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

Giáo án Skills 2

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:
    • identify the speaker, the topic (Sports and games) and specific details (who, where, when, what, how long, why) in a listening text;
    • use the vocabulary of sports and games: racket, goggles, equipment, competition, winner, marathon, aerobics, referee;
    • write a paragraph of about 50 words about a sport or game they like, including the name, number of players, equipment, how often they play and why they like it.

2. Competences

a) General competences

  • Self-control and independent learning: Ss note keywords while listening, check their own answers against the audio evidence and revise their paragraph using a checklist without teacher help.
  • Communication and collaboration: Ss work in pairs to ask and answer about sports they play and give feedback on a partner's paragraph using the checklist.
  • Problem-solving and creativity: Ss choose their own sport or game and personal details to write an original paragraph, and find and correct a real error in their own writing.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific information in a short conversation, talk about sports they play and write a 50-word paragraph with a clear structure.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use 8 sports vocabulary items, use the present simple for habits (I play, We need, He plays) and use correct subject-verb agreement (She goes).

3. Personal qualities

  • Diligence: Ss complete all listening tasks and finish the writing paragraph in class and at home.
  • Responsibility: Ss take responsibility for their own writing by revising their work against the checklist and accepting teacher and peer feedback.
  • Honesty: Ss write about their own real sports or games and their own details, not copied sentences from the model or the listening script.

II. Teaching aids and materials

1. Teacher

  • Student's Book Unit 8, Skills 2 (page with 'Listen with a purpose' and 'Write and revise')
  • Audio track for Listen with a purpose (played twice)
  • Projector or interactive board with pictures of sports and equipment (football, swimming, table tennis, badminton, basketball, aerobics, racket, goggles, shuttlecock, net)
  • Flashcards of 8 vocabulary items: racket, goggles, equipment, competition, winner, marathon, aerobics, referee
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • Writing checklist and scoring guide (projected)
  • NeoEdu online lesson page: neoedu.vn/learn/6/english/unit-8-skills-2 (lesson presentation, examples and interactive exercises for listening and writing)

2. Students

  • Student's Book and exercise book
  • Notebook, pencil, pen, eraser
  • Ruler or highlighter for underlining (optional)
  • Worksheet 1 and Worksheet 2 (printed or copied in notebook)

III. Procedures

Activity 1: Warm-up · 5 minutes

Sports and games brainstorm

a) Aims

Ss activate prior knowledge about sports and games and get ready for the listening and writing topic.

b) Content

T shows six pictures of sports (football, swimming, table tennis, badminton, basketball, aerobics) and asks Ss to name them. T asks: 'What sports do you know?' and 'Do you play any sports? How often?'

c) Expected outcomes

Ss name at least five sports in English. Ss share one sport they play, for example: 'I play badminton twice a week.' or 'I like swimming in summer.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six pictures on the screen and asks: 'What sport is this?' T then asks: 'What sports do you play? How often do you play?'

    Students

    Ss look at the pictures and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to think, then asks them to work in pairs and share their answers.

    Students

    Ss work in pairs. Ss say the names of the sports and tell their partner about a sport they play. Expected answer: 'I play table tennis on Sunday.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 to 4 pairs to report and writes the sports on the board.

    Students

    Ss report to the class. Expected answer: 'We play football after school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss and states the lesson goal: listen for information about a family sports day and write about a sport they like.

    Students

    Ss copy the topic and lesson goal into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: sports equipment and events

a) Aims

Ss understand the meaning and pronunciation of 8 key words and use them to talk about sports.

b) Content

T presents 8 words: racket, goggles, equipment, competition, winner, marathon, aerobics, referee. Ss match each word to a picture, repeat the words chorally and individually and write them down with a short Vietnamese meaning. Example 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).

c) Expected outcomes

Ss' list of 8 words with meanings, for example:

  • racket (vợt): used in badminton and table tennis
  • goggles (kính bơi): worn when swimming
  • referee (trọng tài): controls a match
    Ss can use at least 3 words in a sentence, for example: 'We need two rackets and a shuttlecock.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pictures and asks: 'What is this? What do we use it for?' T introduces the 8 words and asks Ss to listen and repeat.

    Students

    Ss look at the pictures and listen carefully to the pronunciation of each word.

  2. Teacher

    Step 2: Task performance

    T models each word, Ss repeat chorally and individually. T asks Ss to match words to pictures in pairs. T checks stress and sounds for words such as competition and marathon.

    Students

    Ss repeat after the teacher, then match the words to pictures in pairs. Expected answers: racket - badminton picture; goggles - swimming picture; referee - football or table tennis picture.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to say their matching and read the words aloud. T asks: 'Who can make a sentence with equipment?'

    Students

    Ss report their answers. Expected sentence: 'We need equipment for swimming: goggles and a swimsuit.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and reminds Ss to write the 8 words in their notebooks with meanings.

    Students

    Ss write the words and meanings in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Listen with a purpose

a) Aims

Ss listen for specific information about people, places, time and actions in a listening text about Sports and games.

b) Content

Listening 1: Ss listen once to identify the speaker and the topic (Sports and games).
Listening 2: Ss listen again and note keywords about people, places, time and actions in Worksheet 1. T does not give the answers before Ss listen.

c) Expected outcomes

Worksheet 1 completed with keywords. Expected keywords:

  • Who: family, little brother, Dad, cousin
  • Where: sports centre, park
  • When: Last Saturday
  • What: table tennis, swimming, picnic
    Knowledge gained: the listening is about a family's weekend trip to a sports centre, and the speaker mentions sports they played.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and explains the task: Listen 1 for speaker and topic; Listen 2 for keywords (who, where, when, what).

    Students

    Ss read the headings of Worksheet 1 quietly and predict what they will hear.

  2. Teacher

    Step 2: Task performance

    T plays the audio track once. T asks: 'Who is speaking? What is the topic?' Then T plays the audio again and asks Ss to write keywords in the table. T pauses if needed.

    Students

    Ss listen and answer. Expected answers for Listen 1: a student speaking about a family day; the topic is Sports and games. Ss listen again and write keywords individually, then compare with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their keywords. T writes the correct keywords on the board and asks: 'Where did they go?' and 'What did they play?'

    Students

    Ss report their keywords. Expected answers: 'They went to the sports centre.' 'Dad and I played table tennis.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the listening strategy: listen first for the main idea, then for details. T reminds Ss not to read the answers before listening.

    Students

    Ss note the two-step listening strategy in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Writing model: structure and language

a) Aims

Ss analyse the content, structure and language of a model paragraph before writing their own.

b) Content

T shows the model paragraph (for analysis only; Ss must not copy it): 'I like playing badminton in singles. There are two players. We need two rackets, a shuttlecock and a net. I play with my cousin twice a week at the sports centre. I enjoy it because it keeps me active and helps me concentrate. We always warm up before playing.'
T asks Ss to underline the name of the sport, the number of players, equipment, how often and reasons, and to check the Write and revise points: all ideas covered, consistent pronouns, correct verb forms and time expressions.

c) Expected outcomes

Ss identify five content points:

  • name: badminton (singles)
  • number of players: two players
  • equipment: two rackets, a shuttlecock and a net
  • how often: twice a week
  • why: it keeps me active and helps me concentrate
    Ss note two language points: present simple for habits (I play, We need) and the pronoun 'I' used consistently.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the model paragraph on the board and asks: 'What sport is this? What does the writer include?' T explains: 'You will write about a sport or game you like, not copy this text.'

    Students

    Ss read the model paragraph silently and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to underline the five content points with different colours and circle the present simple verbs. T monitors and helps pairs.

    Students

    Ss work in pairs to underline and circle. Expected answer: Ss underline 'twice a week', 'two players', 'two rackets' and 'keeps me active'.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read the content points and verbs aloud. T asks: 'Why do we use I play and not I plays?'

    Students

    Ss report. Expected answer: 'We use I play because the subject is I, so the verb is in the base form.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the writing checklist: 1) all five points included; 2) pronouns are consistent; 3) verbs and time expressions are correct; 4) reasons are clear. T reminds Ss that a paragraph is about 50 words.

    Students

    Ss copy the checklist into their notebooks.

Activity 3.1: Practice · 15 minutes

Listening comprehension check

a) Aims

Ss answer detailed questions about the listening text and check answers with audio evidence.

b) Content

Ss listen to the audio and choose A, B or C for six questions (see Worksheet 1). T plays the audio and Ss check answers with the evidence.

  1. When did the family go? A. Last Friday B. Last Saturday C. Last Sunday
  2. What did Dad and the speaker play? A. Table tennis B. Badminton C. Basketball
  3. How long did they play? A. Ten minutes B. Two hours C. Thirty minutes
  4. Who went swimming with Mum? A. A cousin B. The little brother C. Dad
  5. Why was there no picnic? A. It started to rain B. There was no food C. They lost a bag
  6. When did they go home? A. At twelve B. At nine C. At eleven

c) Expected outcomes

Answers with evidence:

  1. B - Last Saturday. Evidence: 'Last Saturday, our family went to the sports centre.'
  2. A - Table tennis. Evidence: 'Dad and I played table tennis for thirty minutes.'
  3. C - Thirty minutes. Evidence: 'Dad and I played table tennis for thirty minutes.'
  4. B - The little brother. Evidence: 'Mum went swimming with my little brother.'
  5. A - It started to rain. Evidence: 'We did not have a picnic because it started to rain.'
  6. C - At eleven. Evidence: 'We went home at eleven and cooked lunch together.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six questions on the board and asks Ss to read them quietly. T says: 'Listen and choose the best answer. Write the evidence word or phrase.'

    Students

    Ss read the questions and options and get ready to listen.

  2. Teacher

    Step 2: Task performance

    T plays the audio. Ss choose answers individually. T plays the audio a second time if needed. Ss compare answers in pairs and find the evidence.

    Students

    Ss listen and choose answers. Expected answers: 1B, 2A, 3C, 4B, 5A, 6C. Ss find the sentence in the listening script that proves their answer.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers and evidence. T corrects pronunciation of key words and asks: 'Why is B correct in question 6?'

    Students

    Ss report answers, for example: 'Number 5 is A because it started to rain.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all answers and reminds Ss: listen for keywords like Saturday, thirty minutes, rain and eleven. T praises Ss for good listening.

    Students

    Ss check their answers and correct mistakes in their exercise books.

Activity 3.2: Practice · 10 minutes

Plan and revise my writing

a) Aims

Ss plan their writing with keywords and identify and correct a sentence error.

b) Content

Ss complete the outline in Worksheet 2 with keywords for their chosen sport or game. Then Ss write one opening sentence and show one sentence before and after revision. T gives an example: 'She go to school' - 'She goes to school' because the subject she is third person singular in the present simple.

c) Expected outcomes

Ss' outline completed (name, players, equipment, how often, why). Example outline:

  • sport: volleyball
  • players: six players in a team
  • equipment: a ball and a net
  • how often: three times a week
  • why: it is fun and helps me make friends
    Example correction: 'She go to school' - 'She goes to school' (present simple, third person singular). Ss write their own opening sentence, for example: 'I like playing volleyball with my friends.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Worksheet 2 and the example correction 'She go to school' - 'She goes to school'. T asks Ss to choose a sport or game they really like.

    Students

    Ss listen and choose their sport or game.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with difficult vocabulary. T asks Ss to check their own sentence for subject-verb agreement.

    Students

    Ss fill in the outline with keywords individually, then write an opening sentence and one revised sentence. Expected: Ss correct a verb or pronoun error in their own draft.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 to 4 Ss to read their opening sentence and one before-and-after sentence aloud.

    Students

    Ss report. Expected answer: 'I play tennis with my brother. Before: I plays tennis. After: I play tennis.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct forms and reminds Ss that the outline is the base for their paragraph.

    Students

    Ss keep Worksheet 2 to use in the writing task.

Activity 4: Application · 25 minutes

Writing a paragraph about my favourite sport or game

a) Aims

Ss write a paragraph of about 50 words about a sport or game they like, using their own details and the checklist.

b) Content

Ss write a paragraph of about 50 words about a sport or game they like. Say the name, number of players, equipment, how often they play and why they like it. Ss use their own details, not the listening script. After writing, Ss swap paragraphs with a partner and check with the writing checklist, then revise their own work.
Scoring guide for teacher: 2 points in total: genre and required ideas (0.75); organisation and linking (0.5); vocabulary and grammar clear in meaning (0.5); spelling and punctuation (0.25). Accept other details and expressions.

c) Expected outcomes

A paragraph of about 50 words with:

  • the name of the sport or game
  • the number of players
  • the equipment needed
  • how often the writer plays (for example: 'twice a week')
  • the reason the writer likes it (for example: 'It helps me relax.')
    The paragraph is checked against the checklist and the teacher's comment.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the writing task and the checklist. T says: 'Write about 50 words. Use your outline in Worksheet 2. Do not copy the model.'

    Students

    Ss read the task and the checklist and ask questions if unclear.

  2. Teacher

    Step 2: Task performance

    T gives Ss 15 minutes to write individually. T walks around, checks ideas and gives support. Then T asks Ss to swap paragraphs and check with the checklist for 5 minutes.

    Students

    Ss write the paragraph. Then Ss read their partner's paragraph and mark whether all ideas are present, and give one suggestion. Expected feedback: 'Your paragraph is clear. Add the number of players.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 to 4 Ss to read one sentence from their paragraph. T comments on the content and structure and collects a few paragraphs for marking.

    Students

    Ss read a sentence aloud, for example: 'I like swimming. I swim at the pool with my father twice a week.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: include all required ideas, check verb forms, keep pronouns consistent and use time expressions. T praises good paragraphs and explains the most common errors.

    Students

    Ss revise their paragraph after class and write the final version.

Worksheets

Worksheet 1: Listening keywords

Listen 1: Who is speaking? What is the topic?

  • Speaker: ____________________
  • Topic: ____________________

Listen 2: Write keywords in the table.

  • Who: ____________________
  • Where: ____________________
  • When: ____________________
  • What did they do: ____________________
  • How long: ____________________

Questions (choose A, B or C):

  1. When did the family go? A. Last Friday B. Last Saturday C. Last Sunday
  2. What did Dad and the speaker play? A. Table tennis B. Badminton C. Basketball
  3. How long did they play? A. Ten minutes B. Two hours C. Thirty minutes
  4. Who went swimming with Mum? A. A cousin B. The little brother C. Dad
  5. Why was there no picnic? A. It started to rain B. There was no food C. They lost a bag
  6. When did they go home? A. At twelve B. At nine C. At eleven

Worksheet 2: Writing plan

Step 1: Choose a sport or game you like. ____________________

Step 2: Complete the outline with keywords.

  • Name of the sport or game: ____________________
  • Number of players: ____________________
  • Equipment: ____________________
  • How often I play: ____________________
  • Why I like it: ____________________

Step 3: Write one opening sentence.

Step 4: Revise one sentence.

  • Before: ____________________________________
  • After: _____________________________________
  • Reason for the correction: ____________________

Checklist:

  • Are all required ideas included?
  • Are the pronouns consistent?
  • Are the verbs and time expressions correct?
  • Is the paragraph about 50 words?

Homework

  • Finish the paragraph of about 50 words about a sport or game you like. Use your own details and Worksheet 2.
  • Check your paragraph with the checklist: all required ideas, consistent pronouns, correct verb forms and time expressions, and correct spelling and punctuation.
  • Write the final version in your exercise book and bring it to the next lesson.
  • Review the 8 vocabulary words: racket, goggles, equipment, competition, winner, marathon, aerobics, referee. Write one sentence with each word.
  • Listen to the audio of Listening once more at home and write the answer to each question using the keywords.

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