Giáo án tiếng anh 6 global kì 2 sách mới năm 2022

* Products: Ss choose the answers corectly pair work* Organization of implementation: Task 2: T-Ss, Ss-Ss, T-Ss - Teacher asks students to read the questions carefully and choose the co

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Date of planning : …/… / 2022

Date of teaching : …/… / 2022

Week : 19 UNIT 7: TELEVISION

Period : Lesson 1: GETTING STARTED - What’s on today?

I OBJECTIVES:

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

use the lexical items related to the topic television programmes for children;

use the vocabulary and structures to talk about famous children’s programmes

II LANGUAGE ANALYSIS

1 Knowledge:

* Vocabulary: use the words related to the topic “Television”

talent (n), programme (n), animated (adj), prefer (v), character (n), educational (adj)

* Grammar: Wh-question words to make questions; conjunctions to connect clauses in compound sentences;

2 Competence: Ss listen , read and understand the conversation between Phong and

Hung; then answer the questions; talk about someone’s favorite programmes

3 Quality/ behavior: Ss will be more aware of spending time watching TV, and choose

the best programme for yourself; Ss have the good attitude to working in groups,

individual work, pairwork, cooperative learning and working

III TEACHING AIDS:

1 Teacher:

- Grade 6 textbook, planning (Unit 7, Getting started)

- smart TV and cards, visual aids

- sachmem.vn

2 Students: Text books, notebooks, posters, …

3 Method: Ask and answer ; group works; individual ……

IV PROCEDURES : (STAGES)

* Warm-up (5’)

* Aim: - To create a friendly and active atmosphere in th e class before the lesson; To

give the

teacher and Ss a chance to introduce themselves;

-To lead into the new unit

* Content: Write words related Television And lead in the new lesson

* Products: Students write words corectly on the group board

* Organization of implementation:

*Warm up: T –Ss (Team work)

Warm up: * Spider web completion:

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channel

news cartoon

TV show

- Teacher draws a spider web on the

board with the word TELEVISION in

the middle

- Teacher divides class into 2 teams and

asks students to write words they

know relating to the topic

- Students write down on the groupboard

and stick it on the board

-The team who has more correct words

is the winner

- Teacher writes down the answers on

the board

* Lead in: Teacher draws students’

attention to the title of the conversation

and the picture in the textbook and asks

them questions :

1 Do you like watching TV? Why/Why not?

2 How many hours a day do you watch TV?

3 What channel do you like best?

* Suggested answers:

1 Yes, I do I love watching TV because it’s fun

2 I spend about thirty minutes/ one hour a day watching TV

3 I like Cartoon Network/ VTV3/ VTV1

* Presentation (7’)

* Aim: To introduce the vocabulary appearing in the text.

* Content: Learn some vocabularies related to the topic.

* Products: Students read and understand the meaning of vocab

Students know how to to play the game “what and where”

* Organization of implementation

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Pre teach vocabulary

- T-Ss

- Teacher use different techniques to

teach vocab (pictures, situation, realia)

- Follow the seven steps of teaching

vacab

- Repeat in chorus and individually

- Copy all the words

* Checking vocab: < what and where>

- educational (adj) : mang tính giáo dục

* Checking vocab: < what and where>

* Practice (25’) Task 1

* Aims: To set the context for the introductory text; To practice the targeted language and

the background knowledge of the topic Television

* Content: Listen and read the conversation, answer some questions.

* Products: Students read and understand the meaning of the text

Students know how to role play

Teacher’s and Ss’activities Content

* Set the sences:

T-Ss

Look at the picture and the dialogue

a) Who are they in the dialogue?

b) What do you think they are talking

about?

Task 1: T-Ss

- Teacher plays the recording twice

- Students listen and read

- Teacher checks students’ prediction

- Teacher calls 3 students to read the

conversation aloud

* Answer the questions:

a) They are Phong and Hungb) They are talking about TV shows

(They are talking about their favourite TV programmes )

Task 1: Listen and read.

Task 2

* Aims: To help Ss focus on the topic of the lesson.

* Content: Read the conversation again and choose the correct answer A, B, or C.

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* Products: Ss choose the answers corectly ( pair work)

Task 2: T-Ss, Ss-Ss, T-Ss

- Teacher asks students to read the

questions carefully and choose the

correct answers Encourage them not to

look back at the conversation first

- Teacher allows students to share their

answers before discussing as a class

- Teacher checks their answers as a class

and shows students where to find the

answer in the conversation

Task 2: Choose the correct answer A, B, or C.

* Aims: To help Ss learn the names of some TV programmes.

* Content: Read the conversation again and match the names with suitable descriptions.

* Products: Student’s choose the correct answers (work independently)

Task 3: T - Ss

- Teacher encourages students to do the

task without looking back at the

conversation If they cannot, let them

read the conversation again to find the

answers

- Students work independently

answers before discussing as a class

Teacher checks the answers as a class

and asks if any students have watched

- Teacher guides students to look back at

Task 4: Find and write the adjectives in the conversation which describe the programmes

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the conversation and find where the

names of the programmes/ characters

appear The answers they need are

around

- Students can work in pairs to complete

this task

- Teacher calls a student to write the

answers on the board

- Teacher asks if other students have

other answers and checks as a class

and characters.

* Answer key:

interestingwonderfulclevereducational

* Production Task 5:(5’)

* Aims: To help Ss talk about what TV programme(s) they like

* Content: Game – Find someone who…( talk about their favourite programme )

* Products: Students ask and answer in font of the class ( Students present in front of the

class )

Task 5:T-Ss, Ss-Ss

- Teacher gives each student a copy of

the worksheet (Appendix 1)

- Teacher goes through how to construct

“Do you like…?” questions and short

answers “Yes, I do / No, I don’t.” with

the class

- Students use the prompts on their

worksheet to ask questions to their

classmates in 3 minutes

- When a classmate answers “Yes, I do.”,

the student writes their names in the

“Name” column next to the item

- When a student finishes, ask him/her to

say “Bingo” Three fastest students will

present their findings and get marks for

their presentation

- Now present your information about

five students to the whole class

Task 5: Game – Find someone who…

* Example:

A: Do you like sports programmes on TV?

B: Yes, I do / No, I don’t

“Do you like …?”

* Model answer:

1 …like sports programmes

on TV

…Hung…

Question: Do you like sports programmes on TV?

2 … like music talent shows …Lan…

3 … like animated films …Binh…

5 … like English programmes …Hoa…

e.g Hung likes sports programmes on TV Lan likes music talent shows Binh likes animated films and Khoi likes cartoons Hoa likes English programmes.

3 Consolidation (3’)

* Aim: To consolidate what students have learnt in the lesson.

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* Content: Vocab about the topic Television and Read and understand content of the

conversation

* Products: Say aloud some words they remember from the lesson

- Teacher asks students to talk about

what they have learnt in the lesson

- Ss work indepently

- Vocab about television programme

- Read and understand content of the conversation

4 Homework (2’)

* Aim: To revise the lesson and prepare for the next lesson.

* Content: Review the lesson and prepare for the next lesson and do exersie in the

workbbook

* Products: Students’ textbook and workbook

- T reminds Ss to do homework and

prepare the new lesson

- Learn all the new words by heart

- Do exercises in the workbook

- Talk about your favourite programme

- Prepare lesson 2 ( A closer look 1).

*- Evaluation:

………

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Date of planning : …/… / 2022

Date of teaching : …/

… / 2022

Week : UNIT 7: TELEVISION

Period : Lesson 2: A closer look 1

I OBJECTIVES:

- use the lexical items related to the topic Television;

- use the vocabulary and structures to talk about TV programmes;

- pronounce and recognize the sounds /θ/ and /ð/

2 Competences: Students pronounce correctly the sounds /θ/ and /ð/ in isolation and in

context; Students know some words/phrases, adjectives to describe television

programmes and characters to describe TV programmes

3 Quality/ behavior: To teach SS to work hard, Ss will be more aware of spending time

watching TV, and choose the best programme for yourself Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working

III MATERIALS

1 Teacher: - Grade 6 textbook, Planning ( Unit 7, A closer look 2)

- Smart TV/Pictures, sets of word cards

- sachmem.vn

2 Students: Text books, notebooks, posters, ….

* Warm-up (5’)

* Aim: To activate students’ prior knowledge and vocabulary related to the topic

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* Content: Game : Matching(match the names of TV programmes with suitable pictures)

* Products: Ss match words and pictures exactly on the goupboard.

- Teacher divides students into 4 groups and

delivers a set of 6 pictures about famous TV

programmes for children

- Teacher asks students to work in groups and

match the names of TV programmes with

suitable pictures

- The fastest group will say “Bingo” and stick

their work on board

- Teacher checks the answers and gives a

small gift to the winning group

+ Lead in: Teacher leads students into the

lesson by telling them that “In today lesson,

we are going to learn more words to talk

* Aim: To teach students some nouns and adjectives to talk about TV programmes.

* Content: Vocabulary about TV programmes.

* Products: Read and pronounce correctly and understand the meaning of words.

Pre teach vocabulary

- Teacher use different techniques to teach

vocab (pictures, situation, realia)

- Follow the seven steps of teaching vacab

* Checking vocab: < Matching>

* Vocabulary

- comedy (n): [picture]

- viewer (n): [picture]

- performer (n): [picture]

- popular (adj) [definition]

- live (adj) [definition]

- boring (adj) [antonym] interesting

* Checking vocab: < Matching>

*Practice (20’)

Task 1

* Aims: To teach students some words/phrases related to television.

* Content: Write the words/phrases in the box next to the definition.

* Products: Students give their answers exactly

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Task 1: T-Ss

words/phrases in the box first and see if

they can remember some of them from

the previous lesson

- Teacher reminds students of the

words/phrases they do not remember

- Students read the definition and do the

* Aims: To give students further practice on how to use some words/phrases in context.

* Content: Complete the sentences with the words/phrases in the box.

* Products: Ss say the correct answers ( pair work).

Task 2: T - Ss, Ss - Ss

- Teacher asks students to work in pairs

and use the words/phrases in the box to

complete the sentences

- Students work in pairs and do the task

- Teacher calls some pairs to share their

answers with the whole class

- Teacher gives feedback and corrections

* Content: Complete the sentences with the adjectives in the box

* Products: Student’s say correct answers in front of the class

- Teacher asks students to use the given

adjectives to complete the sentences

- Students work independently

Task 3: Complete the sentences with the adjectives in the box

Answer key:

1.popular

2.boring

3.cute

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- Teacher asks some students to share the

answers and gives corrections (if

* Aims: To help students have concept and identify the sound /θ/ and /ð/.

* Content: Understand and know how to pronounce the sounds /θ/ and /ð/.

* Products: Students pronounce words exactly

* Presentation

T-Ss

- Teacher introduces 2 sounds /θ/ and /ð/

to students and lets them watch a video

about how to pronounce these two

sounds

- Teacher asks students to give some

words they know containing these

sounds

* PRONUNCIATION

- /θ/: think, thank, throw, theatre, third

- /ð/: this, that, these, those, there, father

Task 4

* Aims: To help students identify and practise the /θ/ and /ð/ sounds.

* Content: Listen and repeat Underline the words with the sounds /θ/ and /ð/.

* Products: Students read the words exactly (work individually)

- Teacher asks students to read the words

first as they are familiar with students

- Teacher plays the recording and asks

students to listen carefully and check if

they have pronounced them correctly

- Teacher plays the recording again

Students listen and repeat

- Teacher calls some students to read the

* Aims: To help students pronounce the sounds /θ/ and /ð/ correctly in context

* Content: Tongue Twister Take turns to read the sentences quickly and correctly

* Products: Students read the words exactly (work individually)

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- Teacher allows students to work in pairs

and practice reading the tongue twister:

slowly at first, then faster and faster

- Teacher asks some students to read the

- Tongue Twister aloud

Task 5: Tongue Twister Take turns to read the sentences quickly and correctly

1 They are thinking about the weather there.

2 The new theatre opens on Thursday the t

hird.

* Production (3’)

* Aim: To give students a chance to apply what they have learnt.

* Content: Game: Tongue Twister Race.

* Products: Students read aloud their sentences

- T-Ss, Ss-Ss

- Teacher writes two tongue twisters on

the board and first practices the tongue

twister with the students

- Teacher lets students practice in pairs,

then asks students to line up in two

teams

- Teacher lets the first team say the first

tongue twister, one student at a time and

see how long it takes them to say the

tongue twister correctly as a team After,

write the total time taken on the board

- Now the second team says the second

tongue twister, one student at a time as

quickly as they can

- The team who says the tongue twister

quicker wins

* Game: Tongue Twister Race.

* Tongue Twister sentences

1.The first thing that they think of is this.

2 These things finish sooner than you think

* Homework (2’)

* Aim: To revise the lesson and prepare for the next lesson.

* Content: Revise Vocabulary and find 5 more words with /θ/ and 5 more words with /ð/.

- Learn all the new words by heart

- Do exercises in the workbook

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2022

Period : Lesson 3: A closer look 2

I OBJECTIVES:

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- know how to use Wh-questions and conjunctions in compound sentences: and, but, so

correctly

1 Knowledge:

* Vocab: The lexical items related to the topic “television”

* Grammar: Use conjunctions (but, and, because …) and question words (where, who,

why,… )

2 Competences: Know how to use some question words and conjunctions correctly; Talk

about a favourite TV programme; identifying types of TV programmes in the world

watching TV, and choose the best programme for yourself ; Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working

III MATERIALS

* Preparation:

1 Teacher: - Text books , pictures, planning (Unit 7, A closer look 2)

- sachmem.vn

* Warm-up (5’)

* Aim: To activate and anticipate students’ knowledge of the questions they are

familiar with

To introduce targeted grammar of Wh-questions.

* Content: Game: Netwworking “Question words”

* Products: Students words correctly on the board.

* Warm up (group work)

* Game: Networking

- Teacher divides the class into two teams,

then writes “question words” on the board

and gives them two minutes to discuss

- After that time, a student from each team

one by one runs to the board and writes

* Suggested answer:

- Who , what, where, when, why, which, how,…

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to the question words they are going to

learn in the lesson: when, how many, how

often, what, where, who and why and

informs students of conjunctions: but, so,

* Aim: To remind students of the questions they are familiar with

To help students identify the functions of different question words

* Content: Read the conversation and underline the question words; Read the

conversation and underline the question words

* Products: Understand and know how to use different question words.

- Teacher explains if students have any

difficulty understanding how to use

the question words

Task 1: Read the conversation and underline the question words.

* Answer key:

What are you doing tomorrow?

Where is it?

How long is it on?

Task 2: Match each question word with the information it needs.

* Answer key:

When – timeHow many – numberHow often – repetitionWhat – thing

Where – placeWho – peopleWhy – reason

II Conjunctions: but, so, and

* Aim: Help Ss know the meanings as well as the use of the three conjunctions: and,

but, so.

* Content: Explain the way to use and give example.

* Products: Understand and know how to use three conjunctions: and, but, so.

- Teacher writes the example in the * Conjunctions: but, so, and

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Remember! Box (page 10) on the

board and circles the conjunction in

the sentence

- Teacher underlines the clauses before

and after the conjunction

- Teacher draws students’ attention that

conjunctions are used to connect two

clauses into a compound sentence

- Teacher introduces the focused

conjunctions: but, so, and.

- Teacher asks students to work in

groups of 4 and make 3 compound

sentences using three target

conjunctions

We use conjunctions to combine two clauses into acompound sentence

- “and”: is used for addition.

- “but” is used for the contrast.

- “so” is used for the result

* Aims: To give students more practice with question words.

* Content: Use the question words in the box to complete the conversations.

* Products: Ss say the correct words.

Task 3:T –Ss : Ss- Ss

- Teacher has students work on the

exercise individually before they

compare answers with each other

- Teacher plays the recording and asks

students to listen and check their

answers Also remind students to pay

attention to the tune of the

wh-questions (falling at the end)

- Teacher gives feedback as a class

discussion

Task 3: Use the question words in the box to complete the conversations Then listen and check your answers.

* Aims: To help students identify the meaning and the position of a conjunction

* Content: Match the beginnings with the endings.

* Products: Students’ read the complete sentences out loud.

* Organization of implementation :

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- Teacher has students work in pairs

clauses in the beginning column

carefully and find clues in the endings

column for matching

- Teacher checks students’ answers as a

class

- Teacher calls some students to read

the complete sentences out loud

Task 4: Match the beginnings with the endings.

* Aims: To give Ss some practice in using conjunctions.

* Content: Game : Who’s faster “Use and, but or so to complete the sentences.”

* Products: Students play game and say the correct answers.

- Teacher uses Exercise 5 (p 10) to

create questions in the game

* Game: Who’s faster ?

- Teacher prepares 7 numbers which

includes 5 questions about using and,

but or so to complete the sentences ,

and 2 lucky numbers

- Each Ss chooses a number and

answers the question behind the

number If the student answers the

question correctly, they will get 1

point If the team chooses the lucky

number, they get 1 point without

answering the question

Game: Who’s faster ?

* Content: Summarise the main grammar points of the lesson.

* Products: Students say what they have learnt in the lesson

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Teacher’s and Ss’ activities Content

- Say a question word and ask Ss to

respond by making a question with

* Aim: To revise the knowledge that students have gained in this lesson.

workbbook

- Make 5 sentences in the present simple tense,using adverbs of frequency

- Prepare lesson 4 ( communication)

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Date of

planning : …/… / 2022

Date of teaching : …/… /

2022

Period : Lesson 4 : Communication

I OBJECTIVES:

- ask for and give information about TV programmes;

- recognise and have knowledge about some famous TV programmes in some countries

1 Knowledge:

* Vocab: The lexical items related to the topic “television”

why,… )

2 Competences: Know how to use some question words and conjunctions correctly; Talk

about a favourite TV programme; identifying types of TV programmes in the world

III MATERIALS

* Preparation:

1 Teacher:

- Grade 6 textbook, Planning (Unit 7 communication)

- sachmem.vn

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How often What time

Why

* Warm-up (5’)

* Aim: To activate students’ knowledge of forming questions to ask for information about a

TV programme

* Content: Making some questions about a TV programme.

* Products: Students make the questions exactly.

* Warm up Team work

- Teacher draws a spider web on the board with

the word TV PROGRAMME in the middle and

question words in branches

- Teacher asks students to form the questions to

ask for information about a TV programme

using the given question words

- Students give their answers

- Teacher writes down the answers on the board

+ Lead in

To lead in the lesson about communication

- Teacher leads students into the lesson by telling

them that they are going to learn how to ask for

and give information about TV programmes and

some famous programmes in other countries

* Question forming:

* Suggested answer:

1 What’s your favourite TV programme?

2 Why do you like it?

3 What time is it on?

4 How often do you watch it?

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* EVERYDAY ENGLISH

* Aim: To introduce a sample conversation about a TV programme.

* Content: some new words about related to the lesson.

* Products: Read and understand the meaning of words; role play and practice in front of

the class fluently

- Teacher plays the recording and asks students

to look at the conversation and read it while

listening

- Ask Ss to read the conversation as an

example Tell Ss that they can use what, what

time, why, etc to ask about TV programmes.

Task 1: Listen and read the conversation Pay attention to the highlighted words

* Audio script:

A:What's your favourite TV

programme?

B:The animal programme.

A:Why do you like it?

B:Because I can see the animals in their real life.

*Practice (25’) Task 2

* Aims: To practice asking for and giving information about TV programmes.

* Content: Make a similar conversation about your favourite TV programme

* Products: role play and practice in front of the class fluently.

- Teacher asks students to work in pairs and

make a similar conversation about their

favourite TV programme Encourage

students to add the questions in Warm-up in

their conversation

- Students do the task in pairs

- Teacher calls some pairs to act out their

conversations in front of the class

- Teacher checks and corrects if needed

Task 2: Work in pairs Make a similar conversation about your favourite TV programme

A: What’s your favourite TV programme?B: The sports programme

A: Why do you like it?

B: Because I am a big fan of sports

A: What time is it on?

B: It’s on at 7:30 p.m on VTV3

A: How often do you watch it?

B: I watch it every weekend

Task3

* TV programmes

* Aims: To allow students to explore some interesting facts about TV in other countries.

* Content: Discuss and complete the facts with the countries in the box

* Products: Students complete the sentences exactly ( workin groups)

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Task 3: T - Ss, Ss – Ss

- Teacher asks students to work in groups and

help one another find the answers/make

guesses

- Teacher calls some students for the answers

- Teacher reminds students of the correct way

to give their answers/make guesses

E.g Pokemon cartoons are from Japan

(They know the answer.)

- We think Pokemon cartoons are from Japan

(They make a guess.)

- Teacher confirms the answers with the

whole class

Task 3: Work in groups Discuss and complete the facts with the countries in the box

+ Pokemon cartoons: Japanese television

animation series, typically aimed at adults as well as children

+ Iceland: Before 1981, there was no TV in

July; before 1986, there was no TV on Thursday

It comes from the opinion that you could do without TV once a week! Spend it with your family Spend it outdoors

+ Discovery Channel:

an American pay television network

It creates the highest quality content and remains one of the most dynamic media companies in the world

Task 4

* Aims: To introduce to students some TV programmes for children.

* Content: Read about two TV programmes and tick the correct programme in the table

* Products: Ss give their answers and checks as a class.(work independently)

- Teacher asks students to read the passages

and do the task Remind them that some facts

may refer to both programmes

Students do the task individually

Teacher calls some students to give their

answers and checks as a class

Task 4: Read about two TV programmes and tick the correct programme in the table

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programmes in Task 4.

* Content: Tell your group which programme in Task 4 you prefer and why

* Products: Each group shares their answers with the class.

- Teacher asks students to work in groups of

four, read the two programmes again, then

tell their friends which one they prefer and

why

- Teacher calls some students to speak in front

of the class

- Teacher asks other students to give

comments and gives more feedback if

needed

Task 5: Work in groups Tell your group which programme in Task 4 you prefer and why

* Example:

I like Let's learn because it's funny and I can gain knowledge from it.

* Consolidation (3’)

* Aims: To consolidate what students have learnt in the lesson.

* Content: summarize the main content in the lesson.

* Products: Students say what they have learnt in the lesson.

Teacher asks students to talk about what

they have learnt in the lesson

- Practice asking and answering about some

famous TV programmes in some countries and their favourite TV programmes

* Homework (2’)

* Aim: To revise what they have learnt and prepare for the next lesson Skills 1.

workbook

* Products: Students’ textbook and workbook.

- T reminds Ss to do homework and prepare

the new lesson

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Date of planning : …/… / 2022 Date of teaching : …/… /

2022

Period : Lesson 5 : Skills1

I OBJECTIVES:

- read for specific information about television; talk about one’s favourite TV program, thereasons for that

1 Knowledge:

* Vocab: compete (v), plant (n), comedy, race (n),

why,… )

2 Competences: Talk about their favourite TV programme; work in group to talk about

two things you like and don’t like about TV program

III MATERIALS

1 Teacher:

- Grade 6 textbook, planning ( Unit 7, skills 1)

- sachmem.vn

* Warm-up (5’)

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* Aim: To create a friendly and active atmosphere in the class before the lesson.

To lead in the topic of the reading text

- Teacher shows some pictures which

illustrate the logos of some famous TV

channels These logos are missing some

parts or in the reversed position

- Students have to guess the name of the TV

channels

- Teacher provides feedback and confirms

the answers:

+ Lead in:

-To lead in the text about TV guides

- Teacher asks students questions to lead in

the reading text:

* Play a game : * Guessing game: TV channels

-1/Among these five channels, which one do you like best?

I like …… best because I………

2/ What about you? Do you often read the TV guide before watching TV?

………

* Pre- reading (7’)

* Aim: - To prepare students with vocabulary related to the lesson ; To lead in the reading

skills

* Content: Some vocabularies related the lesson.

* Products: Read and understand the meaning of the words.

T –Ss :

- Pre teach vocabulary

* Checking vocab: < Rub out and

* VOCABULARY:

- compete (v) : tranh tài cạnh tranh

- plant (n): cây cảnh, thực vật

- comedy (n): phim hài

- race (n): Cuộc đua

* Checking vocab: <R &R>

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remember

* While reading (15’)

Task 1

* Aims: To teach students how to read a TV guide.

* Content: Read the first two columns of the TV guide and answer the questions.

* Products: Read and answer the questions exactly.

- Teacher asks students to have a quick look

at the TV guide and answer questions like:

- This task should be done carefully as it

helps do Task 2

- Teacher explains to students so that they

can distinguish the name of the

programme (e.g Sports) and the name of

the specific event / show/ film, etc on that

programme (e.g The Pig Race)

- Teacher allows students some time to read

the TV guide and answer the questions

Task 1: Read the first two columns of the TV guide and answer the questions.

1 What information do you see? (the time, the name of the programme and its content)

2 What information comes first? What comes next?

3 What do you look at when you are choosing aprogramme to watch?

* Aims: To show students how to find a suitable TV programme for a person.

* Content: Write the programmes that these people may choose to watch.

* Products: Stusents’ correct answers on the board

Teacher asks students to read the

information about each person carefully,

underline the key word(s) showing what

each person likes in order to help them find

the answer

Teacher allows students some time to do the

task individually

Teacher asks some students to share their

answers before checking as a class

Task 2: Read the TV guide in Task 1 and write the programmes that these people may choose

to watch.

* Answer key:

1 Phong: Children are Always Right

2 Bob: The Fox Teacher

3 Nga: Cuc Phuong Forest

4 Minh: The Pig Race

5 Linh: The Dolphins

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-* Pre- speaking (5’)

Task 3

* Aims: To allow students to talk about what they have done in Reading Task 2.

* Content: Work in groups Share your table in Task 2 with your group and see if they agree

- Teacher lets students work in groups and

share their answers in Task 2 to the groups

- Teacher encourages other students to say

if they agree or disagree with the answers

and explain their partners’ choice

- Teacher calls some students to

demonstrate it in front of the class

Task 3: Work in groups Share your table in Task 2 with your group and see if they agree with you.

* Aims: To teach students how to talk about their favourite TV programmes.

* Content: Tell your group about your favourite TV programme.

* Products: Some students present their answers to the class

instructions carefully and allow them

some time to prepare their answers

- Teacher tells students the suggested

structure can help them arrange their

ideas

- Teacher lets students share their answers

in groups before calling some students to

present their answers to the class

- Teacher corrects later if they make any

* Post-Reading and Speaking (5’)

* Aim: To help students improve next time.

* Content: Discuss your choice with your friends.

* Products: Some students present in front of fluently.

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- Teacher allows students to give comments

for their friends and vote for the most

interesting and informative presentation

- Teacher gives feedback and comments

Task 5: Discuss your choice with your friends.

* Students ’ presentation

* Aims: To consolidate what students have learnt in the lesson.

* Content: summarize the main content in the lesson.

* Products: Students say what they have learnt in the lesson.

- Teacher asks students to talk about what

+ words/phrases/ sentences describing television + talk about a TV programme you like

*Homework (2’)

* Aim: To revise the knowledge that students have gained in this lesson.

* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook

- Teacher asks students to revise old lesson

and to do exercise in workbook

2022

Period : Lesson 6: Skills 2

I OBJECTIVES:

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- listen to get specific information from a recommended TV schedule;

- write a short guided passage about one’s watching TV habits

1 Knowledge:

* Vocab: revise words related the topic “Television”

why,… )

2 Competences: Talk about their favourite TV programme; work in group to talk about

two things you like and don’t like about TV program

* Warm-up (5’)

* Aim: - To create a friendly and active atmosphere in the class before the lesson;

-To lead in the topic of the listening tasks

* Content: Game: Kim’s game

* Products: Ss write the name of TV programs on the posters.

- Teacher asks students to look carefully at

them for about thirty seconds Then take the

pictures away and ask them to call out what

they can remember

Lead in:

- Teacher asks students some questions to

lead in the listening tasks:

* Play a game : Kim’s game

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+ What programme did you watch last night?

+ What was it about?

+ What did you like about it?

+ What didn’t you like about it?

+ Why did you like/dislike it?

* Pre-Listening (2’)

* Aim: - To draw students’ attention to the keyword of the listening task

* Content: Read the programmes in the table.

* Products: Read and understand the meaning of words.

- T –Ss :

- Teacher allows students some time to

read the programmes in the table

- Teacher asks them to focus only on the

information they need:

the channel

“We are going to read a schedule of some

programmes on TV.

First, I would like you to read it, underline

the important key words (“the channel”),

then listen to tick which channel it belongs

to.”

* Read the programmes in the table.

* While -listening (10’)

Task 1

* Aims: To help students develop their listening skill for specific information.

* Content: Listen and tick the correct channel for each programme.

* Products: Students say the correct answers aloud.

- Teacher plays the recording

- Students listen and tick

Task 1 : Listen and tick the correct channel for each programme.

*Answer key:



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English and Fun 

Task 2

* Aims: To help students develop listening skill for specific information (T/F)

* Content: Listen again and tick T (True) or F (False)

* Products: Students say T or F exactly.

- This activity requires students to listen

more carefully for details

read the statements first and see if they

can answer any of them based on the

previous listening

- Teacher draws students’ attention to the

fact that almost all the questions start

with the names of the programmes

They are signals that the answers are

coming

- Teacher plays the recording

- Students listen and tick

If students have difficulty in catching

the information, determine their

answers, pause the recording after each

sentence where the information appears

Task 2: Listen again and tick T (True) or F (False).

=> Answer: 1 T 2 F ( a boy and his dog)

on Channel 1 It’s at nine o’clock We hope you can choose a programme for yourself Enjoy and have a great time.

* Post- listening (5’)

* Aims: To summarize the key information in the listening tasks.

* Content: Summarize the information of the listening part.

* Products: Ss summarize the information in the listening part before the class.

Task 3:T-Ss, Ss-Ss( work group)

- Students work in groups of four

- Teacher asks students to summarize the

information in the listening part and talk

about it

* Summarize the information of the listening part.

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- Teacher helps if necessary.

* Pre-Writing (5’)

* Aims: To guide and prepare students with information for their writing in Task 4.

* Content: Read the questions and circle the right answers for yourself

* Products: Students’ answers

- Students have to answer a questionnaire

about TV-watching habits

- Teacher lets students read the questions

and tick the most appropriate answers

for themselves

- Teacher asks them to think of a TV

programme they like and write the answer

to Question 5

- T can have Ss ask and answer in front of

the class

Task 3: Read the questions and circle the right

answers for yourself

1 How much do you like watching TV?

A A lot B So so C Not much.

2 How many hours a day do you watch TV?

A 1 hour B 2-3 hours C Less than one hour.

3 When do you watch TV the most?

A In the morning B In the afternoon.

C Inthe evening.

4 Do you watch TV when you are eating?

A Always B Sometimes C Never.

5 What TV programme do you watch the most?

A cartoon B Sports C cience

* While-Writing (5’)

* Aim: To guide students how to write a paragraph about TV-watching habits.

* Content: Write a paragraph of 40-50 words about your school.

* Products: Students’ perfect writing on the posters

- Teacher lets students work individually

- Teacher asks them to refer to the

questions and their answers in 3 while

they are writing These questions are a

very good guide of how to form a

sentence and what information they

need to complete the sentence

Task 4: Write a paragraph of about 50 words about your TV-viewing habits Use your answers in Task 3.

* Sample answer:

+I like watching TV, about one hour a day I only watch TV in the evening During the day,

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- Teacher tells students that the

information in the questions in Task 3

has been arranged in a logical order and

they can organise their writing by

referring to their answers one after

another

- Teacher goes round and o er help if ﬀ

needed

- If time allows, ask some students to

share their writing with the class

If not, collect some students’ writings to

+ I like watching TV a lot I usually spend 2-3 hours on watching TV I often watch TV in the evening I somtimes watch TV when I'm

eating I watch Cartoon the most because it’s funny and interesting.

* Post-Writing (3’)

* Aim: To peer check, cross check and final check students’ writing.

* Content: Cross check students’ writing

* Products: Students check the others’ writing carefully

- Teacher asks students to exchange their

textbooks to check their friends’ writing

- Teacher then gives feedback as a class

discussion

+ Exchange their textbooks to check their friends’ writing

* Content: Summarize the main content in the lesson.

* Products: Say aloud what they have just learnt in front of the class.

- Teacher asks students to talk about what

- Listen and tick the correct channel for each programme

- Write a paragraph of about your TV-viewing habits

* Homework (2)

* Aim: To revise the knowledge that students have gained in this lesson

- To allow students finalize their versions after being checked by friends and teacher

workbbook

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- Teacher asks students to write down the

paragraph in their books

- Teacher asks students to prepare the new

lesson

- Rewrite the paragraph in the notebooks

- Prepare Looking back and project

2022

Period : Lesson 7: Looking back and project

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I OBJECTIVES:

- pronounce correctly the sounds /ð/ and /θ/ in isolation and in context;

- use conjunctions (and, but, because) and question words (where, who, why );

- ask and answer about a favourite TV programme;

- read a TV schedule and descriptions of famous children’s programmes for specific information;

- listen for specific information from a recommended TV schedule;

- write a short guided passage about one’s TV watching habits

1.Knowledge:

* Vocab: revise words of unit 7

* Grammar: conjunctions (and, but, because) and question words (where, who, why );

2 Competence: revise the use of conjunctions and question words , develope speaking,

writing and co-operating skills when doing projects

3 Quality/ behavior: Ss will be more aware of spending time watching TV, and choose

the best programme for yourself ;The awareness about importance of learning English Ss have the good attitude to working in groups, individual work, pairwork, cooperative learning and working

* Warm-up (3’)

- * Aim: To activate students’ prior knowledge and vocabulary related to the topic.

To revise the vocabulary about television and lead in the lesson

* Content: Game:

* Products: Students write correct words on the board.

* Warm up (Team work)

T -Ss

- Teacher asks students some questions to

lead in the lesson:

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“Last lesson, we learnt so many TV

programmes, now I would like to ask you

a few questions about them.

describe it?”

VOCABULARY (10’)

Task 1

* Aim: To help Ss revise the vocabulary items they have learnt in the unit

* Content: Put the words in the box in the correct column.

* Products: Students write correct words on the board ( say the correct answers aloud)

read the list of the words and write them

in the correct place in the table

- Teacher lets students swap their answers

for double check

- Teacher calls on some students to read

aloud their answers before checking

them as a class

Task 1: Put the words in the box in the correct column Add more words if you can.

Task 2

* Aims: To help students revise the vocabulary about television in context.

* Content: Use the words in the box to complete the text

* Products: Students’ correct answers on the board ( say the correct answers exactly)

- Teacher lets students swap their

answers for double check

- Teacher calls on some students to read

aloud their answers before checking

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* Aims: To help students revise the use of question words.

To help students revise the use of conjunctions

* Content: Complete each question with a suitable question word; Use the conjunctions

provided to connect the sentences

* Products: Write correct words on the board

- Teacher asks students to look at the

answers and underline the missing

information from the questions so that

they can decide which question words

- Teacher asks students to read the two

sentences in each question and use the

conjunctions provided to connect them

- Mind that in most sentences, the

conjunctions are used to replace the

stop mark and connect the two

sentences

Task 3: Complete each question with a suitable question word.

1 Ocean Life is on at 7.30, and Laughing out

Loud comes next at 8.00.

2 I liked The Seven Kitties very much, so I

watched it many times

3 BBC One is a British Channel, but VTV6 is

a Vietnamese Channel

4 Along the Coast is a famous TV series, but

I don’t like it

5 I have a lot of homework tonight, so I can’t

watch Eight Feet Below.

* PROJECT Task 5: (5’)

* Aims: To introduce to students a new way of learning and practising their learnt

language outside the class

* Content: Make a project about “ How important is TV to you?”

* Products: Students report the results to the class.

- Teacher divides students into groups of

four or five and instructs them on what

they have to do

Task 5: How important is TV to you?

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- Teacher encourages them to reach

further out of the classroom

(interviewing their parents, siblings,

neighbours, etc.)

- Teacher asks students to share their

findings with the class If there is time,

teacher can use the results of the project

for the class discussion to see how much

TV watching is enough/ good/bad and

the role of TV for children

@ Notes:

* This project introduces to students a new way of learning and practising their learnt language outside the class

* Teacher organises the activity in a way that students will be able to go out and ask questions to find out how important TV is totheir friends, to take notes of the answers, and to report the results to other people (their classmates)

* Content: summarize what students have learnt in the lesson.

* Products: Say aloud what they have learnt in the lesson.

- revise vocabulary in unit 7

- revise conjunctions (and, but, because) and question words (where, who, why );

- Make a project about “ How important is

- Teacher asks students to revise old

lesson and to do exercise in workbook

- Teacher asks students to complete the

project and prepare the new lesson

- Do exercise in workbook

- Complete the project

- Prepare for the next lesson: Unit 8 –Lesson

1 Getting started

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2022

UNIT 8: SPORTS AND GAMES Lesson 1: Getting started – A look inside

I OBJECTIVES:

- have an overview about the topic Sports and games;

- use the vocabulary and talk about sports and games

1 Knowledge:

* Vocabulary: gym (n); equipment (n); karate (n), breaktime (n)

* Grammar: “The past simple tense” and “Imperatives”

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2 Competence: Capacity to solve problems creatively, physical ability and aesthetic

ability;

use English to talking about sports and games in the world Specialized capacity; capacity

to use language

3 Quality/ behavior : To teach SS to love sports and encourage them to take part in

sports Ss participate actively in the lesson

III MATERIALS

1 Teacher: - Grade 6 textbook, Planning (Unit 8, Getting started)

- sachmem.vn

1 Warm-up (5’)

* Aim: To set the context for the listening and reading text.

To introduce the topic of the unit

* Content: Write the names of sports and games.

* Products: Ss write words on the posters ( team work)

Warm up:

T-Ss, Ss- Ss

- Teacher has students watch a video and asks

students to say the name of games and sports

again

- And then Teacher leads in the new lesson

- Teacher lets students open their books and

starts the lesson

- T Introduces the topic of the lesson

* Game: Listen a song and write the names of sports and games

* Answer key:

Boxing fishing Aerobics Chess table tennis karate Cycling swimming Volleyball

Tennis Skiing running …

* Pre- teaching vocab

* Aim: To prepare students with vocabulary.

* Content: learn some vocabularies related to the topic.

* Products: Students read and understand the meaning of vocab

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- T-Ss

* Pre teach vocabulary

- Follow the seven steps of teaching vacab

* Checking vocab: < Rub out and

remmember>

* Vocabulary

- gym (n): phòng tập thể dục

- equipment (n): dụng cụ, thiết bị

- karate (n): Môn võ karate

- breaktime (n): giờ giải lao

*Checking vocab: < Rub out and remmember>

*Practice: 20’

Task 1:

* Aims: To have student know the topic.

* Content: Listen and read the dialogue.

* Products: Students read and understand the content of the dialogue.

Students know how to role play

* Set the sences: T-Ss

-Teacher draws students’ attention to the

pictures in the textbook and asks them

some questions about the pictures

* Now we are going to listen a conversation

between Duong and Mai

Task 1: T-Ss

- Teacher plays the recording twice

- Students listen and read

- Teacher checks students’ prediction

- Teacher calls some students to role play

the conversation

* Chatting

1 Who are they in the dialogue?

2 What might they talk about?

Suggested answers:

1 They are Duong and Mai

2 They are talking about some sports

(Students’answers)

Task 1: Listen and read.

Tiêu đề	Unit 7: Television
Thể loại	lesson plan
Năm xuất bản	2022

Định dạng
Số trang	173
Dung lượng	7,85 MB