UNIT 7: TELEVISION
Lesson 1: Getting started – What's on today?
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview of the topic Television
- Use lexical items related to the topic, including TV programmes and people
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis

Form

Meaning

Pronunciation

Vietnamese
equivalent

1. talent (n)

a natural ability to do
something well

/ˈtælənt/

tài năng

2. programme
(n)

something that people
watch on television

/ˈprəʊɡræm/

chương trình

3. animated
(adj)

made to look as if they are
moving

/ˈænɪmeɪtɪd/

hoạt hình,
hoạt họa

1

4. prefer (v)

to like one thing or person
better than another

/prɪˈfɜːr/

thích hơn

5. character (n)

a person or an animal in a
book, play or film

/ˈkærəktər/

nhân vật

6. educational
(adj)

connected with education

/ˌedʒuˈkeɪʃənl/

thuộc về giáo
dục

Anticipated difficulties
1. Students may lack of knowledge
and experiences about the topic.
2. Students may have
underdeveloped listening,
speaking and co-operating skills.

Solutions
Prepare some handouts in which the
key language of describing children TV
programme is presented.
- Play the recording many times if
necessary.
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
necessary.

Board Plan
Date of teaching
Unit 7: Television
Lesson 1: Getting started
* Warm-up
Spider web completion
I. Vocabulary
1. talent (n)
2. programme (n)
3. animated (adj)
4. prefer (v)
5. character (n)
6. educational (adj)

2

II. Practice
Task 1: Listen and read.
Task 2: Choose the correct answer A, B, or C.
Task 3: Read the conversation again and match the names with suitable
descriptions.
Task 4: Find and write the adjectives in the conversation which describe the
programmes and characters.
III. Production
Task 5: Game – Find someone who…
* Homework
Procedure
Stage
Warm-up

Stage aim
To introduce
the topic.

Procedure
* Spider web
completion:
- Teacher draws a spider
web on the board with
the word TELEVISION in
the middle.
- Teacher asks students
to give any words they
know relating to the
topic.
- Students give their
answers.
- Teacher writes down
the answers on the
board.
Suggested answer:
TV
show

channel

...
TELEVISIO
N
cartoon
news
3

Interaction Time

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Ss
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5
mins

Lead-in

To lead in the
topic of the
unit.

- Teacher draws
students' attention to
the title of the
conversation and the
picture in the textbook
and asks them questions like:
1. What do you think
they are talking about?
2. Do you like watching
TV? Why/ Why not?
3. How many hours a day
do you watch TV?
4. What channel do you
like best?
Suggested answers:
1. They are talking about
TV shows.
2. Yes, I do. I love
watching TV because
it's fun.
3. I spend about thirty
minutes/ one hour a
day watching TV.
4. I like Cartoon
Network/ VTV3/ VTV1.

T-Ss

2
mins

Presentation
(Vocabpre-teach)

- To
introduce the
vocabulary
appearing in
the text.

VOCABULARY
- Teacher introduces the
vocabulary by:
+ providing the
pronunciation of the
words.
+ providing the definition
of the words.
1. talent (for) (n)
[definition]

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5
mins

- To help
students wellprepared for
the listening

4

and reading
tasks.

Practice

2. programme (n)
[definition]
3. animated (adj)
[definition]
4. prefer (v) [definition]
5. character (n)
[definition]
6. educational (adj)
[definition]

To have
Task 1: Listen and read.
students get to - Teacher plays the
know the topic. recording, asks
students to underline
the words they have
learned in the
vocabulary part.
- Teacher can play the
recording more than
once.
- Students listen and
read.
- Teacher invites some
pairs of students to
read the
dialogue aloud.
To have
students get
specific
information of
the text.

Task 2: Choose the correct answer A, B, or C.
- 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
5

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S
T-Ss

T-Ss
S

Ss-Ss

20
mins

answers before
discussing as a class.
- Teacher checks their
answers as a class and
shows students where to
find the answer in the
conversation.
Answer key:
1. C
2. A
3. A
4. A
To help
students get
further
comprehension
of the text.

Task 3: Read the
conversation again and
match the names with
suitable descriptions.
- 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.
Answer key:
1. c
6

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S
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2. a
3. e
4. b
5. d
To check
students
understanding
of the
conversation
and help
students use
the words in
contexts.

Production

Task 4: Find and write
the adjectives in the
conversation which
describe the
programmes and
characters.
- 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.
Answer key:
1. interesting
2. wonderful
3. clever
4. educational

To check
Task 5: Game – Find
students'
someone who…
vocabulary and - Teacher gives each
7

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Ss-Ss
T-S
T-Ss

T-Ss

10
mins

improve group
work skill.

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.
Example:
A: Do you like sports
programmes on TV?
B: Yes, I do. / No, I
don't.
- Students use the
prompts on their
worksheet to ask “Do
you like …?” 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.
Model answer:
Ask other
Name(s)
students
1. … like
…Hung…
sports
8

Ss-Ss

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.

…Lan…

…Binh…
…Khoi…
…Hoa…

Now present your information about five students to the whole class.

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.
Wrap-up

To consolidate
what students
have learnt in
the lesson.

Teacher asks students to
talk about what they
have learnt in the lesson.

T-Ss

2
mins

Homework

To revise what
they have

Write about 5 sentences
to describe a TV

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1
min

9

learnt in the
lesson.

programme you like
(name, type, channel,
character(s) and
characteristics…)

10

UNIT 7: TELEVISION
Lesson 2: A closer look 1
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- 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. Core competence:
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 7, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form

Meaning

Pronunciation

1. comedy (n) a play, film or TV show that
is intended to be funny,
usually with a happy ending
2. viewer (n) a person watching television
or a video on the Internet
3. performer a person who performs for
11

/ˈkɑːmədi/

Vietnamese
equivalent
hài kịch, phim
hài

/ˈvjuːər/

người xem

/pərˈfɔːrmər/

người biểu

(n)
4. popular
(adj)
5. live (adj)
6. boring
(adj)

an audience in a show,
concert, etc
liked or enjoyed by a large
number of people
given or made when people
are watching, not recorded
not interesting

Anticipated difficulties

diễn
/ˈpɑːpjələr/
/laɪv/
/ˈbɔːrɪŋ/

phổ biến,
được yêu
thích
trực tiếp
chán, không
hấp dẫn

Solutions

1. Students may lack knowledge
about some lexical items.

Provide students with the meaning and
pronunciation of some lexical items.

2. Students may have underdeveloped listening, speaking and cooperating skills.

- Play the recording many times if
necessary.
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
necessary.
- Define expectations in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

3. Some students will excessively talk
in the class.

Board Plan

12

Date of teaching
Unit 7: Television
Lesson 2: A closer look 1
* Warm-up
Matching
I. Vocabulary
1. comedy (n)
2. viewer (n)
3. performer (n)
4. popular (adj)
5. live (adj)
6. boring (adj)
Task 1: Write the words/ phrases in the box next to the definition.
Task 2: Complete the sentences with the words/ phrases in the box.
Task 3: Complete the sentences with the adjectives in the box.
II. Pronunciation
Task 4: Listen and repeat the words.
Task 5: Tongue Twister. Take turns to read the sentences quickly and correctly.
III. Production
Game: Tongue Twister Race.
* Homework
Procedure
Stage

Stage aim

Procedure

Warm-up

- To activate
students' prior
knowledge and
vocabulary
related to the
topic.

* Matching
- Teacher divides
students into 4 group
and delivers a set of 6
pictures about famous TV
programmes for children.
- Teacher asks students
13

Interaction Time
T-Ss

5
mins

- To enhance
students' skills
of cooperating
with team
mates.

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.
* SET OF PICTURES:
Talent shows

The Voice Kids

Little Big Shots
Educational shows

English in a Minute

14

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T-Ss

Alo English
Animated films

The Lion King

Moana
Lead-in

Presentation
(Vocabpre-teach)

To lead in the
lesson about
vocabulary and
pronunciation.

- Teacher leads student
into the lesson by telling
them that “In

T-Ss

2
mins

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

VOCABULARY
- Teacher introduces the
vocabulary by:
+ providing the definition
of the words;
+ providing the pictures
of the words.
1. comedy (n): [picture]

T-Ss

5
mins

today lesson, we are
going to learn more
words to talk about TV
programmes and two
sounds /θ/ and /ð/”.

15

2. viewer (n): [picture]
3. performer (n): [picture]
4. popular (adj)
[definition]
5. live (adj) [definition]
6. boring (adj) [antonym]
interesting

comedy

viewer

performer
Practice

To teach
students some
words/ phrases
related to
television.

Task 1: Write the words/
phrases in the box next
to the definition.
- Teacher asks students
to read the words/
phrases in the box first
and see if they can
remember some of them
16

15
mins
T-Ss

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).
Answer key:
1. character
2. educational
programme
3. comedy
4. talent show
5. viewer
To give
students
further practice
on how to use
some words/
phrases in context.

Task 2: Complete the
sentences with the
words/ phrases in the
box.
- 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
17

S
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Ss-Ss
T-Ss

and corrections (if
necessary).
Answer key:
1. channel
2. character
3. animated films
4. game show
5. comedies
6. viewers
To teach
students more
adjectives to
describe
television
programmes
and characters.

Presentation
(Pre-teach

To help
students have

Task 3: Complete the
sentences with the
adjectives in the box.
- 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).
Answer key:
1. popular
2. boring
3. cute
4. live
5. funny
6. educational
PRONUNCIATION
- Teacher introduces 2
18

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S
Ss-Ss

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T-Ss

4
mins

the
sounds /θ/
and /ð/.)

Practice

concept and
identify the
sound /θ/
and /ð/.

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.
Suggested answers:
- /θ/: think, thank, throw,
theatre, third.
- /ð/: this, that, these,
those, there, father.

To help
Task 4: Listen and repeat
students
the words.
identify and
- Teacher asks students
practise the /θ/ to read the words first
and /ð/
as they are familiar with
sounds.
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.
To help
students
pronounce the

Task 5: Tongue Twister.
Take turns to read the
sentences quickly and
19

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5
mins

sounds /θ/ and correctly.
/ð/ correctly in - Teacher allows
context.
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.
Production

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

Game: Tongue Twister
Race.
- 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
20

Pair work

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T-Ss

Pair work

Team work

6
mins

they can.
- The team who says the
tongue twister quicker
wins.
* Tongue Twister
sentences
1. The first thing that
they think of is this.
2. These things finish
sooner than you think.
Wrap-up

To consolidate
what students
have learnt in
the lesson.

Teacher asks students to
talk about what they
have learnt in the lesson.

T-Ss

2
mins

Homework

To revise what
they have
learnt.

Revise the words in
Vocabulary and find 5
more words with /θ/ and
5 more words with /ð/.

T-Ss

1
min

21

UNIT 7: TELEVISION
Lesson 3: A closer look 2
Wh-questions & Conjunctions in compound sentences
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Use Wh-questions and conjunctions in compound sentences: and, but, so
correctly.
2. Core competence
- Develop communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 7, A closer look 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Form
When
How
many
How
often

Meaning

Example

A question word used to ask
information about time.
A question word used to ask
information about numbers.
A question word used to ask
information about repetition.
22

When does the film start?
How many programmes does
this channel have?
How often do you watch
movies?

What
Where
Who
Why
but
so
and

A question word used to ask
information about things.
A question word used to ask
information about a place.
A question word used to ask
information about people.
A question word used to ask
information about reason.
A conjunction used to combine
two contrast clauses into a
compound sentence.
A conjunction used to show the
reason for something.
A conjunction used to combine
two clauses into a compound
sentence.

Anticipated difficulties

What kind of movies do you
prefer?
Where do you go to see a
movie?
Who do you often go to see a
movie with?
Why do you like this film?
I like the plot of this film but I
don't like the actors.
I am free this weekend so I can
go to the cinema with you.
I like watching films and news
programmes.

Solutions

1. Students may lack knowledge and
experiences about the target
grammatical points.

Prepare some hand-outs in which key
grammatical points are presented.

2. Some students will excessively talk
in the class.

- Define expectations in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

Board Plan

23

Date of teaching
Unit 7: Television
Lesson 3: A closer look 2
* Warm-up
Word cloud
I. Grammar focus
1. Wh-questions
Task 1: Read the conversation and underline the question words.
Task 2: Match each question word with the information it needs.
2. Conjunctions in compound sentences: and, but, so
II. Practice
Task 3: Use the question words in the box to complete the conversations.
Then listen and check your answers.
Task 4: Match the beginnings with the endings.
III. Production
Task 5: Quizizz game
* Homework
Procedure
Stage
Warm-up

Stage aim

Procedure

- To activate
* Word cloud (menti.com)
and
- Teacher creates a
anticipate
request “Name all the
students'
question words that you
knowledge of
know” on menti.com.
the questions - Link:
they are
https://www.mentimefamiliar with.
ter.com/s/
24c25f2cb5a01e41b5bc5
24

Interaction Time
T-Ss

5
mins

- To enhance
students'
skills of using
technology to
interact with
the lesson.

cab067a17eb/
6bc323ea42ce/edit
-Teacher allows students
to use their mobile
devices to answer and
interact with the
question online.
- Teacher gives clear
instructions for students
to fully understand how
to answer the question
on menti.com.
 Go to menti.com
 Enter the CODE
 Type your answers
(provide as many
answers as possible)
 See the word cloud form
- Teacher provides the
CODE and allows
students' access to the
game.
- Students type their
answers.
- Teacher shows the result

Ss

Suggested answers:
Name all the question
words that you know

Lead-in

To introduce
targeted
grammar of

- Teacher draws students'
attention to the question
words they are going to
25

T-Ss

2
mins

Presentation

Wh-questions
and
conjunctions:
but, so, and.

learn in the lesson:
when, how many, how
often, what, where, who
and why and informs
students of conjunctions:
but, so, and.
- Teacher leads in the
lesson.

To have
students get
to know
about the
question
words.

1. Wh-questions:
Task 1: Read the
conversation and underline the question words.
- Teacher has students
complete the task
individually.
- Teacher checks the
answers as a class.
Answer key:
What are you doing
tomorrow?
Where is it?
How long is it on?

- To help
students
understand
the use of the
question
words.
- To help
students
identify the
functions of
different
question
words.

Task 2: Match each
question word with the
information it needs.
- 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.
Answer key:
26

15
mins

S
T-Ss

Pair work
Ss-Ss
T-Ss

When – time
How many – number
How often – repetition
What – thing
Where – place
Who – people
Why – reason
To help
2. Conjunctions: but, so,
students
and
revise the use - Teacher writes the
of possessive
example in the
pronouns.
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.
Example:
I enjoy sports, so I spend a
lot of time outdoors.
- 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.
Suggested answers:
1. It is still painful, so I go
to see a doctor.
27

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Group
work

2. She is tall, but her sister
is short.
3. I like music, and I like
watching TV, too.
Practice

To give
students
more practice
with question
words.

To help
students
identify the
meaning and
the position
of a
conjunction.

Task 3: Use the question
words in the box to
complete the
conversations. Then listen
and check your answers.
- 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.
Answer key:
1. How often, What
2. Who
3. When, Where
Task 4: Match the
beginnings with the
endings.
- Teacher has students
work in pairs.
- Teacher asks students to
read the clauses in the
beginning column
28

10
mins

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Pair work
T-Ss

carefully and find clues in
the ending column for
matching.
- Teacher checks students'
answers as a class.
- Teacher calls some
students to read the
complete sentences out
loud.
Answer key:
1. c
2. a
3. e
4. b
5. d
Production

To give
students
some practice
on the use of
conjunctions.

Task 5: Quizizz game.
Use and, but and so to
complete the questions in
the game.
- Teacher uses Exercise 5
(p. 10) to create
questions in the Quizizz
game.
- Teacher allows students
to use their mobile
devices to answer and
nteract with the
questions online.
- Teacher gives clear
instructions for students
to fully understand how
to play Quizizz quiz online.
⮚ Go to joinmyquiz.com.
⮚ Enter the game CODE.
⮚ Type your name.
⮚ Use and, but and so to
29

10
mins
T-Ss

complete each
sentence appearing on
the screen.
⮚ See who will be the
winner.
- Teacher provides the
game CODE and allow
students' access to the
game.
- Students type the word
and, but or so to
complete each sentence
appearing on the screen.
- Teacher gives
compliments or good
marks to the winner of
the game.
Answer key:
1. so
2. but
3. so
4. but
5. and
Wrap-up

Homework

S

T-Ss

To
Teacher asks students to
consolidate
talk about what they have
what
learnt in the lesson.
students have
learnt in the
lesson.

T-Ss

2
mins

Reactivate
the knowledge that students have
gained in the
lesson.

T-Ss

1
min

Do Exercise 5, write the
answers on your
notebooks. Make 7
questions using 7 question
words in Exercise 2 and
answer the questions.
30

31

UNIT 7: TELEVISION
Lesson 4: Communication
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Ask for and give information about TV programmes
- Recognise and have knowledge about some famous TV programmes in
somecountries.
2. Core competence
- Develop creativity and communication skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials
- Grade 6 textbook, Unit 7, Communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Anticipated difficulties
1. Students may lack knowledge
about some TV programmes.
2. Students may have
underdeveloped speaking and
co-operating skills.

Solutions
Provide students with information
about the TV programmes they do not
know.
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
32

3. Some students will excessively talk
in the class.

necessary.
- Define expectations in explicit detail.
- Have excessive talking students
practise.
- Continue to define expectations in
small chunks (before every activity).

Board Plan
Date of teaching
Unit 7: Television
Lesson 4: Communication
* Warm-up
Question forming
I. Everyday English
* Asking for and giving information about TV programmes
Task 1: Listen and read the conversation. Pay attention to the highlighted
words.
Task 2: Work in pairs. Make a similar conversation about your favourite TV programmes.
II. TV programmes
Task 3: Work in groups. Discuss and complete the facts with the countries in
the box.
Task 4: Read about two TV programmes and tick the correct programme in the
table.
Task 5: Work in groups. Tell your group which programme in Task 4 you prefer
and why.
* Homework

33

Procedure
Stage
Warm-up

Stage aim

Procedure

Interaction Time

To activate
* Question forming:
students'
- Teacher draws a spider
knowledge of
web on the board with
forming
the word TV
questions to ask
PROGRAMME in the
for information
middle and question
about a TV
words in branches.
programme.
- 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.
What....
Why...

T-Ss

5
mins

T-Ss

2
mins

...

TV
PROGRAMM
E
How
What
often...
time...

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?
Lead-in

To lead in the
lesson about

Teacher leads students
into the lesson by telling
34

communication. them that they are going
to learn how to ask for
and give information
about TV programmes
and some famous
programmes in other
countries.
* EVERYDAY ENGLISH
Presentation To introduce a
sample
conversation
about a TV
programme.

Practice

To practice
asking for and
giving
information
about TV
programmes.

Task 1: Listen and read
the conversation. Pay
attention to the
highlighted words.
Teacher plays the
recording and asks
students to look at the
conversation and read it
while listening.
Task 2: Work in pairs.
Make a similar
conversation about your
favourite TV programme.
- 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.
35

T-Ss

5
mins

10
mins
T-Ss

Pair work
T-Ss

- Teacher checks and
corrects if needed.
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.
* TV programmes
Practice

- To allow
students to
explore some
interesting facts
about TV in
other countries.

Task 3: Work in groups.
Discuss and complete
the facts with the
countries in the box.
- Teacher asks students
to work in groups and
help one another find
- To introduce
the answers/ make
to students
guesses.
some TV
- Teacher calls some
programmes for
students for the
children.
answers.
- Teacher reminds
students of the correct
way to give their
answers/ make guesses.
E.g., Pokemon cartoons
are from Japan. (They
36

7
mins
Group
work

T- Ss

know the answer.)
- We think Pokemon
cartoons are from
Japan. (They make a
guess.)
- Teacher confirms the
answers with the whole
class.
Answer key:
1. Japan
2. Viet Nam
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
37

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

5
mins
T-Ss

S
T-Ss

Answer key:
1. Both programmes
2. Let's Learn
3. Hello Fatty
4. Let's Learn
5. Hello Fatty
Production

To allow
students an
opportunity to
practice with
the information
from the TV
programmes in
Task 4.

Task 5: Work in groups.
Tell your group which
programme in Task 4 you
prefer and why.
- 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
38

8
mins
Group
work

T-Ss

front of the class.
- Teacher asks other
students to give
comments and gives
more feedback if
needed.
Wrap-up

Homework

To consolidate
what students
have learnt in
the lesson.

Teacher asks students to
talk about what they
have learnt in the lesson.

To revise what - Write a paragraph to
they have learnt describe a programme
and prepare for
you prefer in your
the next lesson
notebook.
Skills 1.
- Prepare for the next
lesson (Skills 1).

39

T-Ss

2
mins

T-Ss

1
min

UNIT 7: TELEVISION
Lesson 5: Skills 1
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Read for specific informat...