While – reading 7 minutes Task 1 – Find the correct words in the passage to match with the definition -T gets Ss to read the passage individually and do the task.. Post – speaking 8 minu
Trang 1Date:March 8th,2009
Period :82
I Objectives: By the end of this lesson, students will be able to:
- Develop such reading micro-skills as skimming for main ideas, summarising main ideas, scanning for specific ideas, and guessing meaning in context
- Use the grammatical structure “It was not until that ” and cinema vocabulary
II Language Focus:
- Grammar: the grammatical structure “It was not until that ”
- New words: silent films, screen, character
III Teaching Aids: overhead projector, cassette player, textbook
IV Procedures:
Stages/
Warm – up
(5 minutes)
Cinema Crossword Puzzle
-T divides the class into small groups of 3 – 4 Ss Then T distributes the following crossword puzzle handouts for Ss to do in their own groups Which group finishes first and has all the correct answers will be the winner
-T introduces the topic “Music”
Across:
2 A film that makes you laugh is a
5 The person who makes a film.
7 All the people who act in a film.
8 The story of a film.
Down:
1 The music of a film.
3 The word of a film.
4 A film that frightens you is a film.
6 The most important actor in a film.
* Suggested answers:
1 sound-track 2 comedy
3 script 4 horror
5 director 6 star
7 cast 8 plot
1 2
5
6
-Ss enjoy playing the game in groups of 3 – 4 Ss
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Pre –
reading
7 minutes
-T draws a network on the board and elicits cinema vocabulary from
Ss The key word is “Cinema”
-T makes sure Ss understand the meaning of these words and teaches their prounciation, if necessary
-Then T guides Ss to discuss the following questions in pairs:
1.Do you want to see a film at the cinema or on TV? Why?
2.Can you name some of the films you have seen?
3.What kinds of films do you want to see? Why?
Pre-teaching vocabulary and structure
+motion (n): the act of moving, or changing place or position.
+set something in motion = move something +still (a): silent
+audience (n): viewers +spread (v): to extend over a place +replace (v):
[ It was not until TIME that CLAUSE]
-This structure means the same as not before It refers to the
commencement point of an action or event in the past
Ex: It was not until last year that we began this program = We
didn’t begin this program before last year = We began this program last year
-T may ask Ss to make some sentences with the new structure
-Ss work in pairs and do the task
-Ss listen to T’s explanation and take notes new vocabulary
While –
reading
7 minutes
Task 1 – Find the correct words in the passage to match with the definition
-T gets Ss to read the passage individually and do the task
-T goes around to help Ss when necessary
-T calls Ss to present and explain their answers
-T gives the correct answers
* Expected answers:
1 Cinema 2 Sequence 3 Decade
4 Rapidly 5 Scene 6 Character
-Ss work individually and do the task
-Ss present their answers
in front of the class -Ss take note the correct answers
7 minutes
Task 2 – Answering questions
-T asks Ss to work individually to do the task
-T asks Ss to discuss their answers with their peers
-T calls on some Ss to give their answers and asks them to explain their choices
-T comments and gives the suggested answers
* Suggested answers:
1 In the early 19 th century.
2 At that time the scientists discovered that when a sequence of still pictures was set in motion, they could give the feeling of movement.
3 No, they didn’t.
4 In the early 1910s.
5 At the end of the 1920s.
6 The musical cinema
-Ss work individually and do the task
-Ss work in pairs
-Ss present their answers
in front of the class
-Ss listen T’s comment and write down the correct answers
5 minutes Task 3 – Choose the best title for the passage.
-T asks Ss to read the options A, B and C to find out the differences between them
-T asks Ss to go back to the passage, and read the first and the last sentence to decide the main idea
-T gives Ss some minutes to do the task and checks with the whole class
-Ss work individually the do task 3
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* Suggested answer:
B(The passage briefly presents the development of the cinema
from the old silent films to musicals)
Post –
reading
10 minutes
-T asks Ss to work in groups of 4 to take notes of the main events described in the passage, based on the cues given in the textbook
-T asks Ss to take turns to talk about the history of cinema based on their notes
-T goes around to help the groups when necessary
-T calls on some groups to report their ideas to the class
Homework
3 minutes
-T summarises the main points in the lesson
-T asks Ss to learn all of the new words by heart and prepare SPEAKING for the next period
- Ss listen and take notes
Date:March 10th,2009
Period :83
I Objectives: By the end of this lesson, students will be able to:
- ask and answer questions about the plot of a film based on prompts
- tell what kinds of film they like and dislike
- express their opinions about a film, using attitudinal adjectives
II Language Focus:
- Grammar: [Sb find St/sb + Adj]; [Adjectives ending with –ing and –ed]
- New words: revision
III Teaching Aids: textbooks, pictures
IV Procedures:
Warm – up
(7 minutes) Film categorization- T divides the class into small groups of 3 or 4
-T sticks some different film posters on the board or the walls (T can print these posters)
-T asks Ss to work in groups, discussing and giving out the right name of the film for each poster
* Suggested films:
Science fiction film Cartoon Horror film Detective film Thriller Romantic comedy War film Action film
-T asks Ss if they have seen these films Then T introduces the topic of the lesson
-T gets across to Ss that some types of films need the word “film”
but some don’t For example, we say “thriller”, “comedy”,
“cartoon” but “action film”, horror film” etc
-T can ask Ss what they know about these singers and name some
of their songs
-Ss work in groups of four
-Ss answer T’s questions -Ss take notes
Pre –
speaking
Task 1 – Put a stick in the right column
-T asks Ss to study the table on page 134 and tick the boxes that suit their preferences for a particular type of films
-Then T asks Ss to move around the classroom and find as many
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7 minutes friends that have the same preferences as them as possible.
-T calls on some Ss to report their likes and dislikes and the numbers of friends who have the same tastes as them
-Individual work and mingling activity
8 minutes Task 2
-T gets Ss to brainstorm all the adjectives that can be used to
describe films, e.g interesting, exciting, fascinating, amusing,
boring, horrifying
-T introduces the structure Sb find /st/sb + Adj, which can be used to express one’s opinion about something or someone
Ex: I find horror films fascinating.
-T elicits the expressions of agreement and disagreement:
I agree Yes, exactly Right!
Sure!
I don’t think so Yes, but
Do you think so?
You can’t be serious!
-T invites three Ss to read the model conversation in the textbook
T correct Ss’s intonation and pronunciation if necessary
-T divides the class into small groups of 3 and instructs Ss to find out what the other members of their group feel about the given types of films
-T goes around offering help
-Ss work individually
-Ss work in groups
While –
speaking
12 minites
Task 3 – Find out the preferences for films.
-T asks Ss to work in pairs and find out about their partner’s preference for particular type of films
-T goes around to observe, offering help and collecting mistakes
-T calls on some Ss to talk about their ideas and asks others Ss to add more
-T gives feedback and correct answers
-Ss work in pairs and do the task
Post –
speaking
8 minutes
Task 4 – Talk about a film you have seen
-T instructs Ss to work in pairs, asking and answering questions about a film that they have seen, using suggestions given in the textbook
-T asks Ss to take note of their friend’s story
-T goes around offering help
-T calls on some Ss to report on their friends’ story
-T takes note of Ss’ mistakes for later correction
-T writes some typical mistakes and errors on the board for peer correction
-Ss work in pairs and present their ideas in front
of the class
-Ss listen to T and correct mistakes
Homework
3 minutes
-T summarise the main points in the lesson
-T requires Ss to prepare LISTENING for the next period - Ss listen and take notes
Date:March 11th,2009
Period :84
I Objectives: By the end of this lesson, students will be able to:
- listen to get specific information
II Language Focus:
- Grammar: revision
- New words: revision
III Teaching Aids: pictures in the textbook, cassette, extra board
IV Procedures:
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Activities Warm – up
(7 minutes)
A Quiz about Titanic
-T asks Ss to answers all the questions given about the film Titanic
-T divides the class into two big groups: A and B
* Suggested Questions & Answers:
1 What is the name of the main female character
in “Titanic”? (Rose)
2 Who played the main female character?(Kate Winslet)
3 What is the name if the main male character?
(Jack)
4 Who played the main male character?
(Leonardo DiCarprio)
5 What is the theme song for “Titanic”?
(My heart will go on)
6 Who sang this song in the movie?(Celine Dion)
7 In what year did “Titanic” come to the threatres?(1997)
8 How many awards did it have?(11 awards)
-Ss play the game held by the T in groups
Pre –
listening
7 minutes
Talking about Van Cao
-T asks Ss to look at the talbe on page 136 and asks the whole class some questions:
+ How often do you go to the cinema?
+ How about listening to the radio?
- T asks Ss to look at the pictures in Task 1 and predict the content of the conversation T should elicit by asking questions :
+ What do you see in the picture?
+ What do you think they may want to do?
+ What film may they want to see?
-T introduces some new words that will appear in the listening task
Titanic cinema instead suppose guess picnic
individually
-Ss listen to T’s guidance and take note new words, practise
pronouncing them -Ss listen to teacher and take note new words
While-listening
5 minutes
Task 1
-T asks Ss that they are going to listen to the tape and verify their prediction
-T plays the tape once for Ss to do the task
-T invites some Ss to answer the question in the textbook
-T gives out the correct answer
Answer: They’re planning to go to see the
“Titanic”.
- Ss work individually to listen to the tapes and do Task 1 -Ss give out the results after listening to the tape
- Ss compare their answers with a friend and present them on the board
10 minutes Task 2 – Write the plans for the netx week on the calendar
-T asks Ss whether they can do the task based on the previous times of listening
-If Ss can, T asks them to give the answers and write them on the board
-T plays the tape once for Ss to check their answers
-If not, T asks Ss to listen to the tape again and write down the girls’ plans
in note forms
-T asks Ss to work in pairs to compare their answers
- Ss work in individual to listen
to the tapes and do Task 2
-Ss give out their guesses before
Trang 6
-If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answers again
-T gives feedback and correct answers
* Expected answers :
Mon See a play Tue
Wed Work and go to singing club Thu Visit grandparents
Fri Study Chinese Sat Work (busy)
Sun Go on a picnic
listening to the tape three times
- Ss compare their answers with a friend and present them on the board
-Ss take note the correct answers on the extra board
3 minutes
Task 3 -T asks the whole class what day Lan and Huong can meet.
-T invites Ss to explain their anwers
* Suggested answers: Tuesday (because they are
both free on Tuesday)
individually and
questions
Post-listening
10 minutes
Summary
-T asks Ss to work in pairs and take turn to summarise the conversation between the two girls, basing themselves on the notes they have taken for Task 2
-T goes around offering help
-T calls some Ss to tell the class again about Lan and Huong’s plans
-T asks Ss to work in pairs and role play the conversation
-T invites some pairs to perform on front of the class and gives feedback
-Ss work in pairs
to do the task
-Ss work in pairs
to perform the conversation -Ss listen to T’s remarks
Homework
3 minutes
-T summarize the main points
-T asks Ss to learn by heart all new words
-T asks Ss to prepare WRITING for the next period - Ss listen and takenotes
Date:March 16th,2009
Period :85
Lesson WRITING
I Objectives: By the end of this lesson, students will be able to:
- write a descriptive paragraph about a film they have seem, based on prompts
II Language Focus:
- Grammar: revision
- New words: revision
III Teaching Aids: textbook, pictures, handouts
IV Procedures:
Warm-up
(7 minutes)
Competition game – Singing songs in films
-T divides the class into two big groups: A and B
-T asks each group to take turn to sing as many songs in films as possible
-The group has more songs will be the winner
-Ss play the game in groups
Task 1 – Working with the model
-T introduces the task and draws this table of summary on
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10 minutes
the board:
Title?
Type?
Plot?
Filming place?
Based on?
Main characters?
-T asks Ss to read the text about “Titanic” individually for 5 minutes and then find a partner to answer the questions and complete the table of summary together
-T goes around to help Ss
-T calls on some Ss to go and write their answers on the board
-T gives feedback and correct answers
-Ss work in groups
-Ss listen to T’s guidance and
do the task
-Ss go the board to write their sentences
-Ss take notes the correct answers
While-writing
20 minutes
Task 2– Writing
-T introduces the task and asks Ss to write the paragraph for
10 minutes
-While Ss write the letter, T should go around to observe and provide help
Feedback on Ss’ writings
-T asks Ss to exchange their paragraph with another student for peer correction
-T goes around and collect mistakes and errors
-T collects some wrtings for quick feedback
-T writes typical errors on the board and elicits self and peer correcttion
-T gives general comments on the paragraphs
-Individual work
-Pair work and whole class
Post- writing
6 minutes
Talking
-T asks Ss to work in groups of 4-5 to tell about their
Homework
2 minutes
-T summarise the main points in the lesson
-T asks students to complete all of the tasks in the textbook
-T asks students to prepare Language Focus for next
period
-Ss listen and take notes
Date:March 18th,2009
Period : 86
I Objectives: By the end of this lesson, students will be able to:
- distinguish and pronounce the sound / f / and / v / correctly
- use attitudinal adjectives to describe films or to express their option about particular films.
- Use structure “It was not until that ” and article “a/an/the” appropriately
II Language Focus:
- Grammar: as the above
- New words: revision
III Teaching Aids: Textbooks
IV Procedures:
Trang 8
(4 minutes)
Films telling
-T invites some Ss to tell the films that they have seen recently -Ss work in groups,
playing the game as guided
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / f / and / v / by pronouncing them exactly and clearly
-T instructs the ways to pronounce two sounds
-T asks Ss to pronounce the sounds several times
-T makes sure that Ss are aware of the difference between the two sounds
-T reads the wortds in each column all at once
-T reads the words again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words
-T reads the words and asks Ss to repeat them
-T asks Ss to practise pronouncing the words in pairs
-T goes around to provide help
-T gives feedback
Activity 2 – Practise these sentences
-T reads the sentences and asks Ss underlined the words with the sound and / f / or / v / under them
-T asks Ss to practise the sentences in pairs
-T goes around the class and provides help if necessary
-T gives feedback
-Ss observe and listen
to teacher’s guidance -Ss listen
pronuncation
-Ss listen carefully & work in pairs to read the sentences
-Ss work individually
Vocabulary
7 minutes
Exercise 1 -T intriduces the exercise and asks Ss to write the adjectival forms
of the verbs given in the textbook
-T asks Ss to read the verbs quickly
-T divides the class into two big groups
-T reads out any verb in the list and the members of each group will take turn to go to the board and write the corresponding adjectival forms T keeps reading until there are no more verbs in the list The group with more correct answers will be the winner
-T explains difficult words the differences between the two forms:
+ the –ing form has an active meaning
E.g if something is interesting, it interests you
+ the –ed form has a passive meaning
E.g if something is interesting, you are interested in
-T gives out the correct answers
- Ss work in groups and do the task
-Ss listen T’s explanation and take note
8 minutes
Exercise 2
-T introduces the exercises and asks Ss to read through all of the sentences
-T gets Ss to do the exercise individually
-T goes around to provide help
-T asks them to compate their answers with others
-T asks Ss to go to the board to write their answers
-T gives correct answers
* Expected answers:
1 a depressing b depressed
2 a interested b interesting
3 a boring b bored
4 a excited b exciting
5 a exhausting b exhausted
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction
- Ss listen and take notes
Trang 9
8 minutes
Exercise 3
a Presentation
-T elicits from Ss the form, meaning and use of the structure “It was not until that ”
-T gets Ss to translate some English sentences into Vietnamese and /or vice versa to check that they understand and use the structure correctly
* Examples:
+ It was not until last year that this school was built.
+ It was not until this May that she found a job
= = = = = = = = = = = = = = = = = =
b Practice -T asks Ss to do exercise 3 individually and then find a partner to
check their answers with
-T calls on some Ss to read out their answers
-T feedbacks and gives correct answers
* Suggested answers:
1 It was not until 1990 that she became a teacher.
2 It was not until he was 30 that he knew how to swim.
3 It was not until 1980 that they began to learn English
(To be continued)
-Ss work individually
-Ss work individually and then check again with a friend
8 minutes Task 4
a Presentation
-T elicits from Ss the form, meaning and use of the indefinite article
“a/an” and definite article “the”
a + singular countable noun beginning with a consonant (a dog, a bag, etc.)
an + singular countable noun beginning with a vowel (an umbrella, an orange, etc.)
We don’t use a/an together with another determiner (my, his, her, etc.)
The + singular countable noun
The + plural countable noun
The + uncountable noun
We don’t use “the” together with another determiner (my, his, her, etc.)
= = = = = = = = = = = = = = = = ==
b Practice
-T asks Ss to do exercise 4 individually and then find a partner to check their answers with
-T checks with the whole class
-T gives out the correct answers
* Suggested answers:
-Ss listen & take note
-Ss work individually and then check their answer with a partner
Homework
3 minutes
- T asks Ss to continue doing the remaning exercises
notes