LESSON PLAN

Group 5
Supervisor’s name: Đỗ Thị Hoài Thư

Students’ level: Pre-intermediate

Lesson: Writing - Unit 4: In the spotlight (Solutions Pre-intermediate)

Time: 60 minutes

I. Aims

By the end of the lesson, students will be able to:

 Knowledge:
o Practice and produce the vocabulary items (film genres) and grammar structures (-ed and
-ing adjectives) they have learnt in previous sessions
o Analyze the outline of a film review
 Skill:
o Write a film review
 Attitude:
o Evaluate and make comments on the films they have watched before

II. Target students

 Age group: Teenagers

 Level: A2 – Pre-Intermediate

III. Prerequisite knowledge and understanding

 Ss have learnt about film genres, adjectives to describe films in previous lessons.
 Ss have learnt the first three units of Solutions Pre-Intermediate.

IV. Approach and Teaching Aids

 Communicative approach
 PowerPoint presentation, white board, marker, handouts

V. Anticipated problems

 Ss may not remember some lexical items from previous lessons => T needs to review and
activate Ss’ prior knowledge first
VI. Teaching procedure

T’s activities Ss’ activities Content Rationale

(Objectives)

A. Pre-writing

I. Warm-up: (7 mins)

Activity 1: Game: 10 Questions

- T divides the class into 2 teams.

- Ss follow Film genres to guess: - Type of activity:
- T gives instructions and checks T’s 1. action film information gap
Ss’ understanding of the instructions to 2. animated film - Activate Ss’ prior
instructions. do the 3. horror film knowledge
activity. 4. science-fiction film - Raise Ss’ needs to
Instructions: 5. comedy communicate to the
6. romance film / representative and to
 Class is divided into 2 teams. romantic film discuss within the
 Each team will send 1 groups
representative.
 The representative will
receive cards with the names
of some film genres written on
them.
 The team members will take
turns to ask 10 Yes/No Qs.
 After the team has asked 10
Qs. They will have 1 chance
to guess the answer first. If
their answer is wrong, the
chance to guess belongs to the
other team.

- T guide Ss to play the game.

II. Providing the model text

- T introduces the topic of the

writing lesson - Film Review

Activity 2: Unscramble the

paragraphs (7 mins)
- T divides the class into 4 teams. - Ss follow Answer - Type of activity:
T’s (see Appendix 1) task completion &
- T gives each team a set of instructions to opinion sharing -
scrambled paragraphs. do the group work
activity. - Guide Ss to work
- T gives instructions and checks out the organization
Ss’ understanding of the of a film review
instructions. - Raise Ss’ needs to
communicate within
Instructions: Work in teams to the groups
unscramble the paragraphs. When
finished, the team sticks the
paragraphs on the board to make
a complete film review.

- T shows the official review and

check Ss’ answers. T gives
bonuses to any correct group.

- T shows a picture of the alien in Graphic chart

- Ss take notes
War of the Worlds. (see Appendix 2)
of the
structure.
- T explains the structure of a film
review by drawing a graphic chart T’s drawing
on the board. (see Appendix 3)

Activity 3: Complete the outline

(7 mins)

- T assigns Ss to work in groups (4 - Ss work in - Type of activity:

groups) and add information in groups and opinion-sharing &
each paragraph based on the infer the reasoning-gap -
model text. outline from group work
the model - Guide Ss to work
- T gives some clues if Ss have any text. out the organization
difficulties. of a film review
- Ss go to the - Raise Ss’ needs to
- When Ss have finished, T gives board and communicate within
feedback on the Ss’ outline and write down the groups
suggests more ideas (if needed). their answer
on the chart.

III. Oral preparation

Activity 4: Mini-presentation (15
mins) - Type of activity:
- T gives each group some time to opinion-sharing -
- Ss work in
think of one film they want to group work
groups and
write about. prepare ideas - Ss contribute their
- T asks the groups to write down based on the own ideas -
some information of the film based outline meaningful learning
on the outline. - Raise Ss’ needs to
- T asks each group to stick their communicate within
outline on the board and send 1 the groups
representative to make a short
presentation.
- T gives feedback to Ss’ ideas,
corrects the language mistakes if
necessary.

B. While-Writing (15 mins)

- T give Ss some time to write - Ss write a

their film review individually. film review
individually
- T reminds Ss to use the outline
and ideas from the mini-
presentation or use their own
ideas.

C. Post-Writing (5 mins)

- T gives feedback by pointing out

the key points and common
mistakes for the whole class.
 Appendix
Appendix 1: Answer

C. I recently went to see War of the Worlds. It’s a science fiction film starring Tom Cruise.
A. The film is based on a book written over 100 years ago, although it is set in modern times. The story is
very gripping. It’s about alien machines from space which land on Earth. Nevertheless, the film has a
happy ending.
D. The acting is very good. Tom Cruise, who plays a father who is looking for his family, is excellent, as
usual. However, I didn’t think Dakota Fanning was very convincing as his daughter. The special effects
were incredible – the machines looked terrifying, and there were some very scary moments which I didn’t
enjoy.
B. This is a classic Spielberg film: fast-moving, not too violent, and full of action. In spite of the fact that
it was a bit scary, overall I really enjoyed it. Go and see it if you can.

Appendix 2: The alien from the film review Appendix 3: T’s drawing on the board