Trainee teacher: Nguyễn Thị Hà Xuyên.

Instructor: Nguyễn Hoàng Diệu Thư

Date: March 10, 2011.

Lesson Plan: English 10.

UNIT 13: FILMS AND CINEMA

LANGUAGE FOCUS
(Period 1)
Objectives:
By the end of the lesson, Ss will be able to:
- Distinguish the sounds /f/ and /v/.
- Pronounce the words and sentences containing these sounds correctly.
- Master the use of adjective of attitude, “It is/was not until … that …”, article “a/an and the”.
- Use the structures correctly and appropriately to solve communication talks.
Teaching Method: PPP
Teaching Aids: Textbook, handouts, extra board, etc.
Procedure:

Teacher 's activities Students’ activities

A. Pronunciation:
I. Warm up: (5 minutes)
- Invite Ss joining an exciting game: Bingo. - Work individually.
- Give each S a handout with a table of words. - Look at carefully the handout and listen to T.
- Tick the word T read.
Fan Vine Van First
- Say “Bingo” when having 4 words in a row and
View Funny Enough Stephen
receive a present.
Victory Fiction Leave Form
Photograph Film Violet of
- Ask Ss to listen to the words that T read and tick
into the words they hear.
- Give a present to the student who has 4 words in a
row that T reads before.
* Lead to the lesson: pronunciation of /f/ and /v/.
II. Practice:
Activity 1: (5 minutes)
- Distinguish the differences among 2 sounds. - Whole class.
/f/: voiceless sound, we put a sheet in front of our - Listen to the T’s instruction.
mouth, when pronouncing /f/, the sheet will be - Try to distinguish 2 sounds.
moved. - Look at the handout and try to distinguish which
/v/: voiced sound, we put a sheet in front of our belongs to /f/ and /v/.
mouth, when pronouncing /f/, the sheet will not be - Some Ss stand up and pronounce aloud.
moved. Suggested answer:
- Ask Ss to look at the handout in warm-up activity /f/ /v/
and distinguish which words belong to the sound /f/ Funny First Vine Victory
and which belongs to the sound /v/ Enough Photograph Van Leave
- Call some Ss to stand up and read aloud the Fiction Film View Violet
answers. Form Fan Stephen Of
- Give feedbacks.
Activity 2: (5 minutes) - Work individually.
- Ask Ss to look at the text book, page 152. - Practice reading correctly all sentences in the
- Have Ss work with their partner and practice to textbook.
read 6 sentences. - Underline the sound they have just learned and try to

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- Get Ss underline the sound they have just learned pronounce them correctly.
and try to pronounce them correctly. - Raise hand and read aloud.
- Call some Ss to stand up and read aloud. - Repeat all sentences after T again.
- Correct some pronunciation mistake.
- Read aloud and ask Ss to repeat again
B. Grammar:
I. Adjective of attitude:
Activities 1: (5 minutes) - Whole class.
- Give 2 sample sentences with 2 adjectives of - Listen to T’s explanation and write down in the
attitude. notebook.
Ex1: The book is very interesting. - Give some other examples with Adjectives ending
I am interested in this book. with – ING and – ED.
* Lead: Some verbs will become adjectives when we
add the suffix -ING or –ED in the end of these
words.
- Explain how to use adjective ending with –ING and
with –ED:
+ The -ING adjective tells you about something. It
refers an active meaning.
+ The -ED adjective tells you how somebody feels
about something. It refers a passive meaning.
Ex2: My job is boring. I always feel bored when I do
this work.
Activities 2: (5 minutes) - Work in pairs.
- Ask Ss to work in pairs and do quickly the Exercise - Do quickly the Exercise 1 in the textbook but write 2
1 in the textbook but write 2 forms of adjective (- forms of adjective (-ING and –ED).
ING and –ED). - Read aloud and write the answer on the board.
- Call some Ss to read aloud and write the answer on Suggested answers:
the board. Adjective (-ING) Adjective (-ED)
Verbs
- Give feedback.
Fascinate Fascinating Fascinated
Excite Exciting Excited
Terrify Terrifying Terrified
Irritate Irritating Irritated
Horrify Horrifying Horrified
Bore Boring Bored
Surprise Surprising Surprised
Amuse Amusing Amused
Embarrass Embarrassing Embarrassed
Frustrate Frustrating Frustrated
Activities 3: (5 minutes)
- Ask Ss to work in pairs and do quickly the - Work in pairs.
Exercise 2 in the textbook with 2 forms of adjective - Do quickly the Exercise 2 in the textbook.
(-ING and –ED). - Read aloud the answer.
- Call some Ss to read aloud the answer. Suggested answers:
- Give feedback. 1. a) depressing b) depressed
2. a) interested b) interesting
3. a) boring b) bored
4. a) excited b) exciting
5. a) exhausting b) exhausted
II. It was not until … that …
Activities 1: (5 minutes)
- Give 2 sample sentences illustrating the structure: - Whole class.
Ex1: He didn’t smoke until 2010. - Listen to T’s explanation and write down in the

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  It was not until 2010 that he smoked. notebook.
Ex2: He didn’t smoke until he was 20. - Give other example to illustrate the structure.
 It was not until he was 20 that he smoked.
- Give the forms of It is/was not until … that …
* It was not until +time in the past/ clause using Past
Tense + that …
- Ask Ss to write the examples and forms in the
notebook.
Activities 1: (5 minutes)
- Give each Ss a handout and ask them to work in - Work individually.
pairs, using the structure “It was not until … that …” - Do quickly the handout.
- Call some Ss to read aloud the answers. - Raise hand and read aloud the answers.
- Give feedback. Suggested answer:
Handout: 1. It was not until she told me that I know she had been
1. I didn't know she had been rich until she told me. rich.
…………………………………………………… 2. It is not until he was 25 that he had got married.
2. Peter hadn’t got married until He was 25. 3. It was not until the early 1960s that man flied into
……………………………………………………… space.
3. Man didn't fly into space until the early 1960s 4. It was not until the rain stopped that they could go on
…………………………………………………… working.
4. They couldn't go on working until the rain stopped 5. It was not until half past ten last night that I should
…………………………………………………… go out.
5. I shouldn’t go out until half past ten this morning. 6. It was not until I finished my homework that I would
……………………………………………. go out.
6. I wouldn’t go out until I finished my homework.
……………………………………………………..
III. Production: (5 minutes)
- Divide the class into 4 groups. - Work in groups.
- Give some sentences with lack of that-clause. - Each group does as what T says.
Handout: - Write the other half of sentences on the extra board.
1. It was not until 2010 that …………………………… - Glue the answer on the board.
2. It was not until he told me that …………………… - Write this exercise in the notebook.
3. It was not until yesterday that………………………
- Ask each group to write the other half of a sentence
with the structure “It was not until + that-clause” on
the extra board.
- Glue the answers on the board.
- Give feedback.
Review and Homework: - Whole class.
- Distinguish the different among 2 sounds: /f/ and - Listen and remember the review.
/v/ - Write down the homework into the notebook
+ Do again exercise 1 and 2 in the textbook, page - Do the homework at home.
139, 140. - Prepare the new lesson.
+ Prepare the next lesson: Unit 13 – Films and
Cinema – Language Focus – Period 2.

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