Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 7: Television

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 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 Solutions 1. Students may lack of knowledge and experiences about the topic. Prepare some handouts in which the key language of describing children TV programme is presented. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if necessary. - Encourage students to work in pairs,in groups so that they can help eachother. - 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 Stage aim Procedure Interaction Time Warm-up To introduce the topic. * 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: TELEVISION channel ... news cartoon TV show T-Ss Ss T-Ss 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: What do you think they are talking about? Do you like watching TV? Why/ Why not? How many hours a day do you watch TV? What channel do you like best? Suggested answers: They are talking about TV shows. Yes, I do. 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 2 mins Presentation (Vocab- pre-teach) - To introduce the vocabulary appearing in the text. - To help students well-prepared for the listening and reading tasks. 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] animated (adj) [definition] prefer (v) [definition] character (n) [definition] educational (adj) [definition] T-Ss 5 mins Practice To have students get to know the topic. To have students get specific information of the text. To help students get further comprehension of the text. To check students understanding of the conversation and help students use the words in contexts. Task 1: 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. 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. - Teacher checks their answers as a class and shows students where to find the answer in the conversation. Answer key: C A A A 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 2. a 3. e 4. b 5. d 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 T-Ss S T-Ss T-Ss Ss-Ss Ss T-Ss T-Ss Ss-Ss T-Ss 20 mins Production To check students’ vocabulary and improve group work skill. Task 5: Game – Find someone who - 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. 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 students Name(s) 1. like sports programmes on TV. Hung Question: Do you like sports programmes on TV? 2. like music talent shows. Lan 3. like animated films. Binh 4. like cartoons. Khoi 5. like English programmes. 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. T-Ss Ss-Ss 10 mins 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 in the lesson. Write about 5 sentences to describe a TV programme you like (name, type, channel, character(s) and characteristics) T-Ss 1 min 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 Vietnamese equivalent 1. comedy (n) a play, film or TV show that is intended to be funny, usually with a happy ending /ˈkɑːmədi/ hài kịch, phim hài 2. viewer (n) a person watching television or a video on the Internet /ˈvjuːər/ người xem 3. performer (n) a person who performs for an audience in a show, concert, etc /pərˈfɔːrmər/ người biểu diễn 4. popular (adj) liked or enjoyed by a large number of people /ˈpɑːpjələr/ phổ biến, được yêu thích 5. live (adj) ​given or made when people are watching, not recorded /laɪv/ trực tiếp 6. boring (adj) not interesting /ˈbɔːrɪŋ/ chán, không hấp dẫn Anticipated difficulties 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 co-operating 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. 3. 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 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 Interaction Time Warm-up - To activate students’ prior knowledge and vocabulary related to the topic. - To enhance students’ skills of cooperating with team mates. * Matching - Teacher divides students into 4 group 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. * SET OF PICTURES: Talent shows The Voice Kids Little Big Shots Educational shows English in a Minute Alo English Animated films The Lion King Moana T-Ss Ss-Ss T-Ss 5 mins Lead-in To lead in the lesson about vocabulary and pronunciation. - Teacher leads student into the lesson by telling them that “In today lesson, we are going to learn more words to talk about TV programmes and two sounds /θ/ and /ð/”. T-Ss 2 mins Presentation (Vocab- pre-teach) 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. comedy (n): [picture] viewer (n): [picture] performer (n): [picture] popular (adj) [definition] live (adj) [definition] boring (adj) [antonym] interesting comedy viewer performer T-Ss 5 mins Practice To teach students some words/ phrases related to television. To give students further practice on how to use some words/ phrases in context. To teach students more adjectives to describe television programmes and characters. 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 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: character educational programme comedy talent show viewer 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 and corrections (if necessary). Answer key: channel character animated films game show comedies viewers 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: popular boring cute live funny educational T-Ss S T-Ss T-Ss Ss-Ss T-Ss T-Ss S Ss-Ss T-Ss 15 mins Presentation (Pre-teach the sounds /θ/ and /ð/.) To help students have concept and identify the sound /θ/ and /ð/. PRONUNCIATION - 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. Suggested answers: - /θ/: think, thank, throw, theatre, third. - /ð/: this, that, these, those, there, father. T-Ss 4 mins Practice To help students identify and practise the /θ/ and /ð/ sounds. To help students pronounce the sounds /θ/ and /ð/ correctly in context. Task 4: Listen and repeat the words. - 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 5: Tongue Twister. Take turns to read the sentences quickly and correctly. - Teacher allows 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. T-Ss Pair work T-Ss 5 mins 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 they can. - The team who says the tongue twister quicker wins. * Tongue Twister sentences The first thing that they think of is this. These things finish sooner than you think. T-Ss Pair work Team work 6 mins 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 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 Meaning Example When A question word used to ask information about time. When does the film start? How many A question word used to ask information about numbers. How many programmes does this channel have? How often A question word used to ask information about repetition. How often do you watch movies? What A question word used to ask information about things. What kind of movies do you prefer? Where A question word used to ask information about a place. Where do you go to see a movie? Who A question word used to ask information about people. Who do you often go to see a movie with? Why A question word used to ask information about reason. Why do you like this film? but A conjunction used to combine two contrast clauses into a compound sentence. I like the plot of this film but I don’t like the actors. so A conjunction used to show the reason for something. I am free this weekend so I can go to the cinema with you. and A conjunction used to combine two clauses into a compound sentence. I like watching films and news programmes. Anticipated difficulties 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 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 Stage aim Procedure Interaction Time Warm-up - To activate and anticipate students’ knowledge of the questions they are familiar with. - To enhance students’ skills of using technology to interact with the lesson. * Word cloud (menti.com) - Teacher creates a request “Name all the question words that you know” on menti.com. - Link: https://www.mentimeter.com/s/24c25f2cb5a01e41b5bc5cab067a17eb/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 Suggested answers: Name all the question words that you know T-Ss Ss 5 mins Lead-in To introduce targeted grammar of Wh-questions and conjunctions: but, so, and. - 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. - Teacher leads in the lesson. T-Ss 2 mins Presentation - To have students get to know about the question words. - To help students understand the use of the question words. - To help students identify the functions of different question words. To help students revise the use of possessive pronouns. 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? 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: When – time How many – number How often – repetition What – thing Where – place Who – people Why – reason 2. Conjunctions: but, so, and - 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. 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: 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. S T-Ss Pair work Ss-Ss T-Ss T-Ss Group work 15 mins 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: How often, What Who 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 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: c a e b d Ss-Ss T-Ss Pair work T-Ss 10 mins 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 interact 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 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: so but so but and T-Ss S T-Ss 10 mins 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 Reactivate the knowledge that students have gained in the lesson. Do Exercise 5, write the answers on your notebooks. Make 7 questions using 7 question words in Exercise 2 and answer the questions. T-Ss 1 min 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 Solutions 1. Students may lack knowledge about some TV programmes. Provide students with information about the TV programmes they do not know. 2. Students may have underdeveloped speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 3. 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 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