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

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Describe a traditional game with its name, number of players, equipment, safe space and playing steps.
  • Use imperative sentences to explain the rules of a game clearly.
  • Explain why they chose a particular game and check their own project against the success criteria.
  • Use vocabulary related to sports and games such as equipment, competition, winner, referee and safe space in the project.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their project outline, check their own drafts against the success criteria and correct their own mistakes with the help of context.
  • Communication and collaboration: Ss work in pairs and groups to share ideas, give each other a specific compliment and one useful suggestion, and answer a partner's question.
  • Problem-solving and creativity: Ss choose a suitable traditional game, adapt it to be safe and clear, and present it in an original way.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and write a guide to a traditional game, present it for 1–2 minutes and answer a partner's question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use vocabulary of the unit (equipment, competition, referee, winner), imperative sentences and sentence linking words to write clear rules, and check spelling and pronunciation before presenting.

3. Personal qualities

  • Responsibility: Ss complete each part of the project on time, follow the safety rule (never wrap the rope around a person) and check that their game is safe before sharing it.
  • Honesty: Ss mark which information comes from a real source and which is imagined, and give partners honest, evidence-based feedback.
  • Kindness: Ss give partners a sincere compliment and a polite suggestion, and listen respectfully when others present.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides with the model text, the project brief, the success criteria and the exercises
  • Printed rubric for the project (content, language, presentation, peer feedback)
  • Pictures of traditional games (tug of war, ô ăn quan, skipping) shown on the slides
  • Online lesson page for Unit 8 Project on NeoEdu: neoedu.vn/learn/6/english/unit-8-project (grammar examples and interactive exercises)
  • Timer and small bell to signal the end of each activity

2. Students

  • Student's book Global Success 6, notebook and pencil case
  • A3 poster paper or sheets of paper, colored pens, glue, scissors (for the poster)
  • Sticky notes for peer feedback
  • Phone or tablet for taking a photo of the poster or drawing (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Traditional games brainstorm

a) Aims

Ss activate vocabulary about sports and games and understand the project task.

b) Content

T shows pictures of traditional games on the slide. Ss look at the pictures and answer: What game is it? How many players are there? What equipment do we need? Then Ss read the project brief: A guide to a traditional game with players, equipment, safe space and playable steps.

c) Expected outcomes

Ss name at least three traditional games and state the task in their own words, for example: We need to write a guide for a game with players, equipment, a safe space and steps for playing.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: What games do you see? Do you play these games at break time?

    Students

    Ss look at the pictures and listen to T's question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and list the games they know. T walks around and helps with vocabulary such as equipment, referee and competition.

    Students

    Ss discuss in pairs. Expected answers: skipping, tug of war (kéo co), ô ăn quan, 'It needs a skipping rope and five or more players.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs and asks: What is our project task today?

    Students

    Expected answer: 'Our task is to write a guide to a traditional game. We need to include players, equipment, a safe space and playable steps.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the task and writes the title Project: A traditional game on the board. T says: Today we will plan, write and present our game.

    Students

    Ss copy the task into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Analysing the model and the success criteria

a) Aims

Ss understand the structure of the model text and the success criteria, and notice the language used to explain rules.

b) Content

Ss read the model text about group skipping and answer: 1) What is the name of the game? 2) How many players are needed? 3) What equipment do we need? 4) Where do we play? 5) What is the stopping rule? Then Ss look at the success criteria: complete information, clear information source or imagined situation, own language, clear presentation. T highlights the imperative sentences in the model: Stop if the rope touches the jumper's feet. Count the successful jumps. Never wrap the rope around a person.

c) Expected outcomes

Ss complete the table in Worksheet 1 and write one sentence about the model: The model tells players the number of players, equipment, safe space and stopping rule in clear order. Key language: Stop if..., Count the..., Never...

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 (Phiếu học tập số 1) and asks Ss to read the model text silently within two minutes.

    Students

    Ss read the model text and the success criteria on the slide.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four and complete Worksheet 1. T reminds Ss to underline the imperative sentences.

    Students

    Ss discuss and fill in the table. Expected answers: group skipping; three or more children; one long skipping rope; a clear, flat, dry space; stop if the rope touches the jumper's feet.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its answers aloud and asks others to add or correct. T asks: Why does the model use Stop if..., Never...?

    Students

    Expected answer: 'These sentences tell players what to do and what not to do. They make the rules clear and safe.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and highlights the structure: name, number of players, equipment, safe space, steps, safety rule. T says: Your guide should follow this order and use imperative sentences for the rules.

    Students

    Ss check and correct their worksheets.

Activity 2.2: Knowledge formation · 15 minutes

Planning the project outline

a) Aims

Ss plan the stages of the project and prepare an outline with concrete details.

b) Content

Ss put the four project stages in the correct order: 1) Choose a traditional game and agree on a safe version. 2) List players, equipment and a suitable space. 3) Write the starting position, turns and stopping rule. 4) Explain the rules and answer a partner's question. Then each group makes its outline with six points: game name, players, equipment, safe space, steps, and the reason for choosing the game.

c) Expected outcomes

The correct order is 1 – 2 – 3 – 4. Each group has a six-point outline on paper, for example: Game: Group skipping; Players: Two rope turners and one jumper per turn; Equipment: One skipping rope; Safe space: Flat, dry ground with space around players; Steps: Turn the rope slowly, the jumper enters when ready; Reason: It is simple and needs little equipment.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four stages on the board in mixed order and asks Ss to arrange them. T explains that the outline must include six points.

    Students

    Ss look at the stages and think about the order.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four. Each group chooses one traditional game and makes an outline on a sheet of paper. T reminds Ss to write details, not only headings.

    Students

    Ss discuss, choose a game and write their outline. Expected details: Players: Two rope turners and one jumper per turn; Equipment: One skipping rope; Safe space: Flat, dry ground.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to show its outline to the class. T asks: Is your space safe? Do you have a stopping rule?

    Students

    Expected answer: 'Yes, our space is flat and dry. We stop if the rope touches the jumper's feet.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the order of the stages and gives feedback on the outlines: clear details are good; avoid dangerous activities. T says: Now you are ready to write the complete guide.

    Students

    Ss revise their outlines according to T's feedback.

Activity 3: Practice · 20 minutes

Checking the project requirements

a) Aims

Ss check their understanding of the project task, the success criteria and the safety rules through guided exercises.

b) Content

Ss do exercises 1–4 in pairs. Exercise 1: Which product fulfils this unit's project task? A. A guide to a traditional game with players, equipment, safe space and playable steps. B. A list of sports names with no rules. C. A report of a match with no instructions for playing. Exercise 2: Match each project detail to the correct category (Players, Equipment, Safe space). Exercise 3: Arrange the four project stages. Exercise 4: Check the success and safety criteria: a) A reader should know when a turn begins and ends. b) Players need enough clear space. c) Wrapping the rope around someone's body is part of safe skipping.

c) Expected outcomes

Exercise 1: A. Exercise 2: Players – Two rope turners and one jumper per turn; Equipment – One skipping rope; Safe space – Flat, dry ground with space around players. Exercise 3: 1. Choose a traditional game and agree on a safe version; 2. List players, equipment and a suitable space; 3. Write the starting position, turns and stopping rule; 4. Explain the rules and answer a partner's question. Exercise 4: a) True (Đ); b) True (Đ); c) False (S), because wrapping the rope around a person is never safe.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the instructions and asks Ss to work in pairs. T reminds Ss to explain their answers. Ss may also check extra practice on the NeoEdu page.

    Students

    Ss read the exercises and prepare their answers.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to the pairs and helps with difficult items. T asks Ss to say why they chose the answer for item 4c.

    Students

    Ss discuss and write their answers. Expected reason: 'Wrapping the rope around a body can hurt the person, so it is not safe.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers for each exercise and asks the class to vote with thumbs up or down.

    Students

    Ss give answers: 1-A; 2 matched categories; 3-1-2-3-4 order; 4-Đ, Đ, S.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss: A guide must be clear, safe and complete. T emphasises the safety rule: Never wrap the rope around a person.

    Students

    Ss correct their answers and write the safety rule in their notebooks.

Activity 4: Application · 35 minutes

Creating, presenting and giving feedback

a) Aims

Ss write a complete guide to a traditional game, present it in English, answer a question and give peer feedback.

b) Content

Each group writes a complete guide (about 80–100 words) with: name of the game; players; equipment; safe space; starting position; steps and stopping rule; a note saying whether the information is real or imagined. Then each group presents the game for 1–2 minutes, a partner asks one question, and partners give one specific compliment and one useful suggestion. Ss write their suggestions on sticky notes, for example: I like the way you explained the players. It helped me understand your idea. Could you make the equipment clearer?

c) Expected outcomes

A poster or written guide, for example: Our game is group skipping. Three or more children play in a clear, flat, dry space. We need one long skipping rope. Two players hold the ends and turn the rope slowly. One jumper enters when ready and jumps each time the rope comes round. Stop if the rope touches the jumper's feet. Count the successful jumps, then swap roles so everyone has a turn. Never wrap the rope around a person. Each group also gives sticky-note feedback to another group.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the rubric and explains the criteria: complete information (1 point), clear information source or imagined situation, own language, clear presentation. T explains the presentation and peer feedback steps.

    Students

    Ss read the rubric and plan roles in their group: writer, speaker, checker, illustrator.

  2. Teacher

    Step 2: Task performance

    T asks groups to write the guide, check the spelling and practise the presentation aloud. T walks around and gives language help with sentence structure and imperative forms.

    Students

    Ss write the guide, check the spelling in pairs and practise presenting. Expected question from a partner: How many players do we need? or Where do you play the game?

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to present for 1–2 minutes. After each presentation, T asks a partner group to ask one question. T then asks the class to give one compliment and one suggestion.

    Students

    Presenting groups speak clearly and answer questions. Listeners say, for example: I like the way you explained the stopping rule. Could you make the space clearer?

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback using the rubric, praises clear and safe products, and corrects common errors. T says: A good guide is complete, safe and easy to follow. Give the guide to your family or friends to play the game safely.

    Students

    Ss revise their guides based on feedback and keep the final version for the homework.

Worksheets

Phiếu học tập số 1

Read the model text 'Our game is group skipping' and complete the table below.

  • Name of the game: ______
  • Number of players: ______
  • Equipment: ______
  • Safe space: ______
  • Starting position and turns: ______
  • Stopping rule: ______
  • Safety rule: ______
    Answer the question: Which sentences are imperative sentences? Write two examples.
    Write one sentence about the model: ______

Homework

  • Finish your traditional game guide. Check it with the rubric: complete information, clear source or imagined situation, your own language, clear presentation.
  • Write down the players, equipment, safe space, steps and stopping rule in full sentences. Use at least three imperative sentences such as Stop if..., Count the..., Never...
  • Practise presenting your game for 1–2 minutes at home. Prepare to answer one question from a partner.
  • Read the unit vocabulary again: racket, goggles, equipment, competition, winner, marathon, aerobics, referee. Write one sentence with each word about sports or games.
  • Visit neoedu.vn/learn/6/english/unit-8-project to review the grammar and do the interactive exercises.

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