Tác giả: Tràn Thị Chiến
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Mô tả: Date of planning: 23/02/2024 Period 67 UNIT 7: MOVIES Lesson 2 - Part 1 (Page 57) – New words and Reading I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - express opinions and exchange information about movie 2. Ability - improve Speaking skill and read for specific information. - develop the ability to communicate and cooperate with their partners, to self - study, to solve problems and other skills 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “movies”. II. TEACHING AIDS AND LEARNING MATERIALS Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURES 1. Organization 1’ Class Date of teaching Absent students 6A 6B A. Warm up (5’) a) Objective: To help Ss relax, and get interested in the topic of the lesson b) Content: Chatting c) Product: Ss talk about a movie. d) Competence: Collaboration, communication, public speaking, critical thinking e) Organization of the activity: Teacher’s activities Ss’ activities - Greet Ss with a big warm/lovely smile to make Ss feel motivated * Option 1: - Encourage a student to tell the class about an exciting movie he/ she has seen recently * Option 2. - Elicit some adjectives describing movies from the Ss using a spidergram to lead into the new lesson - Explain some new words if necessary - Tell the story of a movie in front of the class * Possible answer: Titanic is a romantic movie, directed by James Cameron. It stars Leonardo Dicaprio and Kate Winslet. The movie is about the sinking of the ship Titanic on its first voyage. The movie has a sad ending – the Titanic sinks and more than a thousand people die in the disaster. - Add adjectives to the spidergram * Possible answers: disappointing, exciting, amazing, boring, fantastic, terrible, funny, awful, great, gripping, scary, hilarious, violent, moving, shocking, ... - Listen to the meanings and copy them down in their notebooks - Listen and repeat them B. New lesson (35’)  Activities 1: New words (15’) a) Objective: To use some adjectives to describe movies.... b) Content: Filling in the blanks, talking about kinds of movies.... c) Products: Ss can use a number of adjectives to express opinions about movies. d) Competence: Collaboration, communication e) Organization of the activity: Teacher’s activities Ss’ activities * Presentation: a. Fill in the blanks with the opposite adjectives. Listen and repeat. - Pre-teach new words if necessary Memory game: What and Where - Write the words on the board, put each word in a circle. - Ask Ss to chorally say the words - Rub out the word one by one - When all the circles are empty, ask Ss to say the words again; make sure the Ss can remember the words in association with the circles. - Call some Ss to go on the board and write the words in correct circles again. - Ask Ss to fill in the blanks with the opposite adjectives - Give feedback Practice b. Talk about kinds of movies you like and don't like using the adjectives. - Give an example - Let Ss do the speaking task - Give feedback and correct the answers * New words: terrible, sad, boring, funny, exciting, great, awful. - Listen carefully and write down new words in their notebooks. - Repeat the words chorally - Say the words again and memorize which word is in which circle - Go to the board and write the words in correct circles - Work individually to fill in the blanks - Give the answers * Answer keys: terrible - fantastic sad - funny awful - great boring - exciting - Work in pairs - Talk about the kinds of movies they like and don't like using the adjectives * Possible answers: + I think science fiction movies are very great/ useful. + I think "Crazy Coconut", a romantic comedy, is very funny and entertaining.  Activity 2: Reading (20’) a) Objective: To be able read for main ideas and specific information b) Content: Underlining the correct final sentences/ reading the reviews again and answering the questions. c) Products: Ss can understand the main ideas of the movie reviews and identify some specific information about them. d) Competence: Collaboration, communication, analytical and synthesizing skills e) Organization of the activity: Teacher's activities Ss' activities * Pre - reading: - Set the context/ Introduce the topic of the reading task. * While - reading: a. Tina wrote two movie reviews for her blog. Underline the correct final sentences. - Have Ss read the two movie reviews and underline the final sentences. - Check the answer as a whole class. - Give feedback b. Now, read the reviews again and answer the questions. - Let Ss look at the questions, underline the key words - Have Ss read the two movie reviews again and answer the questions - Give feedback and correct the answers * Post - reading - Encourage Ss to give a short review of their favorite movies using the ones they’ve just read as models - Read the movie reviews individually - Share the answers with their partners (in pairs) - Give the reasons for their choice * Answer keys: - Picture Day: Don't watch this movie. - Sally's Travels: What a fantastic movie! - Look at the question’s individual - Read them again and answer the questions individually - Give answers as a whole class. * Answer keys: 1. a sad drama 2. It was boring 3. an action movie 4. It was exciting 5. She was very funny. - Do an oral movie review (individually) in front of the class C. Consolidation (3’) - Ask Ss to recall the vocabulary they have learned in the lessons and think of some sentences containing these vocabulary items - Ask some Ss to say their sentences to the class - Ask the rest of the class to comment on the sentences - Give feedback D. Homework (2’) - New lesson: adjectives used to express/ describe movies. - Talk about kinds of movies you like and don't like using the adjectives. - Do exercises a, b, c on page 40 in the workbook. - Prepare for the next lesson: Grammar (page 58) ************************* Date of planning: 23/02/2024 Period 68 UNIT 7: MOVIES Lesson 2 - Part 2 (Page 58) –Grammar I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - use the Past Simple with "to be" was/ were to talk about completed events, states, or actions. 2. Ability - improve the use of language, writing, speaking skills. - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “movies”. II. TEACHING AIDS AND LEARNING MATERIALS. Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURES 1. Organization 1’ Class Date of teaching Absent students 6A 6B A. Warm up (5’) a) Objective: To review adjectives Ss have learnt, help them relax and feel motivated b) Content: Playing "Bingo" c) Product: Ss can use adjectives they learnt correctly d) Competence: communication, understanding instructions e) Organization of the activity: Teacher’s activities Ss’ activities BINGO (Teacher - whole class) - Ask each student to get a small piece of paper and write down 5 of the adjectives from the previous lesson - Prepare a list of adjectives: disappointing, exciting, amazing, boring, fantastic, terrible, funny, awful, great, gripping, scary, hilarious, violent, moving, socking, ... - Give instruction to the game: Every time the T calls out an adjective, if anyone has the same word, they cross it out. The first person to cross out all 5 adjectives shouts "Bingo" and wins the games. - Call out each word in a loud voice - Write 5 adjectives on a piece of paper - Listen to the teacher carefully - Cross out the words the T calls out, if any B. New lesson (35’) - Grammar a) Objective: To help Ss understand and use the past simple tense with "to be" b) Content: Circling the correct verbs, completing the table and dialogue c) Products: Ss can use the past simple to talk about completed events, states, or actions. d) Competence: Collaboration, communication, critical thinking, public speaking e) Organization of the activity: Teacher’s activities Ss’ activities * Presentation: a. Listen and repeat. - Have Ss look at the picture. - Play the audio - Play the audio again - Explain the use of the past simple tense with "to be" - Make sure Ss understand the key terms: completed event, states, or actions - Emphasize that the verb “to be” is mainly used for states * Practice: b. Circle the correct verbs. - Demonstrate the exercise using the example (EX1) - Ask student to read the sentences and circle... - Give feedback c. Look at the table and complete the dialogue. - Demonstrate the activity by using the example. - Have Ss write Ann’s answers - Check Ss’ answers d. Now, practice the conversation with your partner. - Ask Ss practice the dialogue in pairs - Ask each pair to replace the provided information with their own information and continue to practice for fluency - Call some pairs to role-play the dialogue in front of the class Optional activity (If time is given) - Have Ss practice similar conversation in pairs by replacing Ann’s answers with others - Walk around and give support if necessary - Have some volunteers deliver the conversation in front of the class - Listen and read the speech bubbles - Listen and repeat - Look at the grammar explanation/ grammar table with the different forms - Listen and copy down in their notebooks - Read the sentences aloud - Listen carefully - Read the sentences and circle the correct verbs (individual work) - Give the answers * Answers: 2. was 3. was 4. were 5. Were 6. was - Read the dialogue carefully - Write Ann's answers and compare the answers with their partners * Answer keys: 1. It was the Great Bananas. 2. Yes, it was very funny. 3. It was on at 4: 45 p.m. 4. They were Time 7 and Earth life. 5. They were exciting. 6. They were on at 7:30 p.m. and 9 p.m. - Work in pairs to practice the conversation - Demonstrate the dialogue in front of the class -Work with another partner to practice similar conversations -Deliver conversations/ Observe C. Consolidation (3’) - Go over the grammar point again to make sure students have clearly understood the use of the simple past tense with different forms of the verb “to be” D. Homework (2’) - Prepare for the new lesson on page 59 - Do the Listening and Grammar exercises on page 41 in the workbook ********************** Date of planning: 23/02/2024 Period 69 UNIT 7: MOVIES Lesson 2 - Part 3 (Page 59) – Pronunciation, Practice and Speaking I. OBJECTIVES By the end of the lesson, Ss will be able to… 1. Knowledge - pronounce most two-syllable adjectives learnt with correct primary stress. - exchange information about movies. 2. Ability - improve pronunciation and speaking skills. - develop the ability to communicate and cooperate with their partners, to self-study, to solve problems and other skills 3. Quality - have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “movies”. II. TEACHING AIDS AND LEARNING MATERIALS. Lesson plan, PPT slides, student’s book, workbook, notebook, personal computer (if any), projector/TV, speakers, DCR & DHA on EDUHOME, handouts… III. PROCEDURES 1. Organization 1’ Class Date of teaching Absent students 6A 6B A. Activity 1: Warm up (5’) a) Objective: To help Ss relax, and to arouse Ss' interests in the new lesson. b) Content: Playing a memory game c) Product: Student know how to play the game d) Competence: Collaboration, communication, concentration and memorization e) Organization of the activity: Teacher’s activities Ss’ activities - Greet Ss with a big warm/lovely smile to make Ss feel motivated. * Teacher - whole class - Prepare 12 cards with a number (from 1 to 12) on one side, and an adjective and its meaning in Vietnamese on the other side, i.e. 6 adjectives and 6 Vietnamese meanings - Stick the cards on the board so that the Ss can only see the numbers; make sure the adjectives and their meanings are mixed up - Divide the class into teams and ask them to choose two numbers at the same time - Turn the cards over if the match: Ex: sad – buồn, that team gets one point. If not, turn the cards to hide the words again and ask the next team to continue to choose numbers - Continue until all the cards are turned over. The team that has more points will win the game. - Tell it in front of the class 1 2 3 4 5 6 7 8 9 10 11 12 * Possible answers: 1. terrible 2. sad 3. Fantastic 4. khủng khiếp 5. tuyệt vời 6. funny 7. exciting 8. buồn 9. hài hước 10. thú vị 11. boring 12. chán B. New lesson (35’)  Activities 1: Pronunciation - Word Stress (5’) a) Objective: To pronounce two-syllable adjectives with correct stress b) Content: Listening, saying the words with correct stress.... c) Products: Ss know how to pronounce two-syllable adjectives. d) Competence: Collaboration, communication, critical thinking e) Organization of the activity: Teacher’s activities Ss’ activities * Presentation: a. Stress the first syllable for most two-syllable adjectives. - Briefly explain the pronunciation feature / stressed syllable of 2-syllable adjectives b. Listen to the words and focus on the underlined letters. - Play the audio (CD2 - 21) and draw Ss' attention to the stressed syllable - Play the audio (CD2 - 21) again and draw Ss' attention to the stressed syllable c. Listen and cross out the one with the wrong word stress. - Play the audio and have Ss listen and cross out - Play the audio again and check the answer as a whole class d. Read the words with the correct stress to a partner. - Have Ss practice saying the words with the correct words stress - Give back and correct - Listen to the explanation carefully and copy down * Notes: - Word stress (chủ âm của một từ) là một vần hay một âm tiết của từ đó được đọc mạnh và cao hơn những vần còn lại, nghĩa là phát ra âm đó với một âm lượng lớn hơn và cao độ hơn. - For most two-syllable adjectives, they are stressed on the first syllable (Hầu hết các tính từ hoặc danh từ có 2 âm tiết thì trọng âm thường được nhấn ở âm tiết thứ nhất: Ex: early, happy, better - Listen carefully - Listen and repeat with a focus on the pronunciation feature/ stress syllable Ex: awful boring action (movie) - Listen carefully to focus on the wrong word stress and cross out - Give the answer * Answer: funny - Wrong. Stress is on the second syllable. - Practice saying the words: happy, busy, careful, lucky, healthy... •  Activity 2: Practice (15’) a) Objective: To express opinions and exchange information b) Content: Practicing in pairs c) Products: Ss expressing opinions and exchange information about movies. d) Competence: Collaboration, communication, critical thinking, public speaking e) Organization of the activity: Teacher's activities Ss' activities a. Practice the conversation using the information below. Swap roles and repeat. - Demonstrate the conversation by doing role-play with a student - Have Ss practice the conversation - Have some pairs perform the conversation in front of the class b. Practice with your own ideas. (Production - free practice) - Have Ss practice the conversation with their own ideas - Have Ss demonstrate their own conversation - Practice the conversation with teacher. - Work in pairs - Swap roles and repeat using the adjectives and ideas/ cues given on the right - Demonstrate the activity in front of the class - Work in pairs. Swap roles - Demonstrate the activity in front of the class  Activity 3: Speaking - What Was on at the Movies? (15’) a) Objective: To start a conversation in a friendly way, to talk about movies b) Content: Practicing in pairs, completing the table c) Products: Ss know how to start a conversation in a friendly way, to use what they have learnt to produce the language in communication d) Competence: Collaboration, communication, critical thinking, public speaking, creativity e) Organization of the activity: Teacher's activities Ss' activities a. You love watching movies. Student B (p.125 - File 11). Student A, talk to Student B and complete the table with their answers. Swap roles. Student A (p.121- File 3) - Demonstrate the activity by practicing the role play with a student - Have Ss work in pairs - Have student B turn to page 125, File 11 - Have Ss practice in pairs - Have student A turn to page 121, File 3 b. Ask and answer with your own information (Production - free practice) - Let Ss practice asking and answering with their own information. - Ask Ss demonstrate the activity - Student - teacher - Work in pairs - Turn to page 125, File 11 - Ask and answer to complete the table - Swap roles and repeat - Work in pairs - Demonstrate/ share their ideas with the class C. Consolidation (3’) - Go over the key points of the lesson with the whole class - Check these points by asking some Ss at random to demonstrate the points, e.g. write an adjective on the board and ask a certain S “How do you pronounce/say this word?”; or ask “What questions can we use to ask about a movie?” and appoint some Ss to contribute the answers D. Homework (2’) - Pronunciation: Stress the first syllable for most two - syllable adjectives. - Practice speaking: What was on at the movies with your classmates. - Do homework: Grammar/ writing on page 41/ (workbook) * Prepare for the next lesson: Unit 7 - Lesson 3 - New words, Listening, Useful language (page 60) - Think of some famous people from history in movies you