Bài giảng Tiếng Anh 6 - Tuần 19 - Unit 7: Television - Lesson 1 - Trường THCS Đông Tây Hưng

 Week 19
 Period 55 UNIT 7: TELEVISION
 Lesson 1: GETTING STARTED 
 Class Date of teaching Attendance
 6A
 6B
 6C
 I. OBJECTIVES:
 By the end of the lesson, students are expected to achieve the following objectives:
 1. Knowledge:
 *Vocabulary: 
 - Understand the key words: talent, progamme, animated, prefer, character, educational.
 * Pronunciation: 
 - Pronounce the key words correctly: talent, progamme, animated, prefer, character, educational.
 * Grammar: 
 - Use Wh-question to make questions
 - Use conjunctions to make clauses in compound sentences
 2. Competencies:
 a. General competencies:
 - Form and improve such competencies as: teamwork, presentation, problem-solving skill.
 b. Specific competencies:
 - Read for specific information about television;
 - Use the vocabulary and structures to talk about famous children’s programmes.
 3. Qualities:
 - To educate the proper attitute towards TV progammes and how to watch TV as well as how to 
 use freetime usefully.
 - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative 
 learning and working. 
 II. PREPARATIONS
 Teacher: Text book, laptop, TV/ projector 
 Students: Text books, pencil, eraser
 III. PROCEDURE
 ACTIVITY 1: WARM-UP (5’- GW)
1. Aim:
- To create a friendly and atmosphere in the class before the lesson; 
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the 
new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
 TEACHER AND STUDENTS' CONTENTS
 ACTIVITIES Step 1: Task delivering
- Chatting 
Step 2: Task performance
Teacher draws a spider web on the board with * Spider web completion:
the word Names of TV programmes in the Suggested answer:
middle. 
Teacher asks students to give any words they 
know relating to the topic.
 Game shows
Students give their answers.
Teacher writes down the answers on the board.
 comedy ...
 Names of TV 
 programmes
 cartoon news
 Questions:
Teacher draws students’ attention to the title of 1. Do you like watching TV? Why/Why not?
the conversation and the picture in the textbook 2. How many hours a day do you watch TV?
and asks them questions. 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 
Step 3: Report and discussion TV.
- Sts work in group to introduce themselves 3. I like Cartoon Network/ VTV3/ VTV1.
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to 
Activity 2.
 ACTIVITY 2: KNOWLEDGE FORMATION (15'- IW, PW)
1. Aim: 
To introduce the vocabulary appearing in the text.
To practice the targeted language and the background knowledge of the topic Television.
2. Content: 
Learn some new words. Read the conversation and find out new words. 
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points 
4. Implementation:
 TEACHER AND STUDENTS' CONTENTS
 ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening and 
reading.
Step 2: Task performance
Vocabulary 1. Vocabulary
Teacher introduces the vocabulary by: - talent (for)(n) + providing the pronunciation of the words. - programme (n)
+ providing the definition of the words. - animated (adj)
 - prefer (v)
 - character (n)
 - educational (adj)
 2. Practice
Task 1: Listen and read. Task1: Listen and read.
Teacher plays the 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.
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions about 
the conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
 ACTIVITY 3: PRACTICE (20' – IW, PW)
1. Aim: 
To help Ss understand the conversation.
To introduce some vocabulary related to the topic of the unit;
To introduce the grammar point of this unit: Wh-questions.
To give students a change to apply what they have learnt. 
2. Content: 
Listen and read the conversation. Choose the correct answer A, B, or C., matching.
Understand the conversation; grammar points; Wh-questions
3. Products: 
Know more new words. 
Understand the conversation; topic of the lesson 
Vocab, grammar points 
4. Implementation:
 TEACHER AND STUDENTS' CONTENTS
 ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 2-3-4-5 – Getting Started 
- Unit 7
Step 2: Task performing Task 2. Choose the correct answer A, B, or C.
Task 2: Choose the correct answer A, B, or C. Answer key:
Teacher asks students to read the questions 1. C
carefully and choose the correct answers. 2. A
Encourage them not to look back at the 3. A
conversation first. 4. A
Teacher allows students to share their answers 
before discussing as a class. Teacher checks their answers as a class and Task 3: Read the conversation again and match the 
shows students where to find the answer in the names with suitable descriptions.
conversation.
Task 3: Read the conversation again and 
match the names with suitable descriptions. Answer key:
Teacher encourages students to do the task 1. c 2. a 3. e 4. b 5. d
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 Task 4: Find and write the adjectives in the 
before discussing as a class. conversation which describe the programmes and 
Teacher checks the answers as a class and asks characters.
if any students have watched these programmes.
Task 4: Find and write the adjectives in the 
conversation which describe the Answer key:
programmes and characters. 1. interesting
Teacher guides students to look back at the 2. wonderful
conversation and find where the names of the 3. clever
programmes/ characters appear. The answers 4. educational
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 5: Game – Find someone who Task 5: Game – Find someone who 
Teacher gives each student a copy of the Example: 
worksheet (Appendix 1). A: Do you like sports programmes on TV?
Teacher goes through how to construct “Do you B: Yes, I do. / No, I don’t.
like ?” questions and short answers “Yes, I do. 
/ No, I don’t.” with the class.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
 - T gives feedback on the answers. 
 ACTIVITY 4: APPLICATION (5'- IW)
1. Aim:
To consolidate what students have learnt in the lesson.
To give Home assigment
2. Content:
To revise what Ss have learnt in the lesson.
Home assigment
3. Products: 
Revision of the new words and knowledge
Take note Home assigment
4. Implementation: TEACHER AND STUDENTS' CONTENTS
 ACTIVITIES
 Step 1: Task delivering (Home assignments)
 - Ask one or two Ss to tell the class what they 
 have learnt.
 - Ask Ss to say aloud some words they 
 remember from the lesson.
 - Home assigment
 Step 2: Task performance
 - Teacher summarizes all opinions
 - Teacher asks students to talk about what they * Home assigments:
 have learnt in the lesson. - Learn the new words by heart
- T let Sts take note the home assigment - Do the exercises B1,2 P4 in the work book.
 Step 3: Report and discussion 
 - T says something about the class time.
 Step 4: Judgement
 T gives feedback and requires Sts do homework.
 IV. FEED-BACK:
 .