Period 62

Class Date of teaching Attendance

7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 1: Getting Started – Let’s go to the cinema tonight!
I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Use the vocabulary to talk about Films: + types of films; adjectives describing films:
fantasy (n),
horror film (n), documentary(n), comedy (n)…..
* Grammar: the connectors: although/ though and however in contexts
* Pronunciation: Pronouncing the new words correctly
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- Know more types of films; adjectives describing films:
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To activate Ss’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
-To enhance Ss’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
Chatting and describing the picture. *Chatting.
Step 2: Task performance - What did you do last night after
- Teacher asks students some questions finishing your homework?
related to the topic: - Did you watch the film [name of a
- Students raise hands to answer the popular film/series] on TV last
questions. night?
- Teacher and students discuss the questions. - Do you like watching films?
- Teacher accepts all students’ questions.
*To lead in the topic.
* Teacher draws students’ attention to the
picture in the textbook and asks them some - What are they talking about?
questions about it: - What types of films would they like
- What are they talking about? to see?
- What types of films would they like to
see?
- Students raise hands to answer the
questions.
- Teacher and students discuss the questions.
- Teacher accepts all students’ questions.
Step 3: Report and discussion
- Sts work in group to introduce themselves
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points
to be learned.
- To help Ss well-prepared for the listening and reading tasks.
- To help students understand the main idea of the conversation.
2. Content:
Learn some new words. Read the conversation and find out new words and
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points…
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering * Vocabulary
- T sets the scene/ context for the listening and
reading. 1. fantasy (n): phim viễn tưởng
Step 2: Task performance 2. horror film (n) phim kinh dị
*Teach vocabulary: 3. documentary (n)phim tài liệu
- Teacher introduces the vocabulary asking 4. comedy (n) phim hài
students to brainstorm the types of films they
like to see.
- Teacher writes all students’ answers on the
board.
- Teacher circles or highlights the following
words and discuss the meanings of these
words:
- Teacher explains the meaning of the new
vocabulary by pictures.
- Teacher checks students’ pronunciation
and gives feedback. Teacher reveals that
these four words will appear in the reading
text and asks students to open their
textbook to discover further
+ Follow the seven steps of teaching vocab.
+ Check vocabulary.
+ SsTake note
- Call on some groups of Ss to read the
conversation aloud.
LISTEN AND READ. (Ex. 1, p. 82)
* Teacher plays the recording, asks students to
underline the words related to the topic Films
(Teacher may check the meaning of some
words if necessary.)
- Teacher can play the recording more than
once.
- Students listen and read.
- Teacher can invite some pairs of students to
read aloud.
- Teacher checks students’ pronunciation and
gives feedback.
- Then, teacher confirms the correct answer:
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the conversation
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To have students get specific information of the text.
- To introduce more types of films.
- To introduce adjectives describing films.
- To check students’ vocabulary about types of films and adjectives describing films as
well as improve pair work skill.
2. Content:
- Read the conversation again and choose the correct answer.
- Choose the correct word or phrase.
- Complete the sentences.
3. Products:
Know more new words.
Understand the conversation; topic of the lesson
Vocab, grammar points…
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 2 – Getting Started - Unit
1
Step 2: Task performing
TASK 1: READ THE CONVERSATION TASK 1: READ THE
AGAIN AND CHOOSE THE CORRECT CONVERSATION AGAIN AND
ANSWER TO EACH QUESTION. (p. 83) CHOOSE THE CORRECT
- Teacher tells students to read the ANSWER TO EACH QUESTION.
conversation again and work independently to (p. 83)
find the answers.
- Students do the task individually.
- Teacher allows students to share their Answer key:
answers before discussing it as a class and 1. b
encourages them to give evidence. 2. a
- Teacher calls some students to give the 3. a
answers and gives feedback. 4. c
translation to check their understanding

TASK 2: CHOOSE THE CORRECT TASK 2: CHOOSE THE

WORD OR PHRASE TO COMPLETE CORRECT WORD OR PHRASE
EACH OF THE FOLLOWING TO COMPLETE EACH OF THE
SENTENCES. (p. 83) FOLLOWING SENTENCES. (p.
Game: Who is faster? 83)
* Teacher divides the class into 2 teams. Each
team will send a leader to play the game on the Answer key:
board. 1. comedy
- Teacher explains instructions of the game: 2. fantasy
⮚ Teacher reads the features of any types of 3. documentary
film in the Vocabulary part. 4. science fiction film
⮚ The two leaders of the teams will have to 5. horror film
slap the board at the correct types of film.
⮚ Who can slap the correct types of films
faster will earn points for the teams.
- Students play the games in team mode.
- Teacher has students write down the correct
answer on the notebook.
- Teacher confirms the answers and gives
feedback. Teacher can ask for TASK 3: COMPLETE THE
TASK 3: COMPLETE THE FOLLOWING FOLLOWING SENTENCES
SENTENCES WITH THE WORDS IN WITH THE WORDS IN THE
THE BOX. (p. 83) BOX. (p. 83)
- Teacher asks students to work individually to Answer key:
complete the task. 1. frightening
- Students fill in the blanks with the most 2. funny
suitable preposition. 3. moving
- Teacher allows students to share answers 4. boring
before discussing it as a class. 5. interesting
- Teacher can ask for translation to check their
understanding.
TASK 4: WORK IN PAIRS. ASK AND TASK 4: WORK IN PAIRS. ASK
ANSWER ABOUT A TYPE OF FILM. AND ANSWER ABOUT A TYPE
USE SOME OF THE ADJECTIVES IN OF FILM. USE SOME OF THE
TASK 4. (p. 83) ADJECTIVES IN TASK 4. (p. 83)
- Teacher models this activity with a more able Example:
student first. A: Do you like documentaries?
- Teacher asks students to work in pairs. B: No, I don’t.
- Teacher can go around to help weaker A: Why not?
students. B: I think they’re boring.
- Teacher calls on some pairs to practise in
front of the class.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.
ACTIVITY 4: APPLICATION (5')
1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they * Home assigment:
have learnt. - Read again the conversation on
- Ask Ss to say aloud some words they page 82.
remember from the lesson. If there is an - Do more exercises in workbook.
overhead projector in the classroom, show the
dialogue and highlight the key words related to
the topic.
- Home assigment
Step 2: Task performance
-T asks Ss to talk about what they have
learnt in the lesson.
- An overview about the topic Films
- Vocabulary to talk about Films
-T let Ss take note the homework
 Step 3: Report and discussion
- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do
homework.

IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Period 63
Class Date of teaching Attendance
7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 2: A CLOSER LOOK 1

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Use the vocabulary to talk about Films: Types of films; adjectives describing films
* Grammar: the connectors: although/ though and however in contexts
* Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- Know more Know more types of films; adjectives describing films:
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the
new lesson…
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Mime game:
Game: Mime game: Suggested answers:
Step 2: Task performance
Game: Mime game:
- Teacher explains the game rules:
- One student goes to the board and turns
his/her back to the board. The teacher shows
the poster of a film. Other students have to
show the expressions to help him/her guess cartoon animation animated film
the type of the film.
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives
feedback.
- Teacher confirms the winner.

Teacher leads students into the lesson by

telling them that “In today lesson, we are horror film
going to learn more words to talk about Films
and two sounds /ɪə/ and /eə/
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2. comedy
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To review on types of films, recall students’ vocabulary on adjectives to describe film.
- To practice the targeted language (adjectives) and activate the background knowledge.
- To help students practice using the adjectives to describe films.
2. Content:
- Work in pairs and match the adjectives with the definitions.
- Complete the following sentences, using the adjectives in 1.
- Reporter – Film Critic.
3. Products:
- Vocabulary about the topic
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening, Vocabulary
reading and speaking. dull (adj) buồn tẻ, chán, đơn diệu
- T asks the whole class to do the Tasks in A violent (adj) hung dữ; bạo lực, mãnh liệt
Closer Look 1 confusing (adj) khó hiểu, gây bối rối
Step 2: Task performance shocking (adj) gây choáng váng, làm
VOCABULARY sửng sốt
* Teacher introduces the vocabulary by: enjoyable (adj) thú vị, thích thú
+ providing the synonyms or antonyms of the
words;
+ providing the pictures of the words.
- Teacher has students read the phrases aloud
and corrects their pronunciation if needed.
- Teacher asks students for the Vietnamese
meanings of these phrases.
- Students say the words.
- Other students correct if the previous
answers are incorrect.
- Teacher shows and says the words aloud
and asks students to repeat them.
Checking techniques:
“Rub out and remember”

TASK 1: WORK IN PAIRS AND TASK 1: WORK IN PAIRS AND

MATCH THE ADJECTIVES WITH THE MATCH THE ADJECTIVES WITH
DEFINITIONS. (Exercise 1, p. 84) THE DEFINITIONS. (Exercise 1, p.
- Teacher asks students how they think about 84)
different types of film. Answer key:
- Teacher asks students to work in pairs and 1. b
quickly do the task. 2. d
- Teacher allows students to peer check first. 3. a
- Teacher confirms the answers and gives 4. e
feedback.

TASK 2: COMPLETE, UNDERLINE

KEYWORDS, LISTEN TO THE
RECORDINGS AND CHECK THE TASK 2: COMPLETE, UNDERLINE
ANSWER. (Exercise 2, p. 84) KEYWORDS, LISTEN TO THE
- Teacher asks students what KEYWORD is RECORDINGS AND CHECK THE
and to pay attention to the KEYWORDS in ANSWER. (Exercise 2, p. 84)
Ex. 2. Answer key:
- Teacher asks students to do Ex. 2. Have 1. shocking
students do the task individually. 2. dull
- Ask them to share their answers in pairs 3. enjoyable
before checking the answers as a class. 4. violent
- Teacher then encourages students to explain 5. confusing
their answers. Correct if necessary.

TASK 3: ROLE-PLAY: REPORTER –

FILM CRITIC. (Exercise 3, p. 84) TASK 3: ROLE-PLAY: REPORTER
Pair work: Role-play: Reporter – Film – FILM CRITIC. (Exercise 3, p. 84)
Critic Pair work: Role-play: Reporter – Film
- Teacher sets the scene. Ask some students Critic
to explain to each student to check their Example:
understanding of their roles and the A: What film did you see recently?
situations. B: Skyfall.
- Then let some pairs role-play the A: What do you think of it?
conversations in front of the class. B: It’s too violent.
- Teacher allows students to cross check first.
- Teacher then checks pronunciation, if
necessary.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To let students listen and notice the targeted sounds in individual words /ɪə/ and /eə/
- To let students practice pronouncing the targeted sounds in sentences.
- To test students' quick reaction to the targeted sounds.
2. Content:
- Pronounce the sounds /ɪə/ and /eə/
- Underline the correct word or phrase to complete the sentences.
3. Products:
- Understand more about using the words in contexts.
- Pronounce the sounds /ɪə/ and /eə/ correctly
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 4
Step 2: Task performing TASK 4: LISTEN AND REPEAT,
TASK 4: LISTEN AND REPEAT, PRACTICE PRONOUNCING.
PRACTICE PRONOUNCING. (Exercise (Exercise 4, p. 84)
4, p. 84)
Pronunciation: /ɪə/ and /eə/
- Teacher shows a list of words on the screen
and asks students to listen to the recording.
- Teacher asks them to note down the words
they hear. Give students a few minutes to
look at the words and ask some students to
repeat. chair here
- Teacher explains the difference between the
sounds: /ɪə/ and /eə/. Then asks students to
practice pronouncing words in Ex. 4.
- Teacher plays the recording several times,
if necessary, for students to listen and
repeat the words.
- Teacher allows students to cross check first.
- Teacher then checks pronunciation and
gives feedback, if necessary.

TASK 5: LISTEN AND PRACTICE THE TASK 5: LISTEN AND PRACTICE

SENTENCES. (Exercise 5, p. 84)
- Teacher asks students to practise saying the
sentences in pairs or groups.
- Students practice saying the sentences in
pairs or groups.
- Teacher goes around to offer help or correct
pronunciation, if necessary.
- Teacher calls some students to say the
sentences in front of the class. Check their
pronunciation if necessary.
THE SENTENCES. (Exercise 5, p. 84)
1. Is there a cinema near here?
2. There’s a chair under the stairs.
3. Put your earphones near here.
4. I don’t care about your idea.
5. Our aeroplane is up there, in the
air.

TASK 6: GAME: BROKEN TASK 6: GAME: BROKEN

TELEPHONE. TELEPHONE.
- Teacher explains the rules:
Teacher calls 16 students and divides them Game: Broken telephone
into 2 teams standing in 2 lines. The first
student from each line will be shown 1 short
/ɪə/ and /eə/
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.
- Teacher helps students in the game.
- Teacher gives feedback.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Home assigment * Home assigment:
Step 2: Task performance - Do more exercises in workbook.
- Teacher summarizes the lesson - Find 5 more words with the sound /ɪə/
-T let Ss take note the home assignment and /eə/
Step 3: Report and discussion Write them down and practice
- T asks, Sts answer about Films pronouncing the words.
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Period 64

Class Date of teaching Attendance

7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 3: A CLOSER LOOK 2

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Use the vocabulary to talk about Films: Types of films; adjectives describing films
* Grammar: - Understand the use of the connectors: although/ though and however
- Practice using the connectors: although/ though and however in contexts
* Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- Know more Know more types of films; adjectives describing films:
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
- To activate students’ prior knowledge related to the targeted grammar: connectors of
contrast.
- To increase students’ interest.
- To enhance students’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Sentence puzzling
Game: Sentence puzzling
Step 2: Task performance Set 1:
Game: Sentence puzzling He goes out although it is raining.
- Teacher divides the class into 4 groups. Set 2:
- Teacher delivers different sets of word cards She gets good marks though she is lazy.
to 4 groups. Set 3:
- Each group will have to arrange the word He is an amateur actor. However, he
cards to make a meaningful sentence. acts very well.
- The group with a correct sentence will get 1 Set 4:
point He studied hard. However, he failed the
- Students play the game in groups. exam.
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives
feedback.
- Teacher confirms the winner.

Teacher leads students into the lesson by telling them that

“In today lesson, we are going to learn more words to talk
about Films
-Teacher draws students’ attention to the
connectors used to create the sentences.
Teacher introduces the target of the lesson:
connectors of contrast – although/ though and
however.
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.

ACTIVITY 2: KNOWLEDGE FORMATION (15')

1. Aim:
- To have students get to know about the connectors: although/ though and however.
-To help students understand the use of the connectors: although/though and however.
2. Content:
- To help students understand the use of the connectors: although/though and however.
- Reporter – Film Critic.
3. Products:
- Combine the two sentences, using although/ though.
- Complete the sentences, using although/ though or however.
4. Implementation:
TEACHER AND STUDENTS’
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening,
reading, speaking and writing
- T asks the whole class to do the Tasks in A
Closer Look 2
Step 2: Task performance
- Teacher asks students to study the Grammar
box.
- Teacher draws students’ attention to the
meaning and use of although/ though and
however.
- Teacher then asks some more able students
to give some more examples.
Although/ though
We use although/ though before a clause to
connect two contrasting ideas in the same
sentence.
However
We use however to contrast ideas in two
sentences. We normally use a comma after it. Example:
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives
feedback.
TASK 1: COMBINE THE TWO
SENTENCES, USING ALTHOUGH/
THOUGH.
(p. 85)
- Teacher has students work individually.
- Students work individually to combine the
sentences.
- Teacher lets students work in pairs and
exchange the answers before checking with
the whole class (explain each sentence if
necessary).
- Teacher confirms the answers and gives
feedback.
TASK 2: COMPLETE THE
SENTENCES, USING ALTHOUGH/
CONTENTS
Grammar: Connectors of contrast
Although/ though
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
John Peters is an amateur actor.
However, he gave a great performance
in his latest film
TASK 1: COMBINE THE TWO
SENTENCES, USING ALTHOUGH/
THOUGH.
(p. 85)
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 HOWEVER. (p. 85)
THOUGH OR HOWEVER. (p. 85) Answer key:
- Teacher has students work individually. 1. Although/ Though
- Students work individually to complete the 2. However
sentences. 3. although/ though
- Teacher lets students work in pairs and 4. However
exchange the answers before checking with 5. although/ though
the whole class (explain each sentence if
necessary).
- Teacher confirms the answers and gives
feedback.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (25' - GW/PM/IM)
1. Aim:
To check students’ understanding of the connectors although/though or however.
To check students’ understanding of the connectors although/though or however in
contexts.
To further check students’ understanding of the connectors although/though or however.
2. Content:
- Practice the connectors although/though or however in contexts.
3. Products:
- Use your own ideas to complete the following sentences.
- Choose the correct answer (A, B, or C) to complete each sentence.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 3,4,5
Step 2: Task performing TASK 3: USE YOUR OWN IDEAS
TASK 3: USE YOUR OWN IDEAS TO TO COMPLETE THE FOLLOWING
COMPLETE THE FOLLOWING SENTENCES. THEN COMPARE
SENTENCES. THEN COMPARE YOUR YOUR SENTENCES WITH A
SENTENCES WITH A PARTNER’S. (p. PARTNER’S. (p. 85)
85) Suggested answers
- Teacher asks students to read the 1. ….my friends said it was a very
instruction. interesting film.
- Teacher asks students to do the exercise 2. …..he didn’t go for a walk this
individually, using their own ideas to write morning
sentences. 3. ……they didn’t go to see it
- Teacher then has them work in pairs, 4. …..they didn’t stop their outdoor
comparing their sentences. Teacher can go activities.
around to help students. 5. ……the acting was excellent.
- Teacher confirms the answers and gives
feedback.
TASK 4: CHOOSE THE CORRECT
ANSWER (A, B, OR C) TO COMPLETE
EACH SENTENCE. (p. 85) TASK 4: CHOOSE THE CORRECT
- Teacher has students work independently. ANSWER (A, B, OR C) TO
- Teacher asks students to do the exercise COMPLETE EACH SENTENCE. (p.
individually. 85)
- Teacher lets students work in pairs and
exchange the answers before checking with Answer key:
the whole class (explain each sentence if 1. A
necessary). 2. C
- Teacher confirms the answers and gives 3. A
feedback. 4. C
5. A
TASK 5: GAME – CHAIN STORY WITH
ALTHOUGH/ THOUGH. (p.86)
- Teacher has students work in groups. TASK 5: GAME – CHAIN STORY
- Students write a story beginning with the WITH ALTHOUGH/ THOUGH. (p.86)
clause, using the second part of the previous
sentence with although / though as the first Example:
part of the next sentence. Although it rained yesterday, we went
- The group with the longest story wins. shopping.
- Teacher lets students work in groups and Although / Though we went shopping, we
cross check their answers before checking didn’t buy anything.
with the whole class (explain each sentence if …
necessary).
- Teacher confirms the answers and gives
feedback.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
 - Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Home assigment * Home assigment:
Step 2: Task performance - Do more exercises in workbook.
- Teacher summarizes the lesson - Make 5 sentences using connectors
-T let Ss take note the home assignment although/though or however
Step 3: Report and discussion
- T asks, Sts answer about Films
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Period 65
Class Date of teaching Attendance
7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 4: COMMUNICATION

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Revise vocabulary on types of films, adjectives to describe films
* Grammar: - Understand the use of the connectors: although/ though and however
- Structures to accept and decline suggestions
* Pronunciation: Correctly pronounce words
2. Competencies:
a. General competencies:
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- accept and decline suggestions;
- do a survey about group members’ favorite film;
- report the survey’s result to class.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
To activate students’ prior knowledge and vocabulary related to the targeted grammar of
giving suggestions and ways to accept/ decline them.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Conversation rearranging.
Game: Conversation rearranging
Step 2: Task performance Tom: Hey, Let’s go out for dinner!
Game: Conversation rearranging. Sally: Good idea! I like Japanese food.
- Teacher divides the class into 4 groups. John: So do I but I can’t eat raw fish.
Teacher delivers a set of sentences in a Tom: I can’t, either. How about you,
conversation to each group. Sally?
- Students will have to work in groups to Sally: Neither can I. We can order bento
arrange the sentences to make a meaningful and skip the raw fish.
conversation. The group with the fastest John: Sure. How about having
correct conversation will be the winner. something to drink after dinner?
- Teacher allows students to cross check first. Tom: I’m afraid I can’t. I need to go
- Teacher plays the recording to check and ask home early to finish my art project.
students to identify the content of the Sally: I can’t, either. But why don’t we
conversation. - Teacher confirms the winner. have some Japanese green tea there?
John: Oh. It’s okay. I will book a table
Teacher leads students into the lesson by telling them that in advance. You two get ready and
“In today lesson, we are going to learn more words to talk
about Films
hurry up.
Sally: Give me 5 minutes and I’ll be
Step 3: Report and discussion right at the door.
- Sts join in the discussion Tom: I will, too. See you guys later.
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.

ACTIVITY 2: KNOWLEDGE FORMATION (15')

1. Aim:
To introduce ways to accept/decline suggestions.
correctly in context. To give students opportunities to use ways to accept and decline
suggestions correctly in context.
2. Content:
- Use of the connectors: although/though and however.
- Reporter – Film Critic.
3. Products:
- Listen and read the conversations. Pay attention to the highlighted sentences.
- Work in pairs. Make similar conversations with the following situations.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening,
reading, speaking and writing
- T asks the whole class to do the Tasks in EVERYDAY ENGLISH
Communication
Step 2: Task performance
TASK 1: LISTEN AND READ THE TASK 1: LISTEN AND READ THE
CONVERSATIONS. PAY ATTENTION CONVERSATIONS. PAY
TO THE HIGHLIGHTED SENTENCES. ATTENTION TO THE
(Exercise 1, p. 86) HIGHLIGHTED SENTENCES.
- Teacher lets students listen to the examples (Exercise 1, p. 86)
in Ex. 1 in the book. How about + V-ing
- Teacher draws their attention to the form of Let’s + V- infinitive
ways to accept/ decline suggestions. Eg: How about going to the cinema
- Teacher and students discuss the form of tonight?
ways to accept/ decline suggestions. That’s a great idea.
- Teacher confirms the answers and gives Let’s go to see A Nightmare at Sao Mai
feedback. Cinema tonight
I’d love to, but that’s too far me to travel.
(+) It sounds good/ interesting/ great
to me.
I’m up for it./ I’m on it./
I’m in./ Count me in.
I can’t agree more./ Sure, let’s do it.
(-)No, thanks./ Thanks but I can’t…
That’s not my type/ cup of tea/
interest/ thing/ favourite…
I would rather/ had better not/
am busy/ am not interested…
TASK 2: WORK IN PAIRS. MAKE
SIMILAR CONVERSATION WITH
THE FOLLOWING SITUATIONS.
TASK 2: WORK IN PAIRS. MAKE (Exercise 2, p. 86)
SIMILAR CONVERSATION WITH THE a. Student A: Hey, let’s go to the cinema
FOLLOWING SITUATIONS. (Exercise 2, this weekend!
p. 86) Student B: Good idea! I like action
- Teacher has students work on the movie.
conversations in pairs. Student A: So do I. I’ll see you at 6 p.m.
- Students work on the conversations in pairs. this Sunday.
- Teacher asks some pairs to act out in front
of the class.
- Teacher gives feedback and correction (if
needed).
Student B: Great. See you.
b. Student A: It’s sunny today. How
about going for a picnic?
Student B: Oh sorry, I can’t. I have a lot
of homework to do.
Student A: That’s a pity. Maybe next
time.
Student B: Sure.

c. Student A: Let’s play badminton after

class!
Student B: It sounds nice. Where should
we play?
Student A: How about the park behind
school?
Student B: Good idea.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (25' - GW/PM/IM)
1. Aim:
To recall students’ knowledge about the concept of a survey and prepare needed
language material for the next task.
To let students have some time to brainstorm the ideas and do the survey
To let students practice talking about others’ favorite films.
2. Content:
- A survey about films
3. Products:
- Listen to the conversation and fill in the blanks with the words you hear.
- Work in groups. Do a survey about your group members’ favourite films.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 3,4,5
Step 2: Task performing TASK 3: LISTEN TO THE
TASK 3: LISTEN TO THE CONVERSATION AND FILL IN
CONVERSATION AND FILL IN THE THE BLANKS WITH THE WORDS
BLANKS WITH THE WORDS YOU YOU HEAR (Exercise 3, p.87)
HEAR (Exercise 3, p.87) Answer key:
- Teacher asks several questions to set the 1. best
scene. Then ask students to look at Ex. 3, 2. comedies
quickly predict the answers and exchange the 3. favourite
ideas with a partner. 4. stars
- Play the recording and ask students to fill in 5. funny
the blanks, focusing on the structures to ask
for information in the survey.
Then let students read through the
conversation and answer 2 questions:
1- What kinds of information do you
need to ask in the survey?
2- Which structures do you need to ask
for the information?
- Teacher allows students to peer check first.
- Teacher confirms the answers and gives
feedback. TASK 4: WORKS IN GROUPS. DO
TASK 4: WORKS IN GROUPS. DO A A SURVEY ABOUT YOUR GROUP
SURVEY ABOUT YOUR GROUP MEMBER’S FAVOURITE FILMS.
MEMBER’S FAVOURITE FILMS. (Exercise 4, p. 87)
(Exercise 4, p. 87)
- Teacher lets students group up and spend 2
minutes on making the table onto their
notebook.
- Students work in groups.
- Then ask them to ask an answer as well as
note down among their groups.
- Teacher goes around and listen, make
suggestions and corrections if needed
TASK 5: REPORT YOUR RESULTS
TASK 5: REPORT YOUR RESULTS TO TO THE CLASS (Exercise 5, p. 87)
THE CLASS (Exercise 5, p. 87)
- Teacher invites some students to show their My friend's name is Steve. His favourite
survey notes and talk about their group film is Finding Nemo because he loves
member’s favorite film. animated films from Disney. The main
- Students show their survey notes and talk character "Nemo" was voiced by Albert
about their group member’s favorite film. Brooks. This animated film is both
- Teacher allows students to cross check first. educational, moving and funny.
- Teacher listens, gives comments or
corrections if needed.

Step 3: Report and discussion

- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
 accept and decline suggestions.
 do a survey about group members’ favorite film.
  report the survey’s result to class.
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Home assigment * Home assigment:
Step 2: Task performance - Do more exercises in workbook.
- Teacher summarizes the lesson - Write a short paragraph about your
-T let Ss take note the home assignment favourite film.
Step 3: Report and discussion
- T asks, Sts answer about Films
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
Period: 66
Class Date of teaching Attendance
7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 5: SKILLS 1

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Revise vocabulary on types of films, adjectives to describe films
* Grammar: - Understand the use of the connectors: although/ though and however
- Structures to accept and decline suggestions
* Pronunciation: Correctly pronounce words
2. Competencies:
a. General competencies:
- Develop reading skill about one’s favourite film
- Develop speaking skill: Talking about a film
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- To provide students with some lexical items before reading the text.
- Discuss the following questions.
- Match the words or phrases with their
- Read Mark’s blog and answer the questions.
- Take turns to talk about the film Kungfu Boy.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
- To introduce the topic of reading.
- To enhance students’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Who is faster?
Game: Who is faster? * Teacher divides the class into 2 teams.
Step 2: Task performance - Each team will have to run in a relay
- Teacher divides the class into 2 teams. to the board to write the correct types
- Each team will have to run in a relay to the of films under the posters.
board to write the correct types of films - The team with more correct answers
under the posters. will be the winner.
- The team with more correct answers will be - Students play the game in team mode.
the winner. - Teacher and students discuss the
- Students play the game in team mode. answers.
- Teacher and students discuss the answers. - Teacher confirms the answers and
- Teacher confirms the answers and gives gives feedback.
feedback.
Teacher leads students into the lesson by telling them that
“In today lesson, we are going to learn more words to talk
about Films

Step 3: Report and discussion

- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads animation
in the reading skills.

science fiction film

musical
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To provide students with some lexical items before reading the text.
To develop reading skill for specific information.
2. Content:
- Use of the connectors: although/though and however.
- Reporter – Film Critic.
3. Products:
- Work in pairs. Discuss the following questions.
- Match the words or phrases with their meanings.
- Read Mark’s blog and answer the questions.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for reading,
speaking.
- T asks the whole class to do the Tasks in
Communication TASK 1: WORK IN PAIRS.
Step 2: Task performance DISCUSS THE FOLLOWING
TASK 1: WORK IN PAIRS. DISCUSS QUESTIONS. (p. 87)
THE FOLLOWING QUESTIONS. (p. 87)
- Teacher has students work in pairs, ask and  Do you like fantasies?
answer the following questions:  Why or why not?
- Do you like fantasies?
- Why or why not?
- Students work in pairs.
- Teacher and students discuss the questions
and answers.
- Teacher accepts all students’ questions.

VOCABULARY
Teacher introduces the vocabulary by: VOCABULARY
+ providing the synonym or antonym of the 1. series (n): chuỗi, loạt (phim dài tập)
words 2. wizard (n): phù thủy
+ providing the pictures of the words 3. must-see (n): bộ phim nên xem
- Teacher have students read the phrases 4. gripping (a): cuốn hút, hấp dẫn
aloud and correct their pronunciation if
necessary.
- Teacher asks students for the Vietnamese
meanings of these phrases.
-Teacher asks students to get the meaning in
context and try to make up sentences with of
the following words:
+ Follow the steps to teach vocabulary
- Repeat in chorus and individually
- Teacher and students discuss the answers.
- Teacher confirms students’ answers and
checks their pronunciation and gives
feedback.
 TASK 2: READ THE FILM REVIEW
OF HARRY POTTER AND THE
SORCERER’S STONE ON MARK’S
BLOG. MATCH THE WORDS OR
PHRASES WITH THEIR
MEANINGS. (p. 87)
TASK 2: READ THE FILM REVIEW OF Answer key:
HARRY POTTER AND THE 1. b
SORCERER’S STONE ON MARK’S 2. d
BLOG. MATCH THE WORDS OR 3. a
PHRASES WITH THEIR MEANINGS. 4. c
(p. 87)
- Teacher asks students to open the book,
read through the text and do the task.
- Students read the text and do the task.
- Teacher allows students to share their
answers before discussing it as a class and
encourages them to give evidence.
- Teacher calls some students to give the
answer and explains which sentences give
them the information.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (25' - GW/PM/IM)
1. Aim:
- To develop reading skill for specific information.
- To help students form the ideas for their speaking.
- To help students use what they practice to give a long talk about the film Kungfu Boy.
2. Content:
- A survey about films
3. Products:
- Read Mark’s blog again and answer the questions.
- Look at the table. Work in pairs. Ask and answer questions about the film Kungfu Boy.
- Work in groups. Take turns to talk about the film Kungfu Boy.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 3,4,5
Step 2: Task performing TASK 3: READ MARK’S BLOG
TASK 3: READ MARK’S BLOG AGAIN AGAIN AND ANSWER THE
AND ANSWER THE QUESTIONS. (p. QUESTIONS. (p. 88)
88) Answer key:
- Teacher can set a longer time limit for 1. Harry Potter and the Sorcerer’s Stone
students to read the text again and answer the is a fantasy.
questions. 2. Daniel Radcliffe is one of the stars in
- Teacher asks students to read the questions the film.
and underline key words, then reminds 3. The film tells the story of Harry
them to focus on the types of information Potter. He’s a powerful wizard. He is a
they have to find. student at a school for wizards and learns
- Teacher asks students to note where they about himself, his family, and the bad
found the information that helped them to things happening around him.
answer the questions. 4. People say it’s a must-see for teens.
- Teacher asks students to work in pairs and
find the answer. Students can compare
answers before discussing them as a class.
- Teacher allows students to share their
answers before discussing it as a class and
encourages them to give evidence.
- Teacher calls a student to write his/ her
answer on the board, then checks sentence by
sentence with the class.
TASK 4: LOOK AT THE TABLE.
TASK 4: LOOK AT THE TABLE. WORK IN PAIRS. ASK AND
WORK IN PAIRS. ASK AND ANSWER ANSWER QUESTIONS ABOUT
QUESTIONS ABOUT THE FILM THE FILM KUNGFU BOY. (p. 88)
KUNGFU BOY. (p. 88)
- Teacher models this activity with a more
able student first.
- Teacher asks students to work in pairs.
- Teacher can go around to help weaker
students.
- Teacher calls on some pairs to practise in
front of the class.
 Example:
A: How about seeing a film this evening?
TASK 5: WORK IN GROUPS. TAKE
B: That’s a great idea. What film shall
TURNS TO TALK ABOUT THE FILM
we see?
KUNGFU BOY. (p. 88)
A: Kungfu Boy.
- Teacher has students work in groups, talk
B: What kind of film is it?
about the film Kungfu Boy based on the
information from Task 4.
TASK 5: WORK IN GROUPS. TAKE
- Students work in groups to do the task.
TURNS TO TALK ABOUT THE
- Teacher goes around to help students.
FILM KUNGFU BOY. (p. 88)
- After finishing, teacher can call some
Example:
groups to give presentations in front of the
Kungfu Boy is on at … at … p.m. It’s
class.
a(n) … about …
- Teacher allows students to give comments
for their friends and vote for the most
interesting and informative presentation.
Suggestion:
- Students give comments for their friends
Kungfu Boy is a comedy directed by
and vote for the most interesting and
John Stevenson. Bruce Wane is the main
informative presentation.
actor in this film. It's about a very big
- Teacher and students discuss the
boy who saves his town and becomes a
presentations.
hero. People say that it's a must-see
- Teacher gives feedback and comments.
because it's very funny and interesting.
It's at 4.30 p.m. and 8.30 p.m. daily at
Step 3: Report and discussion
Ngoc Khanh Cinema. Let's go to see it!
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
 accept and decline suggestions.
  do a survey about group members’ favorite film.
 report the survey’s result to class.
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson Choose one of
your favourite films:
– name of the film * Home assigment:
– type of film - Do more exercises in workbook.
– its director and main actors / actresses - Write a short paragraph about your
– a short summary favourite film.
– your overall opinion about the film
– the showtime and cinema
– pictures or photos to illustrate the film
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
-T let Ss take note the home assignment
Step 3: Report and discussion
- T asks, Sts answer about Films
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Class Date of teaching Attendance

7A5 ………….. /………/2023

Period 67
Class Date of teaching Attendance
7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 6: SKILLS 2
I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Revise vocabulary on types of films, adjectives to describe films
* Grammar: - Understand the use of the connectors: although/ though and however
- Structures to accept and decline suggestions
* Pronunciation: Correctly pronounce words
2. Competencies:
a. General competencies:
- Listen for special information about a comedy;
- Write a short paragraph about your favorite film.
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
b. Specific competencies:
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- To draw students attention to listening skills: predicting, identifying keywords and listening
for specific details.
- To help students develop listening skills for specific information.
- To prepare language material for students to write a film review
- To write a film review.
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
- To introduce the topic of listening
- To enhance students’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Name the comedy
Game: Name the comedy
Step 2: Task performance Watch the video and write down the
- Teacher divides the class into 2 groups and types of the films.
shows them a video of some comedies.
- After the video, teacher asks students to pass
the chalk and take turns to run to the board
and write down the name of the films that
appeared in the video.
- Students take turns to run to the board and
write down the name of the films appeared in
the video.
- Teacher allows students to cross check first.
- Teacher confirms the answers and gives WHICH TYPES OF FILMS CAN
feedback. YOU SEE THE MOST IN THE
VIDEO? COMEDY
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads
in the listening skills
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To help students develop listening skills for specific information.
2. Content:
- Use of the connectors: although/though and however.
- Reporter – Film Critic.
3. Products:
- Work in pairs and discuss.
- Listen and check.
- Listen again and choose the correct answer.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for listening and
writing skills
- T asks the whole class to do the Tasks
Step 2: Task performance TASK 1: WORK IN PAIRS AND
TASK 1: WORK IN PAIRS AND DISCUSS. (Exercise 1, p. 89)
DISCUSS. (Exercise 1, p. 89)
- Teacher asks students what type of films are What do you like / dislike about a
in the video in the previous activity. comedy?
- Students quickly discuss with a partner.
- Teacher asks what they like/ dislike
comedies and why/ why not.
- Teacher gives feedback.
MAKES PEOPLE LAUGH
HELPS PEOPLE RELAX
REDUCES STRESS
 MOSTLY NOT EDUCATIONAL
SOME ARE NOT SUITABLE FOR
CHILDREN

TASK 2: PREDICTION: WHO

TASK 2: PREDICTION: WHO STARS STARS IN NAUGHTY TWINS?
IN NAUGHTY TWINS? LISTEN AND LISTEN AND CHECK. (Exercise 2, p.
CHECK. (Exercise 2, p. 89) 89)
- Teacher plays the recording. A. Linda Smith and Susan Brown
- Students listen and focus on the predicted B. Linda Brown and Susan Smith
keywords to find out the answer. C. Susan Linda and Brown Smith
- Teacher allows students to peer check first.
- Teacher confirms the answers and gives
feedback.
LISTENING STRATEGIES
STEP 1: Find keywords -> underline
them.
(Words that contain important
information)
STEP 2: Recall all related lexical items to
the topics and keywords.
STEP 3: Pay attention to the keywords/
related words while listening.
TASK 3: LISTENING AGAIN CHOOSE TASK 3: LISTENING AGAIN
THE CORRECT ANSWER. (Exercise 3, CHOOSE THE CORRECT
p. 89) ANSWER. (Exercise 3, p. 89)
- Teacher asks students to read the Keys: 1. A 2. C 3. A 4. A
conversation and to focus on the key
information and underline the keywords.
- Teacher plays the recording again. Ask
students to listen and choose the correct
answer.
- Teacher lets students peer-check with a
partner.
- Teacher calls some students to give the
answers to the class and correct the mistakes
where necessary, encourages students to
explain their answers, and shares some tips
on finding the information.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (25' - GW/PM/IM)
1. Aim:
- To prepare language material for students to write a film review.
- To teach students how to write a film review.
2. Content:
- To write about films
3. Products:
- Work in groups. Make notes about your favourite film.
- Work in groups. Make a film review.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 4 and 5
Step 2: Task performing TASK 4: WORK IN GROUPS.
TASK 4: WORK IN GROUPS. MAKE MAKE NOTES ABOUT YOUR
NOTES ABOUT YOUR FAVORITE FAVORITE FILM. (Exercise 4, p. 89)
FILM. (Exercise 4, p. 89)
- Teacher asks students to look at the table,
and draws their attention to the information
needed.
- Students group up and decide on their
favorite film.
- Students work in groups to ask and answer
the questions and fill the table.
- Teacher goes around and helps if needed.
- Teacher confirms the answers and gives
feedback.

TASK 5: WORK IN GROUPS. TAKE
TURNS TO TALK ABOUT THE FILM
KUNGFU BOY. (p. 88)
- Teacher has students work in groups, talk
about the film Kungfu Boy based on the
information from Task 4.
- Students work in groups to do the task.
Harry Potter
Fantasy / Fiction
Daniel Radcliffe, Emma Watson,
Rupert Grint
A group of teenage wizards and
witches in Hogwarts fight against
the Dark Lord.
Great acting, beautiful scences
Gripping, moving, funny
TASK 5: WORK IN GROUPS. TAKE
TURNS TO TALK ABOUT THE
FILM KUNGFU BOY. (p. 88)
Suggested answer
- Teacher goes around to help students.
- After finishing, teacher can call some
groups to give presentations in front of the
class.
- Teacher allows students to give comments
for their friends and vote for the most
interesting and informative presentation.
- Students give comments for their friends
and vote for the most interesting and
informative presentation.
*** Teacher and students discuss the
presentations.
**** Teacher gives feedback and comments.
My favourite film is the Harry Potter
series. It is based on one of the best
selling novels. They are fantasy and
fiction films about the wizard named
Harry Potter and his friends: Ron and
Hermione. Daniel Radcliffe, Emma
Watson, Rupert Grint starred in this
film. I like this film and I find it
gripping, moving and funny, too. The
scenes were set in the beautiful
spots in the UK and the acting was
really great.

TASK 6: CLASS GALLERY →

TASK 6: CLASS GALLERY → GIVING GIVING PEER-REFLECTION &
PEER-REFLECTION & EVALUATION. EVALUATION.
- Teacher asks students to stick their
“productions” onto the board.
- Students can go and see others’ work.
- Students then give comments to each other.
- Teacher then gives feedback as a class
discussion.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
 go and see other’s work
 give comments to each other
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Prepare project: Your favorite film
Choose one of your favourite films:
 – name of the film
– type of film * Home assigment:
– its director and main actors / actresses - Do more exercises in workbook.
– a short summary - Write a short paragraph about your
– your overall opinion about the film favourite film.
– the showtime and cinema
– pictures or photos to illustrate the film
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
-T let Ss take note the home assignment
Step 3: Report and discussion
- T asks, Sts answer about Films
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………

Period 68
Class Date of teaching Attendance
7A5 ………….. /………/2023
Class Date of teaching Attendance
7A5 ………….. /………/2023

UNIT 8: FILMS
Lesson 7: LOOKING BACK AND PROJECT

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Have an overview about the topic Films
- Use the vocabulary to talk about Films: review the vocabulary of Unit 8
* Grammar:
- Practice using the connectors: although/ though and however in contexts
- Apply what they have learnt (vocabulary and grammar) into practice through a project
* Pronunciation: Correctly pronounce words that contain the sounds: /ɪə/ and /eə/
2. Competencies:
a. General competencies:
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
b. Specific competencies:
- Be more creative when doing the project
- Group work and independent working, pair work, linguistic competence, cooperative
learning and communicative competence.
- An overview about the topic “Films”
3. Qualities:
- Know more types of films; adjectives describing films:
- Ss have the good attitude to working in groups, individual work, and pairwork, cooperative
learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE

ACTIVITY 1: WARM-UP GW/PW/IW)

1. Aim:
- To revise the vocabulary related to the topic and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering Game: Brainstorming
Brainstorming
Step 2: Task performance
- Teacher divides the board, and divides the
class into 2 teams.
- Members of each team take turns and write
as many types of films as possible in 2
minutes.
- Students cross check their answers first.
- Teacher confirms the answers and gives
feedback. The group having more correct
answers is the winner.

Teacher leads students into the lesson by telling them that

“In today lesson, we are going to learn more words to talk
about Films

Step 3: Report and discussion

- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 1,2

ACTIVITY 2: KNOWLEDGE FORMATION (15')

1. Aim:
- To help students revise types of films.
- To encourage students to give examples for types of films.
2. Content:
- To help students review the connectors: although/though and however.
- Reporter – Film Critic.
3. Products:
- Spin the wheel: Types of films: (Give an example for every film type in the box.)
- Match the types of film in column A with their descriptions in column B.
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening,
reading, speaking and writing
- T asks the whole class to do the Tasks in
Looking back
Step 2: Task performance
TASK 1: MATCH THE TYPES OF FILM TASK 1: MATCH THE TYPES OF
IN COLUMN A WITH THEIR FILM IN COLUMN A WITH THEIR
DESCRIPTIONS IN COLUMN B. (p. 90) DESCRIPTIONS IN COLUMN B. (p.
- Teacher encourages students to complete 90)
the task individually. Answer key:
- Students do the task individually. 1. d
- Students exchange their textbooks with 2. a
their partners. 3. e
- Teacher gives feedback as a class 4. c
discussion. 5. b

TASK 2: GIVE AN EXAMPLE FOR TASK 2: GIVE AN EXAMPLE FOR

EVERY FILM TYPE IN THE BOX (p. EVERY FILM TYPE IN THE BOX
90) (p. 90)
- Teacher asks students to think of as many Example:
examples of different types of films as - a comedy: Mr Bean
possible.
- Students think of as many examples of
different types of films as possible.
- Teacher then asks some students to say out
their examples in front of the class. Examples
of Vietnamese films are fine.
- Teacher gives feedback as a class
discussion.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (25' - GW/PM/IM)
1. Aim:
- To help students revise adjectives describing films
- To help students revise the connectors: although/ though and however.
- To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
2. Content:
- Practice the connectors although/though or however in contexts
- Project: Posters exhibition
3. Products:
- Choose the correct answer (A, B, or C) to complete each of the following sentences.
- Match the sentences or sentence halves in columns A and B.
- Project: Posters exhibition
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering
-T let Ss learn Task 3,4,5 and project
Step 2: Task performing
TASK 3: CHOOSE THE CORRECT TASK 3: CHOOSE THE CORRECT
ANSWER (A, B, OR C) TO COMPLETE ANSWER (A, B, OR C) TO
EACH OF THE FOLLOWING COMPLETE EACH OF THE
SENTENCES. (p. 90) FOLLOWING SENTENCES. (p. 90)
-Teacher encourages students to complete the
task individually.
- Students complete the task individually. Answer key:
- Students exchange their textbooks with 1. C
their partners. 2. B
- Teacher gives feedback as a class 3. C
discussion. 4. A
5. B
6. A
TASK 4: MATCH THE SENTENCES OR TASK 4: MATCH THE SENTENCES
SENTENCE HALVES IN COLUMNS A OR SENTENCE HALVES IN
AND B. (p.90) COLUMNS A AND B. (p.90)
- Teacher asks students to do it individually Answer key:
first. 1. d
- Students complete the task individually. 2. e
- Teacher then asks them to check their 3. a
answers with a partner before discussing the 4. b
answers as a class. 5. c
- Teacher reminds students to keep a record
of their original answers so that they can use
that information in their Now I can...
statement.
Posters exhibition:
* Teacher has students work in groups and Posters exhibition:
gives instructions to students as follow:
1. Choose one of your favourite films and
design a poster for it, including:
– name of the film
– type of film
– its director and main actors / actresses
– a short summary
– your overall opinion about the film
– the showtime and cinema
– pictures or photos to illustrate the film
2. Organise them into an exhibition.
3. Vote for the best poster.
- Students do the project in groups.
- Students vote for the best poster.
- Teacher gives feedback.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about Films
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS’ CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make
sentences with them
- Project: Posters exhibition * Home assigment:
Step 2: Task performance - Do more exercises in workbook.
- Teacher summarizes the lesson - Make 5 sentences using connectors
-T lets Ss take note the home assignment although/though or however
Step 3: Report and discussion - Project: Posters exhibition
- T asks, Sts answer about Films
-Step 4: Judgement
T gives feedback and requires Ss do
homework.
IV. FEED-BACK:
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………
……………………………………………………………………………………………