Answer
* Presentation:
Questions:
Where are Duong and Mai?
What might be happening to them?
What are they doing?
What are they talking about?
- Ask Ss to work independently. Then allow them to share answers before discussing as a class.
- First, ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see.
- Then let Ss open their books and check their answers.
- Have Ss quickly match the types of film with their definitions.
- Play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally. Correct their pronunciation if necessary.
- Have Ss work independently, filling in the blanks with information of the film they have seen recently. Remind them to use the words and phrases they have learnt in 2 and from the conversation in 1.
- Individual work 
- Whole class
- Pair-work 
- Individual work 
* Practice:
1. Listen and read
a. Read the conversation again and answer the questions.
Key: 
B
A
A
C
C 
b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the questions.
Key: 
What kind if film is it?
Who does it star?
What is it about?
What have critics said about it?
2. Match the types of films with their definitions. Then listen, check and repeat.
Key:
d
f
a
c
b
e
h
g 
3a. Think of a film. Fill in the blanks below.
Type of film 
Actors/ stars 
The plot 
Reviews 
- First, model this activity with a more able student. Then ask Ss to work in pairs. 
- Go around to help weaker Ss.
- Call on some pairs to practice in front of the class.
- Pair-work 
* Production:
3b. In pairs, interview each other and try to guess the film.
Example:
A: What kind of film is it?
B: It’s an action film.
A: Who does it star?
B: It stars Dianiel Craig.
A: What is it about?
B: It’s about a spy call 007.
A: Is it Skyfall?
B: yes!
*Homework:
- Learn Vocabulary.
- Prepare the next lesson 
(A closer look 1)
UNIT 8: FILMS
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /t/, /d/ and /id/ in isolation and in context; use vocabulary related to the topic “Films”.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.	.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss work independently. Then ask them to share their answers with one or more partners.
- Ask Ss to make some examples with the adjectives they have learnt. 
- Have Ss study the Remember Box.
- Individual work 
- T whole class
* Presentation:
&Vocabulary
1. The following are adjectives which are often used to describe films. Can you add some more?
Complete the sentences using the adjectives in the list above.
Key:
Hilarious
Moving
Boring
Gripping
Shocking
Scary
Violet
Entertaining 
Remember
-ed and –ing adjectives
(page 18)
- Ask Ss to complete the table individually.
- Have some Ss write their answers on the board before checking with the whole class.
- Ask Ss to do this exercise individually and then check with the whole class. When checking, ask Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them.
- Model this activity with some more able Ss. Then ask Ss to work in pairs.
- Call on some pairs to practice in front of the class.
- Model the sound /t/, /d/and /id/ in different words with ending –ed. Play the recoding and ask Ss to listen and repeat the words, paying attention to the sound /t/, /d/and /id/ at the end of each word.
- Ask Ss to put the words in the correct columns while they listen.
- Individual work 
- Individual work 
- Pair-work 
- Whole class
* Practice:
2. Complete the table with the –ed and –ing forms of the adjectives.
Key:
Interested 
Embarrassing
Exciting
Disappointed
Exhausted
Surprising
Confused
Frightening 
3. Choose the correct adjectives
Key:
Moving
Frightened
Disappointed
Amazed
Terrified 
4a. Work in pairs. Look at the questions below. Tell your partner how you felt, using –ed adjectives.
Example:
I felt terrible before my last Math test.
b. Use –ing adjectives to describe the things and experiences in your life.
Example:
The last film you saw was call Norwegian Wood. It was really moving.
& Pronunciation /t/, /d/and /id/
5. Listen and repeat the verbs. Pay attention to the sound /t/, /d/and /id/at the end of each verb.
Put the words in the correct column.
Key:
/t/: watched, danced, walk
/d/: played, bored, closed
/id/: wait, needed, hated
- Model this activity with a more able student. Then ask Ss to work in pairs. Call on some pairs to practice in front of the class. Ask Ss to listen while T plays the recording. 
- Pair-work 
* Production:
6. Ask and answer questions about the pictures. Then listen to the recording.
Example:cry a lot/ laugh a lot
A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
(A closer look 2)
UNIT 8: FILMS
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use “although, despite/ in spite of” to express contrast between two pieces of information in the same sentence.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to study Grammar box. Give some examples.
- Ask some Ss to give some more examples.
- T Whole class 
* Presentation
& Grammar
Although, despite/ in spite of 
We use Although, despite/ in spite of to express contrast between two pieces of information in the same sentence.
Example:
- Although he is so young, he performs excellently.
- Despite/ In spite of being so young, he performs excellently.
- Let Ss work by themselves and complete the sentences.
- Observe and help when necessary. 
- Ask some Ss to read their sentences.
- Correct their mistakes.
- Ask Ss to work in pairs and do the exercise 2. 
- Have Ss to compare their answers before checking with the whole class.
- Ask Ss to work independently, rewrite the sentences .Then ask them to work in groups to check and say the sentences out loud.
- Ask Ss to write the answers on the board.
- Ask Ss to study Grammar Box. Give them the example. Ask some more able Ss to give some more examples.
- Let Ss work independently to rewrite the sentences in their notebooks.
- Call on some Ss to read out their sentences. 
- Let other Ss give comments.
- Correct mistakes if necessary.
- Pair-work 
- Pair-work 
- Individual work 
- Whole class
- Individual work 
* Practice
1. Complete the sentences. Use although + a clause from the box.
 Key:
Although few people came to see it
Although they sent a lot of money on the film. 
Although the acting is excellent
Although it was a comedy
Although it is set in modern times.
2. Complete the sentences, using although, despite/ in spite of. Sometimes, two answers are possible.
Key:
Although
Despite/ in spite of
Although
Despite/ in spite of
Although
3. Rewrite these sentences using the words in the brackets. Change other words in the sentences if necessary.
Key:
I don’t think Stallone is a very good actor although he was very good in the Rocky films.
Although many European film directors have gone to Hollywood to make films, few have had as much success as Milos Forman.
Despite having to work the next day, they watched films on DVD all night.
Although he has performed excellently in many films, he has never won an Oscar for Best Actor.
However and nevertheless
We also use however and nevertheless to express contrast between two sentences. We usually use a comma after them.
Example:
- He is so young. However/ Nevertheless, he performs excellently.
4. Complete the sentences using although, despite/ in spite of, however, or nevertheless.
Key:
However/ Nevertheless
Despite/ In spite of
However/ Nevertheless
Although
Although 
- Ask Ss to do the task individually, using their own ideas to write sentences. Then have them work in pairs, comparing their sentences.
- Individual work 
* Production:
5. Use your own ideas to complete the following sentences. Then compare your sentences with a partner.
*Homework:
- Prepare next lesson(Communication)
UNIT 8: FILMS
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students will be able to talk about obeying traffic rules, laws, and how to use the road safely.
II. Language Focus:
	1.Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss what kind of films they like to see and who their favorite actors/ actresses are.
- Help Ss understand the meanings of the words in Extra Vocabulary by using pictures, examples or even translation.
- T Whole class
* Presentation:
Extra vocabulary
Survey
Go ahead
violence
- Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be. 
- Play the recording and let Ss check their guesses. Play the recording again for Ss to check their answers. 
- If time is limited, teacher can play only the sentences that includetheinformation Ss need for their answers.
- Ask Ss to work in groups of six or eight, asking their group members one set of questions. Remind them to write the names of the people they interview and note the answers in the table.
- Have Ss make notes of their survey results, using the suggestions in the Student’s book.
- Have them practice reporting the results of their surveys in pairs.
- Whole class
- T whole class
- Group-work 
- Pair-work 
* Practice:
1. Listen to the conversation and fill on the blanks with the words you hear.
Key:
survey
actor
Tom Cruise
actress
Angeline Jolie
Audio scripts:
Nick: Excuse me, Duong. I’m doing a survey about favorite actors. Would it be Ok if I asked you few questions?
Duong: Sure. Go ahead, Nick
Nick: Who do you think is the best actor?
Duong: it’s Tom Cruise.
Nick: And who do you think is the best actress?
Duong: I think Angelina Jolie is.
Nick: Thank you.
2. Work in groups of six or eight. Each Students chooses one of the following sets of survey questions.
3. Make notes of your results.
Most people I have surveyed
About half of the people I have surveyed
Almost no one I have surveyed
- Ask Ss to join another group, reporting the results of their surveys to the new members. Choose some Ss to report the results of their interviews before the whole class. After each student has finished his report, invite some comment from other Ss. Then make comments and correct Ss’ any common mistakes.
- Group-work 
* Production:
4. Join another group. Report your results to those group members.
*Homework:
- Learn new vocabulary.
- Prepare the next lesson :
(Skill 1)
UNIT 8: FILMS
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can:
Read for specific information about someone’s review of his/ her favourite film.
Talk about a film (its plot, main character, cast, etc.)
II. Language Focus:
	1.Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to look at the picture of the film Titanic. Ask them some questions.
- Answer
* Presentation:
Questions:
Have you ever seen this film?
Do you know who the actor and actress in the picture are?
Do you like him/ her?
Why/ Why not?
- Ask Ss to read the passage quickly and find out whether Nick likes the films or not. Then ask Ss to find out where the words sinking, must-see, special effects, and visuals are in the passage.
- Let Ss read the passage again and answer the questions. 
- Ask Ss to note where they found the information that help them to answer the questions.
- Ss can compare answers before discussing them as a class.
- Ask ss to read every film poster. Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see. 
- Ask Ss to work in pairs, asking and answering about the films from the posters.
- Individual work 
- Pair-work 
- Pair-work 
- Pair-work 
* Practice:
& Reading
1. Read Nick’s review of the film Titanic on his blog. Then find and underline these words in the passage. What do they mean?
2. Read Nick’s blog again and answer the questions.
Key:
It is a romantic film
It stars LEO and Kate
It is about the sinking of the ship Titanic on its first voyage.
The main character are Jack Dawson and Rose Sewitt Bukater. Jack saves Rose from killing herself during the journey on board the ship. Although they are from different social classes, and Rose is already engaged, they fall in love.
The ending of Titanic is very said.
They say it is a must-see of the 20th century.
& Speaking
3. Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn’t like to see.
Documentary
Action
Horror
Sci-fi
4. Now, ask and answer questions about the films.
Example:
A: I want to see Planet of the Jellyfish.
B: What kind of the film is it?
A: It’s a science fiction.
- Ask Ss to work in groups. Each group chooses a student to be in the hot seat, playing the role of a character in any of the films in the posters. The other members brainstorm the questions they would like to ask. Then, they in turns interview the student in the hot seat.
- Group-work 
* Production:
5. In groups, choose a student to play the role of a character in any of the film above. Brainstorm questions you’d like to ask. Then interview the student.
Example questions:
Can you describe your new film in three words?
Did you enjoy making film?
Why should we watch this film?
*Homework:
- Prepare the next lesson:
(Skill 2)
UNIT 8: FILMS
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can:
Listen to get the information about someone’s favourite film star.
Write a review for a film.
II. Language Focus:
	1.Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to tell about their favourite actors/ actresses.
- Answer
* Presentation:
Questions:
Who is your favourite actor/ actress?
What does he/ she look like?
What are his/ her successful films?
What awards/ prizes has he/ she won?
- Play the recording and ask Ss to correct the statements. Then ask two or three Ss to write their answers on the board.
- Play the recording again for Ss to check the answers.
- Ask Ss to read the rubric and study the questions carefully.
- Have them work in pairs to discuss the answers from the information they have heard in 1.
- Play the recording again and have Ss answer the questions as they listen.
- Call on some Ss to write their answers on the board.
- Ask Ss note about one of their favourite films. Then ask Ss to read out their notes to the whole class.
- Individual work
- Pair-work 
- Individual work 
* Practice:
& Listening
1. Listen to the conversation and correct the following statements.
Key:
Tom Hanks is Nick’s father’s favorite film star.
Tom Hanks isn’t a handsome actor.
Tom Hanks has won two Oscars.
2. Listen again. Answer the questions below.
Key: 
He has won the Oscar for Best Actor twice.
They say 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.
& Writing
3. Make note about one of your favourite films.
- Ask Ss to write the draft first. Then have them write their final version in class or at home. 
- Group-work 
* Production:
4. Write a review of your favourite film. Use the information in 3 and the film review on Nick’s blog as a model. You may following the writing plan below.
Introduction (Paragraph 1)
Name of the film, type of film, 
Body:
Paragraph 2:
The plot.
Paragraph 3: 
Other aspects of the film.
Conclusion: (Paragraph 4)
Critics’ reviews, your overall opinion.
*Homework:
- Write the paragraph in your notebook.
- Prepare the next lesson :
(Looking back)
UNIT 8: FILMS
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
	1.Vocabulary: the lexical items related to the topic “Films”.
	2. Structures:	Connectors:
Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to think of as many examples of different types of films as possible. 
- Ask some Ss to say out their examples in front of the class. Examples of Vietnamese films are fine.
- Individual work
* Presentation:
& Vocabulary
1. Think of an example of every type of films in the box.
Example:
Mr. Bean is a comedy.
- Ask SS to read the sentences carefully and decide which type of films the people are talking about. 
- Have Ss do the task independently. 
- Check their answers.
- Ask Ss to work individually first to complete the second sentences.
- Then have Ss work in pairs to swap their sentences.
- Teacher gives correction and calls on some Ss to read the sentences aloud.
- Ask Ss to work in pairs. Then call on some students to give their answers.
- Individual work 
- Individual work 
- Individual work 
- Pair-work 
- Pair-work 
* Practice:
2. Read the sentences. What types of films are the people talking about?
Key:
It’s comedy.
It’s a horror film.
It’s a documentary.
It’s a romantic comedy.
It’s a sci-fi film.
3. Fill in the blanks with –ed or –ing adjectives that are formed from the verbs in brackets.
Key: 
Terrified
Disappointed
Annoying
Satisfied
Shocking 
4. Complete the second sentence in each pair, using the word in brackets. The meaning of the both sentences should be the same.
Key:
They were excited about the film.
The film was boring so they left halfway through it.
We were moved at the ending of the film.
You’ll be surprised at his new film.
Lots of people find the way he behaves/ his behavior confusing.
& Grammar
5. Match the first half in A with the suitable half in B.
Key:
 1. d 2. e 3. a 4. b 5. c 
- Ask Ss to number the lines of the dialogue. Then ask them to check their answers with the whole class. After finishing, ask Ss to practice saying the dialogue with their partners.
- Individual work 
* Production:
& Communication
6. Number the lines of the dialogue in the correct order.
Key:
E
I
A
F
B
D
G
C
H 
*Homework:
- Do “project” on page 25.
- Prepare next lesson:
(Unit 9: Festivals around the world - Lesson 1: Getting Started)