UNIT 8 a CLOSER LOOK 1

4 Preparation day Week Teaching day Period Subject English 7 UNIT 8 FILMS Lesson 2 A CLOSER LOOK 1 Timing 1 period (45 minutes) I Objectives 1 Knowledge By the end of the lesson, students will be able[.]

Subject: English 7 UNIT 8: FILMS Lesson 2: A CLOSER LOOK 1

Timing: 1 period (45 minutes)

I Objectives

1 Knowledge

By the end of the lesson, students will be able to:

- Use adjectives to describe films

- Pronounce the sounds /ɪə/ and /eə/ correctly.

2 Competence

- Linguistic competence, self- study, cooperative learning and communicative

competence

- Students will actively join in class activities

- Students will develop their listening and speaking skills

3 Attitude

- Develop the love /passion of watching films

II Teaching aids

1 Teacher:

- Text books, pictures, teaching plan, teacher’s book, …

- Smart TV, laptop

- sachmem.vn

2 Students: Text books, notebooks, posters, ….

III Procedures

Activity 1: Warm-up (5’)

Goal - To help students review adjectives describing films (which are from the

previous lesson: GETTING STARTED)

- To create an active atmosphere in the class before the lesson

- To lead into the new lesson

Input Students work in 2 teams to play the game: Brainstorming

Topic : Adjectives describing films

Adjectives describing films funny

Outcome Keys

frightening, moving, boring, funny, interesting

Procedures - Teacher gives instructions.

- Teacher divides the class into two teams and controls/ monitors the game

- Students work in teams and go to the board and write

- Teacher gives feedbacks and declares the winner team

- Teacher leads in new lesson

Activity 2: Pre-teach vocabulary (13’), task 1

Goal To prepare students with the vocabulary related to the lesson.

Input Students work individually to study new words

- dull

- violent

- confusing

- shocking

- enjoyable

Outcome * Vocabulary:

- dull (adj) chán ngắt

- violent (adj) bạo lực

- confusing (adj) bối rối

- shocking (adj) gây ra sửng sốt

- enjoyable(adj) thúvị

=>Checking: Matching (turn to Task 1)

1 Match the following adjectives with their meanings

Answer key:

1 b

2 d

3 a

4 e

5 c

Procedures - T elicits the new words.

- Use different techniques to teach vocab (pictures, situation, realia, definition )

- Ss listen, repeat in chorolly, individually and copy in their notebooks Teacher asks students to work in pairs and quickly do the task

Teacher allows students to peer check first

Teacher conforms the answers and gives feedback

Activity 3: Task 2: (7’)

Goal To practice the targeted language (the adjectives) and activate the backgroundknowledge.

Input

Outcome Answer key:

1 shocking

2 dull

3 enjoyable

4 violent

5 confusing

Procedures - Teacher asks students to pay attention to the KEYWORDS in Ex 2

- Teacher asks students to do Ex 2 - students do the task individually

- Teacher asks students to share/ swap their answers in pairs before checking the answers as a class

- Teacher encourages students to explain their answers - corrects if necessary

Activity 4: Task 3(8’)

Goal To help students practice using the adjectives to describe films as well as

develop their speaking skill

FILM YOU SAW RENCENTLY.

Outcome

Ss’ answers

Procedures - Teacher sets the scene then checks their understanding of their roles and the

situations

- Then T lets some pairs role-play the conversations in front of the class

- Teacher allows students to peer check first

- Teacher then checks pronunciation, if necessary

Activity 5: Task 4 (5’)

Goal To help Ss identify sounds /ɪə/ AND /eə/, and practice them in words

Input 4 LISTEN AND REPEAT, PRACTICE PRONOUNCING PAY

ATTENTION TO THE SOUNDS /ɪə/ AND /eə/

Example: Listen and distinguish the two sounds in these words:

1/hear 2/ bear

Procedures - T has SS listen to 2 words which contain sounds /ɪə/ and /eə/ and asks SS if

they can distinguish the two sounds

- Teacher shows a list of the words on the screen and asks students to listen

to the recording and repeat after that paying attention to the sounds: /ɪə/

and /eə/

- Teacher explains the differences between the sounds: /ɪə/ and /eə/ Then asks students to practice pronouncing words in Ex 4

- Teacher plays the recording several times, if necessary, for students to listen and repeat the words

- Teacher allows students to cross check first

- Teacher then checks pronunciation and gives feedback, if necessary

Activity 6: Task 5(5’)

Goal To let students practice pronouncing the targeted sounds in sentences

Input

Outcome

Distinguishing the sounds: /ɪə/ and /eə/

Procedures - T has Ss listen to part 5 and pay attention to sounds /ɪə/ and /eə/

- Teacher asks students to practice saying the sentences in pairs or groups

- Students practice saying the sentences in pairs or groups

- Teacher goes around to monitor or correct the pronunciation, if necessary

- Teacher calls some students to say the sentences in front of the class

- Check their pronunciation, if necessary

WRAP-UP: (2’)

- T asks students to summarise what they have learnt in the lesson

- T asks students to revise the old lesson and to do the exercises in the workbook

- T asks students to prepare the next lesson: Unit 8 – Lesson 3 A closer look 2

EXPERIENCE:

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