giáo án tiếng anh 7 chương trình thí điểm unit 8

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www.minh-pham.info


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
- Introduces the topic “Films”.
- 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.
Then allow them to share
answers 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.

Ss’ Activities
- Answer

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
- Individual work a. Read the conversation again and
answer the questions.
Key:
1. B
2. A
3. A
4. C
5. C
- Whole class
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?
- Pair-work

Not
e


- 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.

- Individual work
- 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.
- First, model this activity with a

- Pair-work
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.

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

* 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

- 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.

Ss’ Activities

* Presentation:
 Vocabulary
- Individual work 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
2. Moving
3. Boring
4. Gripping
- T whole class

- Have Ss study the Remember

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

Remember
-ed and –ing adjectives
(page 18)

* Practice:
- Individual work 2. Complete the table with the –ed
and –ing forms of the adjectives.
Key:
1. Interested
2. Embarrassing
3. Exciting
4. Disappointed
- Individual work

- Ask Ss to do this exercise
individually and then check with

Content

3. Choose the correct adjectives
Key:
1. Moving

Not
e


the whole class. When checking,
ask Ss to refer to the Remember
Box to make the meanings of the
adjectives clearer to them.

2.
3.
4.
5.

- Pair-work

- 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.

Frightened
Disappointed
Amazed
Terrified

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.
 Pronunciation /t/, /d/and /id/

- Whole class
- 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.
- Model this activity with a more
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.

- Pair-work

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
Content
Not
e
* Presentation
 Grammar
- T Whole class Although, despite/ in spite of
- Ask Ss to study Grammar box.
We use Although, despite/ in spite of
Give some examples.
to express contrast between two pieces
- Ask some Ss to give some more
of information in the same sentence.
examples.
Example:
- Although he is so young, he
performs excellently.

- Despite/ In spite of being so young,
he performs excellently.
* Practice
- Let Ss work by themselves and
- Pair-work
1. Complete the sentences. Use
complete the sentences.
although + a clause from the box.
- Observe and help when
Key:
necessary.
1. Although few people came to
- Ask some Ss to read their
see it
sentences.
2. Although they sent a lot of
- Correct their mistakes.
money on the film.
3. Although the acting is excellent
4. Although it was a comedy
5. Although it is set in modern
times.
- Ask Ss to work in pairs and do
- Pair-work
2. Complete the sentences, using
the exercise 2.
although, despite/ in spite of.
- Have Ss to compare their
Sometimes, two answers are possible.
answers before checking with the

Key:
whole class.
1. Although
2. Despite/ in spite of
3. Although
4. Despite/ in spite of
5. Although
- Ask Ss to work independently,
- Individual
3. Rewrite these sentences using the


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.

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
- Individual
individually, using their own ideas work
to write sentences. Then have
them work in pairs, comparing
their sentences.

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

Content
* Presentation:
Extra vocabulary
− Survey

− Go ahead
− violence

Not
e


- Ask Ss to look at the picture and
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
for their answers.

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

- Have them practice reporting
the results of their surveys in
pairs.

- Ask Ss to join another group,
reporting the results of their

- Whole class

- T whole class

- Group-work

* 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.
Nick: And who do you think is
the best actress?
Duong: I think Angelina Jolie is.
Nick: Thank you.
2. Work in groups of six or eight.
Each Students chooses one of the
following sets of survey questions.

- Pair-work

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…

- Group-work

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


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.
*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

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?
• Why/ Why not?

* Practice:
- Individual work  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?

- Ask Ss to read the passage
quickly and find out whether
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
- Pair-work
passage.
- 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.

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 from
killing herself during the
journey on board the ship.

Note


- 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. Each
- Group-work
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.

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.

- 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.

Ss’ Activities
- Answer

- Individual work

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

1.

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 Best
Actor twice.
2. They say he is one of the best
actors in Hollywood.

Note


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

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

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

- Ask Ss note about one of their
favourite films. Then ask Ss to
read out their notes to the whole
class.
- Ask Ss to write the draft first.
Then have them write their final
version in class or at home.

- Group-work

* 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 first
to complete the second
sentences.

- Individual
work
- Pair-work

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
4. Complete the second sentence in
each pair, using the word in brackets.
The meaning of the both sentences
should be the same.

Note


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

- Ask Ss to work in pairs. Then
call on some students to give
their answers.
- Ask Ss to number the lines of
the dialogue. Then ask them to

check their answers with the
whole class. After finishing, ask
Ss to practice saying the
dialogue with their partners.

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.

- Pair-work

- Individual
work

 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
2. I
3. A
4. F
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