Date of planning: ..........................

Date of teaching: ..........................

UNIT 8: FILMS
Period: 62- Lesson 2: A closer look 1/ p. 18

I. Objectives
- Knowledge: By the end of this lesson, students will be able to get some more
adjectives to talk about their favourite films and then practice to pronounce the
sounds /t/ /d/ and /id /.
+ Vocabulary: hilarious, gripping, moving, disappointing
+ Grammar:
- Language skills: Practice and develop listening and speaking skills.
- Attitudes: help ss to love films
- Development of other skills: communication, association, creation, language use,
self study, self management
II. Preparation
- Teacher’s preparation: Textbook, teacher’s book, lesson plan, board, chalks,
pictures, posters, stereo and the CD record
- Student’s preparation: Textbook, notebook,
- Methods: Matching, discussion, description, listen and write, listen and repeat the
chant.
III. Procedures
1. Warm up and lead in:
+ Aim: check homework and attract Ss’ attention to the lesson
+ Procedures:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) Possible answers:
- T divides the class into three teams. horror film
- T draws a net on the board and asks Ss to complete it by thriller
writing out types of film. action film
- T makes one model: cartoon
H …
orror films Types of
films
- T checks Ss’ understanding.
2. Learning task performance (S)
- Ss play the game in team.
- Ss go to the board and write the type of film one by one.
3. Comment on students’ learning task performance and
lead in
- T corrects then praises the winner.
- Then T leads in the new lesson
2. New lesson:
- Activity 1: Complete the sentences using the adjs in the list ( Part 1 p.18)

+ Aim: to help ss to get to know more adjectives used to describe films and how to
use them in certain contexts.
 + Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) + Answer key:
- First, T raises some adjectives in the list in page 18 1. hilarious
and checks Ss’ understanding. 2. moving
- T reads and asks Ss to repeat. 3. boring
- T asks ss to add more adjectives. 4. gripping
- T hangs the poster which has the contents of part 1 p. 5. shocking
18 on the board then has Ss complete the task. 6. scary
- T models the first one. 7. violent
1. hilarous 8. entertaining
- T checks Ss’ understanding.
- T gives Ss some minutes to guess and say the answers.
2. Learning task performance (S)
- Ss try to add some adjectives used to describe films.
- Ss read all the words.
- Ss complete the sentences individually.
- Then Ss share the answers with their partners.
3. Comment on students’ learning task performance
- T gets Ss’ answers.
- T controls, corrects, gives feedback.
Activity 2: Learning –ed and –ing adjectives
+ Aim: helps Ss to distinguish the differences between –ed and –ing adjectives.
+ Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) . Answer key:
- T has Ss look at the REMEMBER box, draws Ss’ 1. interested
attention to the difference in use and meaning between 2. embarrassing
–ed and –ing adjectives by anlysing the examples. 3. exciting
+ ed adjs are used to describle someone’s feelings. 4. disappointed
+ ing adjs are used to describe things or people (that 5. exhausted
cause the feelings) 6. surprising
- T asks Ss to give some more examples. 7. confused
- T shows the poster of part 2 on the screen and 8. frightening
explain Ss how to complete it.
- T models first:
1. interested
- Then T calls some Ss to present in front of the class.
2. Learning task performance (S)
- Ss have some minutes to work in pairs
- Ss share their answers with their friends.
* Ss’ product: 8 correct adjs.
3. Comment on students’ learning task
performance
- T calls Ss to get thier anwers in turns.
- T gives evaluation
- Activity 3: Choose the correct adjectives.
+ Aim: Ss can use –ed and –ing adjectives correctly in contexts.
 + Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) Answer key:
- T shows the task on the screen and runs through. 1. moving 2. Frightened 3.
- T has Ss complete the task. Disappointed 4. Amazed
- T makes a model: 1. moving 5. terrified
- T checks Ss’ understanding.
2. Learning task performance (S)
- Ss do the task individually.
- Ss share their answers with friends.
3. Comment on students’ learning task performance
- T gives evaluation of their products.
- T controls, corrects, and give feedback.

- Activity 4: Pronunciation
+ Aim: help Ss to classify /t/, /d/ and /id/
+ Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) Answer key 5:
* Activity 5: Listen and repeat ( Part 4 p. 9 ) /t/: watched, danced, walked
- T models the two sounds /t/, /d/and /id/ in different /d/: played, bored, closed
words with the ending –ed. /id/: waited, needed, hated
- T reminds Ss to study the REMEMBER box and
checks their understanding. Answer key 6:
- T plays the recording and asks Ss to listen and repeat 1. She painted her room, didn’t
the words. she?
- T plays the recording twice. No, she didn’t. She brushed
- T plays the recording and Ss repeat, paying attention it.
to the sounds. 2. They washed the television,
Activity 6: Ask and answer questions about the didn’t they?
pictures (part 6 p. 19) No, they watched it.
- T shows some pictures and run through. 3. She closed the window,
- T makes a model first. didn’t she?
T: She painted her room, didn’t she? No, she opened it.
S: No, she didn’t. She brushed it. 4. They pulled their motorbike,
- T has Ss work in pairs in some minutes and then calls didn’t they?
some pairs to present. No, they pushed it.
2. Learning task performance (S)
- Ss do the task individually for activity 5 and in pairs
for activity 6.
- Ss make conversations.
3. Comment on students’ learning task performance
- T gives evaluation of their products.
- T controls, corrects, and give feedback.

3. Consolidation and Practice

- Aim: To consolidate, practice the new knowledge
 - Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) - Ss can summarize what they
- T asks Ss to consolidate what they have learnt in the have learnt in the lesson.
lesson. - Ss can make some
- T asks Ss to practice speaking in pairs to talk about conversations.
how they felt basing on some suggestion in page 18.
- T makes model first.
T: How did you feel before your last Maths test?
S: I felt worried.
- T gives Ss some minutes to work in pairs and then calls
some pairs to present.
2. Learning task performance (S)
- Ss work in pairs and then present the conversations in
front of the class.
3. Comment on students’ learning task performance
- T controls, evaluate and praises the students.
- T summaries what Ss have learnt in the lesson.
4. Application
- Aim: to help Ss to find more words including sounds /t/, /d/ and /id/
- Procedure:
Teacher’s and Students’ activities Contents required
1. Learning task assignment (T) Possible answers:
- T asks Ss to work in groups to find more words with watched, hoped, wanted,
three sounds. visited, helped, washed, …
- T asks Ss make sentences with them. I watched a cartoon last night.
2. Learning task performance (S)
- Ss work in groups to find the words and make sentences
with them.
3. Comment on students’ learning task performance
- T asks Ss to give comments first.
- Then T gives feedback later.
5. Homework (Time: 2 minutes) 
- Learn by heart vocabulary.
- Practice the sounds /t/, /d/, and /id/.
- Do the exercises: 1, 2 in A
- Prepare the new lesson: Unit 8: Lesson 3: A closer look 2
6. Self-evaluation:
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