Kế hoạch bài dạy Tiếng Anh 7 - Period 64 đến 66, Unit 8: Films. Lesson 3 đến 5 - Năm học 2023-2024

Week 22
Preparing date: 4/2/2024
Teaching date: 5/2/2024
PERIOD 64: UNIT 8: FILMS 
LESSON 3: A CLOSER LOOK 2 
I. AIMS
1. Knowledge 
Students will be able to 
- Understand the use of the connectors: although/ though and however
- Practice using the connectors: although/ though and however in contexts
1.1. Vocabulary: 
- Practice using vocabulary related to the topic “Films”
1.2. Grammar:
- Practice using the connectors: although/ though and however in contexts
2. Competences 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality 
- Develop self-study skills
II. TEACHING AIDS
1. Students: 
- Grade 7 textbook, Unit 8, A closer look 2
2. Teachers: 
- Grade 7 textbook, Unit 8, A closer look 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards	
- sachmem.vn
III. TEACHING PROCEDURES
1. Class organization/ Warm up
Game: Sentence puzzling
- Teacher divides the class into 4 groups.
Teacher shows sets of words to 4 groups.
Each group will have to arrange the words to make a meaningful sentence.
The group with a correct sentence will get 1 point
- Students play the game in groups.
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives feedback.
Set 1:
He goes out although it is raining.
Set 2:
She gets good marks though she is lazy.
Set 3:
He is an amateur actor. However, he acts very well.
Set 4:
He studied hard. However, he failed the exam.
LEAD-IN
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. 
2. New lesson
2.1. Grammar
- 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.
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
We use however to contrast ideas in two sentences. We normally use a comma after it.
Example:
John Peters is an amateur actor. However, he gave a great performance in his latest film
- Teacher and students discuss the answers.
- Teacher confirms the answers and gives feedback.
2.2. Activities
a. Activity 1: COMBINE THE TWO SENTENCES, USING ALTHOUGH/ THOUGH. (p. 85)
* Objective
To check students’ understanding of the connectors although/though.
* Content
Work individually, combine the two sentences, using although/ though
* Output
Ss combine the two sentences, using although/ though
* Process
- 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.
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.
b. Activity 2: COMPLETE THE SENTENCES, USING ALTHOUGH/ THOUGH OR HOWEVER. (p. 85)
* Objective
To check students’ understanding of the connectors although/though or however.
* Content
Work individually, complete the sentences, using although/ though or however.
* Output
Ss complete the sentences, using although/ though or however.
* Process
- Teacher has students work individually. 
- Students work individually to complete 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.
Answer key:
1. Although/ Though
2. However
3. although/ though
4. However
5. although/ though
c. Activity 3: USE YOUR OWN IDEAS TO COMPLETE THE FOLLOWING SENTENCES. THEN COMPARE YOUR SENTENCES WITH A PARTNER’S. (p. 85)
* Objective
To check students’ understanding of the connectors although/though or however in contexts.
* Content
Work individually, use your own ideas to complete the following sentences. then compare your sentences with a partner’s.
* Output
Ss use their own ideas to complete the given sentences.
* Process
- Teacher asks students to read the instruction. 
- Teacher asks students to do the exercise individually, using their own ideas to write sentences. 
- Teacher then has them work in pairs, comparing their sentences. Teacher can go around to help students.
- Teacher confirms the answers and gives feedback.
d. Activity 4: CHOOSE THE CORRECT ANSWER (A, B, OR C) TO COMPLETE EACH SENTENCE. (p. 85)
* Objective
To further check students’ understanding of the connectors although/though or however.
* Content
Work individually, choose the correct answer (a, b, or c) to complete each sentence.
* Output
Ss choose the correct answer (a, b, or c) to complete each sentence.
* Process
- Help Ss revise the uses of the connectors because, so and but
- Teacher has students work independently. 
- Teacher asks students to do the exercise individually. 
- 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.
Answer key:
1. A
2. C
3. A
4. C
5. A
d. Activity 5: GAME – CHAIN STORY WITH ALTHOUGH/ THOUGH. (p.86)
* Objective
To help students practise using the connectors although/though in context
* Content
Work in groups, make up a chain story with although/though 
* Output
Ss know how to use the connectors although/though in context
* Process
- Teacher has students work in groups. 
- Students write a story beginning with the clause, using the second part of the previous sentence with although / though as the first part of the next sentence.
The group with the longest story wins.
- Teacher lets students work in groups and cross check their answers before checking with the whole class (explain each sentence if necessary).
- Teacher confirms the answers and gives feedback.
Example: 
Although it rained yesterday, we went shopping.
Although / Though we went shopping, we didn’t buy anything. 
3. Consolidation
Teacher asks students to talk about what they have learnt in the lesson.
4. Homework
Part B: Ex.6 & Ex.7 (page 62)
Part E: Ex. 1 (page 65)
5. Teaching experience (handwriting): 
...
Week 22
Preparing date: 5/2/2024
Teaching date: 6/2/2024
PERIOD 65: UNIT 8: FILMS
LESSON 4: COMMUNICATION 
I. AIMS
1. Knowledge 
By the end of this lesson, students will be able to:
- Accept and decline suggestions; 
- Do a survey about group members’ favourite film;
- Report the survey’s result to class.
1.1. Vocabulary: Revise vocabulary on types of films, adjectives to describe films
1.2. Grammar: Structures to accept and decline suggestions
2. Competences 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality: Develop self-study skills.
II. TEACHING AIDS
1. Students: Grade 7 textbook, notebook, workbook
2. Teachers: 
- Grade 7 textbook, Unit 8, Communication
- Computer connected to the Internet
- Projector, loudspeaker
- Lesson plan
III. TEACHING PROCEDURES
1. Class organization/ Warm up
Game: Conversation rearranging. 
- Teacher divides the class into 4 groups. Teacher delivers a set of sentences in a conversation to each group.
- Students will have to work in groups to arrange the sentences to make a meaningful conversation. The group with the fastest correct conversation will be the winner.
- Teacher allows students to cross check first.
- Teacher plays the recording to check and ask students to identify the content of the conversation.
2. New lesson
2.1. EVERDAY ENGLISH
a. Activity 1: Listen and read the conversations. Pay attention to the highlighted sentences. (Exercises 1, P.86) 
* Objective: To introduce ways to accept/decline suggestions. 
* Content: Students can listen and pay attention to the highlighted sentences
* Output: Students can use the ways to accept/decline suggestions in actual context 
* Process:
- Teacher lets students listen to the examples in Ex. 1 in the book. 
- Teacher draws their attention to the form of ways to accept/ decline suggestions.
- Teacher and students discuss the form of ways to accept/ decline suggestions.
- Teacher confirms the answers and gives feedback.
- Highlighted sentences: 
1. That’s a great idea.
2. I’d love to, but that’s too far for me to travel.
b. Activity 2: Work in pairs. Make similar conversation with the following situations. (Exercise 2, P.86) 
* Objective: To give students opportunities to use ways to accept and decline suggestions correctly in context.
* Content: Students can practice making similar conversation with the suggested situations.
* Output: Students can know ways how to accept and decline suggestions correctly in actual context.
* Process: 
- Teacher has students work on the conversations in pairs. 
- Students work on the conversations in pairs.
- Teacher asks some pairs to act out in front of the class. 
- Teacher gives feedback and correction (if needed).
2.2. A SURVEY ABOUT FILMS
a. Activity 3: Listen to the conversation and fill in the blanks with the words you hear. (Exercise 3, P.87) 
* Objective: To recall students’ knowledge about the concept of a survey and prepare needed language material for the next task.
* Content: Students listen to the conversation twice and fill in the blanks with the missing words they hear.
* Output: Students can fill the correct words in the blanks and understand the conversation.
* Process:
- Teacher asks several questions to set the scene. Then ask students to look at Ex. 3, quickly predict the answers and exchange the ideas with a partner. 
- Play the recording and ask students to fill in the blanks, focusing on the structures to ask for information in the survey. 
- Then let students read through the conversation and answer 2 questions:
What kinds of information do you need to ask in the survey?
Which structures do you need to ask for the information?
- Teacher allows students to peer check first.
- Teacher confirms the answers and gives feedback.
* Answer key: 1. best	2. comedies	3. favourite	4. stars 	5. funny
* Tape script:
Tom: Hi Lan. I’m doing a survey about films. Can I ask you some questions?
Lan: Sure. Go ahead.
Tom: What kind of films do you like (1) best?
Lan: I love (2) comedies.
Tom: What’s the name of your (3) favourite comedy?
Lan: It’s Dr Johnny.
Tom: Who (4) stars in it?
Lan: Bill Harris.
Tom: What do you think of it?
Lan: It’s very (5) funny.
Tom: Thank you.
b. Activity 4: Works in groups. Do a survey about your group member’s favourite films. (Exercise 4, P.87).
* Objective: To let students have some time to brainstorm the ideas and do the survey
* Content: Students to work in groups to do a survey about your group member’s favourite films.
* Output: Students can work in groups effectively.
* Process:
- Teacher divides students in groups of 4 and spends 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.
Member’s name
Lan

Name of film
Dr Johnny

Type of film
Comedy

Main actor(s)/ actress(es)
Bill Harris

Reviews
Very funny

c. Activity 5: Report your results to the class. (Exercise 5, P.87)
* Objective: To let students practice talking about others’ favorite films.
* Content: Students have the results of the member’s group favourite films
* Output: Students can be confident to present their results in front of the class.
* Process:
- Teacher invites some students to show their survey notes and talk about their group member’s favorite film. 
- Students show their survey notes and talk about their group member’s favorite film. 
- Teacher allows students to cross check first.
- Teacher listens, gives comments or corrections if needed.
Example:
In our survey we interviewed three members: Lan,... and...
Lan likes comedies best. Her favourite comedy is...
3. Consolidation:
In this lesson, students have learnt about:
- Ways to accept and decline suggestions; 
- Do a survey about group members’ favorite film;
- Report the survey’s result to class.
4. Homework:
- Complete exercises in workbook.
- Practice talking about their own favorite film.
5. Teaching experience (handwriting): 
Week 23
Preparing date: 18/2/2024
Teaching date: 19/2/2024
PERIOD 66: UNIT 8: FILMS
LESSON 5: SKILLS 1
I. AIMS
1. Knowledge 
Students will be able to read for specific information about someone’s review of his/her favourite film. Talk about film (its plot, main characters, cast, etc.)
1.1. Vocabulary: directed, disaster, voyage, journey, social classes, engage
1.2. Grammar: Present perfect tense
2. Competences 
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality: 
Develop self-study skills.
II. TEACHING AIDS
1. Students: pens, notebook, students’book, workbook
2. Teacher: lesson plan, projector 
III. TEACHING PROCEDURES
1. Warm up
Now, look at the picture of the film Titanic. 
Have you ever seen this film?
Do you know who actor and actress in the picture are?
Do you like him/her? Why/ Why not?	
Chatting: What kind of films do you like to see? Who are your favourite actors/ actresses?
- Today, we are going to do an interview with your classmate about films. Please think of the questions you may ask your friends in your interview with them.
2. New lesson
2.1. Reading 
- Activity 1. Read Nick’s review of the film Titanic on his blog. Then find and underline the words from the box below. What do they mean?
Ask Ss to scan the passage to find where the words sinking, must-see, special effects, and visuals are in the passage. T may help Ss work out the meanings of these words out of the context.
Vocabulary
Sinking: (sự) chìm, sự đánh chìm
Must-see: bộ phim hấp dẫn cần xem
Special effects: kỹ xảo đặc biệt, hiệu ứng đặc biệt
Visuals: thị giác, nhìn
Directed : đạo diễn 
Disaster : thảm họa 
Voyage : hạ thủy
Journey : chuyến đi
Social classes: tầng lớp xã hội
Engage : đính hôn
Activity 2. Read Nick’s blog again and answer the questions.
T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare answers before discussing them as a class
1. It is a romantic film.
2. It stars Leonardo DiCaprio and Kate Winslet.
3. It is about the sinking of the ship Titanic on its first voyage.
4. The main characters are Jack Dawson and Rose Dewitt Buckater. Jack saves Rose from killing herself by jumping from the ship. Although they are from different social class and Rose is already engaged, the two fall in love.
5. The ending of Titanic is very sad.
6. They say it is a must-see in the 20th century.
2.2. Speaking 
- Activity 3. Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn’t like to see.
First, ask Ss to read every film poster. T may help them with the new vocabulary. Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see. - T may go round to help.
- Calls some pairs to practise in front of the class.
- Activity 4. Now, ask and answer questions about the films.
First, ask Ss to work in pairs, asking and answering about the films from the posters.
- T may go round to help.
- Calls some pairs to practise in front of the class
Example: A: I want to see War of the Worlds.
B: What kind of film is it?
A: It’s a science fiction
B: What is it about?
A: It’s about.
Activity 5. Hotseating: In groups, choose a student to play the role od a character in any of the films above. Brainstorm questions you’d like to ask. Then interview the student.
First, remind Ss of the words phrases about films. Ss may refer to the words and phrases they can use to talk about films.
- Ss work in groups; T goes around to provide support if necessary.
Example questions:
Can you describe your new film in three words?
Did you enjoy making the film?
Why should we watch this film?
3. Consolidation 
T: sums up the main content of the lesson: read for specific information about someone’s review of his/her favourite film. Talk about film (its plot, main characters, cast, etc.)
4. Homework 
- Do exercise part D in workbook
- Prepare: Unit 8- Skill 2
5. Teaching experience (handwriting):