Giáo án Tiếng Anh 7 - Period 65 đến period 71

checking with the whole class. 
*key:
1. interested 2. embarrassing 
3. exciting 4. disappointed
5. exhausted 6. surprising
7. confused 8. frightening
Exercise 3: Choose the correct adjectives.
-Asks Ss to do the exercise individually and then checks with the whole class. When checking, asks Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them.
*Key:
1. moving 2. frightened 
3. disappointed 4. amazed
5. terrified
Exercise 4a. Work in pairs. Look at the questions below. Tell your partner how you felt, using –ed adjectives.
-Models this activity with some more able Ss. Then, asks Ss to work in pairs. T may go around to help weaker Ss. Calls some pairs to practise in front of the class.
Example: I felt terrified before my last Maths test.
4b. Now use –ing adjectives to describe these things and experiences in your life.
-Models this activity with some more able Ss. Then, asks Ss to work in pairs. T may go around to help weaker Ss. Calls some pairs to practise in front of the class.
Example: The last film I saw was called Norwegian Wood. It was really moving.
4- Free-practice:
- Holds a game “guessing game”
B. PRONUNCIATION: 
1. Lead –in:
 - Asks: from the keywords can you extract the words with / t / , / id / and / d/
2. Pre-practice:
- Provides Ss with the rules of pronouncing the –ed ending in verbs
 +Pronounce /t/ after voiceless sounds: /p, k, f, s, sh, ch, gh/. 
* Example: - Jump —-> jumped ; Cook —–> Cooked ; Cough —–> Coughed ; Kiss —–> kissed ;Wash —–> washed ;Watch —–> watched 
+ Pronounce /id/ after /d/ or /t/ sounds. 
* Example:  Wait —–> waited ;Add —–> added 
+ Pronounce /d/ after voiced sounds: /b, g, v, đ/th/, z, soft sound g, hard sound g/j/, m, n, ng, l, r/ and all vowels sounds 
* Example: 
- Rub —–> rubbed ;drag —–> dragged ;Love —–> loved ; Bathe ——> bathed;  Use ——> Used ; Massage —–> massaged ;Charge —–> Charged ; Name —–> named; Learn —–> Learned ; Bang —–> banged ;Call —–> called ;Care —–> cared ; Free —–> freed 
3. Control-practice:
Exercise 5: Listen and repeat the verbs. Pay attention to the sounds /t/, /d/, and /id/ at the end of each verb.
-Models the sounds /t/ /d/, and /id/ in different words with the ending –ed. 
-Plays the recording and ask Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, and /id/ at the end of each word. T may play the recording as many times as necessary. 
-Asks Ss to put the words in the correct columns while they listen. Ss compare their answers in pairs. Then checks.
*Remember: Asks Ss to look at the rules in the remember Box. Tell them the rules of pronunciation.
*Key:
/t/
/d/
/id/
watched
danced
walked
waited
needed
hated
played
bored
closed
Exercise 6: . Work in pairs. Ask and answer questions about the pictures. Then listen to the recording.
-Models this activity with a more able Ss. Then asks Ss to work in pairs. T may go around to help
- Calls some pairs to practice in front of the class. T checks pronunciation.
*Example: cry a lot/ laugh a lot
A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.
4. Free-practice:
- Holds a game in which students of 3 teams who write as many as possible the words with /t/, /d/, and /id/ in 2 minutes will be the winner.
IV. Homework:
-Asks the students to:
+ Learn by heart the words with sounds /t/, /d/, and /id/
+ Do execises in the workbook.
+ Prepare for A closer look 2.
VI. Remarks:
* Self-evaluation:
...
.. .. .. .. .. .. ..
Grade 7:	LESSON PLAN
Period 67: UNIT 8: FILMS
 Lesson 3: A CLOSER LOOK 2	
Date of preparation : January 18th , 2015
 Date of teaching :January 26th , 2015
Classes : 7A1
I.Aims and Objectives: 
+ Language content: To provide students with some new words relating to films.
-To teach the students some structures of although, despite / in spite of.
+ Language function: By the end of the lesson, Ss will use although, despite, and in spite of to express contrast between two prices of information in the same sentence. Use however and nevertheless to express contrast between two sentences.
+ Educational aim: To help student choose suitable films for their age.
II. Language Contents:
a- Vocabulary: revise
 b- Structure: 
	although+ clause
despite/ in spite of	 + noun / noun phrase
III. Techniques: pair work, group work, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m) 
 a- Warm up: Greeting.
 b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Asks sts to :
1. Write five adjective to describe the film
2. Choose the correct words
a. It is an interesting / interested story . I am interesting / interested reading it
b. We were terrified / terrifying of the ending of that horror film
3. Answer : What types of film do you like watching ? Why ?
- Gives remarks and mark
3- New lesson:
Time
Teaching steps
15’
15’
5’
2’
2’
A. Although, despite/ and in spite of
1.Warm-up: 
- Asks sts to rewrite the sentence using although
 All critics said this film was boring , but I was so interested that I saw it from beginning to end
Although all critics said this film was boring , I was so interested that I saw it from beginning to end
- Leads to the new lesson
2. Pre- practice:
Grammar
- Ask Ss to study the Grammar Box. Draw Ss’ attention to the meaning and use of although, despite, and in spite of by analysing the examples in the grammar Box. Then ask some more able Ss to give some more examples.
“We use although, despite/ in spite of to express contrast between two pieces of information in the same sentence. We use although before a clause and despite/ in spite of before a noun or a phrase.”
*Form: although+ clause, + clause = clause + although + clause
despite/ in spite of	 + noun / noun phrase
3- Controlled-practice:	
- For 1,2and 3, tell Ss what they should do. Ask Ss to do the grammar exercises individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then have Ss compare answers in pairs before checking with the whole class.
Exercise 1. 1. Complete the sentences. Use although+ a clause from the box.
- Asks students to complete the sentences with the forms of the verbs: (individually)
1..although few people came to see it
2. Although they spent a lot of money on the film
3. Although the acting is excellent.
4. .although it was a comedy
5. although it is set in modern times.
Exercise. 2. Complete the sentences, using although, despite/ in spite of. Sometimes, two answers are possible.
- Gets students do the task individually.
1. Although 2. despite/ in spite of
3. although 4. Despite/ In spite of
5. Although 
Exercise.3. Rewrite these sentences using the words in the brackets. Change other words in the sentence if necessary.
1. I don’t think..although he is
2. Although many, 
3. Despite having to work,..
4. Although he has.,..
5. In spite of beginning with a terrible disaster, the film has a happy ending.
4- Free-practice:
-Has sts make their own sentences using although, despite/ in spite of.
B. However and nevertheless.
1.Warm-up: 
-Shows a picture and says “This girl is tired but she tries to finish her work.”
-Leads to the new part “ We can use however instead of but in the sentence above.”
2. Pre- practice:
Grammar
-Asks Ss to study the Grammar Box. Draw Ss’ attention to the meaning and use of however and nevertheless by analysing the instruction and examples in the Grammar Box. Then ask some more able Ss to give some more examples.
 “We also use however and nevertheless to express contrast between two sentences. We usually use a comma after them.”
*Form: clause . However, /nevertheless, + clause
3- Controlled-practice:	
Exercise 4. Complete the sentences using although, despite/ in spite of, however or nevertheless. Sometimes, two answers are possible.
-Tells Ss what they should do. Ask Ss to do the grammar exercise individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then Ss compare answers in pairs before checking with the whole class.
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although
4- Free-practice:
Exercise. 5. Use your own ideas to complete the following sentences. Then compare your sentences with a partner.
-Asks Ss to do the exercise individually, using their own ideas to write sentences. Then have them work in pairs, comparing their sentences.
5. Consolidation :
- Lets sts tell the use of although, despite, in spite of , however, nevertheless
IV. Homework:
-Asks the students to:
+ Learn the structures by heart.
+ Do exercises B1,2,3,4,5,6
+ Prepare for Communication.
VI. Remarks:
* Self- evaluation:
.
.
.
Grade 7:	LESSON PLAN
Period 68: UNIT 8: FILMS
 Lesson 4: COMMUNICATION	
Date of preparation : January 18th , 2015
 Date of teaching :January 26th , 2015
Classes : 7A1
I. Aims and Objectives: 
+ Language content: 
- To provides students with some new words about films.
- To help student talk about their favourite actors/ films.
+ Language function: By the end of the lesson, Ss will do a survey on favourite actors/ filmsthen report their results to those group members.
.+ Educational aim: To make students aware of the importance of films in daily life.
II. Language Contents:
 a- Vocabulary: survey, go ahead, violence
 b- Structures: 
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m) 
 a- Warm up: Greeting.
 b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Asks sts to write sentences, using the words given: 
a. Although / he / young/ he / perform/ excellent.
b. They / spent / millions / dollars / making / film/ however / it / not successful//
c. Despite / age / he / walk / 2km / every morning.
Keys: a. Although he is young , he perform s excellently.
b. They spent of millions of dollars on making this film; however, it was not successful as expected. 
c. Despite his age he often walks 2km every morning.
3- New lesson:
Time
Teaching steps
3’
6’
20’
5’
5’
1.Warm-up: 
- Holds the game: “famous people”.
+What kind of films you like to see? Who are your favourite actors/ actresses?
- Today, we are going to do an interview with your classmate about films. Please think of the questions you may ask your friends in your interview with them.
2. Pre- practice:
2. Pre- practice:
a- Vocabulary:
- Teaches new words:
+ survey ['sə:vei] (v) khảo sát; điều tra (translation)
+ go ahead (v): cứ tự nhiên (synonym)
+ violence ['vaiələns] (n): sự mãnh liệt; tính ác liệt, tính thô bạo (picture)
EX: There is too much violence on TV today.
* Checks understanding “Rub out and remember?”
3- Controlled-practice:	
Exercise 1: Listen to the conversation and fill in the blanks with the words you hear.
-Asks Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be. T plays the recording and lets Ss check their guesses. ---Plays the recording again for Ss to check the answers. 
-Gives the key: 
1. survey 2. actor 3. Tom Cruise
4. actress 5. Angelina Jolie
Exercise 2: Work in groups of six or eight. Each of student chooses one of the following sets of survey questions.
-Asks Ss to work in group of six or eight, asking their group members one set of questions. Remind them to write the names of names of the people they interview and note the answers in the table.
- Survey on favourite actors
- Survey on the best films.
- Survey on action films
- Survey on cartoons
Exercise 3 Make notes of your results.
-Has Ss make notes of their survey result, using the suggestions in Student’s book. T may have them practice reporting the results of their surveys in pairs or in groups.
*
- Most people I have surveyed.
- About half of the people I have surveyed
- Almost no one I have surveyed.
Exercise 4 : Join another group. Report your results to those group members.
-Asks Ss to join another group, reporting the results of their survey to the new members.
- Chooses some Ss to report the results of their interviews before the whole class. After each S has finished his/her report, T invites some comment from other Ss. Then T makes comments and corrects Ss’ mistakes.
4- Free-practice:
- Gives students some minutes to prepare to talk about their favourite films.
5. Consolidation: 
- Has sts review what questions they can ask about the film 
6. Homework:
-Asks the students to:
+ Learn the structures by heart.
+ Do exercises B1,2,3,4,5,6/ 
+ Prepare for Skills 1
 Remarks:
*Self- evaluation:
.
.
.
Grade 7:	LESSON PLAN
Period 69: UNIT 8: FILMS
 Lesson 5: SKILLS 1	
Date of preparation : January 23rd , 2015
 Date of teaching :January 30th , 2015
Classes : 7A1
I. Aims and Objectives: 
+ Language content: To help sts read for specific information about types of films
+ Language function: By the end of the lesson, Ss will read for specific information about someone’s review of his/her favourite film. Talk about film (its plot, main characters, cast, etc.)
.+ Educational aim: To make students aware of the importance of films in daily life.
II. Language Contents:
 a- Vocabulary: sinking, must-see: special effects, visuals
 b- Structures: Wh-questions
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, sub-board
V. Procedures:
1- Stabilization: (1m) 
 a- Warm up: Greeting.
 b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Asks sts to answer the questions:
1. Who do you think is the best actor / actress?
2. What is the best film you have seen recently ?
3. Do you enjoy cartoon ? Why ?
- Gives remarks and marks
3- New lesson:
Time
Teaching steps
15’
20’
2’
2’
A. READING
1.Warm-up: 
Now, look at the picture of the film Titanic. 
Have you ever seen this film?
Do you know who actor and actress in the picture are?
Do you like him/her? Why/ Why not?
2. Pre- practice:
1. Read Nick’s review of the film Titanic on his blog. Then find and underline the words from the box below. What do they mean?
-Ask Ss to scan the passage to find where the words sinking, must-see, special effects, and visuals are in the passage. 
-Helps Ss work out the meanings of these words out of the context.
sinking: (sự) chìm, sự đánh chìm
must-see: bộ phim hấp dẫn cần xem
special effects: kỹ xảo đặc biệt, hiệu ứng đặc biệt
visuals: thị giác, nhìn
- Teaches some more new words
+ disaster (n)
+ voyage (n)
+ social class (n)
+ engage (v)
- Check vocab : Matching
3- Controlled-practice:
Exercise 2. Read Nick’s blog again and answer the questions.
-Sets a longer time limit for Ss to read the text again and answer the questions.
 -Asks Ss to note where they found the information that helped them to answer the questions. 
- Lets Ss compare answers before discussing them as a class.
1. It is a romantic film.
2. It stars Leonardo Di Caprio and Kate Winslet.
3. It is about the sinking of the ship Titanic on its first voyage.
4. The main characters are Jack Dawson and Rose Dewitt Buckater. Jack saves Rose from killing herself by jumping from the ship. Although they are from different social class and Rose is already engaged, the two fall in love.
5. The ending of Titanic is very sad.
6. They say it is a must-see in the 20th century.	
4- Free-practice:
- Has sts complete the summary :
Titanic is a ..film. James Cameron is its .. The film is about the of the ship Titanic on its first ..
Jack Dawson and Rose DeWitt are the mainof the film . .Titanic is a very sad film , many people enjoy watching it. 
Keys: romantic , director , sinking , voyage, characters, Although
B. SPEAKING : 
1. Lead-in :
- Has sts revise the types of film : action , romantic film , documentary, 
- Asks : what type of film do you like to watch ?
- Leads to the new lesson
2. Pre-speaking : 
- Asks Ss to read every film poster. T may help them with the new vocabulary.
3. While-speaking : 
Exercise 3. Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn’t like to see.
-Asks Ss to work in pairs, talking about the films they would/ wouldn’t like to see. - Goes round to help.
- Calls some pairs to practice in front of the class.
First, ask Ss to work in pairs, asking and answering about the films from the posters.
- T may go round to help.
- Calls some pairs to practice in front of the class.
Exercise 4. Now, ask and answer questions about the films.
-Asks Ss to work in pairs, asking and answering about the films from the posters.
- T may go round to help.
- Calls some pairs to practice in front of the class.
Example: A: I want to see War of the Worlds.
B: What kind of film is it?
A: It’s a science fiction
B: What is it about?
A: It’s about.
4. Post- speaking:
Exercise 5 . Hotseating: In groups, choose a student to play the role od a character in any of the films above. Brainstorm questions you’d like to ask. Then interview the student.
-Reminds Ss of the words phrases about films. Ss may refer to the words and phrases they can use to talk about films.
- Lets Ss work in groups
- Goes around to provide support if necessary.
Example questions:
Can you describe your new film in three words?
Did you enjoy making the film?
Why should we watch this film?
5. Consolidation: 
- Help sts to summarize the content of the lesson
6. Homework:
-Asks the students to:
+ Learn the vocabulary by heart.
+ Write the summary of the film titanic into their notebooks
+ Talk about the film they like
+ Prepare for Skills 2
 Remarks:
*Self- evaluation:
.
.
.
Grade 7:	LESSON PLAN
Period 70: UNIT 8: FILMS
 Lesson 6: SKILLS 2	
Date of preparation : January 25th, 2015
 Date of teaching :February 2nd, 2015
Classes : 7A1
I. Aims and Objectives: 
+ Language content: 
- To help students review some words about films.
- To assist students write a review of a film.
+ Language function: By the end of the lesson, Ss will listen for special information about someone’s favourite film star; write a review of a film.
+ Educational aim: To make students choose suitable films for themselves.
II. Language Contents:
 a- Vocabulary: no
 b- Structures: a paragraph
III. Techniques: pairwork, groupwork, individual work, question-answer
IV. Teaching aids: pictures, cassette, tape/ CD
V. Procedures:
1- Stabilization: (1m) 
 a- Warm up: Greeting.
 b- Checking absence: Who’s absent today?
2- Checking up the previous knowledge: (5ms)
Listen and answer the questions: 
a. What kind of film Titanic?
b. Who does Titanic star?
c. How is the ending of Titanic?
3- New lesson:
Time
Teaching steps
2’
4’
8’
3’
3’
3’
8’
3’
3’
A.LISTENING:
1. Lead-in:
- Asks Ss to tell about their favourite actors/ actresses. Ask them: 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? What do critics say about him/her?
- Introduces students to the new lesson.
2. Pre- Listening: 
- Asks students to have a look at the pictures and guess the answers.
3. While- Listening: 
Activity 1: 1. Nick and his father are talking about Tom Hanks, a Hollywood film star. Listen to their conversation and correct the following statements.
-Asks Ss to read the instruction carefully and remind them to remember key words in the statements. 
-Plays the recording and ask Ss to correct the statements. Then asks two or three Ss to write their answers on the board.
- Plays the recording again for Ss to check the answers.
*Key:
1. Tom Hanks is Nick’s father’s favourite film star.
2. Tom Hanks isn’t a handsom