Giáo án tiếng Anh 6 Global Success học kì 2 tích hợp Năng lực số

Date of planning:…………..

Date of teaching: ………..…

WEEK: …

Period 55 : UNIT 7 : TELEVISION

Lesson 1: GETTING STARTED

What’s on today?

Vocabulary

- TV programmes

Pronunciation:

Sounds: /θ / and /ð/

Grammar

- Wh - questions

- Con junctions in compound sentences: and, but, so.

Skills:

- Reading a TV guide.

- Talking about a favourite TV programme.

- Listening to different TV programmes.

- Writing a paragraph about TV-viewing habits.

Everyday English

Asking for and giving information about TV programmes.

1. WARM UP & INTRODUCTION (3’-5’)

*Aims:

– To create an active atmosphere in the class before the lesson;

– To give the teacher and Ss a chance to introduce themselves;

– To lead into the new unit.

* Content: Review the previous lesson or have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson.

* Outcome: Having a chance to speak English and focus on the topic of the lesson..

* Organisation :Teacher’s instructions …

For students with disabilities

Teacher's guidance:

- Write the topic word television on the board and read it slowly twice.

- Show 2 simple pictures or word cards related to the lesson.

- Ask one short question and provide a model answer.

For students with disabilities

Student's activities:

- Repeat the topic word: television.

- Point to one correct picture or word card.

- Give one short answer by following the teacher's model.

Teacher’s & Student’s activities

Content

+ Greeting

+ Ask SS some questions about class and do the tasks.

- Review the previous unit before SS opens their books. Organise a short If you remember game to revise how other countries celebrate their New Years. For example, T can say throwing water on other people and Ss respond to Thailand. Continue with about 4-5 countries SS have learnt from Unit 6.

Create a spider web.

- To start the lesson, write the word TELEVISION in the centre of the web and ask SS to call out words related to the topic.

- T may allow them to give Vietnamese words and ask other Ss in the class for the English equivalent. Then write in the corner of the board a list of the words SS don't know and ask them to keep a record for later reference when the unit finishes.

- T can list the words in a corner of the board.

- Ask SS to open their books to page 6 . Draw their attention to the yellow box and introduce what they are going to learn in this unit.

For students with disabilities

Teacher's guidance:

- Write the topic word television on the board and read it slowly twice.

- Show 2 simple pictures or word cards related to the lesson.

- Ask one short question and provide a model answer.

For students with disabilities

Student's activities:

- Repeat the topic word: television.

- Point to one correct picture or word card.

- Give one short answer by following the teacher's model.

+ Greeting

-T_Ss

- Students (Ss) listen and learn how to do it .

- Answer the teacher’s questions and enquirements.

+ Students (Ss) listen and learn how to do the tasks.

- Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1:

Aim: To set the context for the introductory text;

- To introduce the topic of the unit.

* Content: Listen and read conversation to be used to the vocabulary; new grammar points.

* Outcome: Reading practice. Finding out new words; Ss become familiar with the new language items.

* Organisation : ..…

Teacher’s & Student’s activities

Content

1. Listen and read.

- To introduce the topic of the unit.

- Set the context for the introductory text: Ask Ss to look at the title of the conversation and the picture. - Ask them 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?

• What channel/programme do you like best?

• ...

- Encourage SS to give their answers, but do not confirm whether their answers are right or wrong.

- Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the unit's topic while they are listening and reading.

- Invite some pairs of Ss to read the dialogue aloud.

- Ask SS what exactly Phong and Hung are talking about. Now confirm the correct answer. (They are talking about their favourite TV programmes.)

- Have Ss say the words in the text that they think are related to the topic Television. Quickly write the words on one part of the board.

- Quickly teach / introduce the new words if have

*) Teach vocabulary:

- Teacher uses different techniques to teach vocabulary (situation, realia, translation .....)

+ Teacher may introduce the vocabulary by:

- providing explanations of the words;

- showing a picture illustrating the word.

+ Follow the steps to teach vocabulary

- Repeat in chorus and individually

+ Check vocabulary

+ Take note.

- Call on some pairs of Ss to read the conversation aloud.

- Comment on Ss'answers.

For students with disabilities

Teacher's guidance:

- Point to the main picture and name the people or objects.

- Teach and read 4 target words: cartoon, channel, programme, character. Let the student repeat each word twice.

- Play one short part of the recording and pause after each sentence.

For students with disabilities

Student's activities:

- Repeat the words: cartoon, channel, programme, character.

- Listen and point to the word or picture heard.

- Read one short line after the teacher.

1. Listen and read.

-T_Ss

- Listen carefully to the context .

- Answer the teacher’s questions.

- Listen carefully and read aloud.

* Vocabulary

- cartoon (n) phim hoạt hình

- show (n) cuộc thi, buổi biểu diễn

- animated (adj) (– film) phim hoạt hình

- character (n) nhân vật

- channel (n) Kênh (truyền hình)

- educational (adj) mang tính giáo dục…

- Take note.

- Copy

3. PRACTICE (18’)

ACTIVITY 2:

Aim: To help Ss focus on the topic of the lesson.

* Content: Listen and read the conversation again and choose the correct answer.

* Outcome: Understanding deeply more the content of the conversation.

* Organisation : Following clear instructions..

Teacher’s & Student’s activities

Content

2. Choose the correct answer A,B or C.

- Ask SS to read the questions carefully and choose the correct answers. Encourage them not to look back at the conversation.

- Allow SS to work in pairs if they would like to.

- Check their answers as a class. Show them where in the conversation to find the answers.

- Explain the meaning of some words if necessary. Ss practise saying the sentences together.

- T gives the correct answers.

- Confirm the correct answers.

For students with disabilities

Teacher's guidance:

- Read items 1 and 2 and remove one unnecessary option when needed.

- Underline the key word or clue in each item.

- Let the student choose one answer at a time.

For students with disabilities

Student's activities:

- Do items 1 and 2 only.

- Answers: 2. Choose; 1. C; 2. A.

- Copy the two selected answers.

2. Choose the correct answer A,B or C.

-T_Ss

- Listen carefully to the instructions

- Follow the teacher’s instructions

- Give the answers and check.

* Key:

1. C 2. A 3. A 4. A

ACTIVITY 3:

Aim: To help Ss learn the names of some TV programmes.

* Content: Read and Match learn the names of TV programmes

* Outcome: SS can match correctly and learn some TV programmes.

* Organisation : …

3. Read the conversation again and match 1-5 with a-e.

- Encourage SS to do this activity without looking back at the conversation. If they cannot, let them read the conversation again to find the answers.

- Allow SS to work in pairs if they would like to.

- Check the answers as a class.

- Allow Ss to share answers before discussing as a class. Write the correct answers on the board.

- Allow Ss to share answers before discussing as a class.

- T gives correct answer

For students with disabilities

Teacher's guidance:

- Read the first three words or phrases and show the corresponding pictures or options.

- Model the first matching pair.

- Guide the student to match one item at a time.

For students with disabilities

Student's activities:

- Match items 1-3 only.

- Suggested answers: 3. Read; 1. c; 2. a.

- Read the matched words or phrases.

3. Read the conversation again and match 1-5 with a-e.

-T_Ss

- Learn how to do it

- Ss to work in pairs

- Compare the answers

- Give the answers.

- Copy them

*Key :

1. c 2. a 3. e 4. b 5. d

ACTIVITY 4:

Aim: To help Ss focus on the use of adjectives to describe TV programmes and characters.

* Content: Listen and read the conversation and write the adjectives which describe the programmes

* Outcome: Ss can describe the programmes and characters.

* Organisation : …

4. Find and write the adjectives in the conversation which describe the programmes and characters below.

- Ask SS to work independently. Guide them to look back at the conversation and find where the names of the programmes / characters appear.

- Allow Ss to share their answers and discuss.

- Check the answers as a class

Confirm the correct answers.

For students with disabilities

Teacher's guidance:

- Point to the main picture and name the people or objects.

- Teach and read 4 target words: cartoon, channel, programme, character. Let the student repeat each word twice.

- Play one short part of the recording and pause after each sentence.

For students with disabilities

Student's activities:

- Repeat the words: cartoon, channel, programme, character.

- Listen and point to the word or picture heard.

- Read one short line after the teacher.

4. Find and write the adjectives in the conversation which describe the programmes and characters below.

- Listen carefully and learn how to do it.

- Work independently

- Ss do themselves. Give the answers

Key : 1. interesting 2. wonderful

3. clever 4. educational

4. PRODUCTION/ APPLICATION (8’)

ACTIVITY 5:

Aim: To help SS talk about what TV programme(s) they like.

* Content: Interview their partners about favourite TV programmes and report them.

* Outcome: Ss can report their favourite TV programmes.

* Organisation :...

Teacher’s & Student’s activities

Content

5. Work in groups. Interview your partners about their favourite TV programmes and report to the class.

- T can demonstrate by talking about his / her favourite programme(s) first. For example: I like films about animals in faraway countries like Kenya or India. They are on the Animal Planet.

- Then allow SS some time to discuss in groups before deciding on the programmes they like.

- Each group then shares their answers by reading them aloud to the class. The class votes for the group with the most interesting answers.

- Go round and help if needed.

- Call on some SS to stand up and read their words.

- The class listens and says if it's related to Tet or not.

For students with disabilities

Teacher's guidance:

- Read the title and the first two questions with the student.

- Underline 2 key words in each question and locate the related sentence in the text.

- Allow one-word or short-phrase answers.

For students with disabilities

Student's activities:

- Read 1-2 short sentences with the teacher's help.

- Answer questions 1 and 2 only.

- Underline 2 familiar words in the text.

5. Work in groups. Interview your partners about their favourite TV programmes and report to the class.

- Listen carefully and learn how to do it.

- Group works

- Ss play game

- Fulfil the tasks.

5. WRAP-UP & HOMEWORK (2’)

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say aloud some words they remember from the lesson.

- If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the wh-question words and conjunctions at the end, and tells SS that they will learn these language points in the following lessons.

* HOMEWORK

- Read the conversation again on page 6.

- Do more exercises in the workbook.

- Prepare new lessons.