1. WARM UP & INTRODUCTION ( 3’- 5’)

Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new unit.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Outcome: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s Student’s activities

Content

+ Greeting

+ Revision on previous lessons

- Review the previous unit before Ss open their books. T may organise a short vocabulary game, e.g. Pass the Ball or Slap the Board..., to revise the words Ss learnt in Unit 7.

- Lead to the new unit. Write the unit title Films on the board. Elicit any information Ss know about films by asking types of film they know, the latest film they have seen, their favourite films and film stars. After Ss answer, ask them to open their books to page 82. Draw their attention to the THIS UNIT INCLUDES box and introduce what they are going to learn in Unit 8.

+ Greeting

+ Revision on previous lessons

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the title of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

Aims:

- To set the context for the introductory conversation;

- To introduce the topic of the unit.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Outcome: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points…

* Organisation : Teacher’s instructions..

Teacher’s Student’s activities

Content

1. Listen and read: (Ex 1, p. 82 - 83)

*Teach vocabulary:

+ Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

- providing the pictures

- eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

+ Teacher checks students’ pronunciation and gives feedback.

- Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.

* Set the context for the listening and reading. Have Ss look at the pictures and guess where they come from.

- T can also ask Ss to share any recent experiences of going to see a film: Have you ever gone to see a film with your brothers/sisters? When and where? What film did you see then? How did it make you feel?

- Encourage Ss to giveT their answers, but do not confirm whether their answers are right or wrong.

- Play the recording twice for Ss to listen and read along.

- Have Ss underline the words that are related to the topic of the unit while they are listening and reading.

- Invite some pairs of Ss to read the conversation aloud.

For students with disabilities

Teacher:

- Shows the three film pictures and five picture-word cards: comedy, fantasy, documentary, science fiction film, and horror film.

- Reads selected lines of the conversation slowly, points to Mark and Mi, and models the pronunciation of the target words.

- Asks the student to match three film cards with pictures and supports the student in following two short lines of the dialogue.

Students:

- Look at the pictures and point to Mark, Mi, and one film poster.

- Match or point to at least three film-type words.

- Repeat 3-5 target words and echo two short lines after the teacher.

1. Listen and read:

- T_Ss

* Listen to the teacher’s instructions carefully and do the tasks

* Vocabulary:

1. dull (adj) buồn tẻ, chán; đơn điệu

2. violent (adj) hung dữ; bạo lực, mãnh liệt

3. confusing (adj) khó hiểu, làm rối lên

4. shocking (adj) gây choáng váng

5. enjoyable (adj) thú vị, thích thú