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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 selfstudy skills II. Materials Grade 6 textbook, Unit 7, Getting started Computer connected to the Internet Projector TV pictures and cards sachmem.vn Language analysis
UNIT 7: TELEVISION Lesson 1: Getting started – What’s on today? I Objectives By the end of this lesson, students will be able to: Knowledge - Gain an overview of the topic Television - Use lexical items related to the topic, including TV programmes and people Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Develop self-study skills II Materials - Grade textbook, Unit 7, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent talent (n) a natural ability to something well /ˈtælənt/ tài programme (n) something that people watch on television /ˈprəʊɡræm/ chương trình animated (adj) made to look as if they are moving /ˈænɪmeɪtɪd/ hoạt hình, hoạt họa prefer (v) to like one thing or person better than another /prɪˈfɜːr/ thích character (n) a person or an animal in a book, play or film /ˈkærəktər/ nhân vât educational (adj) connected with education /ˌedʒuˈkeɪʃənl/ thuôc vê giao dục Anticipated difficulties Students may lack of knowledge and experiences about the topic 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 talent (n) programme (n) animated (adj) prefer (v) character (n) educational (adj) 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 Interaction Time T-Ss Ss T-Ss 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: What you think they are talking about? Do you like watching TV? Why/ Why not? How many hours a day you watch TV? What channel you like best? Suggested answers: They are talking about TV shows Yes, I I love watching TV because it’s fun I spend about thirty minutes/ one hour a day watching TV I like Cartoon Network/ VTV3/ VTV1 T-Ss 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 talent (for) (n) [definition] programme (n) [definition] T-Ss mins - To help students wellprepared for the listening and reading tasks animated (adj) [definition] prefer (v) [definition] character (n) [definition] educational (adj) [definition] Practice 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 answers before discussing as a class T-Ss S T-Ss T-Ss S Ss-Ss 20 mins - Teacher checks their answers as a class and shows students where to find the answer in the conversation Answer key: C A A 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 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: c a e T-Ss T-Ss S Ss-Ss T-Ss b 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: interesting wonderful clever educational To check Task 5: Game – Find students’ someone who… vocabulary and - Teacher gives each improve group student a copy of the work skill worksheet (Appendix 1) T-Ss Ss-Ss T-S T-Ss 10 mins T-Ss - Teacher goes through how to construct “Do you like…?” questions and short answers “Yes, I / No, I don’t.” with the class Example: A: Do you like sports programmes on TV? B: Yes, I / No, I don’t - Students use the prompts on their worksheet to ask “Do you like …?” questions to their classmates in 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 … like …Hung… sports programme s on TV Question: Do you like Ss-Ss sports programme s on TV? … like music talent shows … like animated films … like cartoons … like English programme s …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 mins Homework To revise what they have learnt in the lesson Write about sentences to describe a TV programme you like (name, type, channel, character(s) and characteristics…) T-Ss UNIT 7: TELEVISION Lesson 2: A closer look I Objectives By the end of this lesson, students will be able to: 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/ 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 Personal qualities - Develop self-study skills II Materials - Grade textbook, Unit 7, A closer look - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation comedy (n) a play, film or TV show that is intended to be funny, usually with a happy ending viewer (n) a person watching television or a video on the Internet 10 /ˈkɑːmədi/ /ˈvjuːər/ Vietnamese equivalent hài kịch, phim hài người xem REVIEW (UNITS 10-11-12) Lesson 1: Language I Objectives: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge Language focus: A revision and practice on the vocabulary items and grammar points students have already studied in Units 10, 11, 12 Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II Materials - Textbooks, plan - Computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Solutions - Encourage students to work in pairs, in groups so that they can help each other - Design as many exercises as games as possible - Provide feedback and help if necessary Some students will excessively talk - Define expectations in explicit detail in the class - Have excessive talking students practise 382 - Continue to define expectations in small chunks (before every activity) 383 Board Plan Date of teaching Review Lesson 1: Language *Warm-up Brainstorming I Practice Pronunciation Task 1: Circle the word with the different stress pattern (Ex 1a, p 68) Task 2: Listen and repeat the sentences (Ex 1b, p 68) Vocabulary Task 3: Complete each sentence with the correct form of the verbs from the box (Ex 2, p 68) Task 4: Choose the correct words (Ex 3, p 68) Grammar Task 5: Complete sentences using the comparative or superlative form of the adjectives in brackets (Ex 4, p 68) Task 6: Write a/an or the (Ex 5, p 68) Task 7: Choose the correct option in brackets to complete each sentence (Ex 6, p 68) *Homework Stage Warm-up Stage aim To remind students the knowledge that they have learnt in Units 10 -11- 12 Procedure * Brainstorming: 384 Interaction Group work Time mins - Teacher divides the class into big groups - Teacher gives each group an unfinished chart which summarizes the language that students have learnt in Units 10-11-12 and asks them to complete the chart - The group which finishes correctly and more quickly is the winner Pronunciation stress in (1) words (2) in sentence (3) in statement Types of (3) in the house Vocabulary Unit 10 - 1112 - Things can be (4) , and - (5) activities - Future (6) - (7) for future possibility - Expressing (8) - Articles: (9) - (10) conditional - Giving (11) Grammar 385 - (12) adjectives with (13) adjectives - Expressing (14) and (15) Answer keys: Practice To help students review the stress pattern in two-syllable words learnt in Unit 10 To help * PRONUNCIATION: Task 1: Circle the word with the different stress pattern (Ex 1a, p 68) - Ask students to this exercise individually, and then share their answers with a partner before listening to the recording to check the answers - Write the correct answers on the board Play the recording again for students to repeat the words Answer keys: C B A C A Task 2: Listen and repeat the sentences (Ex 1b, 386 35 mins T-Ss S students review the rhythm in sentences and tones in statements learnt in Units 11 and 12 To give students more practice on how to use some verbs they have learnt in Units 10 - 11 - 12 p 68) - Play the recording and ask students to repeat in chorus - Tell them to pay attention to the bold syllables and tone of the sentences - Then call some students to read out the three sentences in front of the whole class Invite comments from other students Audio script: My robot helped me repair the broken cooker It is better to reuse these shopping bags My future house will have solar energy * VOCABULARY Task 3: Complete each sentence with the correct form of the verbs from the box (Ex 2, p 68) - Ask students to this exercise individually and then share their answers with a partner - Teacher may ask a student to write his / her answers on the board - Check the answers with the whole class Answer keys: recycle receives surfing reduce 387 T-Ss T- Ss S T-Ss S T-Ss reuse To help students distinguish between some pairs of words, and know how to use them correctly in context Task 4: Choose the correct words (Ex 3, p 68) - After students this exercise individually, quickly check students’ answers - Teacher may have to explain to students how to use these pairs of words in sentences if necessary Answer keys: feelings guard make * GRAMMAR: To help Task 5: Complete students sentences using the review the comparative or superlative form and use form of the adjectives in of brackets (Ex 4, p 68) comparative - Elicit the form and use of and comparative and superlative superlative adjectives adjectives - Teacher may call a student to the exercise on the board while other students also this - Check students’ answers Ask them for explanations if necessary Answer keys: 388 S T-Ss T-Ss closest taller oldest faster greatest To help students review the use of the articles a/an and the Task 6: Write a/an or the (Ex 5, p 68) - Elicit the use of a/an and the - Ask students to this exercise individually and then share their answers with a partner - Teacher may ask a student to write his/her answers on the board - Check the answers with the whole class T-Ss S Ss-Ss T-Ss Answer key: a the an The The – the To help students review the use of might, and the use of the simple present or simple future in context Task 7: Choose the correct option in brackets to complete each sentence (Ex 6, p 68) - Elicit the form and use of might - Ask students to tell you the differences between the use of will and might - Teacher may call a student to the exercise on the board while other students also this - Check students’ answers 389 T-Ss Ask them for explanation if necessary Answer keys: might meet finishes continue; will have will go might visit is Teacher asks students to talk about what they have learnt in the lesson Consolidation To consolidate what students have learnt in the lesson Homework To prepare Prepare for Review – for the next Lesson 2: Skills lesson 390 T-Ss mins T-Ss REVIEW (UNITS 10-11-12) Lesson 2: Skills I Objectives: By the end of the lesson students will be able to: - Review pronunciation, vocabulary and the grammar points they have learnt in unit 10, 11, 12 Knowledge - Language focus: A revision and practice on the vocabulary items and grammar points students have already studied and the skills they have practised in Units 10,11,12 - Skills: + Reading + Speaking + Listening + Writing Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities Personal qualities - Be responsible and hard working II Materials - Textbooks, plan - Computer accessed to the Internet, projector, loudspeaker Anticipated difficulties Students may find the lesson boring due to a large number of language exercises Solutions - Encourage students to work in pairs, in groups so that they can help each other - Design as many exercises as games as possible - Provide feedback and help if necessary 391 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 Date of teaching Review Lesson 2: Skills *Warm-up Chatting I Practice Reading: What will our houses in the future be like Task 1: Read and choose the correct answer (Ex 1, p 69) Speaking Task 2: Describe your future house (Ex 2, p 69) Listening Task 3: Listen and tick (Ex 3, p 69) Writing Task 4: Write a paragraph of 50-60 words about what you think we should to improve the environment (Ex 4, p 69) *Homework Stage Stage aim Procedure Warmup To increase students’ interest and lead them into the lesson Chatting: - Teacher asks students some questions to lead them into the lesson: Have you ever thought of your house in the future? What will your house in the future be like? - Teacher lead in the reading part of the lesson 392 Intera ction T-Ss Tim e mins Practic e To give students more practice on reading for specific information * READING Task 1: Read and choose the correct answer (Ex 1, p 69) - Ask students to the task individually and check their answers with a partner before giving their answers to teacher to confirm the correct answers Answer key: A B A A 38 mins T-Ss * SPEAKING Task 2: Describe your future house To give students more practice on describing their future houses To give students more (Ex 2, p 69) - Have students work in groups, taking turns describing their future houses and try to persuade their group members to live in it - Then ask each group to choose a student who has the best future house in the group to talk about his/her future house in front of the class - Ask some other students to give comments and decide which student has the best future house in the class * LISTENING Task 3: Listen and tick (Ex 3, p 69) - Play the recording once for students to listen and tick the 393 Group work T-Ss practice on listening for specific information To help students practise writing a paragraph about what sentences - Play the recording again for students to check their answers - Give the correct answers to students - With a weaker class, teacher may play the recording as many times as possible until students have chosen all their answers Answer key: 1, 2, 4, Audio script: In 2004, 120 young people from ten European countries met in Berlin at the first Youth Eco-Parliament They gave ideas for improving the environment Here are some of the things they advised us to do: – recycle more rubbish (for example, glass, paper and plastic, etc.) – pick up rubbish in parks or in the streets – save energy – turn off lights and TVs when you’re not using them – use reusable bags instead of plastic bags *WRITING Task 4: Write a paragraph of 50-60 words about what you think we should to improve the environment (Ex 4, p 69) - Set up the writing activity - Teacher reminds students that the first and most 394 T-Ss Pair work T-Ss T-Ss they think they should to improve the environment Consoli dation To consolidate what students have practice in the lesson Homew To prepare for ork the last term test important thing is always to think about what they are going to write In this case, students may use the ideas given in or their own ideas - Teacher may brainstorm with students for the language necessary for writing and note some useful expressions and language on the board - Ask students to write the draft first Then have them write their final version in class or at home If they write in class, they can also it in pairs or groups - Teacher may display all or some of the paragraphs on the wall/ notice board - Other students and teacher give comments students edit and revise their writing as homework Teacher asks students to talk about what they have practice in the lesson T-Ss mins Prepare for the last term test T-Ss 395 396 ... pictures and cards - sachmem.vn Language analysis Form compete plant Meaning Pronunciation to take part in a contest or game a living thing that grows in the earth and usually has a stem, leaves and... programme (n) animated (adj) prefer (v) character (n) educational (adj) II Practice Task 1: Listen and read Task 2: Choose the correct answer A, B, or C Task 3: Read the conversation again and... 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