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

Giáo án Looking Back

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:
  • Recall and use the eight Unit 8 vocabulary items (racket, goggles, equipment, competition, winner, marathon, aerobics, referee) in new contexts.
  • Explain the past simple forms of regular verbs (played, visited) and irregular verbs (go-went, win-won, have-had, teach-taught, bring-brought).
  • Apply the rules for past simple negatives and questions (did not + bare infinitive; Did + subject + bare infinitive?) and for imperatives (Wear goggles. Don't run near the pool.).
  • Read a new short text, choose the correct answer, explain the choice and correct their own mistakes using a rule.

2. Competences

a) General competences

  • Self-control and independent learning: Ss cover the memory section, retrieve words and structures on their own before checking, and track their own error types.
  • Communication and collaboration: Ss work in pairs to compare answers, explain their choices to a partner and give peer feedback during the reading task.
  • Problem-solving and creativity: Ss classify errors (meaning, word form, word order, missing information), apply grammar rules to correct them and write a personal sports story.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a new short text about a table tennis game, state its main idea in their own words, and write three to four sentences about a sports event they took part in.
  • Language knowledge (vocabulary, grammar): Ss use Unit 8 vocabulary to name sports equipment and roles, and use past simple and imperative forms correctly in sentences and in a self-correction task.

3. Personal qualities

  • Diligence: Ss complete all retrieval, practice and writing tasks within the given time and check their answers against the rules.
  • Honesty: Ss report their own errors truthfully in the error log and do not copy a partner's answer without explaining it.
  • Kindness: Ss give constructive, polite feedback to partners and encourage classmates who make mistakes.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and presentation slides for Unit 8 Looking Back
  • Picture cards of goggles, racket, referee, winner, marathon, aerobics and equipment
  • Online learning page for Unit 8 on NeoEdu: neoedu.vn/learn/6/english/unit-8-looking-back (lesson notes, examples and interactive exercises)
  • Worksheet 1 (printed copies, one per pair)
  • Timer and small whiteboard for error-type notes

2. Students

  • Student's book (Unit 8, Looking Back page), notebook, pencil and pen
  • Coloured pencils or highlighters for marking the rule used in each answer

III. Procedures

Activity 1: Warm-up · 5 minutes

Retrieve before checking

a) Aims

Ss recall Unit 8 vocabulary and structures from memory and identify the type of error they make when an answer is wrong.

b) Content

Ss cover the memory section of the Unit 8 Looking Back page with a sheet of paper. Without looking, Ss write five words from Unit 8 and one structure they have learned (for example, 'Did + subject + bare infinitive?'). Then T asks four quick questions: 'What do swimmers use to protect their eyes?', 'What is the past form of win?', 'What comes after Did not?', 'Which word is the person who checks that players follow the rules?'. After answering, Ss uncover the memory section and check their answers.

c) Expected outcomes

  • A list of five Unit 8 words and one structure written from memory.
  • A short error log with each mistake marked as one of four types: meaning, word form, word order, or missing information.
  • Correct answers: goggles; won; bare infinitive (for example, bring, play, go); referee.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Cover the memory section of your book. Write five words from Unit 8 and one structure you have learned. You have two minutes. Do not look at the book.' T writes the four warm-up questions on the board.

    Students

    Ss cover the memory section with a sheet of paper and start writing words and one structure in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, checks quickly and asks: 'Which word do you find hardest to remember?' T gives the time signal after two minutes.

    Students

    Ss answer the four questions in writing. Possible answers: 'Goggles.' / 'Won.' / 'A bare infinitive, for example bring.' / 'Referee.' Ss then uncover the memory section and compare.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who got all four questions right? What type of mistake did you make? Was it meaning, word form, word order or missing information?' T writes the four error types on the board.

    Students

    Some Ss raise hands: 'I mixed up referee and winner.' (meaning). 'I wrote won as win.' (word form). 'I wrote did not standing.' (word order). 'I forgot the word after Did.' (missing information).

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss that a wrong answer tells them which rule to review. T says: 'Today we will check each mistake with a rule, not with memory alone.'

    Students

    Ss write the corrected answers next to their error log and draw a line between each mistake and its error type.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: sports, equipment and roles

a) Aims

Ss systematise the eight Unit 8 words and link each word to its meaning, its context and the sports situations in which it is used.

b) Content

Ss match each word to its meaning on the board: 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). T shows picture cards and asks: 'What is this? When do we use it?' Then Ss work in pairs to say one sentence for each word, for example: 'Swimmers wear goggles in the pool.' / 'The referee checks that players follow the rules.'

c) Expected outcomes

  • A completed matching list of eight words and their meanings.
  • Eight example sentences in the notebook, one for each word.
  • Key examples: goggles - protect eyes in water; racket - hit the shuttlecock in badminton; referee - checks that players follow the rules; winner - the player who finishes first; marathon - a long race; aerobics - exercise to music.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight picture cards on the projector and says: 'Look at the pictures and the words. Match each word with its meaning. Then make one sentence for each word.'

    Students

    Ss look at the slides and the picture cards and get ready to match the words with their meanings in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. T monitors and helps pairs who are stuck by asking questions such as: 'Who checks the rules in a match?'

    Students

    Pairs match the words and write one sentence for each word. Example answer: 'The competition is on Sunday at the stadium.'

  3. Teacher

    Step 3: Report and discussion

    T calls on three pairs to read their sentences and asks the class: 'Is the sentence correct in meaning and in word form?'

    Students

    Pair 1: 'Swimmers use goggles to protect their eyes.' Pair 2: 'The winner receives a medal.' Classmates check the meaning and the form and give a thumbs-up or suggest a change.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and explains any word that caused confusion, especially referee and winner. T says: 'Learn each word with the sports situation where you can use it.'

    Students

    Ss correct any wrong matches and copy the confirmed meanings into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Past simple and imperatives

a) Aims

Ss state the rules for past simple forms (regular, irregular, be), past simple negatives and questions, and imperatives, and identify the form needed in a sentence.

b) Content

T reviews the structures on the slides: 'played', 'visited' (regular verbs); 'go - went', 'win - won', 'have - had' (irregular verbs); was / were with be; 'did not + bare infinitive' for negatives; 'Did + subject + bare infinitive?' for questions; 'Wear goggles. Don't run near the pool.' for imperatives. Ss complete the rule table in Worksheet 1 with the forms and an example for each rule.

c) Expected outcomes

  • A completed rule table in Worksheet 1.
  • Key rules: Past simple of regular verbs = verb + -ed (played, visited). Irregular verbs must be memorised (went, won, had, taught). Be: was (I/he/she/it) and were (we/you/they). Negative: did not + bare infinitive (did not play). Question: Did + subject + bare infinitive? (Did you bring your racket?). Imperative: bare infinitive (Wear goggles.); negative imperative: Don't + bare infinitive (Don't run near the pool).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Complete the rule table. Fill in the form and one example for each rule. Use the slides and your book.'

    Students

    Ss receive Worksheet 1 and read the rule headings.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and to read the example sentences aloud to check the forms. T says: 'Tell your partner why we use went and not goed.'

    Students

    Pairs complete the table. Possible answer: 'We use went because go is an irregular verb.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers for the questions and the imperatives. T asks: 'Why is Do not wrong here? Why is Don't correct?'

    Students

    Pair 1: 'Did you bring your racket? Bring is the bare infinitive after Did.' Pair 2: 'Don't run near the pool. We use the bare infinitive after Don't.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board: 'After Did and did not, use the bare infinitive. For the past of be, use was or were. For commands, use the bare infinitive; for negative commands, use Don't.'

    Students

    Ss copy the summary into their notebooks and mark the rules with a highlighter.

Activity 3.1: Practice · 8 minutes

Choose the correct answer

a) Aims

Ss choose the correct vocabulary item or grammar form in context, give a reason for the choice and correct any mistake with a rule.

b) Content

Ss do Exercises 1 to 8 in the book. For each item, Ss choose the answer or fill in the correct form, then say which rule or meaning they used. Items: 1. Swimmers use ___ to protect their eyes in water. A. goggles; B. rackets; C. balls. 2. A person checks that players follow the rules. That person is the ___. A. winner; B. viewer; C. referee. 3. In badminton, I hit the shuttlecock with a ___. A. whistle; B. racket; C. helmet. 4. The player who finishes first and receives the prize is the ___. A. winner; B. referee; C. spectator. 5. Yesterday, our teacher ___ us a new game. (teach) 6. My cousins ___ at the stadium last night. A. are; B. were; C. was. 7. Did you ___ your racket to the club? (bring) 8. Choose an instruction not to stand near the wet edge of the pool. A. Did not standing near the wet edge.; B. You not stand near the wet edge.; C. Do not stand near the wet edge.

c) Expected outcomes

Answer key:

  • 1 - A (Goggles are swimming glasses that protect the eyes.)
  • 2 - C (A referee checks the rules of a game.)
  • 3 - B (A racket is used to hit the shuttlecock.)
  • 4 - A (The winner finishes first and receives the prize.)
  • 5 - taught (teach is irregular; past form taught.)
  • 6 - B (Cousins is plural, so use were.)
  • 7 - bring (after Did, use the bare infinitive.)
  • 8 - C (Do not + bare infinitive is the negative imperative.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercises 1 to 8. For each answer, tell me the rule or the meaning that helped you choose.'

    Students

    Ss open their books at Exercises 1 to 8 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work alone for three minutes, then check with a partner. T monitors and asks: 'What does the word after Did have to be?'

    Students

    Ss write their answers and reasons. Pairs compare answers and discuss any different answer.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers for Items 5, 7 and 8, the grammar items, and asks the class to agree or disagree.

    Students

    S1: 'Taught, because teach is irregular.' S2: 'Bring, because after Did we use the bare infinitive.' S3: 'Do not stand, because it is a negative command.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and says: 'If you choose a wrong answer, find the rule first, then correct the sentence.'

    Students

    Ss correct any wrong answers and write the rule next to each corrected answer.

Activity 3.2: Practice · 7 minutes

Read, answer and self-correct

a) Aims

Ss read a new short text, identify the main idea, answer a comprehension question with a reason from the text and self-correct a wrong choice using the rule.

b) Content

Ss read the new review text in the book (Exercises 9 and 10): 'On Sunday, Thu and her cousin played table tennis at the community centre. Thu lost the first game, but she asked for advice instead of arguing. Her cousin showed her how to hold the bat. Thu won the next game. Both thanked each other and packed away the equipment.' Question 10: What did Thu do after losing? A. Asked for advice; B. Argued about the score; C. Left the centre. Ss state the main idea in one sentence and explain their answer using the text.

c) Expected outcomes

  • Main idea: Thu lost the first game but asked her cousin for advice, then won the next game.
  • Answer to Question 10: A. Asked for advice. Reason: the text says 'she asked for advice instead of arguing'. Option B is wrong because she did not argue, and option C is wrong because she stayed and played the next game.
  • Self-correction rule: find the sentence in the text that answers the question before choosing the answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the text once for the main idea. Then read it again and find the sentence that answers Question 10.'

    Students

    Ss read the text silently and underline the sentence that tells what Thu did after losing.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. T asks: 'If your partner chose B, what would you say? Use the text to explain.'

    Students

    Pairs discuss the main idea and the answer. Ss who chose wrongly correct their answer after hearing the reason.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to state the main idea and another pair to give the answer and the reason.

    Students

    Pair 1: 'Thu lost the first game but asked for advice, and she won the next game.' Pair 2: 'A. Asked for advice. The text says she asked for advice instead of arguing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms A as the answer and says: 'Always go back to the text to check the action and the time. Do not rely on what you remember.'

    Students

    Ss write the correct answer and the reason in their notebooks and correct any wrong choice with the rule.

Activity 4: Application · 7 minutes

Retell and write my sports story

a) Aims

Ss retell the reading text in their own words and write a short personal paragraph about a sports event, using past simple and vocabulary from Unit 8.

b) Content

Ss first write the main idea of the reading text in their own words (one sentence). Then Ss write three to four sentences about a sports match or game they played or watched in the past. They must use at least two Unit 8 words (for example racket, winner, referee, competition) and at least two past simple forms (for example played, won, went, had). Finally, Ss check their paragraph for the rules: did not + bare infinitive; Did + subject + bare infinitive?

c) Expected outcomes

Sample paragraph:
'Last Sunday, my brother and I played badminton at the park. I lost the first game, but I asked my brother for advice. Then I won the second game. The referee was my dad, and he was very fair.'
Checklist: past simple for finished actions (played, lost, won, was); at least two Unit 8 words (racket, referee); correct spelling and word order.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write the main idea of the reading in one sentence. Then write three or four sentences about a sports event in the past. Use at least two words from Unit 8 and two past simple forms.'

    Students

    Ss open their notebooks and start writing the main idea and their paragraph.

  2. Teacher

    Step 2: Task performance

    T walks around and gives help. T asks: 'What did you do after the game? Did you win or lose?' Ss who finish early exchange notebooks with a partner.

    Students

    Ss write their paragraphs and then check each other's work against the checklist. Partners mark errors with a question mark and suggest a correction.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read their paragraphs aloud and asks the class: 'Which rule did the speaker use here?'

    Students

    S1: 'Last Saturday, I went to the stadium to watch a marathon.' Classmates: 'Went is the past of go.' S2 reads a sentence with did not and the bare infinitive. Classmates check the form.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate sentences and corrects one or two common errors on the board. T says: 'Next time, check the verb form before you write the sentence.'

    Students

    Ss correct their paragraph with the feedback and keep the paragraph in their English notebook.

Worksheets

Worksheet 1

Part A. Complete the rule table with the form and one example.

  • Regular past simple: ___ (example: played)
  • Irregular past simple: ___ (examples: go - went; win - won; have - had; teach - taught)
  • Past of be: ___ (example: My cousins were at the stadium.)
  • Negative past simple: did not + ___ (example: did not play)
  • Past simple question: Did + subject + ___? (example: Did you bring your racket?)
  • Imperative: ___ (example: Wear goggles.)
  • Negative imperative: Don't + ___ (example: Don't run near the pool.)

Part B. Circle the correct answer and write the rule you used.

  • Yesterday, our teacher (teach / taught) us a new game.
  • Did you (bring / brought) your racket to the club?
  • (Do not stand / Did not standing) near the wet edge of the pool.

Part C. Read the text and answer the question.
On Sunday, Thu and her cousin played table tennis at the community centre. Thu lost the first game, but she asked for advice instead of arguing. Her cousin showed her how to hold the bat. Thu won the next game. Both thanked each other and packed away the equipment.

  • Main idea (one sentence): ___
  • What did Thu do after losing? A. Asked for advice; B. Argued about the score; C. Left the centre. Answer: ___ Reason: ___

Homework

  • Go to the Unit 8 Looking Back page on NeoEdu (neoedu.vn/learn/6/english/unit-8-looking-back) and do the interactive exercises on vocabulary and past simple. Note the answers you get wrong and write the rule for each one in your notebook.
  • Write a paragraph of five to six sentences about a sports event you took part in or watched last weekend. Use at least three Unit 8 words (for example goggles, racket, referee, winner, marathon) and at least three past simple forms. Underline each past simple verb.
  • Use the eight Unit 8 words in a short dialogue of four lines with a partner. Be ready to perform it in the next lesson.

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