Kế hoạch bài dạy Tiếng Anh 6 - Unit 7: Television - Lesson 6

Nội dung text: Kế hoạch bài dạy Tiếng Anh 6 - Unit 7: Television - Lesson 6

1. Unit 7: TELEVISION Lesson 6: SKILLS 2 Week 20 Period: 56 Class Date of teaching Attendance I. OBJECTIVES: By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Understand the key words: educational, main, cute, clever, funny, character. * Pronunciation: - Pronounce the key words correctly: educational, main, cute, clever, funny, character. * Grammar: - use Wh-question to make questions - use conjunctions in compound sentences: and, but, so 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. b. Specific competencies: - listen to get specific information from a recommended TV schedule; - write a short guided passage about one’s watching TV habits. 3. Qualities: - Positive about the leisure activities. - Students know how to watch TV correctly and some suitable children’s programes. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW)
2. 1. Aim: - To develop student’s listening skills for specific information. It also provides input for the writing skills. - To learn how to write an email to a friend or penpals. 2. Content: - Revision : Describe a TV programme you like. - Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmostphere to the new lesson - A chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting * Kim’s game * Kim’s game Teacher shows some pictures of TV programmes. Teacher asks students to look carefully at them for about thirty seconds. Then take the pictures away and ask them to call out what they can remember. Year End Meeting Teacher asks students some questions to lead in the listening tasks: + What programme did you watch last night? + What was it about? News + What did you like about it?
3. + What didn’t you like about it? + Why did you like/dislike it? Who is the millionaire? Rap Viet Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to the lesson. Who is Single? ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To draw students’ attention to the keyword of the listening task. To help students develop their listening skill for specific information (True – False). To summarize the key information in the listening tasks. 2. Content: Get used to listening skill Listen again to get more information 3. Products: Vocabulary about the topic Guessing the answers to the questions. Improvement of listening skills. Choose the correct answer correctly. The key information in the listening tasks.
4. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in Skills 2 Step 2: Task performance (Pre-listening) “We are going to read a schedule of some Teacher allows students some time to programmes on TV. read the programmes in the table. First, I would like you to read it, Teacher asks them to focus only on the underline the important key words (“the information they need: the channel. channel”), then listen to tick which channel it belongs to.” While-Listening Task 1: Listen and tick the correct channel for each programme. Teacher plays the recording. Students listen and tick. Teacher checks their answers as a Task 1: Listen and tick the correct class. channel for each programme. Answer key: Program Channel Channel Channel me 1 2 3 While-listening Green ￿ Task 2: Listen again and tick T Summ (True) or F (False). er This activity requires students to listen My ￿ more carefully for details. Childhoo d
5. Teacher allows students some time to Harry ￿ read the statements first and see if they can Potter answer any of them based on the previous Englis ￿ listening. h and Teacher draws students’ attention to Fun the fact that almost all the questions start with the names of the programmes. They are Task 2: Listen again and tick T signals that the answers are coming. (True) or F (False). Teacher plays the recording. Students listen and tick. Teacher checks their answers as a class. If students have difficulty in catching the information, determine their answers, pause the recording after each sentence where the information appears. Post-Listening Teacher asks students questions to complete the mind map about the content of Audio script: the previous listening tasks. Here are some interesting TV Step 3: Report and discussion programmes for you. Green Summer, a - Ss write down the new vocabulary music programme, is on Channel 1. It - T asks, Ss answer some more questions starts at eight o’clock. My Childhood is on about the lesson Channel 2. It’s the story of a country boy Step 4: Judgement - T gives feedback on the reaction of Ss and his dog Billy. On Channel 3, you will watch Harry Potter at 8.30. Children all over the world love this film. If you like to learn English, you can go to English and Fun on Channel 1. It’s at nine o’clock. We hope you can choose a programme for yourself. Enjoy and have a great time. ACTIVITY 3: PRACTICE (20' ) 1. Aim: - To guide and prepare students with information for their writing in Task 4.
6. -To guide students how to write a paragraph about TV-watching habits. 2. Content: - Write the answers to the questions - Use the information above to write a paragraph about TV-watching habits. 3. Products: - Understand more about using the words in contexts. - Getting more information to understand the script. - Choose the correct answer correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Step 2: Task performing Pre-Writing Task 3: Read and answer. Task 3: Read and answer. Students have to answer a Suggested answers: questionnaire about TV-watching habits. 1. How much do you like watching Teacher lets students read the TV? - Not much. questions and tick the most appropriate 2. How many hours a day do you answers for themselves. watch TV? - Less than one hour. Teacher asks them to think of a TV 3. When do you watch TV the most? programme they like and write the answer to - In the evening. Question 5. 4. Do you watch TV when you are Step 3: Report and discussion - Ss write down the new vocabulary eating? - Never. - T asks, Ss answer some more questions 5. What TV programme do you about the lesson watch the most? - A. Cartoons. While-Writing Task 4: Write a paragraph of about Task 4: Write a paragraph of 50 words about your TV-viewing habits. about 50 words about your TV-viewing Use your answers in Task 3. habits. Use your answers in Task 3. Teacher lets students work Sample answer: individually.
7. Teacher asks them to refer to the I like watching TV, about one hour a questions and their answers in 3 while they day. I only watch TV in the evening. are writing. These questions are a very good During the day, I go to school. On guide of how to form a sentence and what Saturday and Sunday, I watch more. information they need to complete the Sometimes I watch TV when I’m eating, but sentence. I never watch TV when I’m studying. I Teacher tells students that the watch Da Vinci most. It has interesting information in the questions in Task 3 has educational programmes for children. been arranged in a logical order and they can organise their writing by referring to their answers one after another. Teacher goes round and offer help if needed. If time allows, ask some students to share their writing with the class. If not, collect some students’ writings to correct at home. Teacher asks students to exchange their textbooks to check their friends’ writing. Teacher then gives feedback as a class discussion Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assigments 2. Content: A mind map summarising the main points of the lesson. Home assigments 3. Products: Review the old lesson Take note Home assigments 4. Implementation:
8. TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - T has Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assigments Step 2: Task performance - Teacher summarizes the lesson * Home assigments: - T lets Ss take note the home assignments - Finish writing the paragraph. Copy in the note books. - Do more exercises in workbook. Step 3: Report and discussion - T asks, Ss answer about school -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: .