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

Giáo án Skills 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the vocabulary of sports and games (racket, goggles, equipment, competition, winner, marathon, aerobics, referee) to complete the Skills 1 tasks.
    • Read for gist and details, and match each question with a sentence in the text that gives evidence.
    • Distinguish what the writer says in the text from their own opinion.
    • Speak about a sports day, using keywords from notes and giving reasons for their opinions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own, look for evidence, and check their answers against the text before sharing them.
  • Communication and collaboration: Ss work in pairs to retell the text in their own words and compare one detail with their own lives.
  • Problem-solving and creativity: Ss choose the correct answer by using context and explain why they chose it, then correct their own mistakes.

b) Specific competences

  • Communicative competence in English through reading and speaking: Ss get the main idea and key details of a short text about a school sports day, and retell it in a few clear sentences from keywords.
  • Language knowledge (vocabulary): Ss use eight sports and games words correctly in context and explain their choices.

3. Personal qualities

  • Responsibility: Ss finish the reading and speaking tasks on time and check their own answers carefully against the evidence.
  • Honesty: Ss clearly separate facts from the text from their own ideas and never claim that a personal detail appears in the text.
  • Kindness: Ss show respect for classmates when they listen to partners and give positive feedback, in the same way Hoa congratulated the winners.

II. Teaching aids and materials

1. Teacher

  • Textbook English 6 (Global Success), Unit 8, Skills 1
  • Projector, slides with the reading text, the vocabulary list and the questions
  • Online lesson page for extra practice: neoedu.vn/learn/6/english/unit-8-skills-1 (NeoEdu lesson page with interactive exercises)
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Small cards with keywords for the speaking task, and a timer

2. Students

  • Textbook, notebook, pen and pencil
  • Highlighter or coloured pencils to mark evidence in the text

III. Procedures

Activity 1: Warm-up · 4 minutes

Sports day quick talk

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 title of the unit and answer quick questions: What sports do you know? Which sport do you like best? Do you join school sports days? Ss shout out words for sports and games they already know.

c) Expected outcomes

Ss name at least five sports or games in English, for example: football, badminton, running, swimming, chess. Ss have a clear idea that the lesson is about a school sports day.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a picture of a school sports day and asks: What can you see in the picture? What games do you know?

    Students

    Ss look at the picture and think about the question silently for 10 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and list as many sports or games as they can in one minute.

    Students

    Ss write their words in their notebooks. Possible answers: football, volleyball, running, swimming, badminton, table tennis.

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to read their lists aloud and writes the words on the board.

    Students

    Ss read out their words. Some pairs say: We know badminton and relay race. We like swimming.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the lists and says: Today we will read about a school sports day and talk about fair play. T writes the lesson title on the board.

    Students

    Ss copy the title into their notebooks and get ready for the new lesson.

Activity 2.1: Knowledge formation · 6 minutes

Sports and games vocabulary

a) Aims

Ss understand the meaning of eight new words about sports and games and use them correctly in context.

b) Content

Ss match each word with its meaning in Worksheet 1. The words are: 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). Then Ss complete the sentences with the correct words.

c) Expected outcomes

Answer key for Worksheet 1 (Part A):

  • racket: a piece of equipment with strings for hitting a shuttlecock or a ball (badminton, tennis)
  • goggles: glasses that protect the eyes when swimming
  • equipment: the things you need for a sport
  • competition: an event where people try to win
  • winner: the person who gets first place
  • marathon: a long race of about 42 kilometres
  • aerobics: exercise to music that makes the heart and body stronger
  • referee: the person who makes sure the rules are followed

Answer key for Part B: 1 referee, 2 racket, 3 goggles, 4 winner.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the eight words on the projector, reads each word aloud and asks Ss to repeat. T gives Worksheet 1 and explains the task.

    Students

    Ss listen, repeat the words after T and read the task in Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes, then compare their answers with a partner. T walks around and helps the pairs that have problems.

    Students

    Ss match the words with the meanings and fill in the blanks. Possible answer for blank 1: The referee blew the whistle to start the match.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three Ss to read their answers and asks: Why did you choose this word? What clue helped you?

    Students

    Ss answer, for example: I chose referee because the sentence talks about the rules. I chose goggles because you wear them in the pool.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and reminds Ss that they can check the meaning of a word by looking at the context.

    Students

    Ss correct their answers in a different colour and write the eight words in their vocabulary notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading for gist and details

a) Aims

Ss read the text to get the gist and find the details, and learn to separate what the writer says from their own opinion.

b) Content

Step 1: Ss skim the text in 1 minute to find the topic. Step 2: Ss scan the text to find the answers to the questions in the textbook, and underline the evidence. Step 3: Ss answer the question: Which sentence is the writer's idea and which sentence is your opinion?
Text: At our school sports day, pupils tried several games. The first event was a relay race. Each team had four runners, and the last runner crossed the finish line with a small flag. Next, the pupils played badminton in pairs. Hoa did not win, but she congratulated the winners. After lunch, a teacher taught a traditional game with simple rules. Everyone checked that the ground was dry and clear. The day ended with a short discussion about fair play. The teachers praised pupils who helped others and followed the rules, not only those who won prizes.

c) Expected outcomes

Gist: A school sports day with several games and the idea of fair play.

Details (evidence in the text):

  • First event: a relay race (The first event was a relay race.)
  • Team size: four runners; the last runner crossed the finish line with a small flag.
  • Hoa: did not win, but congratulated the winners.
  • Traditional game: taught after lunch, with simple rules.
  • Teachers' praise: pupils who helped others and followed the rules.

Writer's idea vs own opinion: The writer says that the teachers praised pupils who helped others and followed the rules. My own opinion: Fair play is more important than winning. Ss must write the sentence starter 'In my opinion' before their own ideas.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the reading text and asks Ss to read it quickly for the topic. T says: Skim to find the topic, then scan to find details. T writes two key words on the board: gist and details.

    Students

    Ss read the text quickly for one minute and tell T the topic in one or two words.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read again and match each question with one sentence in the text. T asks: Which sentence gives the evidence? Ss underline the evidence with a highlighter. Then T asks Ss to write two lines: one for the writer's idea and one for their own opinion.

    Students

    Ss work in pairs, read the text again, underline the evidence and write their answers. Possible answers: The writer praises pupils who follow the rules. I think winning is not everything.

  3. Teacher

    Step 3: Report and discussion

    T asks several pairs to read their answers and asks: How do you know this is the writer's idea? Where is your opinion? T writes the answers on the board.

    Students

    Ss read their answers aloud. Some pairs say: The topic is a school sports day. The evidence is the sentence: Hoa did not win, but she congratulated the winners.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the gist and the details, and emphasises the skill: read to find evidence, and separate the writer's idea from your own idea. T writes the key points on the board.

    Students

    Ss copy the key points into their notebooks: Read for evidence, not guesses. Mark the writer's idea and your idea clearly.

Activity 2.3: Knowledge formation · 7 minutes

Speaking from notes

a) Aims

Ss learn to retell the text in their own words using keywords only, in three parts: topic, two important details and an opinion with a reason.

b) Content

T gives Ss a set of keyword cards: school sports day, relay race, badminton, Hoa, traditional game, fair play, praise. Ss use these keywords to retell the text. The retelling has three parts: 1) the topic, 2) two important details, 3) an opinion with a reason. When Ss compare the text with their own lives, they must say clearly that it is their own information.

c) Expected outcomes

A model retelling from keywords:

  • Topic: A school sports day with many games.
  • Detail 1: The first event was a relay race. Each team had four runners.
  • Detail 2: Hoa did not win, but she congratulated the winners.
  • Opinion: I think fair play is important, because the teachers praised pupils who followed the rules.
  • Own information: In my school, I also enjoy team games. (This is my own information, not from the text.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the task. T holds a keyword card, says the sentence aloud, then shows the three-part structure on the board. T says: Use only keywords. Do not copy the whole sentence.

    Students

    Ss listen carefully and watch the model. Ss notice that a keyword card is not a full sentence.

  2. Teacher

    Step 2: Task performance

    T gives each pair a set of keyword cards and asks them to prepare a short retelling within two minutes. T reminds Ss to say: This is my own opinion or This is my own experience when they talk about their own lives.

    Students

    Ss in pairs use their keywords to prepare their retelling. They practise speaking to each other.

  3. Teacher

    Step 3: Report and discussion

    T asks three or four pairs to speak in front of the class, and the class gives feedback on whether the retelling has three parts and the speaker separates facts from opinions.

    Students

    Ss speak in front of the class. Listeners say: You told the topic and two details. Your opinion has a reason.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good retellings, corrects any mistakes in word choice and states: A good retelling uses keywords, has a clear structure and makes clear what is from the text and what is your own opinion.

    Students

    Ss write down the three-part structure in their notebooks as a reminder.

Activity 3.1: Practice · 7 minutes

Reading comprehension questions

a) Aims

Ss answer multiple-choice and short-answer questions by finding evidence in the reading text and explain their choices.

b) Content

Ss complete Worksheet 2, Part A (questions 2 to 6). Each answer must be supported with a sentence from the text. Ss can also check the answers on the NeoEdu lesson page after the activity.
Questions:
2. What was the first event? A. A chess match; B. A relay race; C. A swimming race
3. How many runners were in each team? A. Four; B. Three; C. Five
4. What did the last runner carry? (Name the object only.)
5. How did Hoa react to losing? A. She changed the score; B. She congratulated the winners; C. She left without speaking
6. When was the traditional game taught? A. After lunch; B. Before sunrise; C. At midnight

c) Expected outcomes

Answer key:

  • 2: B. A relay race. Evidence: 'The first event was a relay race.'
  • 3: A. Four. Evidence: 'Each team had four runners...'
  • 4: A small flag. Evidence: '...the last runner crossed the finish line with a small flag.'
  • 5: B. She congratulated the winners. Evidence: 'Hoa did not win, but she congratulated the winners.'
  • 6: A. After lunch. Evidence: 'After lunch, a teacher taught a traditional game with simple rules.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the five questions on the projector and reminds Ss to find evidence in the text for each answer. T gives Worksheet 2 to Ss.

    Students

    Ss read the questions and the options, and choose the words they need to look for in the text.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for four minutes, then check with a partner. T monitors and asks: Where is your evidence?

    Students

    Ss circle their answers and write the evidence sentence in their notebooks. Possible answer for question 4: The last runner carried a small flag.

  3. Teacher

    Step 3: Report and discussion

    T calls on different Ss for each question and asks them to read the evidence sentence aloud.

    Students

    Ss answer and read the evidence. Other Ss say: I agree, or I chose C because the text does not say so.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and points out that every answer must come from a sentence in the text, not from guesses.

    Students

    Ss correct any wrong answers in a different colour and write the evidence next to each answer.

Activity 3.2: Practice · 5 minutes

Evidence and fair play

a) Aims

Ss give an opinion about the text with a clear detail as evidence and retell two details to a partner.

b) Content

Ss complete Worksheet 2, Part B (questions 7 to 9). Question 7: Who received praise? Question 8: What useful idea can you take from this text? Give one detail as evidence. Question 9: Tell a partner about the text, then compare one detail with your own life.

c) Expected outcomes

Model answers:

  • Q7: Pupils who helped others and followed the rules. (Accept other wording that keeps the same information.)
  • Q8: Fair play is more important than winning. Evidence: 'Hoa did not win, but she congratulated the winners.'
  • Q9: The sports day starts with a relay race and includes badminton and a traditional game. Hoa congratulates others even though she does not win. Teachers praise fair play. I also enjoy team games, and I try to thank the other players. (The last sentence is my own information.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads question 7 and 8 aloud and reminds Ss that the answer to question 8 must include an opinion and one detail as evidence.

    Students

    Ss listen and note the key words in question 8: idea and evidence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to answer questions 7 and 8 in writing, then tell a partner about question 9 for two minutes.

    Students

    Ss write their answers and speak to a partner. Possible answer for question 8: Winning is not the only thing that matters, because Hoa congratulated the winners.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to share their answers to question 8 and question 9, and asks the class whether the detail is correct.

    Students

    Ss share their answers. Other Ss decide whether the evidence really comes from the text.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises clear evidence and says: Your opinion must have a reason from the text, and your own information must be marked clearly.

    Students

    Ss correct their answers and write one model sentence in their notebooks.

Activity 4: Application · 6 minutes

My own sports experience

a) Aims

Ss use the vocabulary and the speaking structure from the lesson to talk about their own sports experience and write a short paragraph.

b) Content

Ss talk in pairs about a sports day or a game they enjoy, using at least three words from the vocabulary list (racket, goggles, equipment, competition, winner, marathon, aerobics, referee). Each S then writes four to five sentences about their own experience at home. Ss must say clearly what is their own information.

c) Expected outcomes

A sample paragraph written by a student:
'I play badminton with my friends after school. I always bring my racket and wear a comfortable shirt. Last month, we joined a small competition at our school. My friend was the winner, and I congratulated him. In my opinion, fair play is more important than winning.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss: What sports or games do you enjoy? Did you ever join a competition? T gives the task and shows the sample paragraph on the projector.

    Students

    Ss listen to the task and look at the sample paragraph. Ss think about one sports experience of their own.

  2. Teacher

    Step 2: Task performance

    T asks Ss to talk in pairs for two minutes, then write four to five sentences at home or in class if time allows. T walks around and checks the use of vocabulary.

    Students

    Ss speak in pairs and write their paragraphs. Possible sentence: I enjoy running, and I joined a marathon for children last year.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read their paragraphs aloud. T asks the class: Which sentence is the speaker's own information?

    Students

    Ss read their paragraphs. Listeners point out which sentence is personal information.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the effort and summarises the lesson: Read for evidence, speak from notes, and always separate the text from your own opinion.

    Students

    Ss write down the key message of the lesson in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match each word (1 to 8) with its meaning (A to H).

    1. racket
    1. goggles
    1. equipment
    1. competition
    1. winner
    1. marathon
    1. aerobics
    1. referee

Meanings:

  • A. a long race of about 42 kilometres
  • B. the person who makes sure the rules are followed
  • C. the things you need for a sport
  • D. exercise to music that makes the body stronger
  • E. glasses that protect the eyes when swimming
  • F. a piece of equipment with strings for hitting a ball or shuttlecock
  • G. an event where people try to win
  • H. the person who gets first place

Part B. Complete the sentences with the correct words.

    1. The ______ blew the whistle to start the match.
    1. I hit the shuttlecock with my ______.
    1. Please wear your ______ before you dive into the pool.
    1. The ______ received a gold medal.

Phiếu học tập số 2

Part A. Read the text again and answer the questions. Write the evidence sentence after each answer.

  • 2. What was the first event? A. A chess match; B. A relay race; C. A swimming race
    1. How many runners were in each team? A. Four; B. Three; C. Five
    1. What did the last runner carry? (Name the object only.)
    1. How did Hoa react to losing? A. She changed the score; B. She congratulated the winners; C. She left without speaking
    1. When was the traditional game taught? A. After lunch; B. Before sunrise; C. At midnight

Part B. Answer the questions in full sentences.

  • 7. Who received praise?
    1. What useful idea can you take from this text? Give one detail as evidence.
    1. Tell a partner about the text, then compare one detail with your own life. Write one sentence about your own life and mark it clearly.

Homework

  • Learn the eight new words by heart and write one example sentence for each word.
  • Re-read the reading text and write a short summary of about five sentences, using only keywords in your notes.
  • Write a paragraph of four to five sentences about your favourite sport or game. Mark which sentence is your own opinion.
  • Practise the reading and speaking tasks on the NeoEdu lesson page: neoedu.vn/learn/6/english/unit-8-skills-1.

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