Unit 13 films and cinema

Lesson Plan – Grade 10

Date:March 8th,2009
Period :82

FILMS AND CINEMA

Unit 13

Lesson
READING
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/
Teacher’s Activities
Students’ Activities
Time
Cinema Crossword Puzzle
-T divides the class into small groups of 3 – 4 Ss. Then T distributes -Ss enjoy playing the
the following crossword puzzle handouts for Ss to do in their own game in groups of 3 – 4
Warm – up groups. Which group finishes first and has all the correct answers Ss.
(5 minutes) 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
3

4

5

6
7

8

Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

Pre –
reading

7 minutes

While –
reading

7 minutes

7 minutes

5 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.
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
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 19th 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 in pairs and do
the task.

-Ss
listen
to
T’s
explanation and take
notes new vocabulary.

-Ss work individually
and do the task.
-Ss present their answers
in front of the class
-Ss take note the correct
answers.
-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.

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 -Ss work individually
between them.
the do task 3.
-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.
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

* 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.
Group work and whole
-T correct mistakes if necessary.
class.

Homework

-T summarises the main points in the lesson.
-T asks Ss to learn all of the new words by heart
3 minutes
and prepare SPEAKING for the next period.
Date:March 10th,2009
Period :83
Unit 13(cont.)

- Ss listen and take
notes.

FILMS AND CINEMA

Lesson
SPEAKING
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:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up Film categorization
(7 minutes) - 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).
-Ss work in groups of four.
-T asks Ss to work in groups, discussing and giving out the right
name of the film for each poster.
* Suggested films:

Pre –
speaking

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
-Ss answer T’s questions.
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”, -Ss take notes.

“cartoon” but “action film”, horror film” etc.
-T can ask Ss what they know about these singers and name some
of their songs.
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
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

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.
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:
Agreement
Disagreement
I agree
I don’t think so

Yes, exactly
Yes, but. . .
Right!
Do you think so?
Sure!
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.
While –
Task 3 – Find out the preferences for films.
speaking
-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.
12 minites -T calls on some Ss to talk about their ideas and asks others Ss to
add more.
-T gives feedback and correct answers.
Post –
Task 4 – Talk about a film you have seen
speaking
-T instructs Ss to work in pairs, asking and answering questions
about a film that they have seen, using suggestions given in the
8 minutes
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.
Homework -T summarise the main points in the lesson.
3 minutes
-T requires Ss to prepare LISTENING for the next period.
Date:March 11th,2009
Period :84
Unit 13(cont.)

-Individual
work
mingling activity.

and

-Ss work individually.

-Ss work in groups.

-Ss work in pairs and do
the task.
-Ss work in pairs and
present their ideas in front
of the class.

-Ss listen to T and correct
mistakes.
- Ss listen and take notes

FILMS AND CINEMA

Lesson
LISTENING
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:
Stages/Time
Teacher’s Activities

Students’
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

Activities
Warm – up

(7 minutes)

Pre –
listening

7 minutes

Whilelistening
5 minutes

10 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)
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

-Ss play the game
held by the T in
groups.

-Ss
work
individually.

-Ss listen to T’s
guidance and take
note new words,
practise
pronouncing them.
-Ss
listen
to
teacher and take
note new words.

Task 1
-T asks Ss that they are going to listen to the tape and verify their - Ss work
prediction.
individually to
-T plays the tape once for Ss to do the task.
listen to the tapes
-T invites some Ss to answer the question in the textbook.
and do Task 1
-T gives out the correct answer.
-Ss give out the
Answer: They’re planning to go to see the
results after
“Titanic”.
listening to the
tape.
- Ss compare their
answers with a
friend and present
them on the board.
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 - Ss work in
listening.
individual to listen
-If Ss can, T asks them to give the answers and write them on the board.
to the tapes and do
-T plays the tape once for Ss to check their answers.
Task 2.
-If not, T asks Ss to listen to the tape again and write down the girls’ plans
in note forms.

-Ss give out their
-T asks Ss to work in pairs to compare their answers.
guesses before
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

3 minutes

Postlistening

10 minutes
Homework
3 minutes

-If there are a lot of Ss having the same wrong answer, play that point of listening to the
the tape for Ss to check the answers again.
tape three times.
-T gives feedback and correct answers.
* Expected answers:
- Ss compare their
answers with a
friend and present
Lan
Huong
them on the board.
Mon
See a play
Tue

Work and go to
Wed
singing club
Visit
Thu
grandparents
-Ss take note the
Fri
Study Chinese
correct answers on
Sat
Work (busy)
the extra board.
Sun
Go on a picnic
Task 3
-T asks the whole class what day Lan and Huong can meet.
-Ss
work
-T invites Ss to explain their anwers.
individually and
* Suggested answers: Tuesday (because they are
answer
the
both free on Tuesday)
questions.
Summary
-T asks Ss to work in pairs and take turn to summarise the conversation -Ss work in pairs
between the two girls, basing themselves on the notes they have taken for to do the task.
Task 2.

-T goes around offering help.
-Ss work in pairs
-T calls some Ss to tell the class again about Lan and Huong’s plans.
to perform the
-T asks Ss to work in pairs and role play the conversation.
conversation.
-T invites some pairs to perform on front of the class and gives feedback.
-Ss listen to T’s
remarks.
-T summarize the main points.
-T asks Ss to learn by heart all new words
- Ss listen and take
-T asks Ss to prepare WRITING for the next period.
notes

Date:March 16th,2009
Period :85
Unit 13(cont.)

FILMS AND CINEMA

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:

Stages/Time
Teacher’s Activities
Students’ Activities
Competition game – Singing songs in films
Warm-up
-T divides the class into two big groups: A and B.
-T asks each group to take turn to sing as many songs in -Ss play the game in groups
(7 minutes)
films as possible.
-The group has more songs will be the winner.
Task 1 – Working with the model
-T introduces the task and draws this table of summary on
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

the board:

-Ss work in groups.

Pre-writing

10 minutes

-Ss listen to T’s guidance and
do the task.

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.

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.
20 minutes
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.
Post- writing Talking
-T asks Ss to work in groups of 4-5 to tell about their
6 minutes
favourite kinds of films.

Homework
-T summarise the main points in the lesson.
-T asks students to complete all of the tasks in the textbook.
2 minutes
-T asks students to prepare Language Focus for next
period.
Date:March 18th,2009
Period : 86

-Ss go the board to write their
sentences.

-Ss take notes the correct
answers.

While-writing

Unit 13(cont.)

-Individual work

-Pair work and whole class

-Ss work in groups

-Ss listen and take notes

FILMS AND CINEMA

Lesson

LANGUAGE FOCUS
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:
Stages/Time

Teacher’s Activities

Students’ Activities
Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

Warm-up

Films telling
-T invites some Ss to tell the films that they have seen recently.

(4 minutes)

Pronunciation
7 minutes

Vocabulary
7 minutes

8 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.
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
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 in groups,
playing the game as
guided.
-Ss observe and listen
to teacher’s guidance.
-Ss listen.
-Ss
pronuncation.

practise

-Ss listen carefully &
work in pairs to read
the sentences.
-Ss work individually.
- Ss work in groups
and do the task.

-Ss listen T’s
explanation and take
note.
-Ss work individually,
doing
the exercise,
then exchange the
results with a partner to
take peer correction.

- Ss listen and take
notes.

Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

Grammar
8 minutes

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)
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:
1. a
2. the
3. the

Homework
3 minutes

4. an
5. a
6. a

7. the
8. the
9. the

10. a
11. a
12. the

13. the
14. an
15. a

-Ss work individually.

-Ss work individually
and then check again
with a friend.

-Ss listen & take note.

-Ss work individually
and then check their

answer with a partner.

16. a
17. the
18 .a

- T asks Ss to continue doing the remaning exercises.
- T asks Ss to prepare Unit 14

-Ss listen
notes

and

take

Teacher in-charge: Nguyễn Thị Lan Anh


Lesson Plan – Grade 10

Teacher in-charge: Nguyễn Thị Lan Anh