Giáo án Tiếng Anh Lớp 6 - Unit 7: Television (Bản đẹp)

Giáo án soạn theo cv 5512
: 
PERIOD 55: UNIT 7. TELEVISION
LESSON 2: A CLOSER LOOK 1
Subject : English 6
Times : 45 minutes
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowleadge about 
+ Vocabulary: TV programmes, people and things
+ Pronunciation: Sounds: /θ/, /ð/
2. Competences: 
+ Develop communicative competence, discovery, cooperation compentence and thinhking compentence.
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes
+ Pronounce /θ/, /ð/ exactly.
3. Quality: Students know to choose the TV interesting and useful programmes
B. TEACHING AIDS.
T : Textbook, lesson plan, a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: A closer look 1.
C. PROCEDURE
1. WARM UP: ( 5’)
- Organization (1’) 6A:....................... 6B:............................. 6C:...........................
a. Goal: Review TV vocabulary and TV programmes
b. Content : Ss can tell their favourite TV programmes
c. Expected result: Ss can tell the names of the programmes you like to watch on TV
d. Performance
- T. asks Ss to talk about the names of the programmes Ss like to watch on TV
- Ss discuss and tell the programmes they like.
- T gets feedback 
2. PRESENTATION : Pre teach Vocabulary (10’)
a. Goal: Provide Ss necessary vocabulary related to the TV programmes
b. Content : Remind Ss of the words they learnt in Getting Started and point out the diff erence: the former deals with the names of channels, programmes while the latter (this part) deals with the jobs of people working in television. 
c. Expected result: understand using and meaning of the vocabularies
d. Performance: 
TEACHER'S & SS' ACTIVITIES
CONTENTS
Step 1: Transfering 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 pronouce correctly
- weatherman /ˈweð.ə.mæn/: người đọc DBTT
- viewer /ˈvjuː.ə r / : người xem
- schedule /ˈsked.juːl/ : lịch
- newsreader/ˈnjuːzˌriː.dər /: phát thanh viên
- remote control /rɪˈməʊt kənˈtrəʊl/ : điều khiển từ xa
3. PRACTICE: (10’)
a. Goal: Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1. 
b. Content : Ss choose a word / phrase from the box for each description below. 
c. Expected result: Ss can identify a word from its description.
d. Performance: 
TEACHER'S & SS' ACTIVITIES
CONTENTS
Ex 2: 
Step 1: Transfering the learning task
-T asks students to look at the words first and see if they know the words.
- Ask them to do the matching. 
Step 2: Performing the task
SS Work in groups of 2 – 3 so that Students can help each other with some vocabulary.
Step 3: Discussion
Ss try to identify a word from its description.
Step 4: Conclusion
T checks the answer
Ex 2: Choose a word from the box for each description below
Key: 
Weatherman
Newsreader
Remote control
MC
Volume button
TV viewer
4. PRODUCTION: (10’)
a. Goal: Help Ss to memorize the learnt vocabularies
b. Content : Ss guess what words or phrase is by playing games
c. Expected result: Ss can memorize the learnt words and the way of using.
d. Performance: 
TEACHER'S & SS' ACTIVITIES
CONTENTS
Ex 3: Game
Step 1: Transfering the learning task
T divides the class into 4 – 5 groups. Each group choose 2 words from the list below and work out a description for each word.
Step 2: Performing the task
The groups take turns reading the descriptions aloud.
The other groups try to guess what word it is
Step 3: Discussion
The group with the most correct answers wins
Step 4: Conclusion
T gives comments and supplement description
Ex 3:
Eg:
Newsreader: a person who reads news.
Weatherman: a person who gives a weather forecast
Comedian: a person whose job is to make people laugh by telling jokes and funny stories.
*** Pronunciation: (10’)***
a. Goal: Help Ss to pronounce /θ/, /ð/ exactly.
b. Content : Ss listen, repeat and read the words
c. Expected result: Ss can pronounce /θ/, /ð/ exactly.
d. Performance: 
TEACHER'S & SS' ACTIVITIES
CONTENTS
Ex 4, 5: Listen and repeat the words
Which words have sound /θ/ or /ð/ . Listen again and write them in the appropriate columns.
Step 1: Transfering 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.
- SS Write the words in the 2 appropriate boxes.
Step 3: Discussion
Step 4: Conclusion
T listens and then corrects student’s mispronounciation
Ex 6: 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
Ex 4, 5: 
Key:
 /θ/
Theatre
Thanksgiving
Earth
Anything
Both
through
/ð/
There
Them
Neither
Weatherman
Than
Feather
Ex 6: Take turns reading the sentence quickly and correctly
“ The thirty three thieves are thinking of how to get through the security.”
*HOMEWORK
*T asks Ss to do homework
- Learn by heart the new words and structures.
- Do exerices in workbook.
- Prepare: Unit 7: A closer look 2
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Planning: 
Teaching : 
PERIOD 56: UNIT 7. TELEVISION
LESSON 3: A CLOSER LOOK 2
Subject : English 6
Times : 45 minutes
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowleadge about
+ Vocabulary: TV programmes, people and things
+ Grammar: Wh- questions
+ Conjunctions: and, but, so, because, although 
2. Competences: 
+ Develop communicative competence, discovery, cooperation compentence and thinhking compentence.
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes
+ Use Wh-question words and conjuntions correctly.
3. Quality: Students know to choose the TV interesting and useful programmes
B. TEACHING AIDS.
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: A closer look 2.
C. PROCEDURE
1. WARM UP: ( 5’)
- Organization (1’) 6A:....................... 6B:............................. 6C:...........................
a. Goal: Help Ss to remember Wh question words
b. Content : Ss go to the board and write Wh question words 
c. Expected result: Ss can write Wh question words 
d. Performance
- T. asks 2 Ss to go to the board and write Wh question words 
- Other Ss discuss and remark
- T gets feedback and the student who write more words wins this game
“Brainstorming”
2. PRESENTATION 1: ( 5’) Wh- questions 
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
T asks SS some question with Wh - questions.
T. asks Ss to underline question words 
T. explains how to use Wh-questions
Step 2: Performing the task
SS answer the question
SS underline question words
Step 3: Discussion
T makes sure that Ss can have a grasp of Wh - questions
Step 4: Conclusion
Teacher monitors and gets feedback
Wh - questions
T. What do you often do in the evening?
 Wh
S1: I do my homework
S2: I watch TV
T: How often do you watch TV?
 Wh
S2: I watch about an hour a day.
Read the conversation and underline the question words.
3. PRACTICE: (10’)
3.1. Practice 1
a. Goal: Ss can use Wh- questions 
b. Content : Ss use the question words to complete the sentences
c. Expected result: Ss can use Wh question words 
d. Performance:
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Ex 1: Read the conversation and underline the question words 
Step 1: Transfering the learning task
T asks SS to read the conversation and underline the question words
Step 2: Performing the task
- Ss answer the questions as a class 
Step 3: Discussion
- T calls on one student to write answer on the board, the other students compare and give comments
Step 4: Conclusion
- T gives comment and adds on to the answer if necessary 
Ex2: Use the question words in the box to complete the conversations
Step 1: Transfering the learning task
T asks SS to look at the answer in order to choose the correct question word
T Plays the recording.
Step 2: Performing the task
Ss look at the conversations 
Write the answer
Step 3: Discussion
- Have Ss compare their answers
- Report the result to the class 
Step 4: Conclusion
T checks the answer
Ex 3: Complete the conversation about The Wingless Penguin with suitable question words
Step 1: Transfering the learning task
T asks SS to practise the question words in a longer and more complete conversation.
Step 2: Performing the task
Ss refer to the answers in order to find the question word.
Step 3: Discussion
- T calls on one student to write answer on the board, the other students compare and give comments
Step 4: Conclusion
T checks the answer and gives comment
Note: Ss might find it difficult to complete the question:______of them are there? 
Suggest they look at the word ‘series’, which means ‘many’ and the answers ‘there are ten of them already’.
- What ; - Where ; - How long
Question words
It is used to ask about
When
The time
How
The manner
How many/often
The number/repution
What
The thing
Where
The place
Who
The person
why
The reason
2. Complete sentences
2. Answer key
1. How often; what
2. Who
3. When; Where
Complete the conversation.
Answer key
1. What 2. What
3. How many 4. Why
5. What time/ When
3.2. PRACTICE 2: 
a. Goal: Ss can memorize conjunctions: and, but, so although, because
b. Content : Ss use conjunctions to complete the sentences 
c. Expected result: Ss can use conjunctions exactly
d. Performance
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
- T explains that conjunctions are used to connect ideas (e.g. Ha Noi is small but beautiful) and clauses (e.g. I play sports because I want to be fi t and active).
- T gives examples to show that “and” asks Ss to point out that the relationship between the ideas and clauses determine what conjunction is to be used.
- T gives 2-3 more examples to show that ‘so’ and ‘because’ can be interchangeably used in the same sentence with different clauses.
Step 2: Performing the task
Ss do as requested to complete the task
Step 3: Discussion
Ss can ask T for more detail in case they stil have question for Conjucntions
Step 4: Conclusion
T makes sure that Ss can have a grasp of Conjunction
Ex 4: Use but, and, so, because, although to complete sentences.
Step 1: Transfering the learning task
The teacher gives the lesson
Step 2: Performing the task
Students work in pairs to complete the activity.
Step 3: Discussion
If Ss want to find the correct conjunction for each question, they have to read the questions carefully and decide what the relationship between the 2 ideas is. Also discuss punctuation.
Step 4: Conclusion
T checks the answer
Ex 5: Match the beginnings with the endings 
Step 1: Transfering the learning task
The teacher gives the lesson
Step 2: Performing the task
Ss can work independently or in pairs to complete the activity.
Step 3: Discussion
- Have Ss compare their answers
- Report the result to the class 
Step 4: Conclusion
T checks the answer
 Eg1 : She is tall and cute.
 Adj + Conj + Adj
She stayed at home because she was ill
 S + V + conj + S + V
 Main clause subordinated clause
*Because she was ill ,she stayed at home
Subordinated clause , Main clause
àShe was ill , so she stayed at home
 Main clause Subordinated clause 
Ex 4: 
And 2. But 
3. Although 
Because 5. So
Ex 5: 
Watching too much TV is not good because it hurts your eyes.
I will get up early tomorrow, so I can be at the stadium in time.
Sometimes we read books and sometimes we play sports.
My little brother can colour a picture but he cannot draw.
Although Ann preferred going out, she stayed at home.
4. PRODUCTION: (10’)
a. Goal: Ss will be able to use question words and conjunctions 
b. Content : Ask and answer about TV imformation 
c. Expected result: Ss can develop their understanding of the TV system in Viet Nam.
d. Performance
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Ex 6: Work in groups
Step 1: Transfering the learning task
T Ask Ss to underline the key information the question is asking for, e.g.: the name, the programme ---> the question word is ‘What’. Ss can then make the questions.
Step 2: Performing the task
Ss have to decide what question word is to be used and how to form the question.
Step 3: Discussion
Ss discuss the result that ss have decided with other students
Step 4: Conclusion
T gives comments and supplement description
 How much do you know about television in Vietnam?
Ask the partner questions to find out the following information:
The name of the national TV channel.
The time it broadcasts
The names of any TV programmes for children
The favourite TV person.
*HOMEWORK
- T asks Ss to learn by heart the new words and structures
- Do exerices(B. page 4-6) in workbook
- Prepare: Unit 7: Communication
Planning: 
Teaching : 
PERIOD 57: UNIT 7. TELEVISION
LESSON 4: COMMUNICATION
Subject : English 6
Times : 45 minutes
A. OBJECTIVES.
1. Knowledge: By the end of the lesson ss will be able to have knowledge about
 exchanging information about TV. Provide Ss with some ideas about TV and conjunctions.
2. Competences: 
+ Communication, self-learning capability, creative capacity, ability to use of language 
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes
3. Quality: know to choose the TV interesting and useful programmes.
B. TEACHING AIDS.
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: Communication.
C. PROCEDURE
1. WARM UP: ( 5’)
- Organization (1’) 6A:....................... 6B:............................. 6C:...........................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson.
b. Content : Talk about favourite programme
c. Expected result: Ss can express their idea a bout the programme the like
d. Performance
 T: hang a picture on the board and asks them what sport is it?
- T. asks some questions, Ss answer.
+ How often do you watch TV ?
+ Which programmes do you watch ?
+ Do you like football ?
+ Which programmes do you like best ?
2. PRESENTATION: 
a. Goal: Provide Ss necessary vocabularies 
b. Content : Ss read and understand the meaning of vocabularies 
c. Expected result: Ss can remember vocabularies and name of some countries 
d. Performance
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
- T asks SS to look at extra vocabulary.
- T asks Ss to repeat the name of some countries.
- Then ask them to look at the Facts
Step 2: Performing the task
- Ss Listen and repeat in chorus
- Ss Guess the meaning 
- Ss Copy in the notebooks.
Step 3: Discussion
- SS complete the sentences in pairs
Step 4: Conclusion
T make sure that all the students understand the meaning of the vocabulary and pronouce correctly 
Extra vocabulary:
- clumsy (a) (synonym)
- cute (a) (synonym) dễ thương
- mini series(example)
- entertain(v) (situation) giải trí
Ex1. Complete the Facts
1. Japan	 2. Viet Nam	 
 3. Iceland 4. The USA 
5. Finland	 6. Britain
3. PRACTICE: (10’)
a. Goal: Help Ss use vocabularies and get more knowledge about TV programmes 
b. Content : Ss agree or disagree with the statements 
c. Expected result: Ss can express their opinions about some situations 
d. Performance
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Task 2: Do you agree with following statements
Step 1: Transfering the learning task
T asks Ss to work in group of four to discuss in order to find how they feel and what they think about television.
Get feed back – Let them talk freely
Step 2: Performing the task
Ss do as requested to complete the task 
Step 3: Discussion
T calls some ss of each group to talk in front of class
Step 4: Conclusion
- Teacher monitors and gets feedback
2- Do you agree with following statements
 Yes, I do/ No, I don’t
4. PRODUCTION: (10’)
a. Goal: Ss will be able to tell about their favourite programme 
b. Content : Ss read famous programmes and tell what they think about
c. Expected result: Ss can express their opinions about some programmes
d. Performance
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Task 3
Step 1: Transfering the learning task
- Ask SS to read the reading carefully
- Let them to use it as a model for their talk about their favorite programme later.
- T ask them if they want to change any of their previous answers in 
- Asks SS to reads the again then tick the correct programme
- T explains the relationship between education and educational; small children and Kids
Step 2: Performing the task
- SS to read the reading carefully
- SS can to change any of their previous answers in 
Step 3: Discussion
- Have Ss compare their answers
- Report the result to the class 
Step 4: Conclusion
- Teacher monitors and gets feedback
Task 4: Work in groups
Step 1: Transfering the learning task
T asks SS to work in group of four. 
Step 2: Performing the task
- Ss Read about the two programmes again. Tell your group which one you prefer and why?
Step 3: Discussion
- Other Ss listen and give comment
Step 4: Conclusion
- T gives comment and adds on to the answer if necessary
3. How much do you know?
a. Read about two famous TV programmes for children.
b, Tick the correct programme
both programmes
2- programme Let’s learn
3- programme Hello Fatty
4- programme Let’s learn
5- programme Hello Fatty
6- programme Let’s learn
*HOMEWORK
- Ask Ss to write a paragraph to describe a programe you prefer in your notebook at home
- Prepare Unit 7. Lesson 5: Skill 1.
Planning: 
Teaching : 
PERIOD 58: UNIT 7. TELEVISION
LESSON 5: SKILLS 1
Subject : English 6
Time : 1 period
A. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to Read then answer the questions about TV programmes. Provide Ss with some ideas about TV and conjunctions.
2. Competences: 
+ Communication, self-learning capability, creative capacity, ability to use of language 
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes
3. Quality: work hard,interested in learning English, know to choose the TV interesting and useful programmes.
B. TEACHING AIDS.
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: Skills 1.
C. Procedure
1. WARM UP: ( 5’)
- Organization (1’) 6A:....................... 6B:............................. 6C:...........................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson.
b. Content : Talk about famous football players.
c. Expected result: Ss knows some famous football players.
d. Performance:
T begins by asking 5Ss to name the famous football players in Viet Nam. Tell them work in pairs to discuss the questions. Encourage them to give their ideas (as many as possible)
2. PRESENTATION : ( 10’) 
a. Goal: Provide Ss necessary vocabularies 
b. Content : Ss read the schedule for Around the World 
c. Expected result: Ss can distinguish the name of the programme (e.g. sports) and the specific name of the show/ event/ film on that particular day (e.g. Wheelbarrow Races) 
d. Performance: 
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
Ask Ss to read the schedule 
Ask Students simple questions to explore content of the schedule (the time, the name of the programme and its content)
Guide Students to distinguish the name of the programme and the specific name of the show/event/film on that particular day.
Step 2: Performing the task
- Ss do as requested to complete the task
Step 3: Discussion
- One ss read, Other students listen
Step 4: Conclusion
T checks and gives the result
Task 1: Read the schedule for Around the World!
3. PRACTICE : ( 15’) 
a. Goal: Help Ss to understand the schedule 
b. CONTENTS: Ss read the information, answer the questions and choos the best programme for each person. 
c. Expected result: Ss can understand the schedule and the description of each programme
d. Performance: 
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Task 2:
Step 1: Transfering the learning task
T asks SS to to show their comprehension of the schedule. The more Ss understand the schedule, the quicker and more accurately they are able to answer the questions.
Step 2: Performing the task
-Ss follow T’s requirement
Step 3: Discussion
- SS work independently.
T elicits the answers from Ss
Step 4: Conclusion
T gives feedback
Task 3: 
Step 1: Transfering the learning task
- T ask Ss to reread the text as well as the information about the people below so as to choose the best programme for each
- T also asks Ss to give evidence
Step 2: Performing the task
- Ss do as requested to complete the task
Step 3: Discussion
- Ss can compare answers before discussing them as a class. 
Step 4: Conclusion
- T checks and gives the result
2. Answer the questions
Wheelbarrow Races
The Parrot Instructor
Yes, we can.
A documentary about the colorful living world in the Pacific
No, it isn’t.
3- Choose the best programme for each person. 
1- Phong : Science 
2- Bob : Comedy
3- Nga: Game Show
4- Minh: Sports
5- Linh : Animals
4. PRODUCTION : ( 15’) Speaking
a. Goal: Help Ss to practise speaking 
b. CONTENTS: Ss tell about their favourite programme . 
c. Expected result: Ss’ speaking in front of the class
d. Performance:
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Step 1: Transfering the learning task
T asks SS to allow Ss about 2-3 minutes to choose the programme they prefer and prepare for their speaking. Encourage them to focus on explaining why they like it.
- Some Ss might not know the English version for the name of the programme. Tell them not to worry about it. They can still use the Vietnamese name. The most important thing is for them to talk about
the CONTENTSof the programme and why they like it.
- T may write on the board the name of each S’s favourite programme so that at the end of the activity the whole class can see if there are many Ss who love the same programme.
Step 2: Performing the task
-	Ss tell your group about your favourite TV programme. Your talk shoud include the following information:
The name of the programme
The channel it is on
The CONTENTSof the programme
The reason you like it
Step 3: Discussion
- Report the result to the class 
- Other students listen to the answer and give comment
Step 4: Conclusion
- T asks other Ss to give comment and then gives result
4. Tell your group about your favourite TV programme. Your talk should include the following information.
The name of the programme
The channel it is on
The CONTENTSof the programme
The reason you like it
* HOMEWORK: 
- Learn by heart the new words and structures
- Do exerices(D. page 7, 8) in workbook
- Prepare: Unit 7: Skills 2
Planning: 
Teaching : 
PERIOD 59: UNIT 7. TELEVISION
LESSON 5: SKILLS 2
Subject : English 6
Time : 1 period
A. OBJECTIVES.
1. Knowledge: By the end of the lesson, students will be able to able to listen and write about TV programmes. Provide Ss with some ideas about TV and conjunctions 
2. Competences: 
+ Communication, self-learning capability, creative capacity, ability to use of language 
+ Use the lexical items related to “Television”.
+ Talking about their favourite TV programmes
3. Quality: know to choose the TV interesting and useful programmes.
B. TEACHING AIDS.
T : Textbook, lesson plan, , a projector, a laptop
Ss : Learn the old lesson, prepare Unit 7: Skills 2.
C. Procedure
1. WARM UP: ( 5’)
- Organization (1’) 6A:....................... 6B:............................. 6C:...........................
a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson.
b. CONTENTS: Talk about TV programmes.
c. Expected result: Ss’ answers .
d. Performance:
- T. asks Ss some questions about TV programs.
Ss answer
T: What TV program do you often watch?
S1: I often watch cartoon.
S2: .
2. PRESENTATION : ( 15’) Listening
a. Goal: Practise listening skill 
b. CONTENTS: Ss listen and tick 
c. Expected result: Ss ‘ listening exercises
d. Performance: 
TEACHER’S & STUDENTS’ ACTIVITIES
CONTENTS
Task 1: 
Step 1: Transfering the learning task
- T asks SS to give Ss 2-3 minutes to read the schedule: T can even ask them to read aloud and check on their pronunciation. This would help them recognize the key words when they listen to the recording. 
Ask Ss to only focus on the information they need.
Step 2: Performing the task 
- Ss do as requested to complete the task
Step 3: Discussion
- Ss listen and tick the correct channel for each programme 
- SS read aloud and check the pronunciation.
Step 4: Conclusion
Teacher monitors and gets feedback
 Task 2:
Step 1: Transfering the learning task
- T lets Ss read the sentences first and sees if Ss can answer any of the statements based on the previous listening. 
-T plays the recording again. If Ss have difficulty catching the information and determining their answers, pause 
the recording after each sentence. . . 
Step 2: Performing the task
- Ss do as requested to complete the task
- Listen and complete the exercise 
Step 3: Discussion
- T calls on one student to write answer on the board, the other students compare and give comments
- Other students listen to the answer and give comment
Step 4: Conclusion
- T asks other Ss to give comment and then gives result
PROGRAMME
C1
C2
C3
Music: Green Green Summer 
Cartoon: The Red Spotted Squirrel 
Home and Garden: How to Make a Dog House 
Our Heritage: The Old Town of Inca 
Task 1: 
Task 2
Suggestion: ask Ss to take notes about the time for each programme and use them as reference. 
 Answer key.
1 F 2. T 3. F 4. T 
5. F
3. PRACTICE : ( 15’) Writing
a. Goal: Ss use vocabularies and knowledge to write a paragraph about favourite TV programme 
b. CONTENTS: Ss write a paragraph about favourite TV programme.
c. Expected result: Ss ‘ writing about favourite TV programme
d. Performance: 
Step 1: Transfering the learning task
- T asks ss to read the questionnaire and choose the most appropriate answers for him.
- T check on Ss’s answers.
- Help them organize ideas for writing.
Look at the suggested structure for the writing.
Step 2: Performing the task
- H ss write two sentences about their TV watching habits.
Step 3: Discussion
- T calls on one student to write two sentences on the board, the other students compare and give comments
Step 4: Conclusion
- Teacher monitors and gets feedback
Writing: 
What are your TV watching habits?
Tick the right answer for you (you can tick more than one answer). Use the answers to write a short description on your TV watching habits.
Suggested structure:
I don’t watch much TV.
I enjoy watching TV.
I like ./I usually watch ..
I usually leave the TV on ../turn off the TV .
I think I have good/bad TV watching habits
4. PRODUCTION : ( 10’) writing correction
a. Goal: Help ss recognize the mistakes in their writing
b. Contents: Ss exchange their writing with their partner and check.
c. Expected result: Ss’ completed writing
d. Performance:
Step 1: Transfering the learning task
- T asks Ss to read their writing. And asks them to correct the spelling and punctuation.
Step 2: Performing the task
- Ss answer the questions as a class
Step 3: Discussion
- Ss exchange their writing with their partner and check.
Step 4: Conclusion
- T asks other Ss to give comment and then gives result
HOMEWORK 
- Learn by heart the new words and structures.
- Do exerices (E. page 8,9) in workbook.
- Prepare: Unit 7: Looking back & project