Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 8: Films

 about something
 a play, film or TV show that is intended to be funny, 
 4. comedy (n) /ˈkɒmədi/ usually with a happy ending; plays, films and TV phim hài
 shows of this type
Assumptions 
 Anticipated difficulties Solutions
1. Students may be lack of knowledge about types of films and - Prepare some photos/ posters of films and suggestions on vocabularies 
adjectives describing films and structures to describe films.
2. Students may have underdeveloped listening, reading and - Play the recording many times if any necessary.
co-operating skills. - Encourage students to work in pairs, in groups so that they can help 
 each other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 8: FILMS
 Lesson 1: Getting Started – Let’s go to the cinema tonight!
 *Warm-up
 Chatting and describing the picture.
 I. Vocabulary
 1. fantasy (n)
 2. horror film (n)
 3. documentary (n)
 4. comedy (n)
 II. Practice
 Task 1: Listen and read.
 Task 2: Read the conversation again and choose the correct answer to each question.
 Task 3: Choose the correct word or phrase to complete each of the following sentences. PRESENTATION - To provide students Vocabulary: 10 mins
 (VOCAB- with vocabulary. * Teacher introduces the vocabulary asking students to brainstorm the T-Ss
 PRE-TEACH) - To help students be types of films they like to see.
 well-prepared for the ** Teacher writes all students’ answers on the board. T-Ss
 listening and reading *** Teacher circles or highlights the following words and discuss the T-Ss
 tasks. meanings of these words:
 1. fantasy (n)
 2. horror film (n)
 3. documentary (n)
 4. comedy (n)
 **** Teacher checks students’ pronunciation and gives feedback. Teacher T-Ss
 reveals that these four words will appear in the reading text and asks 
 students to open their textbook to discover further.
 PRACTICE To have students get to TASK 1: LISTEN AND READ. (p.82) 15 mins
 know the topic. * Teacher can play the audio more than once. T-Ss
 ** Students listen and read. S
 *** Teacher can invite some pairs of students to read aloud. Ss-Ss
 **** Teacher checks students’ pronunciation and gives feedback. T-Ss
 To have students get TASK 2: READ THE CONVERSATION AGAIN AND CHOOSE THE CORRECT 
 specific information of ANSWER TO EACH QUESTION. (p. 83)
 the text. * Teacher tells students to read the conversation again and work 
 independently to find the answers. T-Ss
 ** Students do the task individually.
 *** Teacher allows students to share their answers before discussing it as a S
 class and encourages them to give evidence. Pair work
 **** Teacher calls some students to give the answers and gives feedback.
 Answer key: T-Ss
 1. b
 2. a
 3. a
 4. c 5. interesting
PRODUCTION To check students’ TASK 5: WORK IN PAIRS. ASK AND ANSWER ABOUT A TYPE OF FILM. USE 10 mins
 vocabulary about types of SOME OF THE ADJECTIVES IN TASK 4. (p. 83)
 films and adjectives * Teacher models this activity with a more able student first. T-Ss
 describing films as well as ** Teacher asks students to work in pairs. Pair work
 improve pair work skill. *** Teacher can go around to help weaker students. T-Ss
 **** Teacher calls on some pairs to practise in front of the class. Ss-Ss
 Example:
 A: Do you like documentaries?
 B: No, I don’t.
 A: Why not?
 B: I think they’re boring.
 WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
 students have learnt in 
 the lesson.
HOMEWORK To prepare vocabulary for Prepare at least 3 adjectives describing the types of films you like. T-Ss 2 
 the next lesson: A closer min
 look 1. Anticipated difficulties Solutions
 1. Students may be lack of knowledge about film names and - Prepare some photos/posters of films and suggestions on 
 structures to describe films vocabularies and structures to describe films.
 2. Students may have underdeveloped listening, speaking and - Play the recording many times if any necessary.
 co-operating skills. - Encourage students to work in pairs, in groups so that they 
 can help each other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 8: FILMS
 Lesson 2: A closer look 1
 *Warm-up
 Mime game: poster – types of films 
 I. Vocabulary
 1. dull (adj)
 2. violent (adj)
 3. confusing (adj)
 4. shocking (adj)
 5. enjoyable (adj)
 II. Practice
 Task 1: Work in pairs and match the adjectives with the definitions. (Ex.1)
 Task 2: Complete Ex.2, underline KEYWORDS, listen to the recordings and check the answer.
 Task 3: Role-play: Reporter – Film Critic. (Ex.3)
 Task 4: Listen and repeat, practice pronouncing. (Ex. 4)
 Task 5: Listen and practice the sentences.
 Task 6: Game: Broken telephone.
 *Homework:
III. PROCEDURES VOCABULARY To introduce the new Vocabulary: 15 mins
 (PRE-TEACH) words. * Teacher introduces the vocabulary. T-Ss
 ** Teacher introduces the vocabulary by: T-Ss
 - providing the pictures;
 - providing the definition of the words.
 1. dull (adj)
 2. violent (adj)
 3. confusing (adj)
 4. shocking (adj)
 5. enjoyable (adj)
 *** Teacher asks students to repeat. T-Ss
 *** Teacher rubs out and checks. T-Ss
 To practice the TASK 2: COMPLETE, UNDERLINE KEYWORDS, LISTEN TO THE RECORDINGS 
 targeted language AND CHECK THE ANSWER. (Exercise 2, p. 84)
 (adjectives) and * Teacher asks students what KEYWORD is and to pay attention to the T-Ss
 activate the KEYWORDS in Ex. 2.
 background ** Teacher asks students to do Ex. 2. Have students do the task individually. Ss
 knowledge. *** Ask them to share their answers in pairs before checking the answers as Pair work
 a class. 
 To help students **** Teacher then encourages students to explain their answers. Correct if T-Ss
 practice using the necessary.
 adjectives to describe 
 films. Answer key:
 1. shocking
 2. dull
 3. enjoyable
 4. violent
 5. confusing
 TASK 3: ROLE-PLAY: REPORTER – FILM CRITIC. (Exercise 3, p. 84)
 Pair work: Role-play: Reporter – Film Critic 
 * Teacher sets the scene. Ask some students to explain to each student to T-Ss
 check their understanding of their roles and the situations. To test students' quick TASK 6: GAME: BROKEN TELEPHONE.
 reaction to the * Teacher explains the rules: T-Ss
 targeted sounds. Teacher calls 16 students and divides them into 2 teams standing in 2 lines. 
 The first student from each line will be shown 1 short sentence containing 
 words with the /ɪə/ and /eə/ sounds. Team members have to whisper one by 
 one till the last. The last student from each line runs to the board and writes 
 down the sentence. The faster one with the correct sentence will be the 
 winner. 
 ** Students play the game. Group work
 *** Teacher helps students in the game. T-Ss
 **** Teacher gives feedback. T-SS
 WRAP-UP To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins
 students have learnt 
 in the lesson.
HOMEWORK To prepare vocabulary Write some sentences to describe at least 3 classmates. T-Ss 1 min
 for the next lesson: A 
 closer look 2. Assumptions 
 Anticipated difficulties Solutions
 1. Students may find confused when to use the connectors: - Give short and clear explanations with legible examples for each 
 although /though and however case.
 2. Students may have underdeveloped speaking and co- - Give clear instructions, give examples before letting students work 
 operating skills. in groups.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 8: FILMS
 Lesson 3: A closer look 2
 *Warm-up
 Game: Sentence puzzling
 I. Grammar focus
 Connectors: Although/Though and However
 II. Practice
 Task 1: Combine the two sentences, using although/ though.
 Task 2: Complete the sentences, using although/ though or however.
 Task 3: Use your own ideas to complete the following sentences. Then compare your sentences with a partner’s. 
 Task 4: Choose the correct answer (A, B, or C) to complete each sentence. 
 III. Production
 Task 5: Game – Chain story with although/ though.
 *Homework
III. PROCEDURE
Notes:
In each activity, each step will be represented as following 
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback the connectors: We use although/ though before a clause to connect two contrasting ideas 
 although/though and in the same sentence.
 however. Examples:
 - Although/ Though John Peters is an amateur actor, he gave a great 
 performance in his latest film.
 - John Peters gave a great performance in his latest film although/ though 
 he is an amateur actor.
 However
 We use however to contrast ideas in two sentences. We normally use a 
 comma after it.
 Example:
 John Peters is an amateur actor. However, he gave a great performance in 
 his latest film
 *** Teacher and students discuss the answers. T-Ss
 **** Teacher confirms the answers and gives feedback. Ss-Ss
PRACTICE To check students’ TASK 1: COMBINE THE TWO SENTENCES, USING ALTHOUGH/ THOUGH. 15 mins
 understanding of the (p. 85) T-Ss
 connectors * Teacher has students work individually. Ss
 although/though. ** Students work individually to combine the sentences. Pair work
 *** Teacher lets students work in pairs and exchange the answers before 
 checking with the whole class (explain each sentence if necessary). T-Ss
 **** Teacher confirms the answers and gives feedback.
 Answer key:
 1. Although the questions were very difficult, he solved them easily.
 2. Although he was a great actor, he never played a leading role in a film.
 3. Although they spent a lot of money on the film, it wasn’t a big success.
 4. Although the film was a comedy, I didn’t find it funny at all.
 5. Although We played well, we couldn’t win the match.
 TASK 2: COMPLETE THE SENTENCES, USING ALTHOUGH/ THOUGH OR 
 To check students’ HOWEVER. (p. 85)
 understanding of the * Teacher has students work individually. T-Ss