NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 7. Television

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the vocabulary and question forms about TV (cartoon, documentary, channel, programme, viewer, educational, comedy, character) to write a small-group survey.
    • Explain why a survey of a few pupils cannot be used to make claims about the whole school.
    • Identify and correct errors in their own survey questions, answers and report, based on context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan the survey, record answers without names and check their own work against the success criteria before sharing.
  • Communication and collaboration: Ss work in groups of four to assign roles, ask and answer survey questions, and give one compliment and one suggestion to a partner.
  • Problem-solving and creativity: Ss choose suitable questions and present their results in a clear, labelled report or poster.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer questions about free-time activities, sources of information, time spent watching TV and reasons for watching; read the model report and write their own short report; present the project for 1–2 minutes.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the TV vocabulary correctly, form questions with 'How long', 'Why' and 'What', pronounce the key words clearly and check spelling before presenting.

3. Personal qualities

  • Diligence: Ss complete the survey, record every answer and revise the report until it meets all criteria.
  • Responsibility: Ss report only the answers actually collected and state the sample size, without claiming the results represent the whole school.
  • Honesty: Ss label invented sample data as invented and do not change or invent answers in their own survey.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, slides with the project brief, the model report and the success criteria
  • Rubric for the project (product, presentation, peer feedback) and the answer key for exercises 1–4
  • NeoEdu online lesson page with lesson notes, examples and interactive exercises: neoedu.vn/learn/6/english/unit-7-project
  • Board markers and timer

2. Students

  • Student's book, notebook and pen
  • A4 paper or poster paper, coloured markers and scissors for the group project
  • Worksheet 1 (survey sheet) and Worksheet 2 (project checklist)

III. Procedures

Activity 1: Warm-up · 8 minutes

Thinking about TV in our lives

a) Aims

Ss activate prior knowledge of TV and free-time activities, and understand the task of the project.

b) Content

Ss look at four pictures on the screen (a cartoon, a documentary, a comedy and an educational programme) and answer the questions: 'What do you usually do after school?' and 'How important is TV to you?' Ss match each picture with the words cartoon (phim hoạt hình), documentary (phim tài liệu), comedy (phim hài) and educational (có tính giáo dục). Then T introduces the project brief: a small-group survey about free-time activities, sources of information, time spent watching TV and reasons for watching.

c) Expected outcomes

Ss identify the four programme types and say at least one activity they do after school. Ss can state the project task in one sentence, for example: 'We will ask a small group of pupils about their TV habits and report the results with the sample size.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four pictures and asks: 'Which programme do you like? What is a cartoon?' T then asks the question: 'What do you usually do after school?' and explains that the class will do a project about TV.

    Students

    Ss look at the pictures, listen to the questions and think about their own answers.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, match the pictures with the words and talk about their favourite programme for one minute.

    Students

    Ss match cartoon, documentary, comedy and educational with the pictures. They discuss: 'I usually play football after school. I sometimes watch cartoons.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their answers and asks: 'Do you think TV is important for everyone?'

    Students

    Expected answers: 'I think TV is important because I learn new words from documentaries.' / 'For me, reading is more important than TV.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the vocabulary and states the project task. T emphasises that results must be reported honestly and that a small group cannot represent the whole school.

    Students

    Ss copy the project task and the vocabulary into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Writing survey questions and recording answers

a) Aims

Ss form and use the four types of survey questions (free time, sources, duration, reasons) and learn how to record answers without names.

b) Content

Ss work in groups of four. Each group reads the four question types and writes one question for each type:

  • Free-time question: 'What do you usually do after school?'
  • Source question: 'Where do you get information: TV or books?'
  • Duration question: 'How long do you watch TV each day?'
  • Reason question: 'Why do you watch your favourite programme?'
    After that, Ss fill in Worksheet 1 (survey sheet), using tally marks to record the answers of the group without writing names. Key vocabulary: viewer (người xem), channel (kênh truyền hình), programme (chương trình), character (nhân vật).

c) Expected outcomes

Each group has four questions in the correct form and a survey sheet with tally marks, for example:

  • Free-time: TV / reading / going out
  • Information: TV / books
  • Duration: under 1 hour / 1 hour / more than 1 hour
  • Reason: to learn / for fun
    All answers are recorded without names. Key grammar: 'How long do you watch...?' asks about duration; 'Why do you watch...?' asks about reasons.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four question types on the board and asks: 'Which question asks about time? Which question asks about reasons?' T distributes Worksheet 1 and sets a time limit of six minutes.

    Students

    Ss read the question types and identify: 'How long' asks about time; 'Why' asks about reasons.

  2. Teacher

    Step 2: Task performance

    T moves around the room, checks the question forms and corrects errors such as 'How long you watch TV?' to 'How long do you watch TV?'.

    Students

    Ss write four questions in groups and then practise asking each other. One student asks, another answers and a third records the answer with a tally mark.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its four questions aloud and asks the class to check the form of each question.

    Students

    A group reads: 'What do you usually do after school?' The class checks: 'Yes, the verb is correct.' Other groups correct their own questions if needed.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four question forms and the rule: record answers with tally marks and never write names. T reminds Ss to use the question forms exactly as written in the sheet.

    Students

    Ss correct their questions and copy the confirmed forms into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Reading the model report and the success criteria

a) Aims

Ss read the model report, understand the success criteria and recognise what the sample size means.

b) Content

Ss read the model text: 'These are invented sample results for five pupils, not a real survey. For favourite free-time activities, three chose TV, one reading and one going out. For information, three preferred books and two TV. Three watched for under an hour a day; two watched for one hour. Three watched to learn, and two for fun. A real report must use the answers actually collected.' Ss answer: 'How many pupils answered?' and 'Is the sample invented or real?' Then Ss discuss the success criteria: complete, sourced or clearly invented information, self-written language, and clear presentation.

c) Expected outcomes

Ss can state the key facts from the model report:

  • Sample size: five pupils (invented)
  • Free-time activities: TV 3, reading 1, going out 1
  • Information: books 3, TV 2
  • Duration: under one hour 3, one hour 2
  • Reasons: to learn 3, for fun 2
    Ss can explain: 'The sample is only five pupils, so the results cannot represent the whole school.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the model text and the success criteria. T asks: 'How many pupils answered?' and 'Is this a real survey?'

    Students

    Ss read the model silently for two minutes and underline the numbers and the words 'invented' and 'real survey'.

  2. Teacher

    Step 2: Task performance

    T asks groups to draw a quick bar chart or table for the free-time results and check whether the counts add up to five.

    Students

    Ss draw the table: TV 3, reading 1, going out 1. They check: 3 + 1 + 1 = 5. For information: books 3, TV 2, total 5.

  3. Teacher

    Step 3: Report and discussion

    T invites one group to report the results and asks: 'Can we say that all pupils in the school like TV?'

    Students

    Expected answer: 'No, we can say only that three of the five pupils chose TV for free-time activities. Five pupils is not the whole school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the success criteria: report the sample size, use the collected answers, avoid claims about everyone, and show the source or state that the data is invented.

    Students

    Ss write two rules in their notebooks: 'Always state the sample size' and 'Do not claim the results represent everyone'.

Activity 3: Practice · 15 minutes

Checking the project design

a) Aims

Ss apply the project requirements to check the task, the question types, the stages and the success criteria.

b) Content

Ss do exercises 1–4 in pairs. Exercise 1: Which product fulfils this unit's project task? A. An anonymous small-group TV survey with counts and a report, labelled with the sample size. B. A claim about all pupils based on one friend's answer. C. A TV timetable with no survey answers. Exercise 2: Match each project detail to the correct category (Free-time question, Duration question, Reason question). Exercise 3: Arrange the stages in order. Exercise 4: Check the project-specific success and safety criteria (a, b, c). Ss write the answers in their notebooks and explain their choices.

c) Expected outcomes

Answer key:

  1. A – An anonymous small-group TV survey with counts and a report, labelled with the sample size. (B and C lack the core content of the survey.)
  2. Free-time question – What do you usually do after school? / Duration question – How long do you watch TV each day? / Reason question – Why do you watch your favourite programme?
  3. Correct order: 1. Write questions about free time, sources, duration and reasons. 2. Ask a small group and record answers without names. 3. Count the answers and label the sample size. 4. Report the results without claiming they represent everyone.
  4. a) T (the report should state the number of pupils who answered). b) T (counts should agree with the recorded answers). c) F (five pupils' answers cannot prove what every pupil in the school likes).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows exercises 1–4 on the screen and sets a time of eight minutes. T reminds Ss to explain their choices with reasons from the project brief.

    Students

    Ss read the four exercises and decide which answers they are sure of and which need checking.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and asks: 'Why is B wrong?' and 'Why can't we say c) is true?'

    Students

    Ss work in pairs and answer. Expected reasoning: 'B is wrong because one friend is not all pupils.' 'c) is false because the sample is only five pupils.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to give their answers for exercises 3 and 4 and asks the class to agree or disagree.

    Students

    A pair says: 'The correct order is to write questions first, then ask, count and report.' The class agrees, and a second pair confirms that statement c) is false.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and confirms the key points: a survey must be anonymous, counts must match the answers, and the sample size must be stated. T explains that a claim about the whole school requires a much larger and proper survey.

    Students

    Ss check their answers, correct any mistakes and write the correct answers in their notebooks.

Activity 4: Application · 40 minutes

Making, presenting and giving feedback on our TV survey

a) Aims

Ss plan, produce and present their own TV survey report, then give a compliment and a suggestion to a partner.

b) Content

Step 1 (about 12 minutes): Each group plans its product in six points: (1) the product name; (2) the target group; (3) the free-time question; (4) the duration question; (5) the reason question; (6) one thing to check before sharing. Ss fill in Worksheet 2 (project checklist).
Step 2 (about 12 minutes): Ss conduct the survey with a small group, record the answers without names and write a report (in their own words, labelled with the sample size). If the group uses invented data, they must state that clearly.
Step 3 (about 10 minutes): Each group presents its project for 1–2 minutes. Presenters answer one question from a partner.
Step 4 (about 6 minutes): Ss give one compliment and one suggestion to a partner, using the forms: 'I like the way you explained...' and 'Could you make ... clearer?'
Homework (optional): Ss finish the written report and rehearse the presentation.

c) Expected outcomes

Each group submits:

  • A six-point plan with the four question types and the sample size
  • A written report of 80–100 words with counts and a sample size statement, for example: 'We asked five pupils. Three chose TV for free-time activities, one chose reading and one chose going out.'
  • A one-to-two-minute oral presentation
  • Each student writes one specific compliment and one suggestion for a partner, for example: 'I like the way you explained the reason question. Could you make the duration question clearer?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each student a role: leader, recorder, reporter and checker. T distributes Worksheet 2 and explains the criteria: complete, sourced or clearly invented, self-written language, and clear presentation.

    Students

    Ss choose their roles and read the criteria aloud. Ss ask: 'Do we have to use the model sentences?' T answers: 'No, you can write in your own words.'

  2. Teacher

    Step 2: Task performance

    T circulates to check the plan, the question forms and the spelling. T gives help only when Ss are stuck and reminds Ss not to use names in the survey.

    Students

    Ss plan the product, ask and record answers in the group, write the report, check spelling with a partner and rehearse the presentation.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present. After each presentation, T asks the class: 'How many pupils answered? Is the result for the whole school?' Partners then give one compliment and one suggestion.

    Students

    Presenters speak for 1–2 minutes. Expected compliment: 'I like the way you explained the free-time question. It helped me understand your idea.' Expected suggestion: 'Could you make the duration question clearer?'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback using the rubric: product, content, language, presentation and answers to questions. T praises accurate sample-size statements and reminds Ss that a small survey cannot represent the whole school. T asks Ss to finish the report at home.

    Students

    Ss listen to the feedback, note what they should improve and revise their report for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1: Survey sheet (Project: Television)
Group: ____ Number of respondents: ____ (write the number only, no names)

Questions:

  • Free-time question: What do you usually do after school?
  • Source question: Where do you get information: TV or books?
  • Duration question: How long do you watch TV each day?
  • Reason question: Why do you watch your favourite programme?

Record the answers with tally marks (no names):

  • Free time: TV ____ | Reading ____ | Going out ____
  • Information: TV ____ | Books ____
  • Duration: Under one hour ____ | One hour ____ | More than one hour ____
  • Reason: To learn ____ | For fun ____

Check:

  • Do the counts add up to the number of respondents? Yes / No
  • Have we written any names? Yes / No (It must be No.)

Phiếu học tập số 2

Worksheet 2: Project checklist

Part A – Six-point plan

  • (1) Product name: ____
  • (2) Target group (who answered): ____
  • (3) Free-time question: What do you usually do after school?
  • (4) Duration question: How long do you watch TV each day?
  • (5) Reason question: Why do you watch your favourite programme?
  • (6) One thing to check before sharing: ____

Part B – Success criteria

  • The report states the sample size. ☐
  • The counts match the recorded answers. ☐
  • The report does not claim the results represent the whole school. ☐
  • The data is real, or clearly labelled as invented. ☐
  • The language is written in our own words. ☐
  • The report is neat and easy to read. ☐

Part C – Peer feedback

  • One specific compliment for my partner: I like the way you ____.
  • One suggestion: Could you make ____ clearer?

Homework

  • Finish the written report (80–100 words) in your own words. State the sample size and the counts for each question, without names.
  • Check the spelling of the key words: cartoon, documentary, channel, programme, viewer, educational, comedy, character.
  • Rehearse your one-to-two-minute presentation with a family member or a friend. Prepare one answer to a possible question from a partner.
  • Visit neoedu.vn/learn/6/english/unit-7-project to review the lesson notes and do the interactive exercises on question forms and the project.

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