Trọn bộ giáo án điện tử môn tiếng anh 7 kì 2

discussing as a class.Doing 20’ Task 1a Aim: Ss will be able to have a proper understanding of the dialogue - work independently to choose the correct answer to the questions.. Key: Ahea

Vocabulary: Adjectives and nouns about Music and Arts.

Grammar: Simple present and present perfect tense.

III Materials:

Chalk, board and posters.

IV Anticipated problems:

Ss may get mistakes in writing.

V Teaching Procedures:

Warm up:

Students write the forms of the verbs at the present or past participle.

Write  wrote  written

Date of teaching:

Lesson 1: Getting started – Monday in the playground

I Objectives:

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

- use more words about film and key language in this unit

II Language Focus:

1 Vocabulary: the lexical items related to the topic “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach.

IV Teaching ads: Course book, CD player, picture.

V Procedures:

Warm up

(5’) Aim:Motivate Ss to get ready for the new lessonLook at the pictures and

call the name of transport

Ss work in groups to answer the questions

Show the pictures Questions:

 By what means do you go to school every day? On foot? By bicycle? By bus? On your parent’s motorbike?

 What means of transport is faster?

What means do you like most?

-Whole class

- individuals -Group work

Getting

started

( 10’)

Set the scene

Aim: Ss will be able to get the main content of the dialogue

Ss look at the picture andguess what the

conversation between Mai and Oanh might be about

- Play the recoding

- Ss listen to the recording more than once.Then come back to the questions and answer them

- Ss aren’t given correction at this stage

- Ss work independently

to find the words with thegiven meaning in theconversation

-Share answers before

I/ Listen and read:

* Set the scene:

- Who can you see the picture?

- Where do you think they are?

- What can you see in the picture?

- What do you think the people in the picture are talking about?

Work in pairs

Whole class

discussing as a class.

Doing (20’) Task 1a

Aim: Ss will be able to have a proper understanding of the dialogue

- work independently to choose the correct answer

to the questions

- Check their answers and give explanations if necessary

II/Practice: 1a/Choose the best answer

Whole classWork in pairsWork

individually

Task 1b

Aim: ss will be able to more understand about the conversation deeply.

- work in pairs Let themcheck their answers in pairs or groups

- read the questions and give answers

b/ Answer the following questions.

Key:

1 She stayed at home and played with her brother

2 It’s about two kilometers

3 She usually goes to school with her dad

4 Because sometimes there are traffic jams

5.She goes to school by bike

Independent work

Whole classWork in pairsWork

individually

Task 1c

Aim: Ssfind the following expressions in the conversation

- Ss refer back to the conversation to find the word/ phrases

practice saying them together Explain the meaning then give some examples

c/ Can you find the following expressions

in the conversation? Do you know what they mean?

Key:

1.To get someone’s attention

2 When you strongly support or agree with something

3 Very excited and keen to do something

Independent work

Whole classWork in pairsWork

individually

Task 1d

Aim: Ssmake short role-plays with the conversations

- role-play the short conversations in pairs before creating their own short role-plays More able Ss can try to extend the conversation

d Work in pairs Make short role-plays with the conversations above Then

Work in pairs

Task 2 Aim: ss write the words using the first letter given.

- work in pairs and write the means of transport under the right pictures

Then read each word

2 Write the words using the first letter given.

Key:

1 Bike 5 Ship

Pair work

correctly

- Check their pronunciation

2 Bus

3 Plane

4 Boat

6 Train

7 Motorbike

8 Car Whole class

Task 3 Aim: ss match a verb on the left with a means of transport on the right

- work individually to do the task, and write their answers in their

notebooks

- Check their answers

- make sentences with the phrases

3 Match a verb on the left with a means

of transport on the right There may be more than one correct answer Add a preposition when necessary.

Key:

1 Ride a bike

2 Drive a car

3 Fly by plane

4 Sail on/ in a boat

5 Get on a bus/ a train/ a bike/ a motorbike

Get off a bus/ a train/ a bike/ a motorbike

Individual work

Whole class

Performing

(5’) Task 4 Aim: ss find someone in your class who never

- stand up and go around the class to ask other Ss the question

- take notes Then some

of them can report their result to the class

4 Find someone in your class who never…

Example:

How often do you walk to school?

Or

Do you often walk to school?

Group work

Work individually

Outcome &

Homework(

5’) - Ss retell the main lessonthey have just learnt

-Ss take notes

III Homework

- Learn the new vocabulary

- Practice reading the dialogue

- Do the exercises in exercise book

- Prepare for next lesson (A closer look 1)

Whole class

Feedback:

Date of teaching:

Lesson 2: A Closer Look 1

I Objectives:

By the end of this lesson, students will be able to pronounce correctly the sounds /e/and /ei/ in isolation and in context; use vocabulary related to arrangements for a trip

II Language Focus:

1 Vocabulary: the lexical items related to the topic “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player, flash cards.

V Procedures:

Warm up (5’) - Brainstorm with Ss: let them

tell you all the road signs they see every day on the way to school, or elsewhere, and al thewords they know related to the topic traffic and transport

Encourage them to say out loud as many words as possible

work

Vocabulary

(20’) Task 1 Aim: Ss learn some new words and some collocations related to the topic

Guess the meaning of the words

- Ss look at the road signs inthe book Make sure that theyunderstand what to do

-Ss complete the exerciseindividually and then comparetheir answers with a partner

- Ss write their answers on theboard

- work in pairs to talk about themeaning of the road signs

- Check with teacher

I/Vocabulary

-no right turn: ko rẽ phải-cycle lane: làn dành cho xe đạp-no cycling: cấm xe đạp

-traffic lights: đèn giao thông-hospital ahead: phía trước có Bệnh viện

-no parking: cấm đỗ-school ahead: phía trước có trường học

Work in pairs

Traffic and transport.

Task 2 Aim: Ss label the sign in 1 with the words/ phrases below.

- work individually to label theroad signs in 1 with the words/

phrases

- write these on the board

- Check their answers

2 Label the sign in 1 with the words/ phrases below.

Key:

1 Traffic lights

2 No parking

3 No right turn

4 Hospital ahead

5 Parking

6 Cycle lane

7 School ahead

8 No cycling

Work individually

Whole class

Task 3 Aim:ss know more to discuss which of the signs you see on the way to school.

- work in pairs and talk about the traffic signs they see on theway to school

- Go around and give assistance if necessary

3 Work in pairs Discuss which

of the signs you see on the way

Individual work

Pair work

Pronunciation

( 10’)

Task 4 Aim: ss identify the two sounds / e/ and /ei/ in words practice

- Play the recording and Ss repeat, pay attention to the sound /ʧ/and /dʒ/ Help them with their pronunciation

II/ Pronunciation / e/ and /ei/

4 Listen and repeat Pay attention to sounds /e/ and /ei/

/e/: left, enter, ahead, present, helicote, centre,…

/ei/: plane, way, sttion, train,indicate…

Whole class

Task 5 Aims: ss single underline the words with sound /e/ and double –underline the words with sound /ei/.

- Play the recording twice Askthem to do the task 5individually

-listen to the recording and put single underline the words withsound /e/ and double –

underline the words with sound/ei/

5 Listen to these sentences carefully Single underline the words with sound /e/ and double –underline the words with sound /ei/.

Key:

/e/: ever, very, left, when, next.

/ei/: break, way, railway, station,

- whole class

-individuals

- work

-listen the recording again and repeat the words always, obey, safely, UK, they, waiting, train individually

Whole class

Performing

(5’) Task 6 Aim: ss find the words containing sound /e/ and the words containing sound

- Refer back to the page 8

find all the words having the sounds /e/ and /ei/ in section 1-3

- Correct their mistakes Let them practice saying these words together

6 Find the words containing sound /e/ and the words containing sound /ei/ in 1-3 on page 8 Key:

Ahead Red Left

Phrases Lane Information Way

Whole class

Work individually

Outcome &

homework (5’) * Consolidation: - Ss Retell the main content of

the lesson

- Ss listen to the teacher’s

guide and write what they will

do at home

*Homework :

- Learn vocabulary by heart

- Prepare the next lesson

(A closer look 2)

Whole class

Experiments:

Date of teaching:

PERIOD 60 UNIT 7: TRAFFIC

Lesson 3: A Closer Look 2

I Objectives:

By the end of this lesson, students will be able to use “It” indicating distance and “used to” to

talk about past habit or states

II Language Focus:

1 Vocabulary: the lexical items related to the topic “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player, pictures.

V Procedures:

Warm up

( 5’) Warm up: Asnwer some questions Warm up:1.How do you go to school?

2.How long does it take you to go

to school?

How far is it from your house to school?

Whole class

Grammar

(30’) Task 1 Aims: ss know more about the indicate distance

- Know more how to use the structure “ used to”

-Ss give the use, form & meaning

of the distance and Used to

-Do the exercises individually then compare their answers with the partners

-Ss Read out their answers &

correct the correct one

-Correct with the teacher

- read their sentences

-Ss Read out their answers &

correct the correct one

I/Grammar:

1.*It indicate distance.

We can use “it” in the position of the subject to indicate distance.

2.*Used to:

We use used to describe an action, a habit or a state happened regularly in the past but doesn’t happen now.

+) S + used to + V(infi) -) S + didn’t use to + V (infi)

?) Did + S + use to + V (infi) Ex: there used to be many trees

on this street, but now there are only shops

II/ Practice:

1 write the sentences with it

Example: Ex- my house/

500metres / nearest shop

-some ss

Whole class

Work individually-work in pairs

-Correct with the teacher

- read their sentences

- Correct their mistakes

homevillage to the nearest town

3 It is about 120 km from HCM City to Vung Tau

4 It is about 384,400 km from the Earth to the Moon

5 It is not very far from Ha Noi toNoi Bai Airport

-some ss

Whole class

Task 2

Aim: Ss ask and answer questions about distances in your neighborhood.

- ask and answer about distances in

their neighborhood, following the

example

- Encourage them to talk as much

as possible

- Correct their answers and their

pronunciation and intonation

- Explain the usage of “used to”

- Give some examples

2 Ask and answer the questions about distances in your

Work individual

Task 3

Aim: Ss complete the sentences with used to or use to and the verbs

- work independently, writing down

the answers

- Ss work in groups to check and

say the sentences out loud

- write the answers on the board

3 Complete the sentences with

used to or use to and the verbs in

the box below.

Key:

1 Used to ride

2 Used to be

3 Used to go

4 Did… use to play

5 Did… use to feel

Work in dividually

Whole class

Task 4

Aim: Ss rewrite the sentences using used to

- work independently to rewrite the

sentences in their notebooks

- read out their sentences

- Ss give comments

- Correct mistakes if necessary

4 Rewrite the sentences using

Whole class

Work in groups

Individual

Perorming

( 5’) Task 5 Aim: Ss work in groupstake turn to ask and answer the questions

- take turn to ask and answer the questions Then Ss report their results to the class

5.work in groups – take turn to ask and answer questions.

Example:

 Did you use to play marbles?

 Yes, I did

No, I didn’t

Work in groups Whole class

Outcome &

homework

(5’)

* Consolidation:

- Ss Retell the main content of the

lesson

- Ss listen to the teacher’s guide and

write what they will do at home

*Homework :

- Prepare next lesson

(Communication)

Whole class -individuals

Experiments:

Date of teaching:

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 “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player.

Aim: communicative sctivities using vocabulary and structure provied

- Ss understand the meanings ofthe words in Extra vocabulary

by using pictures or examples

-Ss read all the word in chorus and explain the meaning of the words

-Stufents study the tak

-Listen to teacher’s explanation

- work in groups to name the country which each flag belong

- reverse: quay đầu xe

- left/right-handed: thuận tay trái/phải

Individualwork-Class with teacher

Work in groups

Whole class

Task 2.

Aim: Sslisten to the text then write your answers below.

- the countries in 1 drive on the left-hand side of the road

-Listen the recording to find out why this happened, and

complete the reasons in 2

- Ss listen to the recording twice

& check if there are any incorrect answers, Ss correct them Ask Ss if any of the answers has surprised them

2 Key:

Reasons why this happened:

 Some countries used the same system as the UK

 Many people are handed

There are different reasons forthis One is that some countries

Whole class

Whole class

used the same system as the

UK Another is that manypeople are right-handed

Task 3 Aim: Ssdiscuss which one they think is the false driving law.

- work in pairs, discussing which one they think is the falsedriving law

3 Look at the strange driving laws below Five of them are true, but one is false In pairs, can you find the false driving law?

Performing

(5’) Task 4 Aim: Ss put them in order from the strangest to the least strange

work in groups and discuss thelaws in 3 and put them in order from the strangest to the least strange

4.Answer the qustionsAre these strange rules in Viet

- Ss listen to the teacher’s guide

and write what they will do at home

Date of teaching:6/1/2020

PERIOD 62 UNIT 7: TRAFFIC

Lesson 5: Skills 1

I Objectives:

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

- read for specific information about traffic rules/ laws

- 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 “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player.

V Procedures:

Steps Learning activities Contents Modes

Whole class

Reading

( 20’) Task 1. Aim: ss develop students skills and know more about the meaning of the words.

- work in pairs to do the matching

- Check their results

- which they can see in the picture 1

Pairs work

Whole class

Task 2.

Aim: ss answer the questions:

- work in groups Tell them

to answer the question

- make a list to compare withother groups

3 Answer the following questions

Question:

When you are a road users, what should you NOT do?

Groups workWhole class

Task 3.

Aim: ss read the following text and do the task below

- read the text then answer the questions Explain the new words and clarify anything difficult

- read the text again, then work with a partner to answer the questions

4 Read the following text and do the task below.

ROAD SAFELY (Page 12) Answer the questions

Key:

1.We should cross the street at the zebra crossing

2 He must always fasten the seatbelt

3 No, he shouldn’t Because it is very dangerous

4 We must give a signal

Individualwork

Pairs work

Whole

5 Because the other road users can see them clearly and avoid crashing into them.

class

Speaking

(15’) Task 4. Aim: ss practice talking about the topic related issues

- Ss work in groups to discuss who is using the roadsafely, and who is acting dangerously, give reasons

- They can then go through presentation & think of the reasons

- They make notes of the answers on a piece of paper

Others groups add any ideas

if necessary

6 Read the following sentences In groups, discuss who is using the road safely, and who is acting dangerously

Whole class

Performing

(5’) Task 5 Aims: ss class survey

- do the class survey After that call some Ss to report to the class

5 Class survey Ask your classmates the questions.

How do you go to school every day?

Whole class

- Ss listen to the teacher’s

guide and write what they will do at home

What they have learnt today?

II/Homework:

Read the text again Prepare skills 2

Whole class

Experiments:

Date of teaching:

Lesson 6: Skills 2

I Objectives:

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

 Listen to get the information about traffic problems in a big cities

 Write a paragraph a about traffic problems in a city/ an area

II Language Focus:

1 Vocabulary: the lexical items related to the topic “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player

- Then work in groups

- Look at picture and answerthe questions

- One or two Ss give their answers Listen to the recording for Ss to check their answers

I/Listening: Traffic problems in big

- individuals

- group works

Task 2

Aim: ss practice following headline and check

- look at the newspaper headline and check their answers

- Ss quickly read the headline

-Play the recording once

- Ss write them on the board

If all the answers aren’t correct, move the next activity - Play the recordingagain for Ss to check (if necessary)

2 Look at the following headline and check your answers.

Yesterday, brazil’s largest city had the world’s longest ever traffic jam It was

- individuals

- pair works

RECORD BREAKING JAM!

Task 3

Aim: ss practice listen to the passage and choose the correct answer.

- read the questions and guess the answers Then play the recording one or two times

- listen carefully and circle the correct answers

3 Now listen to the passage and choose the correct answer.

Individual work

Writing

( 25’) Task 4Aim: ss write a paragraph about the traffic problems

- look at the pictures, read the phrases and tick the traffic problems

- write full sentences Call

on some students to write them on the board

 Many roads are narrow and bumpy

 There are traffic accidents every day

 Many young people ride their bikes dangerous

Whole classWork individually

Work individually

Task 5

Aim: ss use the cues above, and the following outline.

- study the sentences they have written in 4 Then practice writing the paragraph

- use proper connectors:

first/ firstly, second/

secondly… and pay attention to spelling punctuation

5 Write a paragraph about the traffic problems where you live, or in a town,

or a city you know well Use the cues above, and the following outline.

Introduction:

Problem 1: …Problem 2: …Problem 3: …Conclusion: (Reason or advice/

suggestion)

- whole class

- Ss listen to the teacher’s

guide and write what they will do at home

What have they learnt today?

- Complete the writingPrepare the next lesson

Whole class

Experiments:

………

………

………

Audio script:

The most common traffic problem in cities around the world is traffic jams São Paulo in Brazil has the world’s worst daily traffic jams According to reports, the historical congestion record was set on June 1, 2012, with 295 kilometres of vehicle queues around the city during the eveningrush hour Some other big cities also suffer from serious congestion in the rush hour The main cause of this traffic problem is the increase of the population in big cities So the number of people using the roads has risen several times The second reason is that the roads are narrow and sometimes are not good enough Also, many road users have no respect for traffic rules As a result, this problem is getting worse and worse

Date of teaching:

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 “Traffic”.

2 Structures: It indicating distance.

Used to.

III Method: Communicative approach

IV Teaching ads: Course book, CD player, pictures.

V Procedures:

Warm up

(3’) Write the names of means oftransport in the web below

Then draw lines joining the correct verbs to the transportWork in groups

Names means of transport

back (20’) Task 1 Aim: ss review all the vocabulary, grammar and communication during the unit.

- Ss do this task individually

to write the meaning below each sign

- Correct their mistakes and help them read the words correctly

- work in groups and put the signs into the correct boxes

- whole classWork

individually

Group work

Task 2 Aim: ss change the sentences according to the prompts in brackets

- work in pairs or in groups and write the answers in II/Grammar: 3 change the sentences according to the

their notebooks

-ss read the text individually

- Ss do this activity individually

- then compare their answerswith a partner

-check with teacher

prompts in brackets.

Key:

1 Did you use to go to school on foot?

2 Mr Van didn’t use to ride his motorbike dangerously

3 Did the streets use to be cleaner and more peaceful?

4 I used to go out on Sundays

5 They didn’t use to go on holiday together?

- whole class

Pair work

Work in pairs

Task 3 Aim: ss write full sentences using these cues

- work individually first to write the sentences

- work in pairs to swap their sentences

- Ss read the sentences aloud

4 Write sentences using these cues

Key:

1 It is over 100 km from my hometown

to Ho Chi Minh City

Children must learn about road safely before they are allowed to ride on the road

Work individually

Pair work

Whole class

Task 4 Aim: ssmatch the questionswith the answersand role-play

- Ss read the questions and answer once or twice, then match them

- Ss work in pairs and play the questions and answers, then write all the sentences in their notebooks

Aim: Ss will be able to make product with the topic they learnt and present their product

in front of the class.

-ss read the title individually

- Ss do this activity individually

- then compare their answerswith a partner

-check with teacher

Pair work

Group work

Task 6 Aim: Make some of these traffic signs of your own out of paper,cardboard or other materials

-ss read the title individually

- Ss do this activity individually

- then compare their answers with a partner

-check with teacher

Whole class Group work

Outcome

&homewor

k (2’)

* Consolidation:

- Ss Retell the main content

of the lesson

- Ss listen to the teacher’s

guide and write what they will do at home

C/Guideline:

Review Unit 7 Prepare Lesson unit 8

Whole class

Experiments:

Date of teaching:

PERIOD 65 UNIT 8: FILMS

Lesson 1: Getting started – What film shall we see?

I Objectives:

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

- 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”: shipwrecked,cristic, frightening.

(5’) -Chatting to share experiences

going to see a film

Questions

1.Have you ever gone to see a filmwith your brothers/sisters?

2.When and where?

3 What film did you see then?

4 How did you feel then?

Students’ own answers

-Whole class

-Some students

Getting

started (10’)

Set the scene

Introduces the topic “Films”

- Students look at the picture and answer the questions-Students answer the question

- Ss look at the title of theconversation and the picture

Ask them some questions

- Ss give feedback

- Play the recording and have

Ss follow along or repeat therecording once Then read inpairs & in groups

Questions:

 What do you see in the picture?

 Where are Duong and Mai?

 What might be happening to them?

 What are they doing?

 What are they talking about?

Whole class

Whole class

-Whole class

Task 1:

Aim: To set up the topic: Film

ss’ understanding of the dialogue by reading and listening.

Doing ( 20’)

-Ss listen to thetape.

-Students read in pairs

-Students work individually toanswer the questions

-Students correct with teacher

I Listen and read

Task 1a Read the conversation again and answer the questions.

4 C

Task 2 Aim: ss practice listening and reading the dialogue.

- match the pictures with the correct words

- First, Students try not to look at the book and try to remember what questions Maiasks Duong about the film they are going to see

- Then Students open their books and listen, check their answers

Task 1b Find the questions in the conversation that ask about

Coconut Crazy Then listen, check and repeat the questions.

Key:

a) What kind of film is it?

b) Who does its star?

c) What is it about?

d) What have critics said about it?

Whole class

-Individual work

-Whole class

Task 2:

Aim:Ss practice listening and matching

- Ss quickly match the types

of film with their definitions

- Ss listen and check their answers,

-Ss Correct their pronunciation with friends

Task2 Match the types of films with their definitions Then listen, check and repeat.

Performing

(5’) Task 3a Aim: ss know more about many kind of films Widen knowledge about the films

- Students work independently, filling in the blanks with information of thefilm they have seen recently

–Students remind the words and phrases they have learnt

in 2 and from the conversation in 1.

3a Think of a film Fill in the blanks below.

Whole classPairs work

Task 3b Aim: ss practice speaking about films they like best

- Some students do as the model

- Then students work in pairs

-Some pairs practice in front

of the class

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 Daniel Craig

A: What is it about?

B: It’s about a spy call 007

A: Is it Skyfall?

Work individually

Whole classPairs work

-Read the dialogue again

- Prepare the next lesson

-Students do

as directed

Experiments:

Date of teaching:

PERIOD 66:UNIT 8: FILMS

Lesson 2: A Closer Look 1

I Objectives:

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

- pronounce correctly the sounds /t/,/d/ and /id/ in isolation and in context

- Use lexical items related to the topic “Films”

- Listen , speak and write perfectly

II Language Focus:

1 Vocabulary:hilarious, gripping, scary, boring ,shocking…

2 Pronunciation: sounds /t/,/d/ and /id/

3.Structure: “Ing – adjective and Ed adjective”

III Teaching ads: Course book, CD player.

IV Procedures:

Warm up ( 5’) - Ss work in groups

to talk about many kinds of film

Chatting:

Talking about the films Give:

1/Type of films2.Actors / Stars3.The plot4.Review

Workin groups

Vocabulary Task 1

Aim: ss know more about the new wordsand use the words to talk about films

ss read and guess the meaning of the words

-Ss work independently

-Then Ss share their answers with one or more partners

- Ss make some exampleswith the adjectives they have learnt

-Ss study the Remember Box

I/Vocabulary:

1 hilariou (adj) : (example)

2 gripping (adj): ( visual)3.scary (adj) : ( example)4.boring : (example)5.shocking:( visual)

Task1/ 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:

1.Hilarious2.Moving3.Boring4.Gripping

(page 18)

Whole class

Workindividully

Whole class

-Ss remember “Ed and ing

individully

Task 2 Aim: Ss know how to use Ing and Ed adjective

Task2 Complete the table with the –

ed and –ing forms of the adjectives.

Task3.

Aim:Ss support practice in sentences by choosing the correct words.

-Ss do this exercise individually

- then check with the whole class

- Sstry to remember the box

Task3.Choose the correct adjectives

Whole class - teacher

Task 4a Aim: Ss practice with adjective with ed

- Model this activity with some more able Ss

2.when you watched a gripping film?

3.after you watched a horror film?

4.when you got a bad mark?

Whole class Pairs work

Some students

Task 4b

Aim: Ss practice with adjective with -ing

- Model this activity with some more able Ss

The last film you saw was call Norwegian Wood It was really moving

Whole class Pairs work

Some students

Pronunciation

(10) Task 5 Aims: Ss identify the sounds in words and practice

pronounce correctly the sounds /t/, /d/ and /id/ in isolation and in context

- Ss listen and repeat

-Ss say the wordsindividually

- Ss listen and repeat the words, pay attention to the sound /t/, /d/and /id/ at the end of each word

- Ss put the words in the correct columns while theylisten

II/Pronunciation:

Task5 Listen and repeat the verbs

Pay attention to the sound /t/, /d/and /id/at the end of each verb.

Key:

/t/: watched, danced, walk/d/: played, bored, closed/id/: wait, needed, hated

Whole class

Whole class

Individual work

Performing( 5’

) Task 6. Aim: Ss ask and answer questions about the pictures Then listen to the recording.

- Model this activity with amore able student

Then Ss work in pairs

-practice in front of the class

-listen while T plays the recording

* Production : Task 6 Ask and answer questions about the pictures Then listen to the recording.

Example:cry a lot/ laugh a lotA: He cried a lot, didn’t he?

B: No, he didn’t He laughed a lot

Work in groupsPair workWhole class

Prepare the next lesson

Experiments:

Date of teaching:

PERIOD 67: 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 Teaching ads: Course book, CD player, pictures.

- Ss study Grammar box

-Give some examples

- some Ss give some more examples

I/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

Work individually

Whole class

Task 2 Aim: Ss understand although Practice using although

- Ss work by themselves and complete the sentences

- Observe and help when necessary

- Ss read their sentences

- Correct the mistakes with teacher

4 Although it was a comedy

5 Although it is set in modern times

Work individually

Whole class - teacher

Task 3.

Aim: Ss practice communicative Practice using although, despite/ in spite of

- Ss work in pairs and do the exercise 2

- compare their answers before checking with the whole class

Complete the sentences, using although, despite/ in spite of

Sometimes, two answers are possible

Task 4:

Aim: Ss write these sentences using the words in the brackets

- Ss work independently, rewrite the sentences -Then work in groups to check and say the sentences out loud

- Ss write the answers on the board

-Ss study Grammar Box

-Give them the example

-give some more examples

Rewrite these sentences using the words in the brackets Change other words in the sentences if necessary Key:

1 I don’t think Stallone is a very good actor although he was very good in the Rocky films

2.Although many European film directors have gone to Hollywood

to make films, few have had as much success as Milos Forman

3.Despite having to work the next day, they watched films on DVD all night

4.Although he has performed excellently in many films, he has never won an Oscar for Best Actor

However and neverthelessExample:

- He is so young However/

Nevertheless, he performs excellently

-work independently,

-Work in groups

Task 5

Aim: Ss practice using although, despite/ in spite of, however, or nevertheless

Ss work independently to rewrite the sentences in their notebooks

- Ss read out their sentences

- Ss give comments

- Correct mistakes if necessary

Complete the sentences using although, despite/ in spite of, however, or nevertheless.

Key:

1 However/ Nevertheless

2 Despite/ In spite of

Work individually

- Ss do the task individually

- using their own ideas to write sentences

- Then work in pairs, comparingtheir sentences

* Production:

Use your own ideas to complete the following sentences Then compare your sentences with a partner.

Work individually

Date of teaching:

PERIOD 68 UNIT 8: FILMS Lesson 4: Communication

I Objectives:

-By the end of this lesson, students will be able to use lexical items related to the topic “Films”

II Language Focus:

1.Vocabulary: survey, go ahead, violence.

2 Structures: Connectors:

- Although, despite/ in spite of, however, and nevertheless

III Teaching ads: Course book, CD player.

( 35’) Task 1 Aim: ss know extra vocabulary related to the topic

Communicative activity using vocabulary , listening to the conversation and fill on

- Ss what kind of films they like to see and who their favorite actors/

actresses are

- Ss understand the meanings of the words in Extra Vocabulary by using pictures, examples

or even translation

- Ss look at the picture and read the conversation and guess what the

missing words from the blanks may be

- Ss listen and check their guesses Play the recording again for Ss to check their answers

- Ss look at the picture

Duong: Sure Go ahead, Nick

Nick: Who do you think is the bestactor?

Duong: it’s Tom Cruise

Read the word and guess the meaning

Wok individually

Pair work

and read the conversation and guess what the

missing words from the blanks may be

- Ss listen and check their guesses Play the recording again for Ss to check their answers

Nick: And who do you think is thebest actress?

Duong: I think Angelina Jolie is

Nick: Thank you

Wok individually

Pair work

Task 2:

Aim:Ss chooses one of the following sets of survey questions.

- Ss work in groups of six

or eight, asking their group members one set ofquestions

-write the names of the people they interview andnote the answers in the table

Task 2 Work in groups of six or eight Each Students chooses one of the following sets of survey questions.

Ss’ ideas

A survey about

Work in groups

Work individually

Task 3 Aim:Ss practise reporting the results of their surveys Task 3

- make notes of their survey results, using the suggestions in the Student’s book

- then practice reporting the results of their surveys in pairs

Task 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…

Work individuallyWork in pairs

Performing (5’) Task 4

Aim:Ss practise reporting the results of your surveys to those group members

- Ss join another group,

reporting the results of their surveys to the new members

- report the results of theirinterviews before the whole class

- someother Ss comment

Then listen comments and correct from T

* Production : Task 4 Join another group Report your results to those group members Whole class

Work in pairs

Outcome &

homework (5’) review all the knowledge they have learnt today III.Guideline:- Learn new vocabulary and practice

using structure when you give your opinion about something

- Prepare next lesson :

Take noteWhole class

(Skills 1)

Experiments:

Date of teaching:

PERIOD 69UNIT 8: FILMS

Lesson 5: Skills 1

I Objectives:

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

- 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: visuals, must-see, engage.

2 Structures: Revision although, despite/ in spite of, however, and nevertheless

III Teaching ads: Course book, CD player.

IV Procedures:

Warm up

(5’) - Ss look at the pictureof the film Titanic

Then anwer somequestions

- Ss call out their answers and say where they found the

information in the passage

Warm up:

Questions:

 Have you ever seen this film?

 Do you know who the actor and actress in the picture are?

 Do you like him/ her?

Whole class

Reading

(20’) Set the scene! Task 1

Aim: ss develop reading’s skill

- Know more some words related to the fimls

Ss read the passage quickly and find out whether Nick likes the films or not

-Then find out where

the words sinking,

must-see, special effects, and visuals are in the

passage

I.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?

Whole class

Work individually

Task 2:

Aim: ss know more understand about the topic by anwering the questions:

- Ss read the passages again, then answer the questions

- Ss’ answers and explain their answers

Task2 Read Nick’s blog again and answer the questions.

Key:

1.It is a romantic film2.It stars LEO and Kate3.It is about the sinking of the

Whole class

Whole class

- Ss can either paraphrase theoriginal information from thetext or read out loud the part

of the text where the answer

to each question is located

- Confirm the correct answers

ship Titanic on its first voyage

4.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

Work in pairs

Speaking

(15’) Task 3Aim:ss talk about their filmsthey like best

- ss read every film poster

work in pairs, talking about the films they would/

wouldn’t like to see

II/Speaking:

Task 3 Look at the film posters below Work in pairs Talk about the films you would/ wouldn’t like

Task 4 Aim: Ss practice speaking skill

- Ss work in pairs, asking and answering about the films from the posters

Task 4 Now, ask and answer questions about the films.

Key: Example:

A: I want to see Planet of the Jellyfish

B: What kind of the film is it?

A: It’s a science fiction

Work in pairs

Performing

(5’) Task5. Aim: ss talk about their films.

Ss work in groups of 5 ss Interview a new friend

Ss work in groups of 5 ss Interview a new friend

Production : Task5.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

Work in groups

Work in groups

in three words?

-Did you enjoy making film?

-Why should we watch this film?

Date of teaching:

PERIOD 70 UNIT 8: FILMS

Lesson 6: Skills 2

I Objectives:

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

 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 Teaching ads: Course book, CD player

IV Procedures:

Warm up

(5’) - Ss tell about their favourite actors/ actresses Warm up: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?

Whole class

Listening

(15’) Task 1: Aim: Ss listen to an interview in order to write films.

-Read the instruction carefully and remember key words in the statements

-Ss listen and check

-write their answers on the board

I.Listening:

Task 1:Listen to the conversation and correct the following statements

Key:

1 Tom Hanks is Nick’s father’s

favorite film star

2 Tom Hanks isn’t a handsome

actor

3 Tom Hanks has won two Oscars

Whole class

Individual work

Task 2

Aim:Ss listen to get detail information

- Ss read the rubric and study the questions carefully

- in pairs to discuss the answers from the information

Task 2 Listen again Answer the questions below.

Whole class

they have heard in 1.

- listen to the recording again and answer the questions

- write their answers on the board 1.He has won the Oscar for Best Actortwice

2.They say he is one of the best actors

(25’) Task 3 Aim: Ss practice taking note about the fourite fiml

Make note about one of your favourite films

- Ss note about one of their favourite films Then read out their notes to the whole class

Task 3 Make note about one of your favourite films

Make note about one of your favourite films

-Name of the film, type of film, …

The plot: what happen in the film?

How is the film?

-Other aspects of the film

-Critics’ reviews, your overall opinion

Work individually

Task 4

Aim:ss write a paragraph about your classmate’s films.

- Ss write their paragraphs individually based on the information in their word webs

- student write his/ her paragraph on the board

- share with their friends

II.Writing:

Task 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.

Work in pairs

Audio script:

Nick: Who is your favourite fi lm star, Dad?

Dad: Tom Hanks, of course Nick: Tom Hanks? Who is he?

Dad: He is one of the most famous and richest actors in Hollywood

Nick: Really? Has he won any awards? Dad: Yes, he has won the Oscar for Best Actor twice Nick: Two Oscars? Amazing! He must be very handsome!

Dad: No, he isn’t He isn’t an attractive actor, compared to other actors in Hollywood However,

most critics say that he is one of the best actors

Nick: What kind of roles does he often play?

Dad: He often plays serious roles such as a soldier in Saving Private Ryan, or a lawyer who has

AIDS in Philadelphia He also appears in many other entertaining films such as Bachelor Party, The Man With One Red Shoe, etc

Nick: Can you recommend one of his best films?

Dad: Of course, You’ve Got Mail It’s one of the biggest comedies of the 1990s

Date of teaching:

PERIOD 71 UNIT 8: FILMS

Lesson 7: Looking Back

I Objectives:

By the end of this lesson, students will be able to review all what they have learnt in this unit

II Language Focus:

1.Vocabulary: the lexical items related to the topic “Films”.

2 Structures: Review Connectors:

Although, despite/ in spite of, however, and nevertheless

III Teaching ads: Course book, CD player, poster.

IV Procedures:

Warm up (2’) retell the contents of unit 8

Films Warm upCheck the old lesson All the class

of films as possible

- Ss say out their examples

in front of the class

Examples of Vietnamese films are fine

A/Looking back:

I/Vocabulary:

Task 1: Think of an example

of every type of films in the box.

Example:

Mr Bean is a comedy

Work individually

Task2

Aim:Ss have the chance to improve vocab by generalizing skills

- SS read the sentences carefully and decide which type of films the people are talking about

-work indivsually

Task2 Read the sentences

What types of films are the people talking about?

5 It’s a sci-fi film

Work individually

Task 3

Aim: ss practise the Ed/ing adjective by through given contexts

- Ss do this activity in pairs

- In three minutes Ss have toadd many hobbies to the table as possible

- Give feedback

II.Grammar:

Task 3 Fill in the blanks with –ed or –ing adjectives that are formed from the verbs in brackets.Key:

1.Terrified 2.Disappointed3.Annoying 4.Satisfied

Work in pairs