Period : 55

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)
* 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:
Teacher's and Ss'activities
Content
*Warm up: T –Ss (Team work)
Warm up: * Spider web completion:
- Teacher draws a spider web on the board
with the word TELEVISION in the
middle.
channel
- Teacher divides class into 2 teams and
TV
...
show
asks students to write words they know
TELEVISION
relating to the topic.
- Students write down on the groupboard
cartoon
news
and stick it on the board.
-The team who has more correct words is
the winner.
1

- Teacher writes down the answers on the
board.

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?
* Lead in: Teacher draws students'
attention to the title of the conversation and * Suggested answers:
1. Yes, I do. I love watching TV because it's fun.
the picture in the textbook and asks them
2. I spend about thirty minutes/ one hour a day
questions :
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
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

* 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>
* 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
* Organization of implementation:
Teacher's and Ss'activities
Content
* Set the sences:
* Answer the questions:
T-Ss
a) They are Phong and Hung
Look at the picture and the dialogue
b) They are talking about TV shows.
a) Who are they in the dialogue?
(They are talking about their favourite TV
b) What do you think they are talking
programmes )
about?
2

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.

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.
* Products: Ss choose the answers corectly ( pair work)
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 2: T-Ss, Ss-Ss, T-Ss
Task 2: Choose the correct answer A, B, or C.
- Teacher asks students to read the
questions carefully and choose the correct * Answer key:
answers. Encourage them not to look back 1. C
2. A
at the conversation first.
3. A
- Teacher allows students to share their
4. A
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 3
* 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:
Teacher's and Ss'activities
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

Content
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

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:
Teacher's and Ss'activities
Content
3

Task 4:T-Ss, Ss-Ss
Task 4: Find and write the adjectives in the
- Teacher guides students to look back at the conversation which describe the programmes and
conversation and find where the names of
characters.
the programmes/ characters appear. The
* Answer key:
answers they need are around.
interesting
- Students can work in pairs to complete
wonderful
this task.
clever
- Teacher calls a student to write the
educational
answers on the board.
- Teacher asks if other students have other
answers and checks as a class
* 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 )
* Organization of implementation:
Teacher's and Ss'activities
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.

Content
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:
Ask other students
1. …like sports programmes on TV.
Question: Do you like sports
programmes on TV?
2. … like music talent shows.
3. … like animated films.
4. … like cartoons.
5. … like English programmes.

Name(s)
…Hung…
…Lan…
…Binh…
…Khoi…
…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.
* 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
Teacher's and Ss' activities
- Teacher asks students to talk about what
they have learnt in the lesson.
- Ss work indepently

Content
- Vocab about television programme.
- Read and understand content of the conversation
4

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
* Organization of implementation
Teacher's and Ss' activities
Content
- T reminds Ss to do homework and prepare - Learn all the new words by heart.
the new lesson.
- Do exercises in the workbook.
- Talk about your favourite programme
- Prepare lesson 2 ( A closer look 1).
Date of planning : …/… /

UNIT 7: TELEVISION
Lesson 2: A closer look 1

Period :
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)
* 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:
Teacher's and Ss'activities
Content
5

* Matching
- Teacher divides students into 4 groups and
* SET OF PICTURES:
delivers a set of 6 pictures about famous TV
Talent shows
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
The Voice Kids
Animated films
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.
* Presentation (5')
* 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:
Teacher's and Ss'activities
Content
Pre teach vocabulary
* Vocabulary
- Teacher use different techniques to teach
- comedy (n): [picture]
- viewer (n): [picture]
vocab (pictures, situation, realia)
- performer (n): [picture]
- Follow the seven steps of teaching vacab.
- popular (adj) [definition]
- Repeat in chorus and individually
- live (adj) [definition]
- Copy all the words
- boring (adj) [antonym] interesting
* Checking vocab: < Matching
* 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 .
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 1: T-Ss
Task 1: Write the words/phrases in the box next
- Teacher asks students to read the
to the definition.
words/phrases in the box first and see if
* Answer key:
they can remember some of them from the
1. character
previous lesson.
2. educational programme
- Teacher reminds students of the
3. comedy
words/phrases they do not remember.
- Students read the definition and do the task. 4. talent show
5. viewer
- Teacher calls some students to give their
answers.
6

- Teacher gives feedback and corrections (if
necessary).

Task2
* 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:
Teacher's and Ss'activities
Content
Task 2: T - Ss, Ss - Ss
Task 2: Complete the sentences with the
- Teacher asks students to work in pairs and
words/phrases in the box.
* Answer key:
use the words/phrases in the box to
1. channel
complete the sentences.
2. character
- Students work in pairs and do the task.
3. animated films
- Teacher calls some pairs to share their
4. game show
answers with the whole class.
5. comedies
- Teacher gives feedback and corrections (if
6. viewers
necessary).
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:
Teacher's and Ss'activities
Content
Task 3:T-Ss, Ss-Ss
Task 3: Complete the sentences with the
- Teacher asks students to use the given
adjectives in the box.
adjectives to complete the sentences.
Answer key:
- Students work independently.
1. popular
- Teacher allows students to share their
2. boring
answers before discussing as a class.
3. cute
- Teacher asks some students to share the
4. live
answers and gives corrections (if necessary). 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:
Teacher's and Ss'activities
Content
* Presentation
* PRONUNCIATION
T-Ss
* Suggested answers:
- Teacher introduces 2 sounds /θ/ and /ð/ to
students and lets them watch a video about - /θ/: think, thank, throw, theatre, third.
- /ð/: this, that, these, those, there, father.
how to pronounce these two sounds.
- Teacher asks students to give some words
they know containing these sounds.
Task 4
7

* 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:
Teacher's and Ss'activities
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.

Content
Task 4: Listen and repeat the words.
* Audio script:
/θ/: theatre, earth, anything, both, through
/ð/: there,them, neither,weather,than

Task 5
* 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)
* Organization of implementation:
Teacher's and Ss'activities
Content
Task 5:T-Ss, Ss-Ss
Task 5: Tongue Twister. Take turns to read the
- Teacher allows students to work in pairs
sentences quickly and correctly.
and practice reading the tongue twister:
1. They are thinking about the weather there.
2. The new theatre opens on Thursday the t
slowly at first, then faster and faster.
hird.
- Teacher asks some students to read the
- Tongue Twister aloud.
* 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.
* Organization of implementation:
Teacher's and Ss' activities
- 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.

Content
* 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

8

- 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

* 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
Teacher's and Ss' activities
- T reminds Ss to do homework and prepare
the new lesson.

Date of planning : …/… /

Content
- 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)..

UNIT 7: TELEVISION
Lesson 3: A closer look 2

Period :
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)
* Warm-up (5')
9

* 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:
Teacher's and Ss'activities
Content
* Warm up (group work)
* Game: Netwworking
* Game: Networking
- Teacher divides the class into two teams,
What
then writes “question words” on the board
and gives them two minutes to discuss.
Question words
- 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 * Suggested answer:
the winner.
- Who , what, where, when, why, which, how,
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.
* Presentation (15')
I. Wh-questions:
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:
Teacher's and Ss'activities
Content
Task 1: T-Ss
Task 1: Read the conversation and underline
the question words.
- Teacher has students complete the task
* Answer key:
individually.
What are you doing tomorrow?
- Teacher checks the answers as a class.
Where is it?
How long is it on?
Task 2:
- Teacher allows students to do the
matching in pairs.
- Teacher checks their answers as a class.
- Teacher explains if students have any

Task 2: Match each question word with the
information it needs.
* Answer key:
When – time
How many – number
How often – repetition
10

difficulty understanding how to use the
question words.

What – thing
Where – place
Who – people
Why – reason
II. Conjunctions: but, so, and

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's and Ss'activities
- 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.

Content
* 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.
* 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:
Teacher's and Ss'activities
Content
Task 3:T –Ss : Ss- Ss
Task 3: Use the question words in the box to
- Teacher has students work on the
complete the conversations. Then listen and
check your answers.
exercise individually before they
* Answer key:
compare answers with each other.
1. How often, What
- Teacher plays the recording and asks
11

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.

2. Who
3. When, Where

Task4
* 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 :
Teacher's and Ss'activities
Content
Task 4: T - Ss, Ss - Ss
Task 4: Match the beginnings with the
- Teacher has students work in pairs.
endings.
- Teacher asks students to read the clauses * Answer key:
1. c
in the beginning column carefully and
2. a
find clues in the endings column for
3. e
matching
4. b
- Teacher checks students' answers as a
5. d
class.
- Teacher calls some students to read the
complete sentences out loud.
* Production (5')
* 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.
* Organization of implementation:

Teacher's and Ss'activities

- Teacher uses Exercise 5 (p. 10) to
create questions in the game.

Content
Game: Who's faster ?

* 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

* Answer key:
1. so
2. but
3. so
4. but
5. and
12

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
Teacher's and Ss'activities

Content

* 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:
Teacher's and Ss' activities
Content
- Teacher asks students to talk about what Summarise the main grammar points of the
they have learnt in the lesson.
lesson.
- Say a question word and ask Ss to
+ Question words
respond by making a question with it.
+ Conjunctions
* 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
- T reminds Ss to do homework and
prepare the new lesson.

Content
- Make 5 sentences in the present simple tense,
using adverbs of frequency.
- Prepare lesson 4 ( communication)

Date of planning : …/… / 2023
UNIT 7: TELEVISION
Lesson 4 : Communication

Period :
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,… )

13

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
* Question forming:
* Warm up Team work
- Teacher draws a spider web on the board with the
What....
word TV PROGRAMME in the middle and
Why...
...
question words in branches.
TV
- Teacher asks students to form the questions to ask
PROGRAMME
for information about a TV programme using the
How
What
often...
time...
given question words.
- Students give their answers.
* Suggested answer:
- Teacher writes down the answers on the board.
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?

+ 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.
* 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
14

fluently.
* Organization of implementation:
Teacher's and Ss'activities
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.

Content
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
Task 2: Work in pairs. Make a similar
- Teacher asks students to work in pairs and make conversation about your favourite TV
a similar conversation about their favourite TV programme.
* Suggested answers:
programme. Encourage students to add the
A: What's your favourite TV programme?
questions in Warm-up in their conversation.
B: The sports programme.
- Students do the task in pairs.
A: Why do you like it?
- Teacher calls some pairs to act out their
B: Because I am a big fan of sports.
conversations in front of the class.
A: What time is it on?
- Teacher checks and corrects if needed.
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 ...