Giáo án Tiếng Anh Lớp 6 - Năm học 2021-2022 - Unit 7 - Lesson 1

Week : 19	Date of preparing: January 2, 2022 
Period: 55	Unit:7 TELEVISION
Lesson 1: GETTING STARTED
I. OBJECTIVES: By the end of the lesson, students will be able to will be able to have knowledge about 
- using the lexical items related to the topic ‘Television’ and use wh-question words to make questions
- listening and reading a dialogue about television
- having a serious attitude to Television
1. Language contents:
a) Vocabulary: - talent show (n),- animated film (n),- cartoon (n),- character (n), - educational programme (n), - channel (n)
b) Grammar (Structures):Wh-questions, conjunctions
2. Skills:	
- Main skills: listening, speaking 
- Sub-skills: reading and writing
3. Attitudes: Develop honest, responsible qualities for students 
4. Competences: - improving self-learning competence, creative, communicative and cooperation competence
+ Use the lexical items related to the topic: “Television”.
+ Talking about how sporty they are.
For disabled students: be able to complete simple tasks.
II. PREPARATIONS
1. Teacher’s preparations: text book, flash cards, CD player, pictures, sub board
2. Students’ preparations: Books, notebooks, pens
III. TECHNIQUES: Asking and answering, gap-fills, discussing 
IV. PROCEDURES:
WARM-UP (5’)
 * Objectives: Help create an active atmosphere in the class at the start of the lesson
* Content: Revision on old lesson. Telling about television
* Products: Having a chance to speak English and focus on the topic of the lesson.
* Implementation
TEACHER’S ACTIVITIES
- T. asks Ss to look at the tittle of the conversation and the picture and ask some 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 
T listen to Ss’ answer
STUDENTS’ACTIVITIES
Answer the questions
CONTENTS
PRESENTATION: (12’)
 * Objectives: Help set the context for the introductory text
* Content: Listen and read conversation to get used to the vocabulary; grammar points.
* Products: Know more new words. Understanding the conversation; topic of the lesson, grammar points 
* Implementation
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
- T gives the task: 
+ T elicits the words from SS 
+ Ask Ss to repeat, read and write the words
Step 2: Performing the task
- Ss do the task: repeat in chorus
Step 3: Discussion
- Ss report: read individually , take note
Step 4: Conclusion
- T remarks if necessary
Take notes
Vocabulary
- talent show (n): chương trình biểu diễn tài năng
- animated film (n): phim hoạt hình
- cartoon (n): phim hoạt hình
- character (n): nhân vật
- educational programme (n): chương trình mang tính giáo dục
- channel (n): kênh
PRACTICE (17’ )
 * Objectives: Help students get the main idea of the text.
* Content: Read again the conversation and answer the question.
* Products: Understanding more main idea of the text.
* Implementation
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Activity 1
Step 1: Transfering the learning task
- T gives the task: T asks Ss to read the questions carefully and choose the correct answers without looking back at the conversation
Step 2: Performing the task
- Ss work individually to complete the task then share their answers before they discuss them in pairs
Step 3: Discussion
- T asks some Ss to write the correct answers on the board
Step 4: Conclusion
- T and other Ss give comments and correct.
Activity 2
Step 1: Transfering the learning task
- T ask Ss to label the pictures with the correct words gives
- Ask Ss for the meaning of the words. 
Step 2: Performing the task
- Ss work in dividually to do the task
Step 3: Discussion
- Ss report the answers
Step 4: Conclusion
- T and other Ss give comments and result.
Work in group
Work individually
Write the correct answer on the board
Work individually
Report the answers
Ex 2: Key
1.C 2.A 3.A 4.A
Ex 3 Key: 
1.c 2.a 3. e 4.b 5.d
Ex 4: Key
1.interesting
2. wonderful
3. clever
4. educational
PRODUCTION (8’)
 * Objectives: Help students have opportunities to recognise what is related to Tet through a fun game.
* Content: Playing game. Write two things or activities relating to television
* Products: Understading more things or activities at Tet / on Tet holiday.
* Implementation:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
- T allows Ss some time to discuss in groups before they decided on the programmes they likes
Step 2: Performing the task
- Ss work in pairs to do the task
Step 3: Discussion
- Each groups shares their answers by reading them aloud to the class
Step 4: Conclusion
- T and other Ss give comments then the class votes for the group with the most interesting answers
Work in group
Work in groups. Interview your partner about their favourite TV programmes and report to the class
CONSOLIDATION (3’)
Review some new words
Review some new words
HOMEWORK ( 5’)
Learn by heart new words
Take notes
Homework:
Learn by heart new words
Week : 19	Date of preparing: January 2, 2022	 
Period: 56	Unit:7 TELEVISION
Lesson: A CLOSER LOOK 1
I. OBJECTIVES: By the end of the lesson, students will be able to will be able to have knowledge about 
-Vocabulary on TV programmes, people and things
 1. Language contents:
a) Vocabulary: - viewer (n),- comedy (n),- character (n),- character (n), - popular (a), - live (a), -boring (a), - cute (a)
b) Grammar (Structures):Wh-questions, conjunctions
2. Skills:	
- Main skills: listening, speaking 
- Sub-skills: reading and writing
3. Attitudes: Students know to choose the TV interesting and useful programmes.
4. Competences: - Develop communicative competence, discovery, cooperation competence and thinking competence.
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes 
For disabled students: be able to complete simple tasks.
II. PREPARATIONS
1. Teacher’s preparations: text book, flash cards, CD player, pictures, sub board
2. Students’ preparations: Books, notebooks, pens
III. TECHNIQUES: Asking and answering, gap-fills, discussing 
IV. PROCEDURES:
WARM-UP (5’)
 * Objectives: Help students to revise some words/ phrases related to Tv programme.
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Products: Having a chance to speak English and focus on the topic of the lesson.
* Implementation
TEACHER’S ACTIVITIES
T. asks Ss to talk about the names of the programmes Ss like to watch on TV
STUDENTS’ACTIVITIES
Answer the questions
CONTENTS
PRESENTATION: (12’)
 * Objectives: Help students to revise some words/ phrases related to TV programme. 
* Content: Revise some new words related to Tv programme
* Products: Learning some new words about TV programme
* Implementation:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
- T. uses picture and elicits words from Ss
Step 2: Performing the task
- SS Listen carefully and repeat the words.
- SS Work in groups of 2 – 3 so that Ss can help each other with difficult vocabulary.
Step 3: Discussion
When finish, listen to the recording to check their answers as well as to practise the pronunciation of the new words. 
Step 4: Conclusion
T make sure that all the students understand the meaning of the vocabulary and pronounce correctly
Take notes
Vocabulary
- viewer (n),
- comedy (n),
- character (n),
- popular (a), 
- live (a), 
-boring (a),
 - cute (a)
PRACTICE: (15’ )
 * Objectives: Help students combine a verb with a noun to talk about TV programme
* Content: Write the word/phrase in the box next to the definition, Complete the sentences with the words/phrase in the box, 
 * Products: Having ability to use the word/ phrases correctly.
* Implementation 
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
-T asks students to look at the words first and see if they know the words.
- Ask them to do ex 1 and ex 2, ex 3
Step 2: Performing the task
SS Work in groups of 2 – 3 so that Students can help each other with some vocabulary.
Ss try to identify a word from its description.
Step 3: Discussion
-T calls some Ss to answer orally
Step 4: Conclusion
Ex 1: Write the word/phrase in the box next to the definition
Key:
1.	Character
2.	Educational programme
3.	Comedy
4.	Talent show
5.	viewer
Ex 2: Complete the sentences with the words/phrase in the box
Key: 
1.	channel
2.	character
3.	animated films
4.	game show
5.	comedies
6.	viewers
Ex 3: Complete the sentences with the adjectives in the box
1.	popular 
2.	boring
3.	cute
4.	live
5.	funny
6.	educational
Ex 1: Write the word/phrase in the box next to the definition
Key:
1.	Character
2.	Educational programme
3.	Comedy
4.	Talent show
5.	viewer
Ex 2: Complete the sentences with the words/phrase in the box
Key: 
1.	channel
2.	character
3.	animated films
4.	game show
5.	comedies
6.	viewers
Ex 3: Complete the sentences with the adjectives in the box
1.	popular 
2.	boring
3.	cute
4.	live
5.	funny
6.	educational
PRODUCTION: (11’)
 * Objectives: Help students revise the vocabulary about Tv programme
* Content: Do the matching to revise vocabulary about Tv programme.
* Products: Remember the vocabulary
* Implementation:
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Ask Ss to talk about the programme they like
Work in group
CONSOLIDATION (3’)
Review some new words
Review some new words
HOMEWORK ( 5’)
Learn by heart new words
Take notes
Homework:
Learn by heart new words
Week : 19	Date of preparing: January 2, 2022	 
Period: 57	Unit:7 TELEVISION
Lesson: A CLOSER LOOK 1 (cont)+ COMMUNICATION
I. OBJECTIVES: By the end of the lesson, students will be able to will be able to have knowledge about 
- Pronounce /θ/, /ð/ exactly
 1. Language contents:
a) Vocabulary: review
b) Grammar (Structures):Wh-questions, conjunctions
2. Skills:	
- Main skills: listening, speaking 
- Sub-skills: reading and writing
3. Attitudes: Students know to choose the TV interesting and useful programmes.
4. Competences: - Develop communicative competence, discovery, cooperation competence and thinking competence.
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes 
For disabled students: be able to complete simple tasks.
II. PREPARATIONS
1. Teacher’s preparations: text book, flash cards, CD player, pictures, sub board
2. Students’ preparations: Books, notebooks, pens
III. TECHNIQUES: Asking and answering, gap-fills, discussing 
IV. PROCEDURES:
WARM-UP (5’)
 * Objectives: Help students to revise some words/ phrases related to TV programme
* Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.
* Products: Having a chance to speak English and focus on the topic of the lesson.
* Implementation
TEACHER’S ACTIVITIES
T. asks Ss to talk about the names of the programmes Ss like to watch on TV
STUDENTS’ACTIVITIES
Answer the questions
CONTENTS
PRACTICE: ( 14’ )
 * Objectives: Help students distinguish the sounds /θ/ and /ð/ 
* Content: Write New Year’s wishes
* Products: New Year’s wishes
* Implementation: Teacher’s instutions, 
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Step 1: Transferring the learning task
-T. expresses how to pronounce sound //ð/ and /θ/ 
- T plays the recording and ask Students to listen and then repeat.
- T plays the recording as many times as necessary.
Step 2: Performing the task
- SS Practise the sounds /θ/ and /ð/ together..
Step 3: Discussion
-T calls some SS to read the words individually
Step 4: Conclusion
T listens and then corrects student’s mispronounciation
Listen and repeat
/θ/
Theatre
earth
Anything
Both
through	/ð/
There
Them
Neither
Weather
Than
PRACTICE: ( 15’ )
* Objectives: Help students practise pronouncing these sounds correctly in context 
* Content: Ask and answer
* Products: Good pronunciation
* Implementation: Teacher’s instructions, 
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
Ex 5: Tongue twister
Step 1: Transfering the learning task
-T Asks for volunteers to stand up and read the poem aloud. 
-May turn this into a competition to see who can read the poem most correctly and most expressively.
Step 2: Performing the task
-SS Practice reading the tongue twister among groups slowly at first then faster and faster.
Pay attention to the key words with the 2 sounds.
Step 3: Discussion
-Each member of groups listen to their friend and then give comments
Step 4: Conclusion
-T goes around the class to make sure all the groups practise reading
Work in group
Ex 5: Take turns reading the sentence quickly and correctly
1.They are thinking about the weather there
2.The news theatre opens on Thursday the third
PRODUCTION: (5’)
 * Objectives: Help students make dialogue about TV programme
* Content: Ask and answer
* Products: Good dialogues
* Implementation: Teacher’s instructions, 
TEACHER’S ACTIVITIES
STUDENTS’ACTIVITIES
CONTENTS
. Listen and read the conversation. Pay attention to the highlighted words. (Ex 1)
2. Make a similar conversation about your favorite TV programme.( Ex 2)
- Ask Ss to ask and answer about their favorite programme. 
- Call some Ss to present.
- Listen and read the conversation
Pairwork
S1 : What is your favorite TV programme ? 
S2 : ....................................................
S1 : Why do you like it?
S2 : ......................................................	 
S1 : Can you tell the names of famous cartoon characters?
S2 : ......................................................
Ex 1.Listen and read the conversation. Pay attention to the highlighted words. 
Ex 2. Make a similar conversation about your favorite TV programme. 
CONSOLIDATION (3’)
Review some new words
Review some new words
HOMEWORK ( 5’)
Learn by heart new words
Take notes
Homework:
Learn by heart new words
Week 19
Period 37 
Preparing date: January 2, 2022
 UNIT 6: THE ENVIRONMENT
 Lesson 1 : GETTING STARTED –LISTEN AND READ
I.Aims:
1.Contents of language:
-Vocabulary: deforestation(n),garbage dump(n),dynamite fishing(n), spraying pesticides(n), disappointed(a)
- Grammar: Conditional sentence type 1
2. Knowledge: By the end of the lessson, students will be able to know more about the environment problems and solutions.
3. Skills:
- Main skills: Listening- Reading 
- Sub slills: Writing - Speaking
4. Attitude: interpersonal, critical thinking, cooperation, communication, organization 
5. Ability:
- Ability to use the learnt vocabulary and structures to know more about the environment problems and solutions.
- Ability to further practice with modal verbs with If.
*For weak students: Be able to know some words about the topic.
II. Teacher and Students’ preparations
1. Teacher: pictures, cassette, tape.
2. Students: Books, notebooks, pictures.
III. Techniques: Asking and answering, gap-fills, pair work, individual work
IV. Proceduces:
Teacher’s activities
Students’ activities
Contents
1.Warm up 8’/ T-Ss /L-S
Getting started: look at the six pictures on page47 
Ask they match the words in the box with the correct pictures
Brainstorming:
-Ask Ss to find out the environmental problems in their country..
-Have them say their ideas
2.Presentation 15’/ T- Ss-Ss/L-S-R-W
Pre teach vocab:
-deforestation(n) :(explanation: the destruction of the forest)
-garbage dump(n)(picture)
-dynamite fishing(n)(picture)
-Spraying pesticides(n) (picture)
à Ckeck: Rub out and remember:
Present the grammar:
Set the scene to introduce the structure of conditional sentence type1 
Write the statement on the board.
eg:______ we pollute the water, we_______ have no fresh water to use.
*Form:
If clause
main clause
subordinate clause
(simple present tense) 
(will+ infinitive)
3.Practice 15’/ T-Ss-Ss R-W
*Matching
1. Ask Ss to match the names in column A with the activities in column B (ex 2 /p48)
-Have them read the text again
-Ask them work in pairs
2.Ask Ss to read the text again and answer the qs(2b/p48)
-Give feedback
4.Further paractice 5’/ T-Ss-Ss R-W
*Ask Ss “what have you done to keep the environment clean?”
5. Consolidation(1/T-Ss) What have we learnt today?
6. Homework (2’/T-Ss)
*Ask Ss to learn vocab by heart and complete the ex into their notebooks.
Answer: “what have you done to keep the environment clean?”
Ss match the words in the box with the correct pictures
 Answer :
-Picture a) air pollution
-picture b) spraying pesticides
-Picture c) garbage dump
-pictured d) water pollution
-Picture e) deforestation
-Picture f) dynamite fishing
Ss say something about the environmental problems in their city
-air pollution
-dirty street
-garbage/rubbish/trash
-smoke from cars /factories .
* Take notes.
Ss repeat the vocab_ read them and_ write 
Ss check vocab
Ss listen and give the form of the sentence
Give examples
eg: If you go out without your hat, you will catch a bad cold.
Ss match the names in column a with the activities in column b (Ex 2 /p48)
- read the text again
- work in pairs
Group1:f ,group2:e ,group3:b
Mr. Jones :a Mrs. Smith :c Mr. Brown: d
Answer: 2b/p48(pair work)
1.The speaker is Mr. Brown
2.The listeners are the volunteer conservationists
3. They are on the beach.
4.They are going to clean the beach
5. If they work hard today, they will make the beach clean and beautiful again soon.
6. Yes, I have 
7. If the pollution continues, the environment around us won’t be good and it will be harmful to our health and our life
Ss speak individually.
 Learn some words about the enviroment and talk about some enviromental problem. 
Take notes
UNIT 6: THE ENVIRONMENT
 Lesson 1 : GETTING STARTED 
–LISTEN AND READ
I. Vocabulary : deforestation(n),garbage dump(n),dynamite fishing(n),Spraying pesticides(n), disappointed(a)
II. Grammar : conditional sentence type 1
EX: If we pollute the water, we will have no fresh water to use.
-> If +s+ V(simple present), s will+V.
Homework 
Review the words
Reread the text and complete the exercises.
Answer: “what have you done to keep the environment clean?”
*Reflexion:.......................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
Week 19
Period 38
 Preparing date: January 12, 2022
 UNIT 6: THE ENVIRONMENT
 Lesson 2: SPEAK 
I.Aims:
1.Contents of language:
- Vocabulary: prevent(v), reduce(v), wrap(v), faucet(n), leaf (n), raw sewage(n), pump(v), marine life(n), ocean(n), oil spill(n), vessel(n)
- Grammar: 
2. Knowledge: By the end of the lessson, students will be able to persuade their friends to protect the environment.
3. Skills:
Main skills: Listening - Speaking
Sub skills: Writing - Reading
4. Attitude: interpersonal, critical thinking, cooperation, communication, organization , be awared of protecting environment.
5. Ability:
- Ability to use the learnt vocabulary and structures to know more about the environment problems and solutions.
*For weak students: Be able to talk about and listen to the topic simply.
II. Teacher and Students’ preparations
1. Teacher: pictures, cassette, tape.
2. Students: Books, notebooks, pictures.
III. Techniques: Asking and answering, gap-fills, pair work, individual work
IV. Proceduces:
Teacher’s activities
Students’ activities
Contents
1.Warm up
3’/ T-Ss 
*Jumbled words:
-Divide the class into two teams. Ss from two teams go to the board and write the correct words.
-The team which writes more correct words first win the game
2.Pre -speaking
5’/ T- Ss-Ss
L-S-R-W
Pre teach vocab:
-prevent(v) (translation)
-reduce(v)
-wrap(v) (mime)
-faucet(n) (picture)
-leaf(n)-leaves (realia)
+Check vocab(slap the board)
Check 3’/ T-Ss-SS/R-W
Matching:
Ask Ss to complete the expressions in column A by using the lines in column B(page 49)
-Present the sentences of persuasion
* Form:
I think you should 
Won’t you
It would be better if you +INF.
Can I persuade you to
Why don’t you 
Why not
What /How about +V-ing
3.While -speaking
12’/ T-Ss-Ss
R-W
* Use: Express persuasion
-Each Ss calls out one of their sentences until all sentences are finished
-correct if necessary
-Let Ss work in pairs to answer the questions in the questionnaire
-Give feedback ,T can write some possible answer s on the board so the weak Ss can follow
Ask Ss to practice asking and answering
4.Post-speaking
L-S/T-Ss-Ss
2’-Ask the whole class to work in pairs
“What you do to protect the environment?”
-Give feedback
B. LISTENING: Guide ss to self-study at home.
- T presents some vocab:
-raw sewage(n)
-pump(v)
-marine life(n)
-ocean(n)
-oil spill(n)
-vessel(n)
Ask Ss to fill in their own information to the table
5. Consolidation
1’-T/Ss
What have we learnt today?
6.Homework
2’/ T-Ss
Ask Ss to say about the topic again at home and present in front of class in the next period.
Ss join in the game
1.uaderSse=persuade
2.beeargg= garbage
3.roderpvi=provide
4.lupotilon= pollution
5.duproce = produce
6.paispoidednt =disappointed
Ss read vocab
-Copy down
 Ss complete the expressions in column A by using the lines in column B(page 49)
Ss copy the form
eg:I think you should clean our class before studying
Each Ss calls out one of their sentences until all sentences are finished
eg:S1:I think you should use banana leaves to wrap food
S2 :Why don’t you turn of the light before going to bed
S3:It would be better if you go to school or go to work by bike
 .
Ss work in pairs to answer the questions in the questionnaire
 Ss practice asking and answering
- the whole class work in pairs
eg:
1.How can we save paper?
-I think you should recycle used paper, newspaper.
-Why don’t you use the banana leaves for wrapping
Ss do the ex in pairs
Ss read vocab and write them.
Take notes
UNIT 6: THE ENVIRONMENT
 Lesson 2: SPEAK 
Speaking
*Vocabulary: 
prevent(v)
reduce(v)
wrap(v)
faucet(n) 
leaf (n)
* How to persuade someone:
I think you should 
Won’t you
It would be better if you + INFINITIVE
Can I persuade you to
Why don’t you 
Why not
Listening
-raw sewage(n)
-pump(v)
-marine life(n)
-ocean(n)
-oil spill(n)
-vessel(n)
* Complete the notes:
Secondly: garbage is 
Thirdly: come from ships at sea
Next: waste materials come from factories.
Finally: oil is wash from the land.
*Homework: review the words and practice speaking about the environment again.
*Reflexion: .