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

1
- Grade 6 textbook, Unit 7, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Vietnamese equiva-
Form Meaning Pronunciation
lent
1. talent (n) a natural ability to do something well /ˈtælənt/ tài năng
2. programme (n) something that people watch on televi- /ˈprəʊɡræm/ chương trình
sion
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 /prɪˈfɜːr/ thích hơn
another
5. character (n) a person or an animal in a book, play or /ˈkærəktər/ nhân vật
film
6. educational (adj) connected with education /ˌedʒuˈkeɪʃənl/ thuộc về giáo dục
2
 Anticipated difficulties Solutions
1. Students may lack of knowledge and experiences Prepare some handouts in which the key language of de-
about the topic. scribing children TV programme is presented.
2. Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - 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
1. talent (n)

3
 2. programme (n)
3. animated (adj)
4. prefer (v)
5. character (n)
6. 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 * Spider web 5 mins
topic. completion:
4
 - Teacher draws a spider web on the board with the T-Ss
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:
Ss
channel
TV
show TELEVISIO ... T-Ss
N
cartoon news

Lead-in To lead in the - Teacher draws T-Ss 2 mins

topic of the unit. 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?

5
 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.
Presentation - To introduce VOCABULARY T-Ss 5 mins
(Vocab- the vocabulary - Teacher introduces the vocabulary by:
pre-teach) appearing in the + providing the pronunciation of the words.
text. + providing the definition of the words.
1. talent (for) (n) [definition]
- To help 2. programme (n) [definition]
students well- 3. animated (adj) [definition]
prepared for the 4. prefer (v) [definition]
listening and 5. character (n) [definition]
reading tasks. 6. educational (adj) [definition]
Practice To have students Task 1: Listen and read. 20 mins
get to know the - Teacher plays the recording, asks students to un- T-Ss
6
topic. derline 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 Task 2: Choose the correct answer A, B, or C.

get specific - Teacher asks students to read the questions S
information of carefully and choose the correct answers.
the text. Encourage them not to look back at the conversa-
tion first.
- Teacher allows students to share their answers be- T-Ss
fore discussing as a class.
- Teacher checks their answers as a class and shows T-Ss
students where to find the answer in the conversa-
tion.
Answer key:
1. C
2. A
3. A
7
 4. A

To help students Task 3: Read the conversation again and match the
get further names with suitable descriptions.
comprehension - Teacher encourages students to do the task with- Ss-Ss
of the text. out looking back at the conversation. If they can-
not, let them read the conversation again to find
the answers.
- Students work independently. Ss
- Teacher allows students to share their answers be- T-Ss
fore 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
To check Task 4: Find and write the adjectives in the
students conversation which describe the programmes and
8
 understanding characters.
of the - Teacher guides students to look back at the con- T-Ss
conversation versation and find where the names of the pro-
and help grammes/ characters appear. The answers they
students use the need are around.
words in con- - Students can work in pairs to complete this task. Ss-Ss
texts. - Teacher calls a student to write the answers on the
board.
- Teacher asks if other students have other answers T-Ss
and checks as a class.
Answer key:
1. interesting
2. wonderful
3. clever
4. educational
Production To check Task 5: Game – Find someone who… 10 mins
students’ - Teacher gives each student a copy of the work- T-Ss
vocabulary and sheet (Appendix 1).
improve group - Teacher goes through how to construct “Do you Ss-Ss
work skill. like…?” questions and short answers “Yes, I do. /

9
 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 stu-
dent 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
pro-
grammes
on TV.
10
Question: Do
you like
sports pro-
grammes
on TV?
2. … like …Lan…
music
talent
shows.
3. … like …Binh…
animated
films.
4. … like …Khoi…
cartoons.
5. … like …Hoa…
English pro-
grammes.
Now present your infor-
mation about five stu-
dents to the whole class.
e.g. Hung likes sports
11
 programmes on TV. Lan
likes music talent
shows. Binh likes ani-
mated films and Khoi
likes
cartoons. Hoa likes
English programmes.
Wrap-up To consolidate Teacher asks students to talk about what they have T-Ss 2 mins
what students learnt in the lesson.
have learnt in
the lesson.
Homework To revise what Write about 5 sentences to describe a TV T-Ss 1 min
they have learnt programme you like (name, type, channel, charac-
in the lesson. ter(s) and characteristics…)

12
 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
13
- Grade 6 textbook, Unit 7, A closer look 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Vietnamese equiva-
Form Meaning Pronunciation
lent
1. comedy (n) a play, film or TV show that is intended to /ˈkɑːmədi/ hài kịch, phim hài
be funny,
usually with a happy ending
2. viewer (n) a person watching television or a video on /ˈvjuːər/ người xem
the Internet
3. performer (n) a person who performs for an audience in /pərˈfɔːrmər/ người biểu diễn
a show,
concert, etc
4. popular (adj) liked or enjoyed by a large number of peo- /ˈpɑːpjələr/ phổ biến, được yêu
ple thích

14
 5. live (adj) given or made when people are watching, /laɪv/ trực tiếp
not recorded
6. boring (adj) not interesting /ˈbɔːrɪŋ/ chán, không hấp dẫn

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of
items. some lexical items.
2. Students may have underdeveloped listening, speak- - Play the recording many times if necessary.
ing 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

15
 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

16
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up - To activate * Matching 5 mins
students’ prior knowl- - Teacher divides students into 4 T-Ss
edge and vocabulary group and delivers a set of 6 pictures
related to the topic. about famous TV programmes for
children.
- To enhance students’ - Teacher asks students to work in Ss-Ss
skills of cooperating groups and match the names of TV
with team mates. programmes with suitable pictures.
- The fastest group will say “Bingo”
and stick their work on board.
- Teacher checks the answers and T-Ss
gives a small gift to the winning
group.

* SET OF PICTURES:
Talent shows

17
 The Voice Kids

Little Big Shots

Educational shows

18
 English in a Minute

Alo English
Animated films

The Lion King

19
 Moana
Lead-in To lead in the lesson - Teacher leads student into the lesson T-Ss 2 mins
about vocabulary and by telling them that “In today les-
pronunciation. son, we are going to learn more
words to talk about TV pro-
grammes and two sounds /θ/ and
/ð/”.
Presentation To teach students VOCABULARY T-Ss 5 mins
(Vocab- some nouns and - Teacher introduces the
pre-teach) adjectives to talk about vocabulary by:
TV programmes. + providing the definition of the
words;
+ providing the pictures of the words.
1. comedy (n): [picture]
2. viewer (n): [picture]
3. performer (n): [picture]
4. popular (adj) [definition]
5. live (adj) [definition]
6. boring (adj) [antonym] interesting

20
 comedy

viewer

21
 performer
Practice To teach students Task 1: Write the words/ phrases in 15 mins
some words/ phrases the box next to the definition.
related to - Teacher asks students to read the
television. words/ phrases in the box first T-Ss
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 S
the task.
- Teacher calls some students to give T-Ss
their answers.

22
 - Teacher gives feedback and correc-
tions (if necessary).
Answer key:
1. character
2. educational programme
3. comedy
4. talent show
5. viewer

To give students fur- Task 2: Complete the sentences with

ther practice on how to the words/ phrases in the box.
use some words/ - Teacher asks students to work in T-Ss
phrases in context. pairs and use the words/ phrases in
the box to complete the sentences.
- Students work in pairs and do the Ss-Ss
task.
- Teacher calls some pairs to share T-Ss
their answers with the whole class.
- Teacher gives feedback and correc-
tions (if necessary).
Answer key:
23
 1. channel
2. character
3. animated films
4. game show
5. comedies
6. viewers

To teach students more Task 3: Complete the sentences with

adjectives to describe the adjectives in the box.
television programmes - Teacher asks students to use the T-Ss
and characters. given adjectives to complete the
sentences.
- Students work independently. S
- Teacher allows students to share
their answers before discussing as a Ss-Ss
class.
- Teacher asks some students to share
the answers and gives corrections (if
T-Ss
necessary).
Answer key:
24
 1. popular
2. boring
3. cute
4. live
5. funny
6. educational
Presentation To help students have PRONUNCIATION T-Ss 4 mins
(Pre-teach the concept and identify - Teacher introduces 2 sounds /θ/
sounds /θ/ and /ð/.) the sound /θ/ and /ð/. and /ð/ to students and lets them
watch a video about how to pro-
nounce 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, fa-
ther.
Practice To help students Task 4: Listen and repeat the words. 5 mins
25
identify and practise - Teacher asks students to read the
the /θ/ and /ð/ sounds. words first as they are familiar with T-Ss
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 Task 5: Tongue Twister. Take turns to

pronounce the read the sentences quickly and cor-
sounds /θ/ and /ð/ cor- rectly.
rectly in context. - Teacher allows students to work in Pair work
pairs and practice reading the
tongue twister: slowly at first, then
faster and faster.
- Teacher asks some students to read
the Tongue Twister aloud.
26
 T-Ss
Production To give students a Game: Tongue Twister Race. 6 mins
chance to apply what - Teacher writes two tongue twisters T-Ss
they have learnt. 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 Pair work
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 sec- Team work
ond tongue twister, one student at a
time as quickly as they can.
- The team who says the tongue
twister quicker wins.
* Tongue Twister sentences

27
 1. The first thing that they think of is
this.
2. These things finish sooner than you
think.
Wrap-up To consolidate what Teacher asks students to talk about T-Ss 2 mins
students have learnt in what they have learnt in the lesson.
the lesson.

Homework To revise what they Revise the words in Vocabulary and T-Ss 1 min
have learnt. find 5 more words with /θ/ and 5
more words with /ð/.

28
 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

29
- 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 When does the film start?
information about time.
How many A question word used to ask How many programmes does this channel have?
information about numbers.
How A question word used to ask How often do you watch movies?
often information about repetition.
What A question word used to ask What kind of movies do you prefer?
information about things.
Where A question word used to ask Where do you go to see a movie?
information about a place.
Who A question word used to ask Who do you often go to see a movie with?
information about people.
30
 Why A question word used to ask Why do you like this film?
information about reason.
but A conjunction used to combine two contrast I like the plot of this film but I don’t like the ac-
clauses into a tors.
compound sentence.
so A conjunction used to show the reason for some- I am free this weekend so I can go to the cinema
thing. with you.
and A conjunction used to combine two clauses into a I like watching films and news programmes.
compound sentence.

Anticipated difficulties Solutions

1. Students may lack knowledge and experiences about Prepare some hand-outs in which key grammatical points
the target 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).

31
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

32
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up - To activate and * Word cloud (menti.com) 5 mins
anticipate students’ - Teacher creates a request “Name all T-Ss
knowledge of the the question words that you know” on
questions they are menti.com.
familiar with. - Link:
https://www.mentimeter.com/s/24c2
- To enhance 5f2cb5a01e41b5bc5cab067a17eb/6bc
students’ skills of us- 323ea42ce/edit
ing technology to in- - Teacher allows students to use their Ss
teract with the les- mobile devices to answer and
son. interact with the question online.
- Teacher gives clear instructions for stu-
dents to fully understand how to an-
swer the question on menti.com.

33
  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

Lead-in To introduce tar- - Teacher draws students’ attention to T-Ss 2 mins

geted grammar of the question words they are going to

34
 Wh-questions and learn in the lesson: when, how many,
conjunctions: but, so, how often, what, where, who and why
and. and informs students of conjunctions:
but, so, and.
- Teacher leads in the lesson.
Presentation - To have students 1. Wh-questions: 15 mins
get to know about Task 1: Read the conversation and un-
the question words. derline the question words.
- Teacher has students complete the
- To help task individually. S
students - Teacher checks the answers as a class.
understand the use Answer key: T-Ss
of the question What are you doing
words. tomorrow?
Where is it?
- To help How long is it on?
students identify the
functions of different Task 2: Match each question word with
question words. the information it needs.
- Teacher allows students to do the

35
 matching in pairs.
- Teacher checks their answers as a Pair work
class.
- Teacher explains if students have any
difficulty understanding how to use Ss-Ss
the question words.
Answer key: T-Ss
When – time
How many – number
How often – repetition
What – thing
Where – place
Who – people
Why – reason

To help students 2. Conjunctions: but, so, and

revise the use of pos- - Teacher writes the example in the T-Ss
sessive pronouns. Remember! Box (page 10) on the
board and circles the conjunction in
the sentence.
- Teacher underlines the clauses before
36
 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 con-
junctions: but, so, and.
- Teacher asks students to work in Group work
groups of 4 and make 3 compound
sentences using three target conjunc-
tions.
Suggested answers:
1. It is still painful, so I go to see a doc-
tor.
2. She is tall, but her sister is short.
3. I like music, and I like watching TV,
too.
Practice To give students Task 3: Use the question words in the 10 mins

37
more practice with box to complete the conversations.
question words. Then listen and check your answers.
- Teacher has students work on the ex- Ss-Ss
ercise individually before they com-
pare answers with each other.
- Teacher plays the recording and asks T-Ss
students to listen and check their an-
swers. Also remind students to pay at-
tention to the tune of the wh-ques-
tions (falling at the end).
- Teacher gives feedback as a class dis-
cussion.
Answer key:
1. How often, What
2. Who
3. When, Where

To help students Task 4: Match the beginnings with the

identify the meaning endings.
and the position of a - Teacher has students work in pairs.
conjunction. - Teacher asks students to read the
38
 clauses in the beginning column
carefully and find clues in the ending
column for matching. Pair work
- Teacher checks students’ answers as a
class. T-Ss
- 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 Task 5: Quizizz game. 10 mins
some practice on the Use and, but and so to complete the
use of conjunctions. questions in the game.
- Teacher uses Exercise 5 (p. 10) to cre- T-Ss
ate questions in the Quizizz game.
- Teacher allows students to use their
mobile devices to answer and interact

39
 with the questions online.
- Teacher gives clear instructions for stu-
dents 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 S
allow students’ access to the game.
- Students type the word and, but or so
to
complete each sentence appearing on T-Ss
the screen.

40
 - 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 To consolidate what Teacher asks students to talk about T-Ss 2 mins
students have learnt what they have learnt in the lesson.
in the lesson.

Homework Reactivate the Do Exercise 5, write the answers on your T-Ss 1 min
knowledge that stu-
dents have gained in notebooks. Make 7 questions using 7
the lesson. question words in Exercise 2 and answer
the questions.

41
 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

42
- 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 pro- Provide students with information about the TV pro-
grammes. grammes they do not know.
2. Students may have - Encourage students to work in pairs, in groups so that
underdeveloped speaking and they can help each other.
co-operating skills. - 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

43
 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

44
Procedure

Stage Stage aim Procedure Interaction Time

Warm-up To activate students’ * Question forming: T-Ss 5 mins
knowledge of forming - Teacher draws a spider web on the board
questions to ask for in- with the word TV PROGRAMME in the mid-
formation about a TV dle and question words in branches.
programme. - Teacher asks students to form the questions
to ask for information about a TV pro-
gramme using the given question words.
- Students give their answers.
- Teacher writes down the answers on the
board.
What....
Why...
TV
...
PROGRAMM
E
What How
time... often...

Suggested answer:
45
 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 Teacher leads students into the lesson by T-Ss 2 mins
about communication. telling them that they are going to learn how
to ask for and give information about TV pro-
grammes and some famous programmes in
other countries.
* EVERYDAY ENGLISH
Presentation To introduce a sample Task 1: Listen and read the conversation. Pay T-Ss 5 mins
conversation about a TV
attention to the highlighted words.
programme. Teacher plays the recording and asks students
to look at the conversation and read it while
listening.
Practice To practice asking for Task 2: Work in pairs. Make a similar conver- 10 mins
and giving sation about your favourite TV programme.
information about TV - Teacher asks students to work in pairs and

46
programmes. make a similar conversation about their T-Ss
favourite TV programme. Encourage stu-
dents to add the questions in Warm-up in
their conversation.
- Students do the task in pairs.
- Teacher calls some pairs to act out their Pair work
conversations in front of the class.
- Teacher checks and corrects if needed. T-Ss
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

47
Practice - To allow students to Task 3: Work in groups. Discuss and com- 7 mins
explore some interest- plete the facts with the countries in the box.
ing facts about TV in - Teacher asks students to work in groups and
other countries. help one another find the answers/ make
guesses. Group work
- To introduce to stu- - Teacher calls some students for the
dents some TV answers.
programmes for chil- - Teacher reminds students of the correct way
dren. to give their answers/ make guesses. T- Ss
E.g., Pokemon cartoons are from Japan.
(They 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:
48
 ○ 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 out-
doors.
○ Discovery Channel: an American pay
television network. It creates the highest
quality content and remains one of the
most dynamic media companies in the
world.
Task 4: Read about two TV programmes and 5 mins
tick the correct programme in the table.
- Teacher asks students to read the passages T-Ss
and do the task. Remind them that some
facts may refer to both programmes.
- Students do the task individually. S

49
 - Teacher calls some students to give their an- T-Ss
swers and checks as a class.
Answer key:
1. Both programmes
2. Let’s Learn
3. Hello Fatty
4. Let’s Learn
5. Hello Fatty
Production To allow students an Task 5: Work in groups. Tell your group 8 mins
opportunity to practice which programme in Task 4 you prefer and
with the information why.
from the TV pro- - Teacher asks students to work in groups of Group work
grammes in Task 4. four, read the two programmes again, then
tell their friends which one they prefer and
why.
- Teacher calls some students to speak in T-Ss
front of the class.
- Teacher asks other students to give
comments and gives more feedback if
needed.

50
Wrap-up To consolidate what Teacher asks students to talk about what they T-Ss 2 mins
students have learnt in have learnt in the lesson.
the lesson.

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

51
 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 information about television
- Talk about one’s favourite TV program, the reasons for that

2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities

3. Personal qualities
- Develop self-study skills

II. Materials
52
- Grade 6 textbook, Unit 7, Skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis
Form Meaning Pronunciation Vietnamese equiva-
lent
1. compete to take part in a contest or game /kəmˈpiːt/ thi đấu

2. plant a living thing that grows in the earth and /plɑːnt/ cây cảnh
usually has a stem, leaves and roots,
especially one that is smaller than a tree or
bush

Anticipated difficulties Solutions

1. Students may lack knowledge about some lexical Provide students with the meaning and pronunciation of
items. words.
2. Students may have underdeveloped reading, speak- - Let students read the text again (if needed).

53
 ing and co-operating skills. - Create a comfortable and encouraging environment for
students to speak.
- 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

54
 Date of teaching
Unit 7: Television
Lesson 5: Skills 1
* Warm-up
Guessing game: TV channels
I. Reading
Vocabulary
1. compete (v)
2. plant (n)
Task 1: Read the first two columns of the TV guide and answer the questions.
Task 2: Read the TV guide in Task 1 and write the programmes that these
people may choose to watch.
Task 3: Work in groups. Share your table in Task 2 with your group and see if they agree with you.
II. Speaking
Task 4: Work in groups. Tell your group about your favourite TV programme.
* Homework

Procedure

55
 Stage Stage aim Procedure Interaction Time
Warm-up - To create a friendly * Guessing game: TV 5 mins
and active atmos- channels
phere in the class - Teacher shows some pictures which il- T-Ss
before the lesson. lustrate the logos of some famous TV
- To lead in the topic channels. These logos are missing some
of the reading text. parts or in the reversed position.
- Students have to guess the name of the
TV channels.

56
 - Teacher provides feedback and con-
firms the answers:

57
 Discovery Channel

Disney Channel

58
 Cartoon Network

CNN
Lead-in To lead in the text - Teacher asks students questions to lead T-Ss 2 mins
about TV guides. in the reading text:
T: Among these four
channels, which one do you like best?
S: I like Discovery
Channel best because I can learn a lot
about the world around us. I often
read the TV guide

59
 everyday to choose the programs or
the contents I want to see.
T: What about you? Do you often read
the TV guide before watching TV?
Pre-Reading (Pre- To provide students - Teacher introduces the vocabulary by: T-Ss 5 mins
teach with some lexical + providing the pictures of the words;
vocabulary) items before reading + providing the definition of the words.
the text. 1. compete (v): [definition]
2. plant (n)[definition] & [picture].

comedy

60
 plant
While- To teach students Task 1: Read the first two columns of 10 mins
Reading how to read a TV the TV guide and answer the questions.
guide. - Teacher asks students to have a quick T-Ss
look at the TV guide and answer ques-
tions like:
1. What information do you see? (the
time, the name of the programme and
its content)
2. What information comes first? What
comes next?

61
 3. What do you look at when you are
choosing a programme to watch?
- This task should be done carefully as it
helps do Task 2.
- Teacher explains to students so that
they can distinguish the name of the
programme (e.g. Sports) and the name
of the specific event / show/ film, etc.
on that programme (e.g. The Pig Race).
- Teacher allows students some time to
read the TV guide and answer the ques-
tions.
- Teacher checks their answers as a class.
Answer key:
1. (It’s) Cuc Phuong Forest.
2. Yes, it is.
3. It’s on at 10.30.
4. No, we can’t.
5. (It’s about) dolphins.

Task 2: Read the TV guide in Task 1 and

62
 To show students write the programmes that these people
how to find a may choose to watch.
suitable TV pro- - Teacher asks students to read the infor-
gramme for a per- mation about each person carefully, T-Ss
son. underline the key word(s) showing
what each person likes in order to help
them find the answer.
- Teacher allows students some time to
do the task individually. S
- Teacher asks some students to share
their answers before checking as a T-Ss
class.
Answer key:
1. Phong: Children are Always Right
2. Bob: The Fox Teacher
3. Nga: Cuc Phuong Forest
4. Minh: The Pig Race
5. Linh: The Dolphins
Pre-Speaking To allow students to Task 3: Work in groups. Share your table 5 mins
talk about what they in Task 2 with your group and see if they

63
 have done in Read- agree with you.
ing Task 2. - Teacher lets students work in groups Group work
and share their answers in Task 2 to the
groups.
- Teacher encourages other students to
say if they agree or disagree with the
answers and explain their partners’
choice.
- Teacher calls some students to demon- T-Ss
strate it in front of the class.
Example:
A: I think the best
programme for Phong is the game
show "Children are always right".
B: I agree. He wants to know more about
pets.
While- To teach students Task 4: Work in groups. Tell your group 10 mins
Speaking how to talk about about your favourite TV programme.
their favourite TV - Teacher asks students to read the in- T-Ss
programmes. structions carefully and allow them

64
 some time to prepare their answers.
- Teacher tells students the suggested
structure can help them arrange their
ideas.

Suggestions:
o My favourite programme is...
o It’s on ...
o It’s about ...
o I like it because it ...
- Teacher lets students share their an-
swers in groups before calling some
students to present their answers to
65
 the class.
- Teacher corrects later if they make any
mistakes.
Post-Reading and - To help students - Teacher allows students to give com- Ss-Ss 5 mins
Speaking improve next time. ments for their friends and vote for the
most interesting and informative pre-
- To help some sentation.
students enhance - Teacher gives feedback and comments. T-Ss
presentation skill.
Wrap-up To consolidate what Teacher asks students: T-Ss 2 mins
students have learnt + what they have learnt in the lesson
in the lesson. with the two skills;
+ what words/ phrases/ sentences de-
scribing television they can remember;
+ how to talk about a TV programme
they like.
Homework To prepare for the Prepare for the next lesson: Skills 2. T-Ss 1 min
next lesson.

66
 UNIT 7: TELEVISION
Lesson 6: Skills 2
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Listen to get specific information from a recommended TV schedule
- Write a short guided passage about one’s watching TV habits

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

67
- Grade 6 textbook, Unit 7, Skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- sachmem.vn

Language analysis

Anticipated difficulties Solutions

1. Students may have underdeveloped listening, writing - Play the recording many times if necessary.
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.
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

68
 Date of teaching
Unit 7: Television
Lesson 6: Skills 2
Warm-up
Kim’s game
I. Listening
Task 1: Listen and tick the correct channel for each programme.
Task 2: Listen again and tick T (True) or F (False).

Summary:

69
II. Writing
Task 3: Read and answer.
Task 4: Write a paragraph of about 50 words about your TV-viewing habits. Use your answers in Task 3.
* Homework

Procedure

Stage Stage aim Procedure Interaction Time

Warm-up - To create a friendly * Kim’s game 5 mins
and active atmos- - Teacher shows some pictures of TV programmes. T-Ss
phere in the class - Teacher asks students to look carefully at them for
before the lesson. about thirty seconds. Then take the pictures away
- To lead in the topic and ask them to call out what they can remember.
of the listening tasks.
- To set the context for
the listening part.

Year End Meeting

70
 News

Who is the millionaire?

Rap Viet

71
 Who is Single?
Lead-in To lead in the listening - Teacher asks students some questions to lead in the T-Ss 2 min
tasks. listening tasks:
+ What programme did you watch last night?
+ What was it about?
+ What did you like about it?
+ What didn’t you like about it?
+ Why did you like/ dislike it?
Pre-Listen- To draw students’ - Teacher allows students some time to read the pro- T-Ss 1 min
ing attention to the key- grammes in the table.
word of the listening - Teacher asks them to focus only on the Ss
task. information they need: the channel.
“We are going to read a schedule of some
programmes on TV.
First, I would like you to read it, underline the
72
 important key words (“the channel”), then
listen to tick which channel it belongs to.”

While- To help students Task 1: Listen and tick the correct channel for each 10 mins
Listening develop their listening programme.
skill for specific - Teacher plays the recording. T-Ss
information. - Students listen and tick.
- Teacher checks their answers as a class.
Answer key:
Programme Channel Channel Channel
1 2 3
Green Summer 
My Childhood 
Harry Potter 

73
 English and Fun 

To help students de- Task 2: Listen again and tick T (True) or F (False). T-Ss
velop their listening - This activity requires students to listen more care-
skill for specific fully for details.
information (True – - Teacher allows students some time to read the
False). statements first and see if they can answer any of
them based on the previous listening.
- Teacher draws students’ attention to the fact that
almost all the questions start with the names of the
programmes. They are signals that the answers are
coming.
- Teacher plays the recording.
- Students listen and tick.
- Teacher checks their answers as a class. If students
have difficulty in catching the information, deter-
mine their answers, pause the recording after each
sentence where the information appears.

Audio script:
Here are some interesting TV programmes for you.
74
 Green Summer, a music programme, is on Channel 1.
It starts at eight o’clock. My Childhood is on
Channel 2. It’s the story of a country boy and his dog
Billy. On Channel 3, you will watch Harry Potter at
8.30. Children all over the world love this film. If you
like to learn English, you can go to English and Fun
on Channel 1. It’s at nine o’clock. We hope you can
choose a programme for yourself. Enjoy and have a
great time.
Post-Listen- To summarize the key Teacher asks students questions to complete the T-Ss 5 mins
ing information in the mind map about the content of the previous listening
listening tasks. tasks.

Suggested answers:

75
Pre-Writing To guide and prepare Task 3: Read and answer. 5 mins
students with informa- - Students have to answer a questionnaire about TV- T-Ss
tion for their watching habits.
writing in Task 4. - Teacher lets students read the questions and tick
the most appropriate answers for themselves.
- Teacher asks them to think of a TV programme they
like and write the answer to Question 5.
While-Writ- To guide students how Task 4: Write a paragraph of about 50 words about 10 mins
ing to write a paragraph your TV-viewing habits. Use your answers in
about TV-watching Task 3.
habits. - Teacher lets students work individually. S
- Teacher asks them to refer to the questions and
their answers in 3 while they are writing. These
questions are a very good guide of how to form a
sentence and what information they need to com-
plete the sentence.
- Teacher tells students that the information in the
questions in Task 3 has been arranged in a logical
order and they can organise their writing by refer-
ring to their answers one after another.

76
 - Teacher goes round and offer help if needed.
- If time allows, ask some students to share their
writing with the class. If not, collect some students’
writings to correct at home.
Sample answer:
I like watching TV, about one hour a day. I only
watch TV in the evening. During the day, I go to
school. On Saturday and Sunday, I watch more.
Sometimes I watch TV when I’m eating, but I never
watch TV when I’m studying. I watch Da Vinci most.
It has interesting educational programmes for chil-
dren.
Post-Writing To peer check, cross - Teacher asks students to exchange their textbooks T-Ss 4 mins
check and final check to check their friends’ writing. Ss-Ss
students’ writing. - Teacher then gives feedback as a class discussion.

Wrap-up To consolidate what Teacher asks students to talk about what they have T-Ss 1 mins
students have learnt in learnt in the lesson.
the lesson.

77
Homework To revise students’ Teacher asks students rewrite the paragraph. T-Ss 1 min
writing.

78
 UNIT 7: TELEVISION
Lesson 7: Looking back & Project
I. Objectives
By the end of this lesson, students will be able to:

1. Knowledge
- Review the vocabulary and grammar of Unit 7
- Apply what they have learnt (vocabulary and grammar) into practice through a project

2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities

3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills
79
II. Materials
- Grade 6 textbook, Unit 7, Looking back & Project
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Language analysis

Anticipated difficulties Solutions

1. Students may have underdeveloped speaking, writ- - Encourage students to work in pairs, in groups so that
ing and co-operating skills when doing projects. they can help each other.
- Provide feedback and help if necessary.
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
80
 Date of teaching
Unit 7: Television
Lesson 7: Looking back & Project
* Warm-up
Mini-talk
I. Looking back
Vocabulary
Task 1: Put the words in the box in the correct column. Add more words if you can.
Task 2: Use the words in the box to complete the text.
Grammar
Task 3: Complete each question with a suitable question word.
Task 4: Use the conjunctions provided to connect the sentences.
II. Project
Task 5: How important is TV to you?
* Homework

Procedure

81
 Stage Stage aim Procedure Interaction Time
Warm-up - To activate students’ * Mini-talk T-Ss 5 mins
prior knowledge and - Teacher asks students some questions to lead
vocabulary related to in the lesson:
the topic. “Last lesson, we learnt so many TV pro-
- To revise the vocabulary grammes, now I would like to ask you a few
about television and questions about them.
lead in the lesson. + What is your favourite TV programme?
+ Can you tell me what it is about?
+ Could you give me some adjectives to de-
scribe it?”
Looking back To help students VOCABULARY 16 mins
revise the vocabulary Task 1: Put the words in the box in the correct
about television. column. Add more words if you can.
- Teacher asks students to do the task individu- S
ally.
- Teacher allows students some time to read
the list of the words and write them in the
correct place in the table.
- Teacher lets students swap their answers for
82
 double check.
- Teacher calls on some students to read aloud Ss-Ss
their answers before checking them as a
class.
Answer key: T-Ss
Programmes Adjectives
sports educational
wildlife interesting
English in a popular
Minute funny
animated films

To help students Task 2: Use the words in the box to complete

revise the vocabulary the text.
about television in con- Notes:
text. * This activity is for the revision of the vocabu-
lary, not as single vocabulary but in a
contextualized situation.
* Students have to be able to recognise the
relationship of the target words and their
neighbours, the context in which they ap-
pear.
83
 - Teacher asks students to do the task individu-
ally. S
- Teacher lets students swap their answers for
double check. Ss-Ss
- Teacher calls on some students to read aloud
their answers before checking them as a
class. T-Ss
Answer key:
1. viewers
2. animal
3. sports
4. funny
5. educational

GRAMMAR
Task 3: Complete each question with a suit-
To help students revise able question word.
the use of question - Teacher asks students to look at the answers
words. and underline the missing T-Ss
information from the questions so that they
can decide which question words to be used.
84
 - Teacher goes round and offer help if needed.
- Teacher checks their answers as a class.
Answer key: T-Ss
1. How many
2. What
3. Why
4. Who
5. How much

Task 4: Use the

To help students revise conjunctions provided to connect the sen-
the use of conjunctions. tences.
- Teacher asks students to read the two sen-
tences in each question and use the conjunc- T-Ss
tions provided to connect them.
- Mind that in most sentences, the conjunctions
are used to replace the stop mark and con-
nect the two sentences.
- Teacher checks their answers as a class.
Answer key:
1. Ocean Life is on at 7.30, and Laughing out
85
 Loud comes next at 8.00.
2. I liked The Seven Kitties very much, so I
watched it many times.
3. BBC One is a British Channel, but VTV6 is a
Vietnamese Channel.
4. Along the Coast is a famous TV series, but I
don’t like it.
5. I have a lot of homework tonight, so I can’t
watch Eight Feet Below.
Project To introduce to students Task 5: How important is TV to you? 20 mins
a new way of learning Notes:
and practising their learnt * This project introduces to students a new
language outside the way of learning and practising their learnt
class. language outside the class.
* Teacher organises the activity in a way that
students will be able to go out and ask ques-
tions to find out how important TV is to their
friends, to take notes of the answers, and to
report the results to other people (their
classmates).

86
 - Teacher divides students into groups of four Group work
or five and instructs them on what they have
to do.
- Teacher encourages them to reach further
out of the classroom (interviewing their
parents, siblings, neighbours, etc.).
- Teacher asks students to share their findings T-Ss
with the class. If there is time, teacher can
use the results of the project for the class dis-
cussion to see how much TV watching is
enough/ good/ bad and the role of TV for
children.
Wrap-up To consolidate what Teacher asks students to talk about what they T-Ss 3 mins
students have learnt in have learnt in the lesson.
the lesson.

Homework To prepare for the next Prepare for the next T-Ss 1 min
lesson. lesson: Unit 8 – Getting started.

*Pictures' source: From Internet

87