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UNIT 8: FILMS
Lesson 1: Getting started – What film shall we see?
I. Objectives:
By the end of this lesson, students can know the key language and structures to be learnt in this
unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach.
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities

Ss’ Activities

- Introduces the topic “Films”.
- Answer
- Ask Ss to look at the picture and
answer the questions
- Play the recoding. Ask Ss to
listen and read.

- Ask Ss to work independently.
- Individual
Then allow them to share answers work

conversation that ask about Coconut
Crazy. Then listen, check and repeat
the questions.
Key:
a) What kind if film is it?
b) Who does it star?
c) What is it about?
d) What have critics said about it?

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- Have Ss quickly match the
types of film with their
definitions.
- Play the recording for Ss to
check their answers, pausing after
each phrase and asking them to
repeat chorally. Correct their
pronunciation if necessary.

- Pair-work

2. Match the types of films with
their definitions. Then listen, check
and repeat.
Key:
1. d
2. f

front of the class.

- Pair-work

* Production:
3b. In pairs, interview each other
and try to guess the film.
Example:
A: What kind of film is it?
B: It’s an action film.
A: Who does it star?
B: It stars Dianiel Craig.
A: What is it about?
B: It’s about a spy call 007.
A: Is it Skyfall?
B: yes!
*Homework:
- Learn Vocabulary.
- Prepare the next lesson
(A closer look 1)

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UNIT 8: FILMS
Lesson 2: A Closer Look 1
I. Objectives:


Content
* Presentation:
 Vocabulary
1. The following are adjectives
which are often used to describe
films. Can you add some more?
Complete the sentences using the
adjectives in the list above.
Key:
1.Hilarious
5. Shocking
2.Moving
6. Scary
3.Boring
7. Violet
4.Gripping
8. Entertaining
Remember
-ed and –ing adjectives
(page 18)

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* Practice:
2. Complete the table with the –ed
and –ing forms of the adjectives.
Key:

3. Disappointed
4. Amazed
5. Terrified

- Model this activity with some
more able Ss. Then ask Ss to
work in pairs.
- Call on some pairs to practice in
front of the class.

- Pair-work

4a. Work in pairs. Look at the
questions below. Tell your partner
how you felt, using –ed adjectives.
Example:
I felt terrible before my last Math
test.
b. Use –ing adjectives to describe
the things and experiences in your
life.
Example:
The last film you saw was call
Norwegian Wood. It was really
moving.

- Model the sound /t/, /d/and /id/
in different words with ending –
ed. Play the recoding and ask Ss
to listen and repeat the words,

A: He cried a lot, didn’t he?
B: No, he didn’t. He laughed a lot.


*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)
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UNIT 8: FILMS
Lesson 3: A Closer Look 2
I. Objectives:
By the end of this lesson, students can use “although, despite/ in spite of” to express contrast
between two pieces of information in the same sentence.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities

Ss’ Activities



* Presentation
 Grammar
Although, despite/ in spite of
We use Although, despite/ in spite of
to express contrast between two pieces
of information in the same sentence.
Example:
- Although he is so young, he
performs excellently.
- Despite/ In spite of being so young,
he performs excellently.
* Practice
1. Complete the sentences. Use
although + a clause from the box.
Key:
1. Although few people came to
see it
2. Although they sent a lot of
money on the film.
3. Although the acting is excellent
4. Although it was a comedy
5. Although it is set in modern
times.
2. Complete the sentences, using
although, despite/ in spite of.
Sometimes, two answers are possible.
Key:
1. Although
2. Despite/ in spite of


- Ask Ss to do the task
individually, using their own
ideas to write sentences. Then
have them work in pairs,
comparing their sentences.

- Individual
work

5. Although
3. Rewrite these sentences using the
words in the brackets. Change other
words in the sentences if necessary.
Key:
1. I don’t think Stallone is a very
good actor although he was very
good in the Rocky films.
2. Although many European film
directors have gone to Hollywood
to make films, few have had as
much success as Milos Forman.
3. Despite having to work the next
day, they watched films on DVD
all night.
4. Although he has performed
excellently in many films, he has
never won an Oscar for Best
Actor.
However and nevertheless

II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
- Ask Ss what kind of films they
like to see and who their favorite
actors/ actresses are.
- Help Ss understand the
meanings of the words in Extra
Vocabulary by using pictures,
examples or even translation.

Ss’ Activities
- T Whole class

- Ask Ss to look at the picture and - Whole class
read the conversation and guess
what the missing words from the
blanks may be.
- Play the recording and let Ss
check their guesses. Play the
recording again for Ss to check
their answers.
- If time is limited, teacher can
play only the sentences that


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Nick: And who do you think is
the best actress?
Duong: I think Angelina Jolie is.
Nick: Thank you.
- Ask Ss to work in groups of six
or eight, asking their group
members one set of questions.
Remind them to write the names
of the people they interview and
note the answers in the table.

2. Work in groups of six or eight.
Each Students chooses one of the
following sets of survey questions.

- Have Ss make notes of their
survey results, using the
suggestions in the Student’s book.
- Group-work
- Have them practice reporting the
results of their surveys in pairs.

3. Make notes of your results.
• Most people I have
surveyed…

Lesson 5: Skill 1
I. Objectives:
By the end of this lesson, students can:
• Read for specific information about someone’s review of his/ her favourite film.
• Talk about a film (its plot, main character, cast, etc.)
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures:
Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities

- Ask Ss to look at the picture
of the film Titanic. Ask them
some questions.

Ss’ Activities

- Answer

- Ask Ss to read the passage
- Individual
quickly and find out whether
work
Nick likes the films or not.
Then ask Ss to find out where
the words sinking, must-see,

Key:
1. It is a romantic film
2. It stars LEO and Kate
3. It is about the sinking of the
ship Titanic on its first
voyage.
4. The main character are Jack
Dawson and Rose Sewitt
Bukater. Jack saves Rose

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- Pair-work
- Ask ss to read every film
poster. Then ask Ss to work in
pairs, talking about the films
they would/ wouldn’t like to
see.

- Pair-work

- Ask Ss to work in pairs,
asking and answering about
the films from the posters.

- Ask Ss to work in groups.
- Group-work
Each group chooses a student

Example:
A: I want to see Planet of the
Jellyfish.
B: What kind of the film is it?
A: It’s a science fiction.
* Production:
5. In groups, choose a student to
play the role of a character in any
of the film above. Brainstorm
questions you’d like to ask. Then
interview the student.
Example questions:
• Can you describe your new
film in three words?
• Did you enjoy making
film?
• Why should we watch this
film?
*Homework:
- Prepare the next lesson:
(Skill 2)


UNIT 8: FILMS
Lesson 6: Skill 2
I. Objectives:
By the end of this lesson, students can:
• Listen to get the information about someone’s favourite film star.
• Write a review for a film.
II. Language Focus:


Content
* Presentation:
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?
* Practice:
 Listening
1. Listen to the conversation and
correct the following statements.
Key:
1. Tom Hanks is Nick’s
father’s favorite film star.
2. Tom Hanks isn’t a
handsome actor.
3. Tom Hanks has won two
Oscars.
2. Listen again. Answer the
questions below.
Key:
1. He has won the Oscar for

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 Writing
3. Make note about one of your
favourite films.

* Production:
4. Write a review of your
favourite film. Use the
information in 3 and the film
review on Nick’s blog as a model.
You may following the writing
plan below.
Introduction (Paragraph 1)
Name of the film, type of film,
…
Body:
Paragraph 2:
The plot.
Paragraph 3:
Other aspects of the film.
Conclusion: (Paragraph 4)
Critics’ reviews, your overall
opinion.
*Homework:
- Write the paragraph in your
notebook.
- Prepare the next lesson :
(Looking
back)


carefully and decide which
type of films the people are
talking about.

- Individual
work

- Have Ss do the task
independently.
- Check their answers.

- Individual
work

- Ask Ss to work individually

- Individual

Content
* Presentation:
 Vocabulary
1. Think of an example of every
type of films in the box.
Example:
• Mr. Bean is a comedy.

* Practice:
2. Read the sentences. What types
of films are the people talking
about?


- Pair-work
- Ask Ss to work in pairs. Then
call on some students to give
their answers.

- Ask Ss to number the lines of - Individual
the dialogue. Then ask them to work
check their answers with the
whole class. After finishing,
ask Ss to practice saying the
dialogue with their partners.

4. Complete the second sentence in
each pair, using the word in
brackets. The meaning of the both
sentences should be the same.
Key:
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 behavior
confusing.
 Grammar