Giáo án Tiếng Anh Lớp 10 - Unit 13: Films and cinema - Nguyễn Văn Tạo

Date: March 3rd, 2009
Period 78
	Unit 13	 FILMS AND CINEMA 
	Lesson 	 READING
I. Objectives: By the end of this lesson, students will be able to:
Develop such reading micro-skills as skimming for main ideas, summarising main ideas, scanning for specific ideas, and guessing meaning in context.
Use the grammatical structure “It was not until . . . . that . . . .” and cinema vocabulary.
II. Language Focus:
Grammar: the grammatical structure “It was not until . . . . that . . . .” 
New words: silent films, screen, character . . . 
III. Teaching Aids: overhead projector, cassette player, textbook . . . 
IV. Procedures:	
Stages/
Time
Teacher’s Activities
Students’ Activities
Warm – up
(5 minutes)
Cinema Crossword Puzzle
-T divides the class into small groups of 3 – 4 Ss. Then T distributes the following crossword puzzle handouts for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner. 
-T introduces the topic “Music”
Across:
2. A film that makes you laugh is a . . . 
5. The person who makes a film.
7. All the people who act in a film.
8. The story of a film.
Down:
1. The music of a film.
3. The word of a film.
4. A film that frightens you is a . . . film.
6. The most important actor in a film.
* Suggested answers:
1. sound-track
2. comedy
3. script
4. horror
5. director
6. star
7. cast
8. plot
1
2
3
4
5
6
7
8
-Ss enjoy playing the game in groups of 3 – 4 Ss.
Pre –
reading
7 minutes
-T draws a network on the board and elicits cinema vocabulary from Ss. The key word is “Cinema”.
-T makes sure Ss understand the meaning of these words and teaches their prounciation, if necessary.
-Then T guides Ss to discuss the following questions in pairs:
1.Do you want to see a film at the cinema or on TV? Why?
2.Can you name some of the films you have seen?
3.What kinds of films do you want to see? Why?
Pre-teaching vocabulary and structure
+motion (n): the act of moving, or changing place or position.
+set something in motion = move something
+still (a): silent
+audience (n): viewers
+spread (v): to extend over a place
+replace (v): 
[ It was not until TIME that CLAUSE]
-This structure means the same as not . . . before. It refers to the commencement point of an action or event in the past.
Ex: It was not until last year that we began this program = We didn’t begin this program before last year = We began this program last year. 
-T may ask Ss to make some sentences with the new structure. 
-Ss work in pairs and do the task.
-Ss listen to T’s explanation and take notes new vocabulary.
While – reading
7 minutes
Task 1 – Find the correct words in the passage to match with the definition
-T gets Ss to read the passage individually and do the task.
-T goes around to help Ss when necessary.
-T calls Ss to present and explain their answers.
-T gives the correct answers. 
* Expected answers:
1. Cinema
2. Sequence
3. Decade
4. Rapidly
5. Scene
6. Character
-Ss work individually and do the task. 
-Ss present their answers in front of the class
-Ss take note the correct answers.
7 minutes
Task 2 – Answering questions. 
-T asks Ss to work individually to do the task.
-T asks Ss to discuss their answers with their peers.
-T calls on some Ss to give their answers and asks them to explain their choices. 
-T comments and gives the suggested answers. 
* Suggested answers:
1. In the early 19th century.
2. At that time the scientists discovered that when a sequence of still pictures was set in motion, they could give the feeling of movement.
3. No, they didn’t.
4. In the early 1910s.
5. At the end of the 1920s.
6. The musical cinema. 
-Ss work individually and do the task. 
-Ss work in pairs. 
-Ss present their answers in front of the class. 
-Ss listen T’s comment and write down the correct answers. 
5 minutes
Task 3 – Choose the best title for the passage.
-T asks Ss to read the options A, B and C to find out the differences between them. 
-T asks Ss to go back to the passage, and read the first and the last sentence to decide the main idea.
-T gives Ss some minutes to do the task and checks with the whole class.
* Suggested answer: 
 B(The passage briefly presents the development of the cinema from the old silent films to musicals)
-Ss work individually the do task 3. 
Post – reading
10 minutes
-T asks Ss to work in groups of 4 to take notes of the main events described in the passage, based on the cues given in the textbook. 
-T asks Ss to take turns to talk about the history of cinema based on their notes.
-T goes around to help the groups when necessary.
-T calls on some groups to report their ideas to the class.
-T correct mistakes if necessary.
Group work and whole class. 
Homework
3 minutes
-T summarises the main points in the lesson. 
-T asks Ss to learn all of the new words by heart 
 and prepare SPEAKING for the next period. 
- Ss listen and take notes. 
Date: March 8th, 2009
Period 79
	Unit 13 FILMS AND CINEMA 
	Lesson 	 SPEAKING
I. Objectives: By the end of this lesson, students will be able to:
ask and answer questions about the plot of a film based on prompts.
tell what kinds of film they like and dislike.
express their opinions about a film, using attitudinal adjectives. 
II. Language Focus:
Grammar: [Sb find St/sb + Adj]; [Adjectives ending with –ing and –ed]
New words: revision 
III. Teaching Aids: textbooks, pictures . . . .
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
Film categorization
- T divides the class into small groups of 3 or 4.
-T sticks some different film posters on the board or the walls (T can print these posters).
-T asks Ss to work in groups, discussing and giving out the right name of the film for each poster. 
* Suggested films:
Science fiction film
Cartoon
Horror film
Detective film
Thriller
Romantic comedy
War film
Action film
-T asks Ss if they have seen these films. Then T introduces the topic of the lesson.
-T gets across to Ss that some types of films need the word “film” but some don’t. For example, we say “thriller”, “comedy”, “cartoon” but “action film”, horror film” etc.
-T can ask Ss what they know about these singers and name some of their songs. 
-Ss work in groups of four. 
-Ss answer T’s questions.
-Ss take notes. 
Pre – speaking
7 minutes
Task 1 – Put a stick in the right column. 
-T asks Ss to study the table on page. 134 and tick the boxes that suit their preferences for a particular type of films. 
-Then T asks Ss to move around the classroom and find as many friends that have the same preferences as them as possible.
-T calls on some Ss to report their likes and dislikes and the numbers of friends who have the same tastes as them.
-Individual work and mingling activity. 
8 minutes 
Task 2 
-T gets Ss to brainstorm all the adjectives that can be used to describe films, e.g. interesting, exciting, fascinating, amusing, boring, horrifying 
-T introduces the structure Sb find /st/sb + Adj, which can be used to express one’s opinion about something or someone. 
Ex: I find horror films fascinating.
-T elicits the expressions of agreement and disagreement:
Agreement
Disagreement
I agree
Yes, exactly
Right!
Sure!
I don’t think so
Yes, but. . . 
Do you think so?
You can’t be serious!
-T invites three Ss to read the model conversation in the textbook. T correct Ss’s intonation and pronunciation if necessary.
-T divides the class into small groups of 3 and instructs Ss to find out what the other members of their group feel about the given types of films.
-T goes around offering help. 
-Ss work individually.
-Ss work in groups. 
While – speaking 
12 minites
Task 3 – Find out the preferences for films.
-T asks Ss to work in pairs and find out about their partner’s preference for particular type of films.
-T goes around to observe, offering help and collecting mistakes. 
-T calls on some Ss to talk about their ideas and asks others Ss to add more.
-T gives feedback and correct answers.
-Ss work in pairs and do the task. 
Post – speaking
8 minutes
Task 4 – Talk about a film you have seen
-T instructs Ss to work in pairs, asking and answering questions about a film that they have seen, using suggestions given in the textbook. 
-T asks Ss to take note of their friend’s story.
-T goes around offering help.
-T calls on some Ss to report on their friends’ story. 
-T takes note of Ss’ mistakes for later correction.
-T writes some typical mistakes and errors on the board for peer correction.
-Ss work in pairs and present their ideas in front of the class. 
-Ss listen to T and correct mistakes. 
Homework
3 minutes
-T summarise the main points in the lesson. 
-T requires Ss to prepare LISTENING for the next period. 
- Ss listen and take notes
Date: March 9th, 2009
Period 80
	Unit 13	 FILMS AND CINEMA 
	Lesson 	 LISTENING
I. Objectives: By the end of this lesson, students will be able to:
listen to get specific information.
II. Language Focus:
Grammar: revision
New words: revision 
III. Teaching Aids: pictures in the textbook, cassette, extra board . . . . 	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm – up
(7 minutes)
A Quiz about Titanic
-T asks Ss to answers all the questions given about the film Titanic.
-T divides the class into two big groups: A and B.
* Suggested Questions & Answers:
1. What is the name of the main female character
 in “Titanic”? (Rose)
2. Who played the main female character?(Kate
 Winslet)
3. What is the name if the main male character?
 (Jack)
4. Who played the main male character? 
 (Leonardo DiCarprio)
5. What is the theme song for “Titanic”? 
 (My heart will go on)
6. Who sang this song in the movie?(Celine Dion)
7. In what year did “Titanic” come to the
 threatres?(1997)
8. How many awards did it have?(11 awards)
-Ss play the game held by the T in groups. 
Pre –listening
7 minutes
Talking about Van Cao
-T asks Ss to look at the talbe on page 136 and asks the whole class some questions:
+ How often do you go to the cinema?
+ How about listening to the radio?
- T asks Ss to look at the pictures in Task 1 and predict the content of the conversation. T should elicit by asking questions :
+ What do you see in the picture?
+ What do you think they may want to do?
+ What film may they want to see?
-T introduces some new words that will appear in the listening task.
 Titanic cinema instead 
 suppose guess picnic
-Ss work individually. 
-Ss listen to T’s guidance and take note new words, practise pronouncing them. 
-Ss listen to teacher and take note new words. 
While-listening
5 minutes
Task 1 
-T asks Ss that they are going to listen to the tape and verify their prediction.
-T plays the tape once for Ss to do the task.
-T invites some Ss to answer the question in the textbook.
-T gives out the correct answer.
Answer: They’re planning to go to see the
 “Titanic”.
- Ss work individually to listen to the tapes and do Task 1 
 -Ss give out the results after listening to the tape.
- Ss compare their answers with a friend and present them on the board. 
10 minutes
Task 2 – Write the plans for the netx week on the calendar. 
-T asks Ss whether they can do the task based on the previous times of listening.
-If Ss can, T asks them to give the answers and write them on the board.
-T plays the tape once for Ss to check their answers.
-If not, T asks Ss to listen to the tape again and write down the girls’ plans in note forms.
-T asks Ss to work in pairs to compare their answers.
-If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answers again.
-T gives feedback and correct answers.
* Expected answers:
Lan
Huong
Mon
See a play
Tue
Wed
Work and go to singing club
Thu
Visit grandparents
Fri
Study Chinese
Sat
Work (busy)
Sun
Go on a picnic
- Ss work in individual to listen to the tapes and do Task 2. 
-Ss give out their guesses before listening to the tape three times. 
- Ss compare their answers with a friend and present them on the board. 
-Ss take note the correct answers on the extra board. 
3 minutes
Task 3 
-T asks the whole class what day Lan and Huong can meet.
-T invites Ss to explain their anwers.
* Suggested answers: Tuesday (because they are 
 both free on Tuesday)
-Ss work individually and answer the questions. 
Post- listening
10 minutes
Summary
-T asks Ss to work in pairs and take turn to summarise the conversation between the two girls, basing themselves on the notes they have taken for Task 2. 
-T goes around offering help.
-T calls some Ss to tell the class again about Lan and Huong’s plans. 
-T asks Ss to work in pairs and role play the conversation.
-T invites some pairs to perform on front of the class and gives feedback. 
-Ss work in pairs to do the task. 
-Ss work in pairs to perform the conversation. 
-Ss listen to T’s remarks.
Homework
3 minutes
-T summarize the main points. 
-T asks Ss to learn by heart all new words 
-T asks Ss to prepare WRITING for the next period. 
- Ss listen and take notes
Date: March 10th, 2009
Period 81
	Unit 13 FILMS AND CINEMA 
	Lesson 	 WRITING
I. Objectives: By the end of this lesson, students will be able to:
write a descriptive paragraph about a film they have seem, based on prompts. 
II. Language Focus:
Grammar: revision 
New words: revision
III. Teaching Aids: textbook, pictures, handouts . . . 
IV. Procedures:
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(7 minutes)
Competition game – Singing songs in films
-T divides the class into two big groups: A and B.
-T asks each group to take turn to sing as many songs in films as possible.
-The group has more songs will be the winner. 
-Ss play the game in groups 
Pre-writing
10 minutes
Task 1 – Working with the model
-T introduces the task and draws this table of summary on the board:
Title?
Type?
Plot?
Filming place?
Based on?
Main characters?
-T asks Ss to read the text about “Titanic” individually for 5 minutes and then find a partner to answer the questions and complete the table of summary together. 
-T goes around to help Ss.
-T calls on some Ss to go and write their answers on the board.
-T gives feedback and correct answers. 
-Ss work in groups.
-Ss listen to T’s guidance and do the task. 
-Ss go the board to write their sentences. 
-Ss take notes the correct answers.
While-writing
20 minutes
Task 2– Writing 
-T introduces the task and asks Ss to write the paragraph for 10 minutes. 
-While Ss write the letter, T should go around to observe and provide help. 
Feedback on Ss’ writings
-T asks Ss to exchange their paragraph with another student for peer correction.
-T goes around and collect mistakes and errors.
-T collects some wrtings for quick feedback.
-T writes typical errors on the board and elicits self and peer correcttion. 
-T gives general comments on the paragraphs.
-Individual work 
-Pair work and whole class
Post- writing
6 minutes
Talking
-T asks Ss to work in groups of 4-5 to tell about their favourite kinds of films. 
-Ss work in groups
Homework
2 minutes
-T summarise the main points in the lesson. 
-T asks students to complete all of the tasks in the textbook.
-T asks students to prepare Language Focus for next period. 
-Ss listen and take notes
Date: March 15th, 2009
Period 82-83
	Unit 13 FILMS AND CINEMA 
	Lesson 	 LANGUAGE FOCUS
I. Objectives: By the end of this lesson, students will be able to:
distinguish and pronounce the sound / f / and / v / correctly.
use attitudinal adjectives to describe films or to express their option about particular films.
Use structure “It was not until . . . that . . .” and article “a/an/the” appropriately. 
II. Language Focus:
Grammar: as the above 
New words: revision
III. Teaching Aids: Textbooks	
IV. Procedures:	
Stages/Time
Teacher’s Activities
Students’ Activities
Warm-up
(4 minutes)
Films telling
-T invites some Ss to tell the films that they have seen recently. 
-Ss work in groups, playing the game as guided. 
Pro-nunciation
7 minutes
Activity 1 – Listen and repeat
-T demonstrates the sounds / f / and / v / by pronouncing them exactly and clearly.
-T instructs the ways to pronounce two sounds. 
-T asks Ss to pronounce the sounds several times.
-T makes sure that Ss are aware of the difference between the two sounds. 
-T reads the wortds in each column all at once.
-T reads the words again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words.
-T reads the words and asks Ss to repeat them.
-T asks Ss to practise pronouncing the words in pairs.
-T goes around to provide help.
-T gives feedback.
Activity 2 – Practise these sentences
-T reads the sentences and asks Ss underlined the words with the sound and / f / or / v / under them.
-T asks Ss to practise the sentences in pairs.
-T goes around the class and provides help if necessary. 
-T gives feedback.
 -Ss observe and listen to teacher’s guidance. 
-Ss listen. 
-Ss practise pronuncation. 
-Ss listen carefully & work in pairs to read the sentences. 
-Ss work individually.
Vocabulary
7 minutes
Exercise 1
-T intriduces the exercise and asks Ss to write the adjectival forms of the verbs given in the textbook.
-T asks Ss to read the verbs quickly.
-T divides the class into two big groups.
-T reads out any verb in the list and the members of each group will take turn to go to the board and write the corresponding adjectival forms. T keeps reading until there are no more verbs in the list. The group with more correct answers will be the winner.
-T explains difficult words the differences between the two forms:
+ the –ing form has an active meaning
 E.g. if something is interesting, it interests you. 
+ the –ed form has a passive meaning
 E.g. if something is interesting, you are 
 interested in. 
-T gives out the correct answers
- Ss work in groups and do the task. 
-Ss listen T’s explanation and take note. 
8 minutes
Exercise 2
-T introduces the exercises and asks Ss to read through all of the sentences. 
-T gets Ss to do the exercise individually. 
-T goes around to provide help.
-T asks them to compate their answers with others.
-T asks Ss to go to the board to write their answers.
-T gives correct answers.
* Expected 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
-Ss work individually, doing the exercise, then exchange the results with a partner to take peer correction. 
- Ss listen and take notes.
Grammar
8 minutes
Exercise 3
a. Presentation
-T elicits from Ss the form, meaning and use of the structure “It was not until . . . that . . .”
-T gets Ss to translate some English sentences into Vietnamese and /or vice versa to check that they understand and use the structure correctly.
* Examples:
+ It was not until last year that this school was
 built.
+ It was not until this May that she found a job. 
= = = = = = = = = = = = = = = = = =
b. Practice
-T asks Ss to do exercise 3 individually and then find a partner to check their answers with.
-T calls on some Ss to read out their answers.
-T feedbacks and gives correct answers.
* Suggested answers:
1. It was not until 1990 that she became a teacher.
2. It was not until he was 30 that he knew how to
 swim.
3. It was not until 1980 that they began to learn
 English. 
(To be continued) 
-Ss work individually.
-Ss work individually and then check again with a friend. 
8 minutes
Task 4 
a. Presentation
-T elicits from Ss the form, meaning and use of the indefinite article “a/an” and definite article “the”.
ü a +