Week : 19 Preparing date: 15/01/2022
Period : 1 Teaching date: 17/01/2022 – 6B
19/01/2022 – 6A

UNIT 7: TELEVISION
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)
1. 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: in class, team work
Teacher's and Ss'activities
Content
*Warm up: T –Ss (Team work)

• 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 :


Warm up: * Spider web completion:




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.
2. 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 play the game “what and where”
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content

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>

* Vocabulary
- talent (for) (n) : tài năng
- programme (n) : chương trình
- animated (adj) : hoạt hình
- prefer (v) : thích hơn
- character (n) : nhân vật
- educational (adj) : mang tính giáo dục

* Checking vocab: < what and where>
3. Practice (20')
Task 1 (6')
* 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
* Organization of implementation: in class, individually
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 Hung
b) They are talking about TV shows.
(They are talking about their favourite TV programmes )

Task 1: Listen and read.


Task 2 (7')
* 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.
* Products: Ss choose the answers corectly (pair work)
* Organization of implementation: in class, pair work
Teacher's and Ss'activities
Content
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.
* Answer key:
1. C
2. A
3. A
4. A


Task 3 (7')
* 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)
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
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.
• Teacher allows students to share their answers before discussing as a class.
Teacher checks the answers as a class and asks if any students have watched these programmes
Task 3: Read the conversation again and match the names with suitable descriptions.

* Answer key:
1. c 2. a 3. e 4. b 5. d



4. Production (8')
Task 4
* Aims: To help Ss focus on the use of adjectives to describe TV programmes and characters.
* Content: write the adjectives in the conversation which describe the programmes and characters.
* Products: Students write correct the adjectives words on the board.
* Organization of implementation: in class, pair work
Teacher's and Ss'activities
Content
Task 4:T-Ss, Ss-Ss
- Teacher guides students to look back at 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.
Task 4: Find and write the adjectives in the conversation which describe the programmes and characters.
* Answer key:
interesting
wonderful
clever
educational

Task 5: Ss don't work
5. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Vocab about the topic Television and Read and understand content of the conversation
* Products: Say aloud some words they remember from the lesson.
* Organization of implementation: in class, individually
Teacher's and Ss' activities
Content
- 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
6. 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
* Organization of implementation: in class, individually
Teacher's and Ss' activities
Content
- 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).





































Week : 19 Preparing date: 17/01/2022
Period : 2 Teaching date: 19/01/2022 – 6B
21/01/2022 – 6A
UNIT 7: TELEVISION
Lesson 2: A closer look 1

I. OBJECTIVES:
By the end of the lesson, students will be able to:
- 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/.
II. LANGUAGE ANALYSIS
1. Knowledge:
* Vocab: comedy (n), viewer (n), performer (n), popular (adj), live (adj), boring (adj)
+ Pronounciation: the sounds /θ/ and /ð/.
* Grammar: Wh-question words ; conjunctions to connect clauses in compound sentences
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, ….
3. Method: Ask and answer ; group works; individual ……
IV. PROCEDURES : (STAGES)
1. Warm-up (5')
* Aim: To activate students' prior knowledge and vocabulary related to the topic.
To lead in the lesson about vocabulary and pronunciation.
* Content: Game : Matching (match the names of TV programmes with suitable pictures)
* Products: Ss match words and pictures exactly on the goupboard.
* Organization of implementation: in class, work group
Teacher's and Ss'activities
Content
• 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 about TV programmes.
* Matching
* SET OF PICTURES:
Talent shows


The Voice Kids Animated films


2. Presentation (5')
VOCABULARY
* 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.
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content

Pre teach vocabulary
- 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: < Matching>

* Vocabulary
• comedy (n): [picture]
• viewer (n): [picture]
• performer (n): [picture]
• popular (adj) [definition]
• live (adj) [definition]
• boring (adj) [antonym] interesting

* Checking vocab: < Matching>
3. 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 .
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
Task 1: T-Ss
• Teacher asks students to read the 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 task.
• Teacher calls some students to give their answers.
• Teacher gives feedback and corrections (if necessary).
Task 1: Write the words/phrases in the box next to the definition.
* Answer key:
1. character
2. educational programme
3. comedy
4. talent show
5. viewer



Task 2
* 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).
* Organization of implementation: in class, pair work
Teacher's and Ss'activities
Content
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 (if necessary).
Task 2: Complete the sentences with the words/phrases in the box.
* Answer key:
1. channel
2. character
3. animated films
4. game show
5. comedies
6. viewers
4. Production:
Task 3
* Aims: To teach students more adjectives to describe television programmes and characters
* Content: Complete the sentences with the adjectives in the box.
* Products: Student's say correct answers in front of the class.
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss
- Teacher asks students to use the given adjectives to complete the sentences.
- Students work independently.
- Teacher allows students to share their answers before discussing as a class.
- Teacher asks some students to share the answers and gives corrections (if necessary).
Task 3: Complete the sentences with the adjectives in the box.
Answer key:
1. popular
2. boring
3. cute
4. live
5. funny
6. educational
* PRONUNCIATION (10')
* 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 .
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
* 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

* Suggested answers:
• /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)
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
Task 4:T-Ss, Ss-Ss
• 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 words individually.
Task 4: Listen and repeat the words.

* Audio script:
/θ/: theatre, earth, anything, both, through
/ð/: there,them, neither,weather,than

Task 5 : Ss do at home
5. Consolidation (3')
* Aim: To give students a chance to apply what they have learnt.
* Content: Game: Tongue Twister Race.
* Products: Students read aloud their sentences.
* Organization of implementation: in class, team work
Teacher's and Ss' activities
Content
- 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



6. 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/.
* Products: Students' textbook and workbook
* Organization of implementation: in class, individually
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Learn all the new words by heart.
- Do exercises in the workbook.
- Find 5 more words with /θ/ and 5 more words with /ð/.
- Prepare lesson 3 (A closer look 2).














Week : 19 Preparing date: 17/01/2022
Period : 3 Teaching date: 19/01/2022 – 6B
21/01/2022 – 6A

UNIT 7: TELEVISION
Lesson 3: A closer look 2

I. OBJECTIVES:
By the end of the lesson, students will be able to:
- know how to use Wh-questions and conjunctions in compound sentences: and, but, so correctly.
II. LANGUAGE ANALYSIS
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.
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
* Preparation:
1. Teacher: - Text books , pictures, planning (Unit 7, A closer look 2)
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
3. Method: Ask and answer ; group works; individual ……
IV. PROCEDURES : (STAGES)
1. 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.
* Organization of implementation: in class, team work
Teacher's and Ss'activities
Content
* 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 one word.
- The team which has more correct answers is the winner.

Lead in:Teacher draws students' attention 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, and.

* Game: Netwworking

What

Question words


* Suggested answer:
- Who , what, where, when, why, which, how,…
2. Presentation (14')
I. Wh-questions: (7')
Task 1+ 2
* 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.
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
Task 1: T-Ss

- Teacher has students complete the task individually.
• Teacher checks the answers as a class.



Task 2:
• Teacher allows students to do the matching in pairs.
• Teacher checks their answers as a class.
• 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 – time
How many – number
How often – repetition
What – thing
Where – place
Who – people
Why – reason
II. Conjunctions: but, so, and
II. Conjunctions: but, so, and (7')
* 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.
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
• Teacher writes the example in the 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.

* Conjunctions: but, so, and

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

* Exam p les:
+ I like watching cartoons, but my brother likes
+ watching sports. I enjoy sports, so I spend a lot of time outdoors.
+ I'm helping decorate the house, and my brother is busy cooking.

* Suggested answers:
+ It is still painful, so I go to see a doctor.
+ She is tall, but her sister is short.
+I like music, and I like watching TV, too.
3. Practice (15')
Task 3
* 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.
* Organization of implementation: in class, individually
Teacher's and Ss'activities
Content
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.
* Answer key:
1. How often, What
2. Who
3. When, Where




4. Production (6')
Task 4
* 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 : in class, pair work
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss - Ss
• Teacher has students work in pairs.
• Teacher asks students to read the 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.
* Answer key:
1. c
2. a
3. e
4. b
5. d
Task 5: Ss do at home
5. Consolidation (3')
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarise the main grammar points of the lesson.
* Products: Students say what they have learnt in the lesson
* Organization of implementation: in class, individually
Teacher's and Ss' activities
Content
- Teacher asks students to talk about what they have learnt in the lesson.
- Say a question word and ask Ss to respond by making a question with it.
Summarise the main grammar points of the lesson.
+ Question words
+ Conjunctions
6. 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
* Products: Students' textbook and workbook
* Organization of implementation: in class, individually
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Make 5 sentences in the present simple tense, using adverbs of frequency.
- Prepare lesson 4 ( communication)


































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

Week : UNIT 7: TELEVISION
Period : Lesson 4 : Communication
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• ask for and give information about TV programmes;
- recognise and have knowledge about some famous TV programmes in some countries.
II. LANGUAGE ANALYSIS
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.
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
* Preparation:
1. Teacher:
- Grade 6 textbook, Planning (Unit 7 communication)
- Smart TV/Pictures, sets of word cards
- sachmem.vn
2. Students: Text books, notebooks, posters, ….
3. Method: Ask and answer ; group works; individual ……
IV. PROCEDURES : (STAGES)
* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
* 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?





* Presentation (10')
* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1:T –Ss : Ss- Ss
- 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:T –Ss : Ss- Ss
• 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.
* Suggested answers:
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)
* Organization of implementation:
Teacher's and Ss'activities
Content
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.
* Answer key:
1. Japan
2. Vietnam
3. Iceland
4. the USA

* Note:
+ 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)
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss - Ss

- 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.

* Answer key:
1. Both programmes
2. Let's Learn
3. Hello Fatty
4. Let's Learn
5. Hello Fatty
* Production (5')
* Aims: To allow students an opportunity to practice with the information from the TV 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 5: T - Ss, Ss - Ss
• 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.
* Organization of implementation:

Teacher's and Ss'activities
Content
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.
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook.
* Products: Students' textbook and workbook.
* Organization of implementation:

Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare the new lesson.
- Do EX in the workbook.
- Prepare lesson 5 ( skills 1)
*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………













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

Week : UNIT 7: TELEVISION
Period : Lesson 5 : Skills1
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• use the lexical items related to the topic Television;
• read for specific information about television; talk about one's favourite TV program, the reasons for that.
II. LANGUAGE ANALYSIS
1. Knowledge:
* Vocab: compete (v), plant (n), comedy, race (n),..
* Grammar: Use conjunctions (but, and, because …) and question words (where, who, 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.
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, skills 1)
- Smart TV/Pictures, sets of word cards
- 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 the class before the lesson.
To lead in the topic of the reading text.
* Content:
* Products: Students say the correct answers aloud.
* Organization of implementation:
Teacher's and Ss'activities
Content
- T- Ss
• 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



* Discovery Channel; Disney Channel; Cartoon Network, football channel, Quang Ngai television,


-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.
* Organization of implementation:
Teacher's and Ss'activities
Content
T –Ss :
- Pre teach vocabulary
- Teacher use different techniques to teach vocab (pictures, situation, realia)
- Repeat in chorus and individually
- Copy all the words

* Checking vocab: < Rub out and remember

* vocabulary:
- compete (v) : tranh tài cạnh tranh
- plant (n): cây cảnh, thực vật
- comedy (n): phim hài
- race (n): Cuộc đua


* Checking vocab:

* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2:T –Ss : Ss- Ss
• 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.
• Teacher checks their answers as a class.

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 a
programme to watch?

* Answer key:
1. (It's) Cuc Phuong Forest.
2. Yes, it is.
3. It's on at 10.30.
4. No, we can't.
5. (It's about) dolphins.


Task 2
* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss – Ss
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
* 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 with you.
* Products: Some students demonstrate fluently it in front of the class.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 3: T - Ss, Ss – Ss
- 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.
* Example:
A: I think the best programme for Phong is the game show "Children are always right".
B: I agree. He wants to know more about pets.
* While-Speaking (6')
* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss – Ss
• Teacher asks students to read the 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 mistakes.


Task 4: Work in groups. Tell your group about your favourite TV programme.



* Suggestions:
- My favourite programme is...
- It's on ...
- It's about ...
- I like it because it ...
* 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.
* Organization of implementation:

Teacher's and Ss'activities
Content
Task 5: T - Ss, Ss – Ss
- 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
* Consolidation (2')
* 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.
* Organization of implementation:

Teacher's and Ss' activities
Content
- Teacher asks students to talk about what they have learnt in the lesson.
+ 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
* Products: Students' textbook and workbook
* Organization of implementation:

Teacher's and Ss' activities
Content

• Teacher asks students to revise old lesson and to do exercise in workbook.

- Do exercise in workbook.
- Prepare for the next lesson: Skills 2.

*- Evaluation: …………………………………………………………………………………………………………………………………………………………………………………


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

Week : UNIT 7: TELEVISION
Period : Lesson 6: Skills 2
I. OBJECTIVES:
By the end of the lesson, students will be able to:
• listen to get specific information from a recommended TV schedule;
- write a short guided passage about one's watching TV habits.
II. LANGUAGE ANALYSIS
1. Knowledge:
* Vocab: revise words related the topic “Television”
* Grammar: Use conjunctions (but, and, because …) and question words (where, who, 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.
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:
- Text books , pictures, planning ( Unit 7, Skills 2)
- Smart TV/Pictures.
- 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 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
* Warm up
T -Ss
• Teacher shows some pictures of TV programmes.
• 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





+ 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
- 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1:T –Ss : Ss- Ss
• Teacher plays the recording.
• Students listen and tick.
• Teacher checks their answers as a class.

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

Programme
Channel 1
Channel 2
Channel 3
Green Summer



My Childhood



Harry Potter



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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss - Ss
• This activity requires students to listen more carefully for details.
• Teacher allows students some time to 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.
• Teacher checks their answers as a class. 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)
3. T     4. F ( 9 o'clock)


*Audio script:

Here are some interesting TV programmes for you. Green Summer, a music programme, is on Channel 1. It starts at eight o'clock. My Childhood is on Channel 2. It's the story of a country boy and his dog Billy. On Channel 3, you will watch Harry Potter at 8.30. Children all over the world love this film. If you like to learn English, you can go to English and Fun 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
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.
- Teacher helps if necessary.


* Summarize the information of the listening part.

* 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.
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss – Ss
• 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.
* Organization of implementation
Teacher's and Ss'activities
Content
• 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.
• 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 offer help if needed.
• If time allows, ask some students to share their writing with the class.
If not, collect some students' writings to correct at home.
•
Task 4: Write a paragraph of about 50 words about your TV-viewing habits. Use your answers in Task 3.
* ...