Lesson plan English 10 - Unit 13: Films and Cinema (Language Focus) - Lê Thị Diễm Tú

 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:
Classroom procedure:
Greetings
Checking attendance
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)
Presentation: /f/ - /v/
 / f / : a voiceless sound
 / v / : a voiced sound
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.
 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.
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 untilthat :
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.
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
Rules : 
● Indefinite articles: a, an ( one) is used before a noun which is indefinite
A/an: Indefinite articles + singular Ns
 + A + Ns begin with consonants
 +An + Ns begin with vowels
Example: a big orange, an hour, an orange, a university.
● Definite article: “the” is used before a noun which is definite.
The: definite articles + singular/plural Nouns
 Example: 
 I have a dog and a cat. The dog is black and the cat is white.
Exercise 4: Put a(n) or the in the blanks. 
 Answer:
1. a. . . the. . . the 
2. an. . . a. . . a. . . the. . . the. . . the
3. the. . . the. . . the. . . the
4. an. . . a. . . a. . . the. . . . a
III. Homework:
- Review the lesson
- Prepare for Unit 14 - Reading
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
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.
- 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)
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 untilthat :
- 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 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.
2. Articles : a, an, the
- Give an example so that Ss can revise the use of these articles: 
Example: I have a cat and a dog. The cat is lazy and the dog is intelligent
 Exercise 4: 
- Asks students to do this exercise in pairs. 
- Moves round to help if necessary. 
- Asks some students to report. 
- Check and give remarks. 
- 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.
Individual work
- 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
- take notes
- give some examples
- listen and take notes
- repeat
Individual work
- listen and take notes
- do the exercise
- listen and take notes
Individual work
- listen and take notes
- 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
- some students write down their sentences on the board
- take notes.
Individual work
- read through the hand-out
- listen
- do the exercise quickly
- exchange their hand- out
- check their friend answer.
- Listen to the teacher. 
- Read the example and the tell the T the use of these articles
Pairs work
- Do the exercise in pairs. 
- Some students report
- Listen and correct their work if necessary.