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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 8. Sports and games

Giáo án Getting Started

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify who is speaking, what the situation is and the purpose of the dialogue;
    • use the vocabulary of sports and games (racket, goggles, equipment, competition, winner, marathon, aerobics, referee) in context;
    • use the past simple of regular and irregular verbs (won, practised, shook, went, had) to talk about finished actions;
    • use the imperative and its negative form (Wear goggles. Don't run near the pool.) to give safety rules;
    • respond politely to congratulations and to news about a sports event.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers against the text clues and correct their mistakes after reflecting on the context.
  • Communication and collaboration: Ss work in pairs to change one detail of the dialogue and practise it, and they give polite replies in pair and group work.
  • Problem-solving and creativity: Ss guess the meaning of new words from the surrounding sentences and create a new line to continue the dialogue with a new detail about sports and games.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the dialogue for gist and specific information, answer questions orally and in writing, and continue the dialogue with suitable lines.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the past forms and new words correctly, use the new vocabulary and the past simple and imperative structures accurately.

3. Personal qualities

  • Diligence: Ss complete all tasks on time and try to correct their own mistakes.
  • Kindness: Ss congratulate and encourage their partners politely and show good sportsmanship in their role play.

II. Teaching aids and materials

1. Teacher

  • Textbook English 6 (Global Success), Unit 8 – Getting Started
  • Board, markers and the dialogue written on the board or projected
  • Projector or interactive whiteboard
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • NeoEdu lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/6/english/unit-8-getting-started

2. Students

  • Textbook and notebook
  • Pencils, pens and an eraser
  • A small piece of paper for writing answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming sports and games

a) Aims

Ss activate prior knowledge of sports and games and get ready for the topic of the lesson.

b) Content

Ss look at the word web on the board with the centre 'Sports and games' and name as many sports and games as they can in English, for example badminton, swimming, football, chess. Then Ss say which sports they like to play or watch and whether they have ever won a match or a competition.

c) Expected outcomes

  • A word web with at least 8 sports or games written by Ss (for example: badminton, tennis, swimming, football, volleyball, table tennis, chess, marathon).
  • Each S answers in one sentence, for example: 'I like badminton. I play it on Sundays.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws a word web with the centre 'Sports and games' on the board and asks: 'What sports or games do you know? Name them in English.' T gives Ss 1 minute to think.

    Students

    Ss listen to the instructions and think silently about the sports and games they know.

  2. Teacher

    Step 2: Task performance

    T walks around, encourages weaker Ss and helps with spelling. T writes the new words that Ss say on the word web.

    Students

    Ss work in pairs, call out sports and games and write them in their notebooks. Expected answers: badminton, football, swimming, tennis, chess, volleyball, marathon.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which sport do you like most? Who won a match recently?' T calls on 2–3 Ss to answer.

    Students

    Ss answer in full sentences. Expected answers: 'I like badminton.' 'My brother won a football match last week.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss' ideas and says: 'Today we will read a short conversation about a badminton match. Let's find out what happened.' T writes the title of the lesson on the board: Getting Started.

    Students

    Ss listen and write the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Exploring the situation through the dialogue

a) Aims

Ss identify the speakers, the situation and the purpose of the dialogue, and find the words related to sports and games by using context clues.

b) Content

Ss read the dialogue silently, answer the questions in Worksheet 1, underline the words related to sports and games, and guess the meaning of new words from the sentences around them before they check the vocabulary list.
The dialogue:
Mai: I won my first badminton match yesterday.
Hung: Congratulations! You worked hard.
Mai: Thank you. I practised with my sister on Saturdays.
Hung: Was the match difficult?
Mai: Yes. The other player was very good. We shook hands after the game.
Hung: Well done. That is good sportsmanship.

c) Expected outcomes

Answers to Worksheet 1:

  • Who is speaking? Mai and Hung (two friends or classmates).
  • What is the situation? Mai is talking about her first badminton match, and Hung congratulates her.
  • What is the purpose? To share good news and to congratulate.
  • Words related to sports and games: badminton, match, practised, the other player, shook hands, game, good sportsmanship.
  • Meaning from context: 'shook hands' means 'put hands together to greet or to show respect after a game'; 'sportsmanship' means 'fair and polite behaviour in sports'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Read the dialogue silently. Answer questions 1–3 and underline the sports words. Then guess the meaning of the words in bold from the sentences around them.' T gives Ss 3 minutes.

    Students

    Ss read the dialogue and the questions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Who won the match?' 'What did Mai do after the game?' T helps Ss who need more time.

    Students

    Ss work in pairs, answer the questions and discuss the meaning of the words. Expected answer for Q2: 'Mai is talking about her match; the place is not mentioned.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to report. T asks: 'How do you know the meaning of sportsmanship?' and 'What clue helped you?'

    Students

    Ss report their answers. Expected answer: 'Hung says "That is good sportsmanship" after Mai says they shook hands, so it means polite and fair behaviour.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains that reading the context helps us understand new words, and writes the key words on the board.

    Students

    Ss copy the key words and their meanings into their notebooks and correct their answers if needed.

Activity 2.2: Knowledge formation · 7 minutes

Presenting the new vocabulary

a) Aims

Ss pronounce and understand the eight new words of the lesson and use them in context.

b) Content

Ss listen to T or the recording, repeat the words chorally and individually, check their meaning in the vocabulary list (racket, goggles, equipment, competition, winner, marathon, aerobics, referee), and match the words with their Vietnamese meanings in Worksheet 2, Part A.

c) Expected outcomes

Vocabulary list with meanings:

  • racket (vợt)
  • goggles (kính bơi)
  • equipment (dụng cụ)
  • competition (cuộc thi)
  • winner (người thắng)
  • marathon (cuộc chạy ma-ra-tông)
  • aerobics (thể dục nhịp điệu)
  • referee (trọng tài)
    Answers to Worksheet 2, Part A: racket – vợt; goggles – kính bơi; equipment – dụng cụ; competition – cuộc thi; winner – người thắng; marathon – cuộc chạy ma-ra-tông; aerobics – thể dục nhịp điệu; referee – trọng tài.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat the new words. Then match them with their meanings in Worksheet 2, Part A.' T models the pronunciation of each word and stresses the syllables in marathon /ˈmærəθɒn/ and aerobics /eəˈrəʊbɪks/.

    Students

    Ss listen carefully and look at the worksheet.

  2. Teacher

    Step 2: Task performance

    T uses a 'Chain game': T says a word and Ss repeat it, then T asks individual Ss to read a word aloud. T checks the matching task by walking around.

    Students

    Ss repeat the words in chorus and individually, then complete the matching task in pairs.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word is for a person who wins? Which word is for the person who controls the game?' T calls on Ss to answer.

    Students

    Ss answer: 'winner' and 'referee'.

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers, corrects the pronunciation and says: 'Use these words when you talk about sports and games.'

    Students

    Ss write the words and meanings in their notebooks and say the words once more.

Activity 2.3: Knowledge formation · 8 minutes

Language in context: past simple, imperatives

a) Aims

Ss recognise and use the past simple of regular and irregular verbs and the imperative with its negative form in context.

b) Content

Ss find the past simple verbs in the dialogue (won, practised, shook, was, were) and the imperative sentences in the text (Wear goggles. Don't run near the pool.). Ss complete Worksheet 2, Part B by writing the past forms of the verbs: go – went, win – won, have – had, play – played, visit – visited.
T explains: past simple is used for finished actions with a time in the past (yesterday, last week); the negative is did not + base verb; the question is Did + subject + base verb? With be, use was/were. The imperative uses the base verb, and the negative is Don't + base verb.

c) Expected outcomes

Answers to Worksheet 2, Part B:

  • win – won; go – went; have – had; play – played; visit – visited; shake – shook; practise – practised.
  • Grammar rules Ss write down:
    • Past simple of regular verbs: verb + -ed (played, visited).
    • Past simple of irregular verbs: learn the new form (won, went, had).
    • Negative: did not + base verb (I did not play yesterday).
    • Question: Did + subject + base verb? (Did you win the match?)
    • Imperative: Base verb (Wear goggles.); negative: Don't + base verb (Don't run near the pool.).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'I won my first badminton match yesterday.' and 'Wear goggles. Don't run near the pool.' T asks: 'What is the tense of the first sentence? What is the form of the second one?' T gives Ss 2 minutes to think.

    Students

    Ss look at the sentences and think about the tenses and the forms.

  2. Teacher

    Step 2: Task performance

    T explains the rules with short examples and asks Ss to complete the table in Worksheet 2, Part B. T notes the irregular verbs on the board.

    Students

    Ss work individually for 2 minutes, then compare with a partner. Expected answers: went, won, had, played, visited, shook.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why do we say Don't run instead of Doesn't run?' and 'Why is it played and not play in yesterday I played?' T gives feedback.

    Students

    Ss explain: 'We use the base verb after Don't in imperatives.' 'The past simple needs the past form because yesterday is a finished time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar points on the board and reminds Ss to check the past forms of irregular verbs. T says: 'Use the past simple for finished actions and the imperative for rules.'

    Students

    Ss copy the grammar summary into their notebooks and check their answers.

Activity 3: Practice · 8 minutes

Checking understanding through quick exercises

a) Aims

Ss consolidate the reading comprehension, the vocabulary and the past simple through the exercises from the textbook.

b) Content

Ss do the textbook exercises 2–8 in pairs:

  • Ex 2: Choose the correct answer about what Mai won (A. A quiz; B. A badminton match; C. A swimming race).
  • Ex 3: Choose the correct answer about when she won (A. Yesterday; B. Last month; C. Today).
  • Ex 4: Name the family relationship of the person Mai practised with.
  • Ex 5: Choose what happened after the game (A. They left angrily; B. The players shook hands; C. They changed the score).
  • Ex 6: Match the words with their meanings (racket, goggles, equipment).
  • Ex 7: Choose the word which means 'cuộc thi' (A. marathon; B. competition; C. winner).
  • Ex 8: Choose the correct verb form: We ___ badminton yesterday. (A. playing; B. played; C. play).

c) Expected outcomes

Answers:

  • Ex 2: B. A badminton match. (Evidence: 'I won my first badminton match yesterday.')
  • Ex 3: A. Yesterday. (Evidence: 'I won my first badminton match yesterday.')
  • Ex 4: Her sister. (Evidence: 'I practised with my sister on Saturdays.')
  • Ex 5: B. The players shook hands. (Evidence: 'We shook hands after the game.')
  • Ex 6: racket – vợt; goggles – kính bơi; equipment – dụng cụ.
  • Ex 7: B. competition.
  • Ex 8: B. played (because 'yesterday' shows a finished action).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Read exercises 2–8 in the textbook. You have 4 minutes. Find the evidence in the dialogue for each answer.' T writes the instruction on the board.

    Students

    Ss read the exercises and look for the evidence in the dialogue.

  2. Teacher

    Step 2: Task performance

    T monitors and checks the pairs. T asks questions to push Ss' thinking: 'Which sentence in the dialogue helps you?'

    Students

    Ss answer the exercises in pairs and underline the evidence in their books. Possible difficulty: Ss may choose 'A. Yesterday' in Ex 3 by mistake, so T reminds them to read the question carefully.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and asks the class to say whether they agree. T gives the correct answers.

    Students

    Ss give answers and explain their choices, for example: 'The answer is B because the dialogue says "I won my first badminton match".'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: 'Always find the evidence in the text before you choose an answer.' T records the scores on the board.

    Students

    Ss correct their mistakes in their notebooks.

Activity 4: Application · 9 minutes

Changing a detail and practising the dialogue

a) Aims

Ss personalise the dialogue by changing one piece of information, practise it with a partner and continue the conversation with suitable lines and polite responses.

b) Content

Ss change one detail in the original dialogue (for example: the sport, the day, the person they practised with) and practise the new dialogue with a partner, using polite replies such as 'Congratulations!', 'Well done.', 'That is good sportsmanship.'
Then Ss complete Worksheet 2, Part C (Exercise 9): Continue the dialogue with two suitable lines and include one new detail about sports and games.
Sample answer: Hung: Who helped you prepare for the match? Mai: My sister did. She practised with me every Saturday.

c) Expected outcomes

  • A new dialogue with at least one changed detail, for example: 'I won my first tennis match last Sunday. I practised with my brother.'
  • Two new lines to continue the dialogue, for example:
    Hung: Who helped you prepare for the match?
    Mai: My sister did. She practised with me every Saturday.
  • Scoring rubric for Ex 9 (2 points): suitable context and response (1 point); accurate grammar and clear vocabulary (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Change one detail in the dialogue, for example the sport or the day. Then practise with your partner. After that, write two lines to continue the conversation.' T models a short example with a volunteer S.

    Students

    Ss listen and look at the example.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and corrects pronunciation or grammar mistakes softly. T helps Ss who are stuck by giving them sentence starters.

    Students

    Ss practise the new dialogue in pairs twice, then write two new lines in their notebooks. Expected answer: 'Who helped you prepare for the match?' / 'My sister did. She practised with me every Saturday.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform in front of the class and asks the class to give feedback on the polite responses and the grammar.

    Students

    Ss perform their dialogues. Class members say: 'Good job!' or give a suggestion, for example: 'You should use "practised" for the past.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the performances and summarises: 'When you talk about sports, use the past simple for finished actions, and respond politely with congratulations or well done.' T sets the homework.

    Students

    Ss write down the key polite expressions and the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Read the dialogue and answer the questions.

Mai: I won my first badminton match yesterday.
Hung: Congratulations! You worked hard.
Mai: Thank you. I practised with my sister on Saturdays.
Hung: Was the match difficult?
Mai: Yes. The other player was very good. We shook hands after the game.
Hung: Well done. That is good sportsmanship.

  1. Who is speaking? Who is speaking to whom?
  2. Where are they and what is the situation?
  3. What is the purpose of the conversation?
  4. Underline the words related to sports and games.
  5. Guess the meaning of 'shook hands' and 'sportsmanship' from the sentences around them.

Answer key: 1. Mai and Hung. Hung is speaking to Mai. 2. The place is not mentioned; Mai is talking about her match. 3. To share good news and to congratulate. 4. badminton, match, practised, game, the other player, shook hands, sportsmanship. 5. 'shook hands': greet or show respect by holding hands; 'sportsmanship': fair and polite behaviour in sports.

Phiếu học tập số 2

Part A. Match the words with their meanings.

  • racket
  • goggles
  • equipment
  • competition
  • winner
  • marathon
  • aerobics
  • referee

Meanings: thể dục nhịp điệu; trọng tài; kính bơi; người thắng; cuộc thi; dụng cụ; vợt; cuộc chạy ma-ra-tông.

Part B. Write the past simple form of each verb.

  • win
  • go
  • have
  • play
  • visit
  • shake
  • practise

Part C. Exercise 9. Continue the dialogue with two suitable lines. Include one new detail about sports and games.
Hung: ...........................
Mai: ...........................

Answer key: Part A: racket – vợt; goggles – kính bơi; equipment – dụng cụ; competition – cuộc thi; winner – người thắng; marathon – cuộc chạy ma-ra-tông; aerobics – thể dục nhịp điệu; referee – trọng tài. Part B: won, went, had, played, visited, shook, practised. Part C: sample answer in the lesson plan.

Homework

  • Ss practise the dialogue with a family member or a friend and change at least one detail, for example the sport, the day or the person.
  • Ss write 5 sentences about a sport or game they played or watched last week, using the past simple (for example: 'I played badminton with my brother on Sunday.').
  • Ss write 3 safety rules for a swimming pool using the imperative and Don't (for example: Wear goggles. Don't run near the pool.).
  • Ss review the 8 new words and their meanings and listen to the recording of Getting Started on the NeoEdu page: neoedu.vn/learn/6/english/unit-8-getting-started.

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