Giáo án Tiếng anh 7 thí điểm Unit 8

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UNIT 8: FILMS
Lesson 1: Getting started – What film shall we see?
I. Objectives:
By the end of this lesson, students can know the key language and structures to be learnt in this
unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach.
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities

Ss’ Activities

- Introduces the topic “Films”.
- Answer
- Ask Ss to look at the picture and
answer the questions
- Play the recoding. Ask Ss to
listen and read.

- Ask Ss to work independently.
- Individual
Then allow them to share answers work

before discussing as a class.

- First, ask Ss not to look at the
book and try to remember what
questions Mai asks Duong about
the film they are going to see.
- Then let Ss open their books and
check their answers.

- Whole class

Content
* Presentation:
Questions:
• Where are Duong and Mai?
• What might be happening to
them?
• What are they doing?
• What are they talking about?
* Practice:
1. Listen and read
a. Read the conversation again and
answer the questions.
Key:
1. B
2. A
3. A
4. C
5. C
b. Find the questions in the

conversation that ask about Coconut
Crazy. Then listen, check and repeat
the questions.
Key:
a) What kind if film is it?
b) Who does it star?
c) What is it about?
d) What have critics said about it?

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- Have Ss quickly match the
types of film with their
definitions.
- Play the recording for Ss to
check their answers, pausing after
each phrase and asking them to
repeat chorally. Correct their
pronunciation if necessary.

- Pair-work

2. Match 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

- Have Ss work independently,
filling in the blanks with
information of the film they have
seen recently. Remind them to
use the words and phrases they
have learnt in 2 and from the
conversation in 1.

- Individual
work

3a. Think of a film. Fill in the
blanks below.
• Type of film …
• Actors/ stars …
• The plot …
• Reviews …

- First, model this activity with a
more able student. Then ask Ss to
work in pairs.
- Go around to help weaker Ss.
- Call on some pairs to practice in

front of the class.

- Pair-work

* Production:
3b. In pairs, interview each other
and try to guess the film.
Example:
A: What kind of film is it?
B: It’s an action film.
A: Who does it star?
B: It stars Dianiel Craig.
A: What is it about?
B: It’s about a spy call 007.
A: Is it Skyfall?
B: yes!
*Homework:
- Learn Vocabulary.
- Prepare the next lesson
(A closer look 1)

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UNIT 8: FILMS
Lesson 2: A Closer Look 1
I. Objectives:

By the end of this lesson, students can pronounce correctly the sounds /t/, /d/ and /id/ in isolation
and in context; use vocabulary related to the topic “Films”.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities

Ss’ Activities

- Have Ss work independently.
Then ask them to share their
answers with one or more
partners.
- Ask Ss to make some examples
with the adjectives they have
learnt.

- Individual
work

- Have Ss study the Remember
Box.

- T whole class

Content
* Presentation:
 Vocabulary
1. The following are adjectives
which are often used to describe
films. Can you add some more?
Complete the sentences using the
adjectives in the list above.
Key:
1.Hilarious
5. Shocking
2.Moving
6. Scary
3.Boring
7. Violet
4.Gripping
8. Entertaining
Remember
-ed and –ing adjectives
(page 18)

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* Practice:
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

- Ask Ss to complete the table
individually.
- Have some Ss write their
answers on the board before
checking with the whole class.

- Individual
work

- Ask Ss to do this exercise
individually and then check with
the whole class. When checking,
ask Ss to refer to the Remember
Box to make the meanings of the
adjectives clearer to them.

- Individual
work

3. Choose the correct adjectives
Key:
1. Moving
2. Frightened

3. Disappointed
4. Amazed
5. Terrified

- Model this activity with some
more able Ss. Then ask Ss to
work in pairs.
- Call on some pairs to practice in
front of the class.

- Pair-work

4a. Work in pairs. Look at the
questions below. Tell your partner
how you felt, using –ed adjectives.
Example:
I felt terrible before my last Math
test.
b. Use –ing adjectives to describe
the things and experiences in your
life.
Example:
The last film you saw was call
Norwegian Wood. It was really
moving.

- Model the sound /t/, /d/and /id/
in different words with ending –
ed. Play the recoding and ask Ss
to listen and repeat the words,

paying attention to the
sound /t/, /d/and /id/ at the end of
each word.
- Ask Ss to put the words in the
correct columns while they listen.

- Whole class

 Pronunciation /t/, /d/and /id/

- Model this activity with a more - Pair-work
able student. Then ask Ss to work
in pairs. Call on some pairs to
practice in front of the class. Ask
Ss to listen while T plays the
recording.

5. Listen and repeat the verbs. Pay
attention to the sound /t/, /d/and
/id/at the end of each verb.
Put the words in the correct column.
Key:
/t/: watched, danced, walk
/d/: played, bored, closed
/id/: wait, needed, hated
* Production:
6. Ask and answer questions about
the pictures. Then listen to the
recording.
Example: cry a lot/ laugh a lot

A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.


*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)
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UNIT 8: FILMS
Lesson 3: A Closer Look 2
I. Objectives:
By the end of this lesson, students can use “although, despite/ in spite of” to express contrast
between two pieces of information in the same sentence.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities

Ss’ Activities

- Ask Ss to study Grammar box.
Give some examples.
- Ask some Ss to give some more
examples.

- T Whole
class

- Let Ss work by themselves and
complete the sentences.
- Observe and help when
necessary.
- Ask some Ss to read their
sentences.
- Correct their mistakes.

- Pair-work

- Ask Ss to work in pairs and do
the exercise 2.
- Have Ss to compare their
answers before checking with the
whole class.

- Pair-work

Content

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* Presentation
 Grammar
Although, despite/ in spite of
We use Although, despite/ in spite of
to express contrast between two pieces
of information in the same sentence.
Example:
- Although he is so young, he
performs excellently.
- Despite/ In spite of being so young,
he performs excellently.
* Practice
1. Complete the sentences. Use
although + a clause from the box.
Key:
1. Although few people came to
see it
2. Although they sent a lot of
money on the film.
3. Although the acting is excellent
4. Although it was a comedy
5. Although it is set in modern
times.
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


- Ask Ss to work independently,
rewrite the sentences .Then ask
them to work in groups to check
and say the sentences out loud.
- Ask Ss to write the answers on
the board.

- Individual
work

- Ask Ss to study Grammar Box.
Give them the example. Ask
some more able Ss to give some
more examples.

- Whole class

- Let Ss work independently to
- Individual
rewrite the sentences in their
work
notebooks.
- Call on some Ss to read out their
sentences.
- Let other Ss give comments.
- Correct mistakes if necessary.

- Ask Ss to do the task
individually, using their own
ideas to write sentences. Then
have them work in pairs,
comparing their sentences.

- Individual
work

5. Although
3. 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 nevertheless

We also use however and nevertheless
to express contrast between two
sentences. We usually use a comma
after them.
Example:
- He is so young. However/
Nevertheless, he performs excellently.
4. Complete the sentences using
although, despite/ in spite of,
however, or nevertheless.
Key:
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although
* Production:
5. Use your own ideas to complete the
following sentences. Then compare
your sentences with a partner.
*Homework:
- Prepare next lesson
(Communication)


UNIT 8: FILMS
Lesson 4: Communication
I. Objectives:
By the end of this lesson, students will be able to talk about obeying traffic rules, laws, and how
to use the road safely.

II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
- Ask Ss what kind of films they
like to see and who their favorite
actors/ actresses are.
- Help Ss understand the
meanings of the words in Extra
Vocabulary by using pictures,
examples or even translation.

Ss’ Activities
- T Whole class

- Ask Ss to look at the picture and - Whole class
read the conversation and guess
what the missing words from the
blanks may be.
- Play the recording and let Ss
check their guesses. Play the
recording again for Ss to check
their answers.
- If time is limited, teacher can
play only the sentences that

include the information Ss need
- T whole class
for their answers.

Content
* Presentation:
Extra vocabulary
− Survey
− Go ahead
− violence

* Practice:
1. Listen to the conversation and fill
on the blanks with the words you
hear.
Key:
1. survey
2. actor
3. Tom Cruise
4. actress
5. Angeline Jolie
Audio scripts:
Nick: Excuse me, Duong. I’m
doing a survey about favorite
actors. Would it be Ok if I asked
you few questions?
Duong: Sure. Go ahead, Nick
Nick: Who do you think is the
best actor?
Duong: it’s Tom Cruise.

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Nick: And who do you think is
the best actress?
Duong: I think Angelina Jolie is.
Nick: Thank you.
- Ask Ss to work in groups of six
or eight, asking their group
members one set of questions.
Remind them to write the names
of the people they interview and
note the answers in the table.

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

- Have Ss make notes of their
survey results, using the
suggestions in the Student’s book.
- Group-work
- Have them practice reporting the
results of their surveys in pairs.

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…

- Pair-work
- Ask Ss to join another group,
- Group-work
reporting the results of their
surveys to the new members.
Choose some Ss to report the
results of their interviews before
the whole class. After each
student has finished his report,
invite some comment from other
Ss. Then make comments and
correct Ss’ any common mistakes.

* Production:
4. Join another group. Report your
results to those group members.

*Homework:
- Learn new vocabulary.
- Prepare the next lesson :
(Skill 1)



UNIT 8: FILMS

Lesson 5: Skill 1
I. Objectives:
By the end of this lesson, students can:
• Read for specific information about someone’s review of his/ her favourite film.
• Talk about a film (its plot, main character, cast, etc.)
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities

- Ask Ss to look at the picture
of the film Titanic. Ask them
some questions.

Ss’ Activities

- Answer

- Ask Ss to read the passage
- Individual
quickly and find out whether
work
Nick likes the films or not.
Then ask Ss to find out where
the words sinking, must-see,

special effects, and visuals are
in the passage.
- Pair-work
- Let Ss read the passage again
and answer the questions.
- Ask Ss to note where they
found the information that
help them to answer the
questions.
- Ss can compare answers
before discussing them as a
class.

Content
* Presentation:
Questions:
• Have you ever seen this
film?
• Do you know who the actor
and actress in the picture
are?
• Do you like him/ her?
* Practice:
 Reading
1. Read Nick’s review of the film
Titanic on his blog. Then find and
underline these words in the
passage. What do they mean?
2. Read Nick’s blog again and
answer the questions.

Key:
1. It is a romantic film
2. It stars LEO and Kate
3. It is about the sinking of the
ship Titanic on its first
voyage.
4. The main character are Jack
Dawson and Rose Sewitt
Bukater. Jack saves Rose

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- Pair-work
- Ask ss to read every film
poster. Then ask Ss to work in
pairs, talking about the films
they would/ wouldn’t like to
see.

- Pair-work

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

- Ask Ss to work in groups.
- Group-work
Each group chooses a student

to be in the hot seat, playing
the role of a character in any
of the films in the posters. The
other members brainstorm the
questions they would like to
ask. Then, they in turns
interview the student in the hot
seat.

from killing herself during
the journey on board the
ship. Although they are from
different social classes, and
Rose is already engaged,
they fall in love.
5. The ending of Titanic is
very said.
6. They say it is a must-see of
the 20th century.
 Speaking
3. Look at the film posters below.
Work in pairs. Talk about the
films you would/ wouldn’t like to
see.
• Documentary
• Action
• Horror
• Sci-fi
4. Now, ask and answer questions
about the films.

Example:
A: I want to see Planet of the
Jellyfish.
B: What kind of the film is it?
A: It’s a science fiction.
* Production:
5. In groups, choose a student to
play the role of a character in any
of the film above. Brainstorm
questions you’d like to ask. Then
interview the student.
Example questions:
• Can you describe your new
film in three words?
• Did you enjoy making
film?
• Why should we watch this
film?
*Homework:
- Prepare the next lesson:
(Skill 2)


UNIT 8: FILMS
Lesson 6: Skill 2
I. Objectives:
By the end of this lesson, students can:
• Listen to get the information about someone’s favourite film star.
• Write a review for a film.
II. Language Focus:

1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Teacher’s Activities
- Ask Ss to tell about their
favourite actors/ actresses.

Ss’ Activities
- Answer

- Play the recording and ask Ss
to correct the statements. Then
ask two or three Ss to write
their answers on the board.
- Play the recording again for
Ss to check the answers.

- Individual
work

- Ask Ss to read the rubric and
study the questions carefully.
- Have them work in pairs to
discuss the answers from the

- Pair-work

Content
* Presentation:
Questions:
• Who is your favourite actor/
actress?
• What does he/ she look
like?
• What are his/ her successful
films?
• What awards/ prizes has he/
she won?
* Practice:
 Listening
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.
2. Listen again. Answer the
questions below.
Key:
1. He has won the Oscar for

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information they have heard in
1.
- Play the recording again and
have Ss answer the questions
as they listen.
- Call on some Ss to write their
answers on the board.

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

Best Actor twice.
2. They say he is one of the
best actors in Hollywood.
3. He plays the role of a
soldier in Saving Private
Ryan.
4. Because it is one of the best
comedies in the 1990s.
- Individual
work

- Ask Ss to write the draft first. - Group-work
Then have them write their
final version in class or at
home.

 Writing
3. Make note about one of your
favourite films.

* Production:
4. Write a review of your
favourite film. Use the
information in 3 and the film
review on Nick’s blog as a model.
You may following the writing
plan below.
Introduction (Paragraph 1)
Name of the film, type of film,
…
Body:
Paragraph 2:
The plot.
Paragraph 3:
Other aspects of the film.
Conclusion: (Paragraph 4)
Critics’ reviews, your overall
opinion.
*Homework:
- Write the paragraph in your
notebook.
- Prepare the next lesson :
(Looking
back)

UNIT 8: FILMS


Lesson 7: Looking Back
I. Objectives:
By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities

- Ask Ss to think of as many
examples of different types of
films as possible.
- Ask some Ss to say out their
examples in front of the class.
Examples of Vietnamese films
are fine.

Ss’ Activities

- Individual
work

- Ask SS to read the sentences

carefully and decide which
type of films the people are
talking about.

- Individual
work

- Have Ss do the task
independently.
- Check their answers.

- Individual
work

- Ask Ss to work individually

- Individual

Content
* Presentation:
 Vocabulary
1. Think of an example of every
type of films in the box.
Example:
• Mr. Bean is a comedy.

* Practice:
2. Read the sentences. What types
of films are the people talking
about?

Key:
1. It’s 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 adjectives that are formed from
the verbs in brackets.
Key:
1. Terrified
2. Disappointed
3. Annoying
4. Satisfied
5. Shocking

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first to complete the second
sentences.
- Then have Ss work in pairs
to swap their sentences.
- Teacher gives correction and
calls on some Ss to read the
sentences aloud.

work
- Pair-work

- Pair-work
- Ask Ss to work in pairs. Then
call on some students to give
their answers.

- Ask Ss to number the lines of - Individual
the dialogue. Then ask them to work
check their answers with the
whole class. After finishing,
ask Ss to practice saying the
dialogue with their partners.

4. Complete the second sentence in
each pair, using the word in
brackets. The meaning of the both
sentences should be the same.
Key:
1. They were excited about the
film.
2. The film was boring so they
left halfway through it.
3. We were moved at the ending
of the film.
4. You’ll be surprised at his new
film.
5. Lots of people find the way he
behaves/ his behavior
confusing.
 Grammar

5. Match the first half in A with the
suitable half in B.
Key:
1. d 2. e 3. a 4. b 5. c
* Production:
 Communication
6. Number the lines of the dialogue
in the correct order.
Key:
1. E
6. D
2. I
7. G
3. A
8. C
4. F
9. H
5. B
*Homework:
- Do “project” on page 25.
- Prepare next lesson:
(Unit 9: Festivals around the
world - Lesson 1: Getting Started)

Giáo án được biên soạn và chia sẻ miễn phí bởi Minh Phạm
www.minh-pham.info