Unit 13. Films and cinema

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LESSON PLAN

Student Teacher: Lê Thị Diễm Tú
Supervisor: Trần Tử Di

Week:
Period:

Date of preparation:
Date of presentation:
Class: 10A2

Unit 13: FILMS AND CINEMA

Language Focus

Time: 90 minutes
I.OBJECTIVES:

At the end of lesson, students will be able to:

Knowledge: pronounce the two sound /f/ and /v/ correctly; use attitudinal adjectives to
describe films or to express their opinion about particular films; use structure “ it was not
until … that …” and articles “a/an/the” appropriately.

Skill: listening, writing

II. TEACHING METHODS: Integrated, mainly communicative

III. TEACHING AIDS: board, textbook,….

IV. TEACHING STEP:

A. Classroom procedure:
1. Greetings

2. Checking attendance

B. New lesson:

Stages & Content T’s activities Ss’ activities

I. Wrapping checking: ( 5mins)

Talk about the films you have seen/ 
your favourite films.

II. Pronunciation: (10 mins)
1. Presentation: /f/ - /v/

/ f / : a voiceless sound
/ v/ : a voiced sound

I. Wrapping checking:

- Asks two students to talk about the
films they have seen.

- Asks another student to give
remarks.

- Checks and gives a mark.

II. Pronunciation:

Presenting the two sounds

- Says the sound alone clearly and
slowly.

- Asks the whole class to say the two
sounds in chorus.

- Asks 3 individual students to say
the sounds.

- Explains how to make the sounds.

Practice saying the sounds in 
words and in sentences

- Two Ss talk about the
films they have seen. .
- Give remarks.
- Listen to the teacher.

Individual work

-Listen carefully to the
teacher’s model.
- Listen and repeat.
- Some students say the
sounds.

- Listen and try to make
the sounds themselves.

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Task 1: Practice in words
 / f / / v /

fan van 
 first vine
 form view
 fiction vote
 photograph Stephen
 enough leave

Task 2: Practice in sentences

1. He feels happy enough

2. I want a photograph for myself and
my wife

3. Would you prefer a full photograph
or a profile?

4. Stephen is driving a van full of
vines

5. We used to live in a village in the
valley.

6. They arrived in the village on a
van.

Task 3: Choose the underlined part 
which is differently pronounced 
from the others.

1. Wife knife leaves leaf
2. First fan leave laugh
3. Off of few prefer
4. Though laugh life film

Keys:

1. leaves 2. leave 3. of 4. though

II. Grammar and vocabulary 
1. Adjectival forms of a verb:

- The –ING form
- The –ED form

Rules :

- Adjective ending with ING used
with nouns referring to things
implying the active meaning.
It expresses the influence of
something on us.

- Adjective ending with ED used with
nouns referring to people, implying
the passive meaning.

Task 1: Practice in words 
(handout)

- Reads the words and asks the whole
class to repeat.

- Asks 2 students to repeat the words
and gives corrections if necessary.

Task 2: Practice in sentences 
(textbook, p.139)

- Asks the students to underline the
words containing the sounds /f/
and /v/ in the given sentences.
- Asks the students to practice the
sentences in pairs.

- Calls 2 students to read the

sentences aloud and give corrections

Task 3: Choose the underlined 
part which is differently 
pronounced from the others.

- Asks the students to choose the
underlined part which is differently
pronounced from the others.

- Checks the answers with the whole
class

Examples:

+ What do you think about this film?
→ It is interesting. I am interested in
this film.

Talks to students: “So when did I use
an adjective ending with ING and
when with an adjective ending with
ED?”

- gives the rules of using adjectival
forms of a verb.

- Repeat in chorus.
- 2 students repeat the
words.

Individual work

- Underline the words
containing the 2 sounds.
- 2 students repeat the

sentences.

Individual work

- Do the exercise

- listen and correct

- listen and take notes

- Discuss the question

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It expresses our feeling.
Example:

This is such an exciting story that
many people are excited about it.

Exercise 1: Write the adjectival 
forms of the verbs

● Vocabulary:

- Fascinate (v) làm mê hoặc
- Terrify (v) làm khiếp sợ

- Horrify (v) làm khiếp sợ, làm kinh
ngạc, gây sốc

- Surprise (v) làm ngạc nhiên

- Embarrass (v) làm lung túng, làm
bối rối

- Excite (v) kích thích, khích động
- Irritate (v) làm phát cáu

- Bore (v) làm cho chán

- Amuse (v) làm cho cười, làm cho
vui cười

- Frustrating (v) làm thất bại, làm nản
lòng, làm thất vọng

● Write the adjectival forms of the 
verbs.

Answers :

1. fascinating 2. exciting
3. terrifying 4. irritating
5. horrifying 6. boring
7. surprising 8. amusing
9. embarrassing 10. frustrating

Exercise 2 :Complete the sentences 
with the correct adjectives( -ing 
form or -ed form )

1. It’s been raining all day. I hate this

weather. (depress)

a) The weather is ________.
b) This weather makes me ______.
2. Astronomy is one of Tan’s main
interests. ( interest)

a) Tan is _____ in astronomy
b) He finds astronomy very _____.
3. I turned off the television in the
middle of the program. (bore)
a) The program was _______.
b) I was bored with the program.

- asks students to give examples

Exercise 1:

- introduces vocabulary

- reads these words and asks students
to repeat.

● Write the adjectival forms of the 
verbs.

- explains the task and give example:
Interest → interesting

- asks students to do the task

- checks exercise with the whole
class

Exercise 2 :Complete the sentences
with the correct adjectives( -ing 
form or -ed form )

- introduces exercise and gives
examples:

1) A boy is watching a film which is
about a ghost’s life. (horrify)

a) The ghost in the film makes the
boy horrified

b) The ghost is really horrifying for
him to watch

2) The movie wasn’t as good as we
had expected. (disappoint)

- give some examples

- listen and take notes
- repeat

Individual work

- listen and take notes

- do the exercise
- listen and take notes

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4. Lan is going to Singapore next
month. She has never been there
before. (excite)

a) Lan is really _____ about going to
Singapore.

b) It will be an ______ experience for
her.

5. Huong teaches small children. It’s a
hard job. (exhaust)

a) Huong often finds her job _____.
b) At the end of the day’s work she is
often _______.

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

2.It was not until…that …:
Example:

I did not know how to ride bicycle
until went to high school.

→It was not until I went to high
school that I knew how to ride
bicycle.

Form:

It was not until + point of 
time/clause (past tense) + that + 
clause (past tense)

Usage: to emphasize the point of 
time in the past when some events
happened

Exercise 3: Rewrite the sentences.

1. She didn’t become a teacher until
1990.

It was not until 1990 that she became
a teacher.

2. He didn’t know how to swim until
he was 30.

It was not until he was 30 that he

knew how to swim.

a) The movie was disappointing

b) We were disappointed with the
movie.

- has the students work in individual
and do the exercise

- asks some students to read aloud
their sentences and ask them to give
the meaning of the sentences

- corrects the students answers.

2.It was not until…that …:

- Gives example:

I didn’t study English before 1993.
I started studying English in 1993.
So it was not until 1993 that I started
studying English.

- asks students to talk about what
they know about this structure.
- Asks students to determine the
form and the usage of the structure.
- writes the form on the board.

Exercise 3: Rewrite the sentences

- explains the task and give example
The cinema did not become an
industry until 1915

→ It was not until 1915 that the 
cinema became an industry

- asks students to work in pairs to do
the task

- asks some students to write down

- work in individual and
do the exercise

- some students read
aloud their sentences and
give the sentences’
meaning.

- take notes.

- listen and take notes

- talk bout what they
know about this structure
- determine the form and

the usage of the structure.
- take notes.

Pairs work

- listen

- work in pairs to do the
task

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3. They didn’t begin to learn English
until 1980.

It was not until 1980 that they began 
to learn English.

4. The boy didn’t do his homework
until his father came home.

It was not until his father came home
that the boy did his homework.
5. The football match didn’t start until
the lights were on.

It was not until the lights were on 
that the football match started.

Task 4: (hand-out)

Write one sentence with “until”,

then transform it to the another one 
with structure “It was not until … 
that …”. Remember to use the verbs 
in correct forms

1. 2006/Vietnam/join the WTO
→Vietnam did not join the WTO until 
2006

→It was not until 2006 that Vietnam 
joined WTO

2. 8pm/the movie/start

→ The movie did not start until 8pm
→ It was not until 8pm that the movie
started

3. she was graduated/she/travel abroad
→ She did not travel abroad until she
was graduated

→ It was not until she was graduated 
that she traveled abroad

4. I was 20/I/meet my lover

→ I did not meet my lover until I was
20

→ It was not until I was 20 that I met
my lover

5. He was 3/ start talking/ my younger
brother

→ My younger brother did not start
talking until he was 3

→ it was not until my younger brother
was 3 that he started talking.

2. Articles : a, an, the

their sentences on the board
- corrects students sentences

Task 4: (handout)

Write one sentence with “until”, 
then transform it to the another one
with structure “It was not until … 
that …”. Remember to use the verbs
in correct forms

- gives handout for students and asks
students read through the hand-out.
- explains the exercise

- gives example

The child/go to sleep/her mother 
came home

→ The child did not go to sleep until
her mother came home

→ It was not until her mother came 
home that the child went to bed.
- asks students do the exercise
quickly

- asks students to exchange their
hand-out.

- gives the answers and then asks
them to check their friends work.

down their sentences on
the board

- take notes.

Individual work

- read through the
hand-out

- listen