Giáo án English 7 - Week 23 - Năm học 2021-2022

Week 23 - Period 67
Date of planning: ./ ./2021
Date of teaching: ./ ./2021
UNIT 8: FILMS
Lesson 6: Skills 2
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will listen for special information about someone’s favorite film star. They will be able to write a review of a film.
- Vocabulary: words related to the topic film.
- Grammar: present simple.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.	
3. Behavior: Ss will be more aware of spending time watching films and choosing the favorite films for themselves.
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities.
Contents
1. Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss tell about their favorite actors/ actresses. 
c, Outcome: Ss can talk about their favorite actors/ actresses.
d, Organization:
- Asks Ss to tell about their favourite actors/ actresses. 
- Asks them:
Questions
+ Who is your favourite actor/actress? 
+ What does he/she look like? 
+ What are his/her successful films? 
+ What awards/ prizes has he/she won?
+ What do critics say about him/her?
2. Presentation (15’)
a, Aims: Help students listen about Nick’s father’s favourite film star and correct the following statement and answer the questions.
b, Contents: 
+ Ss listen and correct the statements.
+ Ss listen and answer the questions. 
c, Outcome: Ss can listen and do listening exercises well.
d, Organization:
- Asks Ss to read the instruction carefully and remind them to remember key words in the statements. 
- Plays the recording and ask Ss to correct the statements. Then asks two or three Ss to write their answers on the board. 
- Plays the recording again for Ss to check the answers.
- T asks Ss to read the rubric and study the questions carefully. 
- Ss may work in pairs to discuss the answers from the information they have heard in 1.
- T plays the recording again and have Ss answer the questions as they listen. Ss can share their answers with their partners.
- T calls some Ss to write their answers on the board.
I. Listening
1. Listen and correct.
1. Tom Hanks is Nick’s father’s favourite film star.
2. Tom Hanks isn’t a handsome actor.
3. Tom Hanks has won two Oscars.
2. Listen again. Answer the questions below.
1. He has won the Oscar for Best Actor twice.
2. They say he is one of the best actors in Hollywood.
3. He plays the role of a soldier in Saving Private Ryan.
4. Because it is one of the best comedies in the 1990s.
3. Practice (20’)
a, Aims: Help students write a review of a film.
b, Contents: 
+ Ss make notes about one of their favorite films.
+ Ss write a review of their favorite film.
c, Outcome: Ss can know how to write a review of their favorite film well.
d, Organization:
- Asks Ss to make notes about one of their favourite films. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. 
- T asks some Ss to read aloud.
- T set ups the writing activity. 
T reminds Ss that the first and important thing is always to think about what they are going to write. In this case, Ss do not have to find out so many ideas of what they have to write because they may have made in 3. So T only has to brainstorm Ss for the language necessary for writing.
- Asks Ss to write the draft first. Then have them write their final version in class or at home.
III. Writing
3. Make notes about one of your favourite films.
- Name of the film, type of film, and actors or director.
- The plot: What happens in the film? How is the film? ( gripping/ moving/ hilarious) What about the ending?
- Other aspects of the film, the acting, the music, the special effects, the visuals, etc 
- Critics’ reviews, your onerall opinion.
4. Write a review of your favourite film 
Introduction (paragraph 1)
Body 
Paragraph 2
The plot: What happens in the film? How is the film?( gripping/ moving/ hilarious) what about the ending?
Paragraph 3:
Other aspects of the film: the acting, the music, the special effects, the visuals, etc..
Conclusion ( Paragraph 4)
Critics’ reviews, your overall opinion ( Why you recommend the film to everyone)
Suggested writing
I really like the film Forrest Gump. It is a romantic comedy with the acting of Tom Hanks. It’s about the life of a stupid ugly man, Forrest and his love for a neighbor girl, Jenny. The film is moving and hilarious. The ending is happy because they have good life and a son. The acting of two characters is very good. The music is interesting and suitable for the content of the film. The visuals are beautiful with scenery of countryside and crowed cities in the USA. Critics said that the film is the best film with moving scenes and meaningful messages. I think that the film is so wonderful.
4. Application (5’)
a, Aims: Ss can talk about the film which they like 
b, Contents: Ss talk about the film they like individually.
c, Outcome: Ss can talk about the film they like well and fluently.
d, Organization:
- T asks Ss to talk about the film which they like
- Ss talk about the film which they like.
- T observes and remarks.
Eg:
Hello everybody. Today, I am going to tell you about the film which I like. It is 
3. Guides for homework (2’)
- Review the special information about someone’s favourite film star.
- Write a review of a film again.
- Write the final version
- Prepare: Unit 8- Looking back
-------------------------------------------------------------------------------------
Week 23 - Period 68
Date of planning: ./ ./2020
Date of teaching: ./ ./2020
UNIT 8: FILMS
Lesson 7: Looking back and project 
A. Objectives 
1. Knowledge: By the end of the lesson, Ss will revise the knowledge they have learnt about the topic “films” and in the unit. 
- Vocabulary: words related to the topic film .
- Grammar: Connectors: although , despite / inspite of / however, and.
2. Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence.	
3. Behavior: Students are hard-working and attentive. They love films more. 
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities.
 Contents
1. Warm up (3’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss talk about their favorite actors/actresses.
c, Outcome: Ss can talk about talk about their favorite actors/actresses well and fluently.
d, Organization:
- Asks Ss to tell about their favourite actors/ actresses. 
- Asks them:
Questions
+ Who is your favourite actor/actress? 
+ What does he/she look like? 
+ What are his/her successful films? 
+ What awards/ prizes has he/she won?
+ What do critics say about him/her?
2. Practice (35’)
a, Aims: Help students review some adjectives about describing films and –ed and –ing adjectives, review although, in spite of and despite and do communication exercise well.
b, Contents: 
+ Think of an example of every type of films in the box.
+ Read the sentences. What types of films are people talking about?
+ Fill in the blanks with -ed or –ing adjectives that are formed from the verbs in brackets.
+ Complete the second sentences.
+ Match the first half in A with the suitable half in B.
+ Number the lines of the dialogue in the correct order.
c, Outcome: Ss can review all grammar, vocabularies and language function they have learnt in Unit 8.
d, Organization:
- Asks Ss to think of as many examples of different types of films as possible. Then ask some Ss to say out their examples in front of the class.
- Asks Ss to read the sentences carefully and decide which types of films the people are talking about. Remind that the adjectives in the sentences will provide the context for them to choose the correct types of films.
 - SS retell how to use –ed and –ing adjectives and give more examples.
- Ask Ss to do individually. Check the results with a partner. T gives feedback.
- First, ask Ss to do individually. Then ask them to check their answers with a partner before discussing the answers as a class. Reminds Ss to keep a record of their original answers so that they can use that information in their Now I can statement.
- First, ask Ss to do the task individually to number the lines of the dialogue. Then ask them to check their answers with the whole class. After finishing, ask Ss to practise saying the dialogue with their partners.
I. Grammar
1. Think of an example of every type of films in the box.
Example: Mr. Bean is a comedy.
 “Big Ben Down” is an action film
2. Read the sentences. What types of films are people talking about?
Key: 
1. It’s a comedy. 
2. It’s a horror film
It’s a documentary.
It’s a romantic comedy.
It’s a Sci-fi film.
3. Fill in the blanks with -ed or –ing adjectives that are formed from the verbs in brackets.
1. terrified 
2. disappointing
3. annoying 
4. satisfied 
5. shocking
4. Complete the second sentences 
1. They were excited about the film.
2. The film was boring so they left halfway through it.
3. We were moved at the ending of the film.
4. You’ll be surprised at his new film.
5. Lots of people find the way he behaves/ his behaviour confusing.
5. Match the first half in A with the suitable half in B.
1. d 2. e 3. a 4. b 5. c
6. Number the lines of the dialogue in the correct order.
1. E 2. I 3. A 4. D 
5. F 6. B 7. G 8. C 9. H
 3. Application (10’)
Project: FILM POSTERS
a, Aims: Help students know how to complete the project at home.
b, Contents: Ss work in groups to design film posters.
c, Outcome: Ss can design their own film posters creatively.
d, Organization:
- Asks Ss to read the film posters and point out what information should be included in a film poster. Then ask Ss to work in pairs/ groups to discuss the question in 1. Each Ss may make notes about the ideas from his/her partner or other group member.
- Asks each student to choose one of their favourite films, and design a poster for it. They may use the ideas from the notes for their task.
- Displays Ss’ leaflets on the wall. T choose some of the posters of the film posters and ask Ss to give comments.
1. Look at the film below. Think about the following questions
- What is the purpose of a film poster?
 E.g: To give information of a film.
2. Choose one of your favourite films and design a poster for it.
3. Then organize an exhibition of film posters in your class.
3. Guides for homework (2’)
- Retell the knowledge they have learnt about the topic “film”.
- Finish their projects at home.
- Do exercise in work book (The rest ones)
- Prepare: Unit 9- Festival around the World.
-------------------------------------------------------------------------------------
Week 23 - Period 69
Date of planning: ./02/2021
Date of teaching: ./02/2021
UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 1: Getting started
A. Objectives 
1. Knowledge: By the end of the lesson, Ss can use the lexical items related to the topic “Festivals around the world”. They will be able to understand the dialogue and do the tasks well. 
- Vocabulary: type of festivals and festival activities .
- Grammar: H/ wh – questions: review Adverbial phrases.
2. Competence: Ss will develop some competences such as being determined, self-studying, creative and communicating. They will use language correctly.
3. Behavior: Students are hardworking and attentive. They love festivals and are proud of them. 
B. Teaching aids
1. Teacher: Textbooks, teaching plan, teacher’s book 
2. Students: Textbooks, notebooks 
C. Procedures
1. Checking: During the lesson.
2. New lesson:
Teacher’s and students’ activities.
Contents
Warm up (5’)
a, Aims: To warm up the class and introduce the lesson.
b, Contents: Ss work individually to play a game called crossword.
c, Outcome: Ss can solve the crossword well.
d, Organization:
- Play games: Solve the crossword.
1.Tom Hanks is a famous . star.
2. Mr. Bean’s holiday is the .. I like best.
3. That film was so .. that I couldn’t sleep after watching it.
4. Tra Giang is one of the most well – known in Viet Nam.
5. I couldn’t help laughing when watching that film. It’s 
6. My brother cried a lot because the film was very 
7 . films usually have lots of chase and fighting.
8. If a film tells an exciting story about murder or crime, it’s a .
1
F
I
L
M
2
C
O
M
E
D
Y
3
S
C
A
R
Y
4
A
C
T
R
E
S
S
E
S
5
H
I
L
A
R
I
O
U
S
6
M
O
V
I
N
G
7
A
C
T
I
N
G
T
H
R
I
L
L
E
R
2. Presentation (15’)
a, Aims: Help students understand the dialogue and answer the questions.
b, Contents: 
+ Ss study some vocabularies, then listen and read the dialogue.
+ Answer the questions.
+ Tick True or False.
c, Outcome: Ss can know some new words related to the topic. They can understand the dialogue and do exercises well.
d, Organization:
- T uses some techniques to present some new words. Checking the understanding by making sentences with the new words.
- T asks Ss work independently. Allow them to share answers before discussing as a class. 
T then checks their answers, and gives explanation if necessary.
- T asks Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the explanation for their choices.
1. Listen and read.
* New words.
+ fascinating (adj) hấp dẫn
+ amazing (adj) đáng ngạc nhiên
+ religious (adj) thuộc tôn giáo
+ firework (n) pháo hoa
+ make a camp (v) cắm trại
+ seasonal (Adj): từng vụ, mùa vụ
+ superstitious (adj): mê tín
a. Answer the following questions.
1. No, she didn’t because she said “ Oh really?” to show her surprise.
2. People light candles and display/ let off fireworks.
3. It’s La Tomatina
4. Because to celebrate the festival people go to the desert, make a camp, and have a party.
5. They should write up reports and hand them in to the teacher. 
b. Tick (v) T (true) or F (false).
1. T 2. T 3. F 4. T
3. Practice (15’)
a, Aims: Help students know and pronounce correctly the name of festivals and know some festivals with the reasons they are held.
b, Contents: 
+ Write the festivals in the box under the pictures. Then listen and repeat.
+ Match the festivals below with the reasons they are held.
c, Outcome: Ss can know some names of festivals and the reasons why they are held.
d, Organization:
-T tells Ss that in the box are some festivals. Ss do this activity in pairs. 
T plays the recording for Ss to listen, check and repeat their answers. Make sure that Ss pronounce correctly the name of the festivals.
- T explains to Ss that festivals are held for different reasons. 
- T asks Ss if they know the meaning of these words.
+ Seasonal (adj): relate to or happening a during a period in the year.
+ Religious (adj): connected with religion or with a particular religion.
+ Superstitious (adj): based on the belief that particular events happen in a way that cannot be explained by reason or science.
2. Write the festivals in the box under the pictures. Then listen and repeat.
1. Water festival 
2. Cannes Film Festival
3. Ghost Day 
4. Tet
5. Rock in Rio 
6. Christmas
7. Halloween 
8. Easter
3. Match the festivals below with the reasons they are held.
Religious: Halloween, Ghost Day
Music /Arts: Rock in Rio, Cannes Film Festival
Seasonal: Tet, Water Festival
Religious: Christmas, Easter 
4. Application (8’)
a, Aims: Help students give their opinion about some festivals.
b, Contents: Ss work in pairs to give their opinions about festivals.
c, Outcome: Ss can give their own opinions about festivals well.
d, Organization:
- T asks Ss to work with classmate and compare their answers. 
- T reminds them to follow the model conversation in the box. 
4. Give opinion.
Example: 
A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals.
B: I agree.
A: Which do you think are seasonal festival?
B: I think Christmas and Easter. How about you?
A: I think Halloween and Ghost day.
3. Guides for homework (2’)
- Retell the knowledge they have learnt about the “topic”
- Learn new words and phrases
- Prepare: Unit 9: A closer look 1.
Prepare: Find some verbs and change into nouns and adjectives.