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

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the speaker and the topic of a listening text about television, and listen for specific information about people, places, times and actions
  • use the vocabulary about television (cartoon, documentary, channel, programme, viewer, educational, comedy, character) to talk and write about TV-viewing habits
  • write a paragraph of about 50 words about their own TV-viewing habits, following a keyword plan and a revision checklist

2. Competences

a) General competences

  • Self-control and independent learning: Ss make their own keyword plan before writing and check their own paragraph against a revision checklist without being told every mistake.
  • Communication and collaboration: Ss work in pairs to share their TV habits and give peer feedback on each other's paragraphs using the checklist.
  • Problem-solving and creativity: Ss decide which details, reasons and sensible habits to include in their own paragraph and correct a sentence error by explaining the grammar rule.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen twice to a TV guide, note keywords, answer six multiple-choice questions, and write a paragraph of about 50 words about their TV habits.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the unit, use present simple with third-person singular -s (for example, 'He watches cartoons'), and use frequency and time expressions (three evenings a week, for thirty minutes).

3. Personal qualities

  • Diligence: Ss complete the keyword plan, write every sentence of the paragraph and revise it at least once.
  • Responsibility: Ss listen carefully without looking at the answers first and write their own details, not copied from the listening script or from the teacher's model.
  • Honesty: Ss report their real TV-viewing habits in the paragraph and admit when they are not sure of an answer during the listening check.
  • Kindness: Ss give constructive, polite comments to their partner when they check each other's paragraphs.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 6 (Global Success), Unit 7, Skills 2, and the listening audio from the audio button in the exercise
  • Projector or slides with the eight vocabulary words, the keyword plan, the revision checklist and the answer key
  • Whiteboard and markers
  • Worksheet No. 1 and Worksheet No. 2 (printed for each pair)
  • NeoEdu digital resource: neoedu.vn/learn/6/english/unit-7-skills-2 (lesson presentation and interactive exercises, used in the Practice activity)

2. Students

  • Textbook, notebook, pencil, pen and eraser
  • Worksheet No. 1 and Worksheet No. 2
  • A small piece of paper or sticky note for the keyword plan

III. Procedures

Activity 1: Warm-up · 5 minutes

TV in our lives

a) Aims

Ss activate prior knowledge about TV programmes and share how often they watch TV, so that they are ready to listen and write about TV habits.

b) Content

Ss look at pictures of different TV programmes on the slide and answer T's questions: What kinds of TV programmes do you know? Which programme do you like best? How often do you watch TV? Ss match the words cartoon, documentary, comedy and news with the pictures.

c) Expected outcomes

Ss give the names of 4 to 5 programme types, for example: cartoon, documentary, comedy, news, game show. Ss can say one simple sentence about their favourite programme, for example: 'I like cartoons because they are funny.' Ss understand the lesson goal: listen for specific information and write a paragraph about their TV habits.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures of TV programmes and asks: 'What kinds of TV programmes do you know?' T writes the lesson title Television and the goal on the board.

    Students

    Ss look at the pictures and think about the questions silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. Pairs name the programmes in the pictures and ask each other: 'How often do you watch TV?'

    Students

    Pairs match the words with the pictures and answer. Possible answers: 'I watch TV every evening.' / 'I like cartoons because they are funny.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to share their answers and writes the programme words on the board.

    Students

    Representatives report: 'We like documentaries because we like animals.' Other Ss add any new programme names.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the words cartoon, documentary, comedy and programme, and explains that today Ss will listen for details and write about their own TV habits.

    Students

    Ss copy the new words into their notebook and repeat them after T.

Activity 2.1: Knowledge formation · 12 minutes

Listen with a purpose

a) Aims

Ss identify the speaker and the topic of a TV guide and listen for specific information about people, places, times and actions.

b) Content

Listening 1: Ss listen once to find out who the speaker is and what the topic is. T does not show the answers before listening.
Listening 2: Ss listen again and note keywords about people, places, times and actions in the table of Worksheet No. 1 (for example: Friday, Fun Corner, a cartoon, six o'clock, thirty minutes, half past seven, nature).
Ss check their keywords with a partner before T gives the whole-class answer.

c) Expected outcomes

Speaker and topic: a speaker presents an imaginary Friday TV guide; the topic is Television.
Keywords (sample):

  • Day: Friday
  • 5:00 p.m.: Fun Corner, a cartoon about a clever rabbit
  • 6:00 p.m.: Earth Today, a documentary about rivers, lasts thirty minutes
  • 7:30 p.m.: Ss stop watching after doing homework
  • Reason: the speaker prefers the documentary because he or she likes nature
    Knowledge gained: Ss know how to listen for the speaker and topic first, and then listen again for keywords about people, places, times and actions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the listening once. T says: 'Listen and find out who is speaking and what the topic is. Do not look at the questions yet.' T then plays it a second time and gives Worksheet No. 1 to each pair.

    Students

    Ss listen to the audio for the first time and write the speaker and the topic on the worksheet.

  2. Teacher

    Step 2: Task performance

    T asks Ss to listen again and fill in the keyword table. T walks around and helps Ss who miss the times.

    Students

    Ss listen again and write keywords in the table. Ss compare their keywords with a partner. Possible answers: 'Friday', 'Fun Corner', 'cartoon', 'six o'clock', 'thirty minutes', 'nature'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who is speaking? What is the topic?' T then asks Ss to say the keywords for each programme. T writes the answers on the board.

    Students

    Ss answer: 'The speaker is presenting a TV guide. The topic is television.' Ss read out keywords, for example: 'Earth Today starts at six and lasts thirty minutes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the listening strategy: listen once for the speaker and topic, listen again for keywords (people, places, times, actions). T highlights the words documentary and cartoon, and the time expressions at six and half past seven.

    Students

    Ss copy the strategy into their notebook and repeat the key words after T.

Activity 2.2: Knowledge formation · 8 minutes

Plan and revise a TV-viewing paragraph

a) Aims

Ss plan a paragraph about their TV-viewing habits with keywords and check it against a revision checklist.

b) Content

Ss read the teacher's model paragraph on the slide only to identify the topic sentence and the five required ideas: how often, how long, a kind of programme, a reason, and one sensible habit. Ss must NOT copy the model.
Then Ss fill in the keyword plan in Worksheet No. 2 with their own details (how often, how long, programme, reason, habit) and write full sentences from it.
Ss use the revision checklist: content (all ideas present), pronouns (I/we used consistently), verbs (correct form, e.g. 'He watches'), time expressions (correct position).

c) Expected outcomes

Ss' keyword plan (own details), for example:

  • How often: four evenings a week
  • How long: forty-five minutes
  • Programme: comedies
  • Reason: they make me laugh
  • Sensible habit: finish homework before watching TV
    Revision checklist: all five ideas present; 'I' used consistently; verb forms correct (watches, not watch, after he/she/it); time expressions in the right place.
    Knowledge gained: a paragraph is planned from keywords first, then written in full sentences, and then revised with a checklist.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the teacher's model on the slide and asks: 'Which sentence tells how often? Which one gives a reason?' T then gives Worksheet No. 2 and explains the revision checklist.

    Students

    Ss read the model to find the five required ideas. Ss do not copy the model's sentences.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their own keyword plan in the worksheet, then change keywords into full sentences. T walks around and checks that Ss use their own details.

    Students

    Ss write their keyword plan (five ideas) and then write 4 to 5 full sentences. Ss use the checklist to check their sentences.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 Ss to read one sentence from their plan and explain one correction they made.

    Students

    Ss read out their sentences. Possible answer: 'I watch TV four evenings a week. I usually watch it for forty-five minutes after dinner.' Ss say: 'I changed watch to watches because the subject is he.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a paragraph needs a plan first, then full sentences, then revision. T reminds Ss to keep the paragraph about their own habits.

    Students

    Ss keep the plan and the checklist in their notebook for the Application activity.

Activity 3: Practice · 8 minutes

Listening check

a) Aims

Ss answer six multiple-choice questions about the listening text and give evidence from the audio to support each answer.

b) Content

Ss do questions 1 to 6 of the exercise in the textbook. Ss listen to the audio again, choose A, B or C, and say the words in the audio that show the answer. T then opens the NeoEdu interactive exercise to check the answers.
Questions:

  1. Which day is the guide for? A. Thursday B. Saturday C. Friday
  2. What is the cartoon about? A. A robot teacher B. A clever rabbit C. A sea turtle
  3. When does Earth Today start? A. At six B. At five C. At seven
  4. How long is the documentary? A. Twenty minutes B. Sixty minutes C. Thirty minutes
  5. Why does the speaker prefer the documentary? A. A dislike of rivers B. An interest in nature C. A love of prizes
  6. When do they stop watching? A. At seven thirty B. At six thirty C. At eight

c) Expected outcomes

Answer key with evidence:

  1. C - Friday. Evidence: 'Here is our imaginary Friday TV guide.'
  2. B - A clever rabbit. Evidence: 'At five o'clock, Fun Corner shows a cartoon about a clever rabbit.'
  3. A - At six. Evidence: 'At six, Earth Today has a documentary about rivers.'
  4. C - Thirty minutes. Evidence: 'It lasts thirty minutes.'
  5. B - An interest in nature. Evidence: 'I prefer the documentary because I like nature.'
  6. A - At seven thirty. Evidence: 'We do our homework before watching, and we stop watching at half past seven.'
    Knowledge gained: Ss can locate a detail in the audio and match it to the correct option.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read questions 1 to 6 quietly and underline the key words (for example: day, cartoon, start, long, prefer, stop). T says: 'Do not choose answers before listening.'

    Students

    Ss read the questions and underline key words in their textbook.

  2. Teacher

    Step 2: Task performance

    T plays the audio. T pauses after each answer and asks: 'Where did you hear it?' T gives Ss 30 seconds to write their answers.

    Students

    Ss listen and choose A, B or C. Ss write the matching evidence in their notebook.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers in order. T checks the evidence and opens the NeoEdu exercise to confirm the answers.

    Students

    Ss answer: '1 C, Friday.' '2 B, a clever rabbit.' Ss say: 'I hear six o'clock in the sentence about Earth Today.' Ss correct their answers if needed.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the time words: at five o'clock, at six, at half past seven. T reminds Ss that the answer is always in the audio, but the words may be different.

    Students

    Ss check their answers and write corrections in red or another colour.

Activity 4: Application · 12 minutes

Writing my TV-viewing paragraph

a) Aims

Ss write a paragraph of about 50 words about their own TV-viewing habits, using the keyword plan and the revision checklist.

b) Content

Ss use their keyword plan from the explore activity to write a paragraph of about 50 words (around 45 to 55 words) about their TV-viewing habits. The paragraph must say how often and how long they watch, name a kind of programme, give a reason and describe one sensible habit.
Task 8 of the textbook: Ss write one opening sentence, show one sentence before and after revision, and explain the correction. Example of a correction: 'He watch cartoons' becomes 'He watches cartoons' because the subject is third-person singular in the present simple.
If there is not enough time, Ss finish the paragraph at home.

c) Expected outcomes

A paragraph of about 50 words about Ss' own TV habits, including: how often (for example: 'I watch TV four evenings a week.'), how long ('for forty-five minutes'), a kind of programme ('I like comedies'), a reason ('because they make me laugh') and one sensible habit ('I finish my homework before I watch TV.').
A correction example written by the student, with a short explanation of the grammar rule.
Knowledge gained: Ss can use frequency and time expressions, third-person -s, and sentence linking to write a short personal paragraph.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board: 'Write a paragraph of about 50 words about your TV-viewing habits.' T reminds Ss to use only their own details and not the listening script.

    Students

    Ss look at their keyword plan and check the five required ideas.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write the paragraph individually. T asks pairs to swap their paragraphs when they finish and check each other's work with the checklist.

    Students

    Ss write about 50 words. Pairs exchange paragraphs and tick the checklist: all ideas present, 'I' used consistently, verbs correct, time expressions correct. Ss write one suggestion for their partner.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 Ss to read their opening sentence and to explain one correction they made.

    Students

    Ss read, for example: 'I watch television four evenings a week, usually for forty-five minutes after dinner.' Ss explain: 'I changed watch to watches because the subject is he.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the paragraphs that have all five ideas and clear time expressions. T points out a common error (for example: missing -s with he, she or it) and tells Ss to correct it in their final version.

    Students

    Ss rewrite their paragraph with the corrections and keep it for the teacher to comment on.

Worksheets

Worksheet No. 1: Listen with a purpose

Listening 1: Who is speaking? Write your answer.

  • Speaker: ______
  • Topic: ______

Listening 2: Write keywords in the table.

  • Day: ______
  • Programme 1 (time, name, kind): ______
  • Programme 2 (time, name, kind, length): ______
  • Stop watching (time): ______
  • Reason the speaker gives: ______

Check with your partner before the class answer.

Worksheet No. 2: Keyword plan and revision checklist

Part A. Keyword plan (use your own details)

  • How often do you watch TV? ______
  • How long do you watch? ______
  • Which kind of programme do you like? ______
  • Reason: ______
  • One sensible habit: ______

Part B. Write 4 to 5 full sentences from your plan.

Part C. Revision checklist (tick when done)

  • All five ideas are in my paragraph.
  • I use the pronoun I consistently.
  • My verbs are correct (for example: he watches, not he watch).
  • Time expressions are in the correct position.
  • My paragraph has about 50 words.

Homework

  • Finish the paragraph of about 50 words about your TV-viewing habits. Use your own details, not the listening script.
  • Revise your paragraph with the checklist: all five ideas, I used consistently, correct verb forms and time expressions.
  • Write one sentence from your paragraph before and after revision, and explain the correction in one or two sentences.
  • Do the interactive exercises on NeoEdu (neoedu.vn/learn/6/english/unit-7-skills-2) to review the listening questions and the vocabulary: cartoon, documentary, channel, programme, viewer, educational, comedy, character.
  • Bring your final paragraph to the next lesson. Your teacher will read it and give comments.

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