Giáo án Tiếng Anh 7 Unit 8: Films

Period 62

Unit 8: FILMS
Lesson 1: Getting started (p.16-17)

Date of planning: 17/01/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: - extend and practice vocabulary related to the topic “Films”.
- the lexical items related to the topic “type of films”
- Language: Suggestion, adverb clause with although.
2. Skills: Listening, reading and speaking about films
3. Attitude and competencies:
- Educate students should spend time on watching film suitably and they will be interested
in learning English more.
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may have difficulty in extending the conversation.
- Guide them by making model conversation.
IV. PROCEDURE:

TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP: (7’ – group work)
Game: “Lucky number”
- T divides the whole class into two groups
and instructs the rule of the game:
+ There are 9 numbers; behind each
number is a question. There are 2 lucky
numbers.
+ With one correct answer, the group
will receive one point.
- T leads in lesson.
II. NEW LESSON
1. Listen and read - (12'/IW/PW)
*Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.

CONTENTS AND BOARD DISPLAY

Unit 8: FILMS
Lesson 1: Getting started (p.16-17)

A. GETTING STARTED

What film shall we see?
(n)
- critic
(n)

- plot
(n)
- review
(v)
- star
II. NEW LESSON
1. Listen and read
1

nhà phê bình
cốt truyện
bài phê bình
đóng vai chính


- T helps Ss to do some practice on
*Vocabulary
pronunciation.
Check “R.O.R”
- T plays the recording.
- Ss look at the conversation, listen to the
tape and then work in pairs to practice the
conversation.
- T checks some pairs.
*Practice
1a. Answer the questions
1a. Answer the questions
- Ss work individually to choose the correct * Answer key:
answer to the questions.
1. B

2. A 3. A 4. C
- Ask ss to read aloud the answers.
- T confirms the correct answers

5. B

2b. Find the questions in the conversation
- Run through the phrases
- Ss work in pairs to look at the conversation
and find the questions.
- T calls some pairs to read aloud and some
Ss to write on the board.
- T asks Ss to listen, check and repeat the
questions
2. Matching the types of films with their
definitions. Then listen, check and
repeat(7')
- Ss work individually to match the types of
films with their definitions.
- T plays the recording for Ss to check their
answers then ask them to repeat.
- T gets feedback.

2b. Find the questions in the conversation
* Key :
a. What kind of films is it?
b. What does it stars?
c. What is it about?
d. What do critics say about it?

III. WRAPPING-UP(3')
3a. Think of a film. Fill in the blank(5')
- Ss work dependently, filling in the table
with the information of the films they have
seen recently. Remind them to use the words
and phrases they have learnt in 2 and from
the conversation.

III. WRAPPING-UP
3a. Think of a film. Fill in the blank
- Possible answer: Mr. Bean
*Example
Type of film: hilarious
Actor: Rowan Atkinson
Plot: Mr. Bean's funny action
Reviews: very funny and relaxed.

2. Matching the types of films with their
definitions. Then listen, check and repeat
*Key:
1-d
2-f
3-a
4-c

5-b
6-e
7-h
8-g

b. In pairs, interview each other and try
to guess the film
*Example
A: What kind of film is it?

b. In pairs, interview each other and try
to guess the film
- Ss to study the example.
2


- T models with a student.
- Ss work in pairs.
- T calls some pairs to practice.

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 called 007.
A: Is it Skyfall?
B: Yes!
IV. HOMEWORK
- Learn new words by heart.
- Review the lesson.
- Prepare: A closer look 1.

IV. HOMEWORK (3')
- T assigns the homework.
- Ss copy their homework.

- T explains it carefully.
V. FEEDBACK:

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………

3


Period 63

Unit 8: FILMS
Lesson 2: A Closer look 1 (P.18-19)

Date of planning: 17/01/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “films”
- Language: how to use –ing and –ed adjectives
- Pronunciation: sounds /t/, /d/, /id/
2. Skills: Listening, and speaking about films.
3. Attitude and competencies:

- Educate students should spend time on watching film suitably and they will be interested
in learning English more.
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- There may not be enough time for all the activities.
- Guide them and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
ACTIVITIES
I. WARM-UP (5') (IW)
*Network:
- T let Ss write as many “types of films” on
board as possible.

CONTENTS AND BOARD DISPLAY
Unit 8: FILMS
Lesson 1: Getting started (p.18-19)
*Suggestion:
4

Types of films


- comedy
- horror

- action
- thriller
II. NEW LESSON
A. VOCABULARY (20’/IW/GW)
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
* Checking vocab: Slap the board

hilarious
gripping
scary
moving
violent
entertaining
terrified

(adj)

vui nhộn, hài
hước
(adj) hấp dẫn, thú vị
(adj) sợ hãi
(adj) cảm động
(n)
có nhiều cảnh bạo lực
(n)
thú vị, làm hài lòng

(n)
cảm thấy khiếp sợ

A. VOCABULARY
1. Complete the
sentences using the 1. Complete the sentences using the
adjectives in the list
adjectives in the list
- Run through the adjectives that are often used *Key:
to describe films.
1. hilarious
5. shocking
- Ss work in pairs to add some more.
2. moving
6. scary
- T calls some Ss to write the answers on the 3. boring
7. violent
board.
4. gripping
8. entertaining
- T checks their answers.
Remember!
-Ss study the Remember box. Draw Ss'
attention to the difference in use and meaning
between -ed and -ing adjectives by analysing
the examples in the Remember box. Then ask
ss to give examples.
- Remind ss that they should use a good
dictionary to check their meaning and use.

Remember!
- We use -ed adjectives to describe
someone's feelings.
- We use -ing adjectives to describe
something or people ( that cause the
feelings)

2. Complete the table with the -ed and -ing
forms of the adjectives.
- Ss work individually to complete the table.
- Let ss read aloud and some ss write on the
board.
- Translate each pair of adjectives to check
Ss' understanding
- T checks their answers.

2. Complete the table with the -ed and -ing
forms of the adjectives.
*Key:
1. interested
5. exhausted
2. embarrassing
6. surprising
3. exciting
7. confused
4. disappointed
8. frightening

3. Choose the correct adjectives
3. Choose the correct adjectives

- Ss do the exercise individually and check *Key:
1. moving
with the whole class.
- When checking, ask Ss to refer to the 2. frightening
5


Remember Box to make the meanings of the 3. disappointed
adjectives clearer to them.
4. amazed
5. terrified
4.a Work in pairs. Tell your partner how you
felt, using -ed adjectives
- Run through the questions
- Ss work in pairs to ask and answer.
- T calls some pairs to practice.
- Check their answers.
4b. Use -ing adjectives to describe these
things
- Run through the questions
- Ss work in pairs to ask and answer.
- Call on come pairs to practice.
- T checks their answers.

B. PRONUNCIATION (12')

4.a Work in pairs. Tell your partner how
you felt, using -ed adjectives
*Possible answers:
1. frightened

2. entertained
3. terrified
4. disappointed
4b. Use -ing adjectives to describe these
things
*Possible anwers:
1. moving/ interesting...
2. embarrassing
3. disappointing
4. boring
B. PRONUNCIATION (10')
/t/: after an unvoiced consonant( k, f, p, s,
/ʃ/,/tʃ/)
/d/: after a voiced vowel or voiced
consonant
/id/: after the sound /t/ and/d/

/t/, /d/ and /id/

5. Listen and repeat the verbs

5. Listen and repeat the verbs
-T models the sounds /t/, /d/, and /id/ in
*Key:
different words with the ending-ed.
- T plays the recording and ask Ss to listen and /t/: watched, danced, walked
repeat the words, pay attention to the sounds/t/, /id/: waited, needed, hated
/d/, /id/ at the end of each word.
/d/: played, bored, closed
- T plays the recording and asks Ss to put the

words in the correct columns while they listen.
III. WRAPPING-UP(5’):

III. WRAPPING-UP

6. Ask and answer questions about the
pictures
- Ss study the example, the pictures and cues.
- T models this activity with a more able
student.
-T asks Ss to work in pairs to ask and answer.
- Play the recording
- T calls some pairs to practice in front of the

6. Ask and answer questions about the
pictures

6

*Key:
1. She painted her room, didn't she?
- No, she brushed it
2. They washed the television, didn't they?
- No, they watched it.
3. She closed the window, didn't she?


class.
- T confirms the correct answers

- No, she opened it
4. They pulled their motorbike, didn't they?
- No, they pushed it

IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn new words by heart.
- Practice the 3 sounds /t/, /id/, /d/.
- Review the lesson.

V. FEEDBACK:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………

Period 64

Unit 8: FILMS

Date of planning: 22/01/2019
Date of teaching: 29/01/2019

Lesson 3: A closer look 2 (P.19-20)
I. OBJECTIVES:
By the end of the lesson, Ss will be able to:

1. Knowledge:
- Vocabulary: lexical items related to the topic “films”
- Language: - use although, despite, in spite of to express contrast between two piece of
information in the same sentence.
- use however, nevertheless to express contrast between two sentences.
2. Skills: Listening, writing and speaking about films.
3. Attitude and competencies:
- Educate students should spend time on watching film suitably and they will be interested
in learning English more.
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, posters
7


- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Ss may confuse the usage of although, despite, in spite of.
- Explain carefully by giving extra examples.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5’)
*Brainstorming
Unit 8: FILMS
- Organize the game to ask Ss call aloud the
Lesson 2: A closer look 2 (P.19-20)

adjectives to describe films.
- T encourages them to say out as many *Possible answers:
words as possible.
- boring
- T leads in new lesson
- hilarious
- violent
- scary
- gripping....
II. NEW LESSON
*GRAMMAR
*GRAMMAR
A. Although, Despite, In spite of
A. Although, Despite, In spite of (20')
- We use Although, Despite, In spite of to
- T asks Ss to look at the example in the
express contrast between two pieces of
Grammar Box then asks Ss some questions
information in the same sentences.
to elicit
- Form :
+ How many clauses in each sentence?
although + a clause
+ What are they?
despite, in spite of + a noun / a phrase/
+ How are two clauses?
- Read aloud the adverb clause of concession gerund phrase.
Note: We often use a comma to separate
in each sentence.
two clauses if the adverb clause of concession

+ What are there after although, despite, in
is preceded at the beginning of the sentence
spite of?
1. Complete sentences. Use although + a
1. Complete sentences. Use although + a
clause from the box (p.19 - IW)
clause from the box
- T explains how to do the exercise.
*Key:
- Ss do exercise 1 individually
1. although few people came to see it
- T calls some Ss write the sentences on the
2. Although they spent a lot of money o the
board.
film
- T checks their answers.
3. Although the acting is excellent
4. although it was a comedy
5. although it is set in modern times
8


2. Complete the sentences, using although,
despite, in spite of. Sometimes, two
answers are possible. (p.19 - IW)
- T explains how to do the exercise.
- Ss do exercise 1 individually.
- T calls some Ss write the sentences on the
board.
- T checks their answers.

2. Complete the sentences, using although,
despite, in spite of. Sometimes, two answers
are possible.
*Key:
1. Although
2. despite/ in spite of
3. although
4. Despite/ in spite of
5. Although
3. Rewrite these sentences using the words 3. Rewrite these sentences using the words
in the brackets. Change other words in the in the brackets.
sentences if necessary. (p.20 - PW)
*Key:
- T explains how to do the exercise.
1. I don't think Stallone is a very good actor
- Ss do exercise in pairs then read aloud the
although he is very good in Rocky films.
sentences.
2. Although many European film directors
- Some Ss write the sentences on the board.
have gone to Hollywood to make films, few
- T checks their answers.
have had as much as Milos Forman.
3. Despite having to work the next day, they
watched films on DVD all night.
4. Although he performed excellently in many
films, he has never won any Oscar for Best
Actor.
5. In spite of (having) a happy ending, the

film begins with terrible disaster.

9


B. However and nevertheless (10')
- Ss study the example in the Grammar
Box.
- Introduce the form and Watch out

B. However and nevertheless
- Model sentence: He is so young.
However/Nevertheless,
he
performs
excellently.
- Usage: We use However, nevertheless to
express contrast between two sentences.
- Form: However/Nevertheless, + a sentence
Note: We usually use a comma after them

4. Complete the sentences using although,
despite, in spite of, however, nevertheless.
Sometimes two answers are possible
- Ss work individually
- T asks Ss to share compare then write
sentences on the board.
- T confirms the corrects sentences

4. Complete the sentences using although,

despite, in spite of, however, nevertheless.
Sometimes two answers are possible
*Key :
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although

III. WRAPPING_UP (7’)
5. Use your own ideas to complete the
sentences. Then compare your sentences
with a partner. (p.20)
- Ss work individually
- T calls some Ss write the sentences on the
board and asks others give comments.
- T corrects

III. WRAPPING_UP
5. Use your own ideas to complete the
sentences. Then compare your sentences
with a partner
*Possible answer:
1. a lot of my friends like it
2. I don't like it
3. the music was not very good
4. it's pictures are wonderful
5. I like it
6. he runs every day

IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare next lesson. Unit 8. Lesson 4
Communication.

V. FEEDBACK:
…………………………………………………………………………………………………
…………………………………………………………………………………………………

10


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………

Period 65

Unit 8: FILMS
Lesson 4: Communication (P.21)

Date of planning: 22/01/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “films”.
- Language: The Present Simple Tense.
2. Skills: reading, listening, speaking and writing about someone’s review of his/her
favourite film
3. Attitude and competencies:
- Know more about report the survey
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Ss may confuse in writing report the survey
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I.

WARM-UP (5’)

* The Guessing game:
Unit 8: FILMS
- T shows the movie posters.

Lesson 4: Communication (P.21)
- Ss guess the Movie from the Movie
Poster.
- T lead in new lesson
II. NEW LESSON
* Vocabulary (5’)
A. Vocabulary
- T uses different techniques to teach
go ahead
cứ tự nhiên
vocab (situation, explanation…)
actress
(n):
diễn viên nữ
- T reads and asks Ss to repeat.
survey
(v):
cuộc khảo sát
11


- T helps Ss to do some practice on
pronunciation.
1. Listening - listen to the conversation
and fill in the blanks with the words
you hear - P21 (10’)
- T asks ss to
look at the dialogue
between Nick and Duong and guess the
missing words

- Ss listen to the recording and fill in the
blanks with the information.
2. Work in groups. Each student chooses
one of the following sets of survey
questions (P.21 –GW)(10’)
- Run through all the sets of survey and
the questions
- T guides Ss how to complete the table
below.
- Model with a more able student.
- Ss work in groups of 4 to survey and
take note.
- T observes and helps if necessary.
3. Make note of your results (P.21)(5’)
- Ss make notes of their survey result
- T may have them practice reporting the
results of their surveys in pairs.
III. WRAPPING-UP (7)
4. Join another group. Report your
results to those group members
- T asks Ss to join another group,
reporting the result of their survey to the
new members.
- T calls some Ss to report their result of
their interviews before the whole class
- Ss give comments for each report.
IV. HOMEWORK (3’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

V. FEEDBACK:

1. Listening - listen to the conversation and
fill in the blanks with the words you hear
*Key:
1. survey
2. actor
3. Tom Cruise
4. actress
5. Angeline Jolie
2. Work in groups. Each student chooses one
of the following sets of survey questions
- Survey on favourite actors.
- Survey on the best films.
- Survey on action films.
- Survey on cartoons.

3. Make note of your results
- Most people I have survey................
- About half of people I have survey.............
- Almost no one I have surveyed............
III. WRAPPING-UP
4. Join another group. Report your results to
those group members
- Report your results to those group members

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare: Unit 8: Skills 1

…………………………………………………………………………………………………
…………………………………………………………………………………………………

12


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………

Period 66

Unit 8: FILMS
Lesson 5: Skills 1 (P.22-23)

Date of planning: 22/01/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “films”.
- Language: the present simple tense and adverb clauses of concession.
2. Skills: - reading and speaking about a review of the film Titanic on a blog.
- talk about a film (plot, main, character, cast...).
3. Attitude and competencies:
- Educate students should spend time on watching film suitably and they will be interested
in learning English more.

- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak Ss may find it difficult to catch up with the whole class.
- Guide them carefully.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
13


I. WARM-UP (5')
*Chatting
- T asks Ss look at the picture of the film
Titanic and asks them:
- Have you ever seen this film?
- Do you know who actor and actress in the
picture are?
- Do you like him/her? Why/ Why not?

Unit 8: FILMS
Lesson 5: Skills 1 (P.22-23)

II. NEW LESSON
A. READING (20')

Vocabulary
- T uses different techniques to teach vocab
(situation, explanation…)
- T reads and asks Ss to repeat.
- T helps Ss to do some practice on
pronunciation.
1. Read Nick's review of the film Titanic on
his blog. Then find and underline the
words from the box below. What do they
mean?
- Run through the words in the box.
- Ss read the passage, find the words and try
to guess their meaning.
- T gets feedback.
2. Read Nick's blog and answer the
questions
- Run through the questions
- Ss work individually to answer the
questions.
- Ask them to compare with their partner.
- T calls some pairs to practice asking and
answering while some Ss write the answer
on the board.

B. SPEAKING (15')
3. Look at the film posters below. Work in
pairs. Talk about the films you would/
wouldn't like to see
14

A. READING
direct
character
incredible
pirate

(v)
(n)
(adj)
(n)

làm đạo diễn
nhân vật
đáng kinh ngạc
cướp biển

1. Read Nick's review of the film Titanic
on his blog. Then find and underline the
words from the box below. What do they
mean?
sink
(v) chìm
must-see
(n) đáng xem
special effect : hiệu ứng đặc biệt
visual
(adj) thuộc về thị giác
2. Read Nick's blog and answer the
questions
*Key

1. It is a romantic film
2. It stars are Leonardo DiCaprio and Kate
Winslet.
3. It is about the sinking of the ship Titanic
on its first voyage
4. The main characters are Jack Dawson
and Rose DeWitt Buckate. Jack saves Rose
from killing herself by jumping from the
ship. Although they are from different
social classes and Rose is already engaged,
they fall in love.
5. The ending of Titanic is very sad.
6. They say it is a must -see in the 20th
century.
B. SPEAKING
3. Look at the film posters below. Work in
pairs. Talk about the films you would/
wouldn't like to see


- Ss read 3 posters the work in pars to talk
about the films they would/ wouldn't like to
see.
- Ss work in pairs to talk about the films they
would/ wouldn't like to see.
- T goes around to help weak Ss
- T calls some pairs to practice in front of the
class.
4. Now, ask and answer questions about the
films.

- T asks Ss to study the example.
- Ss work in pairs to ask and answering
- T calls some pairs to practice in front of
the class

*Example:
A: Look at the second poster
B: What's the name of the film?
A: Big Ben Down, an action film
B: Oh, I like action films
A: Me, too. They are really interesting
B: Who does it star?
.......
4. Now, ask and answer questions about
the films.
*Example:
A: I want to see Planet of the Jellyfish.
B: What kind of film is it?
A: It’s science fiction.
B: What is it about?
A: It’s about …
III. WRAPPING-UP (3')
III. WRAPPING-UP
5. Hot seating: in Groups, choose a student 5. Hot seating: in Groups, choose a
to play the role of a character in any of the student to play the role of a character in
films above. Brainstorm questions you'd any of the films above.
like to ask. Then interview the student.
- Let Ss refer the words, phrases to talk *Example questions:
about films.
- Can you describe your new film in three

- Ss to work in group of 6. Each group
words?
chooses a student to play the role of a
- Did you enjoy making the film?
character in any of the films in the posters.
- Why should we watch this film?
The other members ask question. Take turn
to interview the student in the hot seat
IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

IV. HOMEWORK
- Learn by heart vocabulary and structures.
- Prepare: Unit 8: Skills 2

V. FEEDBACK:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………

15


Period 67

Unit 8: FILMS
Lesson 6: Skills 2 (P. 23)

Date of planning: 01/02/2019
Date of teaching:
- 7C2:
- 7C4:
- 7C6:

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: lexical items related to the topic “films”.
- Language: the present simple tense and present perfect tense.
2. Skills: - listen for specific information about someone's favourite film star
- write a review of a film
3. Attitude and competencies:
- Educate students should spend time on watching film suitably and they will be interested
in learning English more.
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
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- Teacher: textbooks, the recording, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Weak students may have difficulty in writing about their favourite films because of lack of
vocabulary.
- Guide them carefully.

IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5’- GW)
- Game: “Get the treasure”
Unit 8: FILMS
- T divides the whole class into two groups
Lesson 6: Skills 2 (P. 23)
and instructs the rule of the game:
+ There is a secret word including 11 letters.
+ You guess letters of the word. For each
correct letter, you can jump over one step. If
you can guess the whole word, you can jump
two steps.
+ The group which jumps lower or touches
the treasure first will be the winner.
- Answer: HARRY POTTER
II. NEW LESSON
A. LISTENING (10')
A. LISTENING
* Vocabulary
*Vocabulary:
- T uses different techniques to teach vocab
- aspect (n): phương diện
(situation, explanation…).
- overall (adj) : toàn diện, tổng thể
- T reads and asks Ss to repeat.
- recommend (v) : giới thiệu, tiến cử
- T helps Ss to do some practice on

- soldier (n) người lính
pronunciation.
1. Nick and his father are talking about
1. Nick and his father are talking about
Tom Hanks, a Hollywood film star. Listen
Tom Hanks, a Hollywood film star. Listen
to their conversation and correct the
to their conversation and correct the
following statements
following statements (p.23)
- Ss look at 3 sentences in text book (1p.23)
then correct the sentences by prediction.
*Key:
- Ss listen to the recording and check their
1. Tom Hanks is Nick's father’s favourite
prediction.
- Ss compare the answers with their partners. film star.
2. Tom Hanks isn't a handsome actor.
- Play the recording to check
3. Tom Hanks has won two Oscars.
- T asks Ss write the answers on the board.
- Confirm the correct answers.
2. Listen again and answer the questions
2. Listen again and answer the questions
*Key:
- Run through all the questions
1. He has won the Oscars for Best Actor
- Ss listen again and answer the questions.
twice.
- Ask Ss to share the answer with their

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partners
- T calls some Ss to write the answers on the
board.
- T plays the recording again to check.

2. They say he is one of the best actors in
Hollywood.
3. He plays a role of a soldier in Saving
Private Ryan.
4. Because it is one of the best comedies in
1990s.
B. WRITING (20’)
B. WRITING
3. Make notes about one of your favourite
3. Make notes about one of your favourite
films.
films
- Ss work individually to make notes about *Suggestion:
one of their favourite films.
- Name of film, type of film, and actors or
- T reminds Ss that they do not have to write director….
full sentences, they can use abbreviations.
- The plot:….
- Ss share their notes with their partners.
- T asks some ss to read aloud their notes to
the whole class.
III. WRAPPING –UP (8’)

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 follow the
plan below

III. WRAPPING –UP
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 follow the plan below
*Example
- T reminds about the language necessary I like watching films in my free time and
and information for writing.
one of my favourite films is Taken 2. It
- Run through the parts of the review
an action film but it is moving, too. It stars
- Ss work in groups of 4 and write on posters Liam Neeson and Maggie Grace.
then ask some groups to show their poster.
The film is about Bryan Mills. He works
Other gives comments
for CIA. One day, he and his family travel
to Turkey. He doesn't know that some
criminals want to take revenge his family.
He fights the criminals and does his best to
save his wife and daughter.
The plot makes people so thrill and the
acting is so wonderful.
Crictics say it is a must-see, especially for
people who like action film.
I like this film because it combines an

action film and moving film. Go and see it
if you can.
IV. HOMEWORK (2’)
IV. HOMEWORK
- T assigns the homework.
- Learn by heart vocabulary and structures.
- Ss copy their homework.
- Write their final version at home
- T explains it carefully.
- Prepare next lesson. Unit 8. Lesson 7:
Looking back
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V. FEEDBACK:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………

Period 68

Unit 8: FILMS
Lesson 7: Looking back & Project (P.24-25)

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Date of planning: 01/02/2019
Date of teaching:
- 7C2:

- 7C4:
- 7C6:


I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
1. Knowledge:
- Vocabulary: review
- Language: review
2. Skills: reading, speaking and writing about film.
3. Attitude and competencies:
- Educate students should spend time on watching film suitably and they will be interested
in learning English more.
- Understand and actively respond to questions about films.
- Form and improve such competencies as pairwork, teamwork, communication,
presentation, collaboration and assessment.
II. PREPARATIONS:
- Teacher: textbooks, laptop, T.V.
- Student: textbooks and workbooks.
III. ANTICIPATED PROBLEMS AND SOLUTIONS
- Students may not have enough time to do project.
- Guide them carefully and let them do at home.
IV. PROCEDURE:
TEACHER AND STUDENTS’
CONTENTS AND BOARD DISPLAY
ACTIVITIES
I. WARM-UP (5')
1. Think of an example of every type of
Unit 8: FILMS
film in the box (p. 24)

Lesson 7: Looking back & Project
- T explains the require for the class
(P.24-25)
- T divides class into 2 teams.
- Each team writes sentences on the board.
- The team with more and correct sentences
*Example :
is the winner.
Mr. Bean is a comedy
...............
II. NEW LESSON
A. VOCABULARY (15')
2. Read the sentences. What types of films
are the people talking about? (p.24)
- Run through the sentences
- Ss work individually then call out some Ss
to read aloud their sentences while some
write sentences on the board.
- T confirms the correct answers

A. VOCABULARY
2. Read the sentences. What types of films
are the people talking about?
*Key:
1. It's a comedy
2. It's a horror film
3. It's a documentary
4. It's a romantic comedy
5. It's a sci-fi film

3. Fill in the blanks with -ed or -ing 3. Fill in the blanks with -ed or -ing
adjectives that are formed from the adjectives that are formed from the verbs
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verbs in brackets
in brackets
- Ss work individually then ask some Ss *Key:
to read aloud
1. terrified
- T confirms the correct answers.
2. disappointing
3. annoying
4. satisfied
5. shocking
4. Complete the second sentence in each
pair, using the word in brackets. The
meaning of both sentences should be the
same.
- Ss work in pairs then T asks some Ss to
read aloud
- T confirms the correct answer

4. Complete the second sentence in each
pair, using the word in brackets. The
meaning of both sentences should be the
same.
*Key :
1. They were excited about the film.
2. The film was so boring so they left

halfway through it.
3. We were moved at the ending of the film
4. You'll surprised at his new film.
5. Lot of people find the way he behaves
confusing.
B. GRAMMAR (6’)
B. GRAMMAR
5. Match the first half in A with the 5. Match the first half in A with the suitable
suitable half in B.
half in B.
- T asks Ss to remind a bout connectors :
* Key:
Although, Despite, In spite of
1-d
- Ss do the exercise individually then
2-e
share the answers with their partners before 3-a
discussing
4-b
- Ss read aloud full sentences and
5-c
confirms the correct sentences
C. COMMUNICATION (7’)
C. COMMUNICATION
6. Number the lines of the dialogue in the 6. Number the lines of the dialogue in the
correct order.
correct order.
- Ss work in pairs
- T calls some Ss to read their answers,
*Key:

other give comments
E - I –A- D- F –B- G- C- H
- T checks their answer.
- T asks Ss to practice the dialogue in
pairs
D. PROJECT (7’)
FILM POSTERS
- Ss choose one of your favourite films
and design a poster for it
- T asks Ss to work in groups to make
posters
- Ss stick the posters on the wall and go

D. PROJECT
FILM POSTERS

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around to see and make notes comments.
III. WRAPPING-UP (3’)
- T asks Ss to complete the self-assessment.
- Summarize the main point of the lesson.
IV. HOMEWORK (2’)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.

III. WRAPPING-UP

IV. HOMEWORK
- Learn new words by heart
- Review the lesson.
- Do Project

V. FEEDBACK:
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………

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