NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 8. Films

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use although/though to introduce a contrasting clause, without adding but to the same sentence.
    • Use however to link two contrasting sentences, with a full stop before and a comma after.
    • Choose the correct -ed or -ing adjective to describe emotions (bored/boring, moved/moving, interested/interesting, frightened/frightening).
    • Use the vocabulary of films: comedy (phim hài), documentary (phim tài liệu), frightening (gây sợ hãi), moving (gây xúc động), plot (cốt truyện), review (bài nhận xét).

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the self-check exercises on their own and correct their own mistakes after the teacher's feedback.
  • Communication and collaboration: Ss work in pairs and groups to share film opinions and check answers, using full English sentences.
  • Problem-solving and creativity: Ss decide which connector fits the meaning of each sentence and create their own short film review with contrast.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short film review, talk about films they know, and write a 60–80-word review that includes a contrast.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the film vocabulary, the contrast connectors although/though/however, and -ed/-ing adjectives correctly in context.

3. Personal qualities

  • Diligence: Ss finish all exercises in class and complete the writing task at home before the next lesson.
  • Responsibility: Ss check their own answers honestly and take responsibility for correcting their mistakes.
  • Honesty: Ss give their real opinions about films they have watched and do not copy a model review word for word.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with example sentences, film pictures and the vocabulary list
  • Textbook Tiếng Anh 7 (Global Success), Unit 8, A Closer Look 2
  • NeoEdu lesson page with explanations, examples and interactive exercises: neoedu.vn/learn/7/english/unit-8-a-closer-look-2
  • Worksheet 1 and Worksheet 2 (printed copies)

2. Students

  • Textbook, notebook, pen, pencil
  • Worksheet 1 and Worksheet 2
  • A mobile device or computer, if the teacher uses the NeoEdu exercises in pairs

III. Procedures

Activity 1: Warm-up · 5 minutes

Film Types Quick Quiz

a) Aims

Ss activate prior knowledge about films and learn the key vocabulary: comedy, documentary, frightening, moving, plot, review.

b) Content

Ss look at 6 film pictures on the slide and match each picture with a word from the list: comedy (phim hài), documentary (phim tài liệu), frightening (gây sợ hãi), moving (gây xúc động), plot (cốt truyện), review (bài nhận xét). Then Ss answer the question: 'What is your favourite type of film? Why?'

c) Expected outcomes

Ss match the words correctly with the pictures, for example:

  • A cartoon about a family laughing together = comedy
  • A film about real animals in the forest = documentary
  • A film with a ghost in a dark house = frightening
  • A sad story that makes you cry = moving
  • The story line of a film = plot
  • A short written opinion about a film = review
    Ss give one short answer each, for example: 'My favourite type is comedy because it makes me laugh.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six pictures and the word list on the slide. T says: 'Match the pictures with the words. Then tell your partner your favourite type of film.' T models the question with a sample answer: 'My favourite type is comedy because it is funny.'

    Students

    Ss listen carefully and look at the pictures and the word list. Ss ask 'What does ... mean?' if they are unsure of a word.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to match individually, then 1 minute to talk in pairs. T walks around and helps Ss with pronunciation of the new words.

    Students

    Ss match the words to the pictures and share their favourite film type with a partner. Possible answer: 'I like documentaries because I learn many new things.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to report their partner's favourite film type. T asks: 'Why do you like it?'

    Students

    Ss report: 'Her favourite type is frightening films because they are exciting.' Other Ss listen and repeat the new words.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and writes the six words on the board with their pronunciation. T says: 'Today we will learn how to talk about films with contrast.'

    Students

    Ss copy the six words into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 10 minutes

Contrast with Although, Though and However

a) Aims

Ss understand the meaning and form of although/though and however, and know that although and but are not used together for the same contrast.

b) Content

T shows two pairs of sentences on the slide:

  • Although the film was long, I enjoyed it.
  • The film was long. However, I enjoyed it.
    T asks Ss to answer the questions in Worksheet 1: (1) Which word starts a subordinate clause? (2) Which word links two separate sentences? (3) Where is the comma? (4) Why is 'The film was long, however I enjoyed it' wrong? Ss also read the short review 'I watched River Helpers' and underline the contrast words.

c) Expected outcomes

Ss complete Worksheet 1 with these key ideas:

  • Although / though + subject + verb, main clause. Example: Although the film was slow, the ending was moving.
  • However + comma, starts a new sentence after a full stop. Example: The film was slow. However, the ending was moving.
  • Although and but must not be used together for the same contrast. Wrong: Although it was late, but we finished the film. Correct: Although it was late, we finished the film.
  • A comma alone cannot join two full clauses with however. Wrong: The film was long, however I enjoyed it. Correct: The film was long. However, I enjoyed it.
    In the review, Ss underline: 'Although some scenes are slow'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two example pairs on the slide and reads them aloud. T says: 'Look at the two pairs. What is the same? What is different?' T hands out Worksheet 1.

    Students

    Ss look at the sentences and listen to T. Ss read the questions in Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the four questions in Worksheet 1. T walks around and checks whether Ss notice the comma position.

    Students

    Ss discuss in pairs. Possible answers: 'Although is followed by a clause.' 'However links two sentences.' 'The comma comes after however.' 'We cannot use only a comma with however.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to present their answers. T asks the class: 'Can we write Although ... but ...?' and asks Ss to explain.

    Students

    Ss answer: 'No, we cannot use although and but together.' Other Ss agree or add comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key structures on the board:

    • Although/Though + clause, main clause.
    • Sentence 1. However, sentence 2.
      T reminds Ss: 'Work from meaning to form. Identify the contrast first, then choose the pattern.'

    Students

    Ss copy the structures into their notebooks and make one sentence of their own with although and one with however.

Activity 2.2: Knowledge formation · 8 minutes

Emotion or Cause: -ed and -ing Adjectives

a) Aims

Ss distinguish the -ed adjective (feeling of the viewer) from the -ing adjective (quality that causes the feeling) when describing films.

b) Content

T shows 4 pairs on the slide: bored/boring, moved/moving, interested/interesting, frightened/frightening. T gives examples: 'A boring film makes a viewer bored.' 'A moving scene makes a viewer moved.' Ss complete the mini-table in Worksheet 2, Part A, and then decide which word fits the sentences: 'The documentary was ___, so I learnt a lot.' (interesting)

c) Expected outcomes

Ss complete the mini-table in Worksheet 2, Part A:

  • bored (the viewer feels bored) / boring (the film causes boredom)
  • moved (the viewer feels moved) / moving (the scene causes emotion)
  • interested (the viewer feels interested) / interesting (the film is interesting)
  • frightened (the viewer feels scared) / frightening (the film causes fear)
    Key knowledge: -ed describes the people, -ing describes the thing or film. Example: The documentary was interesting, so I was interested in the topic.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four pairs and the two examples: 'A boring film makes a viewer bored.' 'A moving scene makes a viewer moved.' T asks: 'Who feels the emotion, the viewer or the film?'

    Students

    Ss look at the examples and listen to T's question. Ss say: 'The viewer feels the emotion. The film causes it.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 2 minutes to complete Part A of Worksheet 2, then compare with a partner for 1 minute.

    Students

    Ss write the correct forms and check with a partner. Possible answer: 'The plot was confusing, so I was confused.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read one answer each aloud. T checks pronunciation of -ed endings (/d/, /t/, /ɪd/).

    Students

    Ss read their answers. Example: 'The documentary was interesting, so I was interested.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use -ed for the feeling of a person and -ing for the thing that causes the feeling.' T sends Ss to the NeoEdu page for more examples if time allows.

    Students

    Ss write the rule in their notebooks: -ed = the feeling (viewer), -ing = the cause (film).

Activity 3: Practice · 10 minutes

Choose the Right Connector and Adjective

a) Aims

Ss practise choosing although/though, however and the correct -ed or -ing adjective in sentences about films.

b) Content

Ss do Worksheet 2, Parts B and C, in pairs. Part B: choose the correct connector (questions 1, 2, 3 and 5 of the textbook). Part C: choose the correct adjective (question 4), order the words (question 6) and decide whether each sentence expresses contrast or cause (question 7). Ss check answers on the NeoEdu exercises if time allows.

c) Expected outcomes

Answer key:

  1. Although (A) the film was slow, the ending was moving.
  2. The film was short. However (D), it told a complete story.
  3. C. Although it was late, we finished the film.
  4. The documentary was interesting (B), so I learnt a lot.
  5. Although (1) the actor was young, she performed well. The scene was sad. However (2), I liked it.
  6. Although the film was long, we enjoyed the ending.
  7. a) Although the film was slow, the ending was moving. = Yes, it expresses contrast.
    b) Because the film was slow, the ending was moving. = No, it expresses cause, not contrast.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the first two questions on the slide and reads them with Ss. T says: 'Find the meaning first, then choose the pattern.' T gives Worksheet 2 to each pair.

    Students

    Ss read the instructions and the sentences. Ss ask questions if any word is unclear.

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to complete Worksheet 2 in pairs. T monitors and notices common mistakes, such as using but after although.

    Students

    Ss discuss and write their answers. Possible answer: 'Question 3 is C because A and B are not grammatical, and D has although and but together.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 pairs to give answers for questions 1, 4 and 7. T asks the class: 'Do you agree?'

    Students

    Ss report their answers. Other pairs agree or correct them. Ss explain why: 'Because the sentence shows cause, not contrast.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and corrects mistakes. T emphasises: 'Although and but are not used together. However needs a full stop before it.'

    Students

    Ss check their work, correct their mistakes in a different colour pen and note the key points in their notebooks.

Activity 4: Application · 12 minutes

Write a Film Review with Contrast

a) Aims

Ss use the topic language and the contrast connectors to write a short, age-appropriate film review of 60–80 words, without spoilers.

b) Content

Ss choose a real or imaginary film. Ss write a 60–80-word review including: the type of film, a brief plot without spoilers, one opinion, and at least one sentence with although/though or however. Ss use the model review in Part 8 of the textbook as a reference only. Ss exchange their reviews with a partner and check each other's work with the teacher's assessment criteria: task/content (4 points), relevant organisation (2 points), grammar/vocabulary (3 points), spelling/punctuation (1 point). Unfinished writing is homework.

c) Expected outcomes

A 60–80-word review. A model example (one possible answer, not an automatic key):
I watched River Helpers, an imaginary family film about children saving a village library. The story follows a girl who learns to ask others for help. Although some scenes are slow, the ending is warm and believable. I liked the music because it supported the quiet moments. I would recommend it to friends who enjoy stories about teamwork. I will not reveal the final surprise.
Ss' reviews should include: the film type, a non-spoiler plot, an opinion, and a contrast with although/though or however.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing task and the four criteria on the slide. T reads the model review aloud and asks: 'Where is the contrast? Where is the opinion? Does the review reveal the ending?'

    Students

    Ss listen and answer: 'The contrast is although some scenes are slow. The opinion is the ending is warm and believable. The review does not reveal the surprise.'

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to write individually. T walks around and helps Ss with ideas and spelling. Ss who finish early can write a second sentence with however.

    Students

    Ss write their review. Possible sentence: 'Although the story is short, the characters are very interesting.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to exchange reviews with a partner and check the four criteria for 2 minutes. T calls on 2 Ss to read one sentence with contrast aloud.

    Students

    Ss read their sentences aloud and their partners check the connectors and the -ed/-ing adjectives. Ss give feedback: 'Your sentence is good. Maybe you should use a comma after however.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples and reminds Ss to finish the review at home. T says: 'Do not use although and but together. Check the -ed and -ing adjectives.'

    Students

    Ss note the feedback and decide what to improve in their final draft.

Worksheets

Worksheet 1

Read the two pairs of sentences and answer the questions.

  • Although the film was long, I enjoyed it.
  • The film was long. However, I enjoyed it.

Questions:

  1. Which word starts a subordinate clause?
  2. Which word links two separate sentences?
  3. Where is the comma in each sentence?
  4. Why is 'The film was long, however I enjoyed it' wrong?
  5. Can we write 'Although the film was long, but I enjoyed it'? Why or why not?

Review task: Underline the contrast words in the review below.
I watched River Helpers, an imaginary family film about children saving a village library. The story follows a girl who learns to ask others for help. Although some scenes are slow, the ending is warm and believable. I liked the music because it supported the quiet moments.

Worksheet 2

Part A: Complete the table with the correct adjective.

  • bored / boring
  • moved / moving
  • interested / interesting
  • frightened / frightening

Part B: Choose the correct connector (A. Although; B. Though; C. Because; D. However).

  1. ___ the film was slow, the ending was moving. (A)
  2. The film was short. ___, it told a complete story. (D)
  3. Choose the correct sentence.
    A. However it was late we finished the film.
    B. Although late finished we.
    C. Although it was late, we finished the film.
    D. Although it was late, but we finished the film.
    (C)
  4. The documentary was ___, so I learnt a lot. A. interests B. interesting C. interested D. interest (B)
  5. ___ (Although/However) the actor was young, she performed well. The scene was sad. ___ (Although/However), I liked it. (Although / However)

Part C:
6. Put the parts in the correct order: Although the film was long, / we / enjoyed / the ending. (Although the film was long, we enjoyed the ending.)
7. Does each sentence express contrast rather than cause?
a) Although the film was slow, the ending was moving. (Yes)
b) Because the film was slow, the ending was moving. (No)

Homework

  • Finish the film review (60–80 words) about a film you have watched. Include the film type, a short plot without spoilers, your opinion and at least one sentence with although/though or however.
  • Check your review with the four criteria: task/content (4 points), relevant organisation (2 points), grammar/vocabulary (3 points), spelling/punctuation (1 point).
  • Review the rules: although + clause, no but; however + comma after a full stop; -ed for the feeling, -ing for the cause.
  • Visit neoedu.vn/learn/7/english/unit-8-a-closer-look-2 and do the interactive exercises to practise again before the next lesson.

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