Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 8: Sports and games

UNIT 8: SPORTS AND GAMES Lesson 1: Getting Started – At the gym I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Have an overview about the topic Sports and games - Use the vocabulary and talk about sports and games 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities Develop self-study skills II. Materials - Grade 6 textbook, Unit 8, Getting started - Computer connected to the internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. gym (n) /dʒɪm/ a place or club where you can go to exercise using machines, weights or other equipment phòng tập thể dục 2. equipment (n) /ɪˈkwɪpmənt/ a set of necessary tools, clothing for a particular purpose thiết bị, dụng cụ 3. karate (n) /kəˈrɑːti/ A sport, originally from Japan, in which people fight using their arms, legs, hands, and feet võ ka-ra-te Anticipated difficulties Solutions Students may have underdeveloped speaking and co-operating skills. - Play the recording many times if necessary. - Encourage students to work in groups so that they can help each other. - Give short, clear instructions and help if necessary. Board Plan Date of teaching UNIT 8: SPORTS AND GAMES Lesson 1: Getting started * Warm-up I. Vocabulary 1. gym (n) 2. equipment (n) 3. karate (n) II. Practice Task 1: Listen and read. Task 2: Put ONE word from the conversation in each gap. Task 3: Name these sports and games, using the words from the box. Task 4: Work in pairs. Ask your partner these questions to find out how sporty they are. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To set the context for the listening and reading text. - To introduce the topic of the unit. - Teacher writes the words SPORTS AND GAMES on the board and asks students to give any words relating to the topic. - Teacher may allow students to give a Vietnamese word and asks other students in the class if they know the equivalent in English. - Teacher writes on the corner of the board a list of the words which students cannot translate into English and asks them to keep a record for later reference when the unit finishes. - Teacher lets students open their books and starts the lesson. T-Ss 5 mins Lead-in To help students get the main idea of the text. - Teacher draws students’ attention to the picture in the textbook and asks them questions about the picture: 1. Where are the two kids? 2. What sports are they going to play? Suggested answers: 1. They are in the gym/ school gym. 2. They are going to run. T-Ss 4 mins Presentation (Vocab pre-teaching) To prepare students with vocabulary. VOCABULARY - Teacher introduces the vocabulary by: + providing definitions of the words. + showing the pictures illustrating the words. 1. gym (n): [picture] 2. equipment (n): [definition] 3. karate (n): [definition] T-Ss 5 mins Practice To have students know the topic. To have students get specific information of the text and understand the conversation better. To help students revise/ learn some sports and games through pictures. To help students practice speaking and learn about how sporty they are. Task 1: Listen and read. - Teacher plays the recording twice. - Students listen and read. - Teacher checks students’ prediction. - Teacher calls 3 students to read the conversation aloud. Task 2: Put ONE word from the conversation in each gap. - Teacher asks students to do this activity independently, reminds them of the ways to do the activity if needed. Students may refer back to the conversation for the context of the words they need to fill the gaps. - - Teacher allows students to share their answers before discussing in pairs or as a class. - - Teacher writes the correct answers on the board. - - Teacher explains the meanings of some words if necessary. Students practise saying the sentences together. Answer key: 1. fit 2. gym 3. table tennis 4. Club 5. cycle Task 3: Name these sports and games, using the words from the box. *Pelmanism - - Teacher divides the class into groups of fours, prepares each group with 2 sets of cards, one includes pictures of sports and games and the other includes their names. - - Students work in groups and label the pictures with the correct words given. The group matches faster and correctly is the winner. - - Teacher checks with the whole class, asks them for the meanings of the words. Provide them with the meanings of the words they don’t know. Teacher may also ask them if they play these sports and games or if people in Viet Nam play them. Answer key: 1. cycling 2. aerobics 3. table tennis 4. swimming 5. chess 6. volleyball - Teacher helps students differentiate between a sport and a game: A sport: an activity that you do for pleasure and that needs physical exercise. A game: an activity or a sport with rules in which people or teams compete against each other. - - Teacher may ask students to give the names of some sports and some games they know through a game: - - - -- Teacher divides the class into 2 teams, gives each team a chalk, and asks member from each team to come to the board and write names of some sports and some games in about 2 minutes. Suggested answers: Sports: running, cycling, mountain climbing... Games: chess, football, card games, computer games... Task 4: Work in pairs. Ask your partner these questions to find out how sporty they are. - Teacher lets students work in pairs (or in groups) to ask and answer the questions. Some pairs (or groups) may report their results to the class. (In their groups, how many students with answers “A”, how many with answers “B” and who is the sportiest in their groups.) - Teacher may want to find out how sporty the class is by writing the results on the board. T-Ss S Ss-Ss T-Ss Group work T-Ss Team work Pair work/ Group work 5 mins 6 mins 8 mins 7 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To review the lesson and prepare for the next lesson. - Do exercise in the workbook. - Name some sports and games that you know. T-Ss 2 mins UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Sports and games - Pronounce correctly the sounds /e/ and /æ/ 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be ready to make and share ideas among classmates. - Develop self-study skills II. Materials Grade 6 textbook, Unit 8, A closer look 1 Projector/ Pictures sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. racket (n) /ˈræk.ɪt/ an object used for hitting the balls in some sports vợt (cầu lông/ tennis) 2. goggles (n) /ˈɡɒɡ.əlz/ special glasses used to protect the eyes from chemicals, wind, water kính bảo hộ 3. competition (n) /ˌkɒm.pəˈtɪʃ.ən/ a situation in which someone tries to win something or be more successful than someone else cuộc thi 4. champion (n) /ˈtʃæm.pi.ən/ someone or something has beaten all other competitors in a competition nhà vô địch 5. marathon (n) /ˈmær.ə.θən/ a running race of slightly over 26 miles (~42 km) chạy đua ma-ra-tông/ chạy đường dài Anticipated difficulties Solutions 1. Students may have difficulties in distinguishing the two sounds /e/ and /æ/. Provide students some tips by identifying the letters which may include each sound. 2. Some students will excessively talk in the class. - Define expectations in explicit detail. - Have excessively talkative students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 8: SPORTS AND GAMES Lesson 2: A closer look 1 * Warm-up Brainstorming I. Vocabulary 1. racket (n) 2. goggles (n) 3. competition (n) 4. champion (n) 5. marathon (n) Task 1: Write the right words under the pictures. Task 2: What sports are these things for? Match each thing in column A with a sport in column B. Task 3: Fill each blank with the words from the box. II. Pronunciation Task 4: Listen and repeat. Pay attention to the sounds /e/ and /æ/. Task 5: Listen and repeat. Underline the words with the sounds /e/ and /æ/. III. Production Game: Who is faster? * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and vocabulary related to the topic. *Brainstorming - Teacher divides the class into two teams. One member from each team, in turns, comes to the board and lists all the sports and games they have learnt. - The team with more correct answers in two minutes is the winner. Teamwork 3 mins Presentation (Vocab pre-teaching) To enrich students’ vocabulary. VOCABULARY - Teacher introduces the vocabulary by: + providing explanations of the words; + showing pictures illustrating the words. racket (n): [picture] goggles (n): [picture] competition (n): [definition] champion (n): [definition] marathon (n): [definition] T-Ss 5 mins Practice To revise/ teach the names of some equipment to be used in some sports/ games. To revise/ teach the names of some sports/ games and the equipment to be used with them. To give students practice on how to use words related to sports/ games in context. Task 1: Write the right words under the pictures. - Teacher asks students to look at the pictures and see if they can write the words under the pictures. - Teacher lets students work individually, tells them to put the words and phrases given under the right pictures. - Teacher calls a student to come and write their answer on the board. The rest of the class may compare. - Teacher checks the answer with the whole class and explains the meanings to them if necessary. If there is enough time, let students give examples. Answer key: 1. ball 2. sports shoes 3. boat 4. racket 5. goggles Task 2: What sports are these things for? Match each thing in column A with a sport in column B. - Teacher tells students to do the task independently first, then calls on some students to write their answers on the board, then checks their answers as a class. - Teacher checks with the whole class, asks students to give more names of sports and equipment to be used with them. For example: - table tennis – bats - running – sports shoes - chess – chess board + chess pieces... Answer key: 1. c 2. d 3. a 4. b 5. e Task 3: Fill each blank with the words from the box. - Teacher has students read the sentences and fill the blanks with the words given, then read the sentences carefully and look for clues so that they can choose the right words to complete the sentences. - Teacher calls one student to write the words on the board, then gives correction. - For more able students, teacher asks them to make sentences with the words. Other students and teacher give comments. Answer key: 1. competition 2. champion 3. congratulations 4. sporty 5. marathon T-Ss S T-Ss T-Ss T-Ss 16 mins Presentation (Pre-teach the sounds /e/ and /æ/) To help students have concept and identify the sounds /e/ and /æ/. PRONUNCIATION - Teacher introduces 2 sounds /e/ and /æ/ to students and lets them watch a video about how to pronounce these two sounds. *Video link: https://www.youtube.com/watch?v=d98t4b3XLjg https://www.youtube.com/watch?v=NavmTDkd8Z8 - Teacher asks students to give some words they know containing these sounds. Suggested answers: /e/: get, elephant, pet /æ/: racket, hat, cat - Teacher draws students attention to the letters containing the sounds and helps them identify the sounds. T- Ss 5 mins Practice To help students identify and practise the sounds /e/ and /æ/. To help students practise the sounds /e/ and /æ/ in sentences. Task 4: Listen and repeat. Pay attention to the sounds /e/ and /æ/. Teacher asks students listen and repeat. Students work in individually. Task 5: Listen and repeat. Underline the words with the sounds /e/ and /æ/. - Before listening, teacher lets students discuss in pairs and find the words with the sounds /e/ and /æ/. - Teacher plays the recording for students to check and repeat the sentences. Answer key: 1. They cannot take part in this contest. 2. They began the match very late. 3. Please get the racket for me. 4. We play chess every Saturday. 5. My grandpa is old, but he’s active. T-Ss S Pair work T- Ss 6 mins Production To give students chance to apply what they have learnt. *Game: Who is faster? - Teacher divides students into groups of four, gives each group a piece of paper, ask them to write sentences including 2 features: sports and games and one of the sounds /e/ or /æ/. (E.g. My favourite sport is table tennis.) - Teacher asks each group to hand in their paper and checks, the group with more correct sentences is the winner. - Teacher invites the winner to read aloud their entences. Group work T-Ss 5 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To revise what they have learnt. - Rewrite the sentences into notebooks. - Find 3 more sports or games that have the sound /e/ or /æ/. T-Ss 2 mins UNIT 8: SPORTS AND GAMES Lesson 3: A closer look 2 The past simple & Imperatives I. Objectives By the end of this lesson, students will be able to: 1. Knowledge Use the past simple tense and imperatives 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities Develop self-study skills II. Materials Grade 6 textbook, Unit 8, A closer look 2 Projector/ Pictures, sets of word cards sachmem.vn Language analysis Past simple tense Form Example to be S + was/ were + . They were friends. S + wasn’t/ weren’t + . She wasn’t at home last night. Was/ Were + S + ? Were you good at French? W/H + was/ were + S + ? Who was with you at the party? to verb S + Ved + . She played tennis yesterday morning. S + didn’t + Vinf + . He didn’t work yesterday. Did + S + Vinf + ? Did they go to school last Monday? W/H + did + S + Vinf + ? When did you go to the supermarket? - Imperatives Form Example Positive V Open the door. Negative Don’t + V Don’t play outside. Anticipated difficulties Solutions 1. Students may be confused about when to use regular or irregular verbs in past simple tense. Give students a set of common irregular verbs and ask them to look the words up when they need. 2. Students may be confused when making imperative sentences with be. Give more examples. 3. Students may have underdeveloped speaking and co-operating skills. - Give clear instruction, give examples before letting students work in groups. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 8: SPORTS AND GAMES Lesson 3: A closer look 2 * Warm-up Game: Pelmanism I. Grammar focus The Past simple tense Imperatives II. Practice Task 1: Choose the correct answer A, B or C. Task 2: Write the correct form of verbs to complete the conversation. Task 3: Work in groups. Ask and answer questions about your last weekend. Task 4: Look at each picture and choose the correct answer. Task 5: Tell your friends what to do and what not to do at the gym. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge related to the targeted grammar of past simple tense and to increase students’ interest. * Game: Pelmanism - Teacher divides the class into groups of fours, prepares each group with 2 sets of cards, one includes activities in infinitive forms and the other includes those of past simple form. - Students work in groups and match the card with infinitive form with its correct past simple form. The group matches faster and correctly is the winner. watch TV watched TV play computer games played computer games have lunch had lunch drink water drank water teach English taught English learn French learnt French go to school went to school do homework did homework be at home was/ were at home - Teacher may use projector and lets students play the game in teams. Group work 5 mins Lead-in To introduce targeted grammar of past simple tense. Teacher draws students’ attention to the form of the verbs in the game and asks them whether they know the target tense. T-Ss 1 min Presentation To help students know and understand the use of past simple tense. 1. The past simple tense: Elicit past simple tense - Teacher provides or confirms the answers and leads in the grammar focus of the lesson: To verb To be Positive S + Ved + . S + was/ were + . Negative S + didn’t + Vinf + . S + wasn’t/ weren’t + . Interrogative Did + S + Vinf + ? Was/ Were + S + ? Answer Yes, S + did. No, S + didn’t. Yes, S + was/ were. No, S + wasn’t/ weren’t. W/H questions W/H + did + S + Vinf + ? W/H + was/were + S + ...? Notes There are regular and irregular verbs in past simple tense. - Teacher asks students to give the rules and lets them study the grammar box. T-Ss 5 mins Practice To help students practise with the correct form of the past simple. To help students practise using the past simple in context. To help students practise using the past simple in real situation. Task 1: Choose the correct answer A, B or C. - Teacher lets students do the task individually and then compares their answers in pairs. - Teacher tells students that when they do the multiple choice questions, they should first read the sentences (stems) and the options carefully. After that they should choose the answer that they think is correct by eliminating each clearly wrong answer. Then they get the most possibly correct answer. - Teacher checks and confirms students’ answers. Answer key: C B C A B Task 2: Write the correct form of the verbs. - Teacher lets students do the task individually, asks them to read the conversation first, so that they understand the context to use the verbs given in the correct form. - Teacher may call on some students separately to read out their answers and corrects their answers if they’re wrong, gives explanation if necessary. - Teacher then calls some pairs to read the conversation with the correct verb form, corrects their pronunciation and intonation if necessary. Answer key: went had did you do visited ate scored Task 3: Look at each picture and choose the correct answer. - Teacher divides the class into groups of 4, then lets students take turns to ask and answer questions about their last weekend. - Teacher encourages them to give as many sentences as possible, tell them to use all the three forms (affirmative, negative, and question). - Some more able students can report to the class about one of their friends’ last weekend. S Ss-Ss T-Ss S T-Ss Group work 15 mins Presentation To help students know and understand the use of imperatives. 2. Imperatives - Teacher sets context to lead in the lesson: There is an obese kid, let’s tell the kids what to do/ what not to do to stay fit and healthy by using imperatives. Do more exercise. Don’t spend much time on computer games. - Teacher asks students to give the rules and when to use imperatives: use imperatives to tell someone to do something or to give direct order. Positive V Negative Don’t + V T-Ss 4 mins Practice To help students use the correct form of the imperative in different situations. To help students practise using imperatives to tell someone to do something in real context. Task 4: Look at each picture and choose the correct answer. - Teacher tells students to work in pairs, gives them about 2 – 3 minutes to do the task. - Teacher goes round, observes the class and gives help if necessary. - Teacher calls on some students to read their answers, then checks their answers as a class. Answer key: 1. Don’t park 2. Close 3. Tidy up 4. Don’t use 5. Try Task 5: Tell your friends what to do and what not to do at the gym. - Teacher lets students work in groups of four, gives each group a piece of paper, asks them to take turns to tell their friends what to do and what not to do at the gym and write down the answer in the paper in 3 minutes. - Teacher gives help and lets them give as many sentences as possible. - Teacher calls some groups to read aloud their answer and check with the whole class. Some possible sentences: + Pay your fee first. + Put on your trainers/ sports shoes. + Listen to the instructor carefully. + Don’t litter. + Don’t eat or drink at the gym. - If there is still time, teacher may ask students to draw a picture illustrating one of the gym rules in the blank space at the bottom of their notebook page. Make sure that students write the rules somewhere in the picture. (This may be done as homework.) Pair work T-Ss Group work T-Ss 10 mins Consolidation To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins Homework To review knowledge that students have gained in this lesson. - Make 3 sentences about yourself, using the past simple. - Give 3 orders or tell your friends to do an activity/ everyday routine. - Do exercises in the workbook. T-Ss 2 mins UNIT 8: SPORTS AND GAMES Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic Sports and games - Express and respond to congratulations - Talk about sports and games that they like 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Be ready to make and share ideas among classmates. - Develop self-study skills II. Materials Grade 6 textbook, Unit 8, Communication Pictures/ Projector sachmem.vn Anticipated difficulties Solutions 1. Students may have underdeveloped speaking and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. 2. Some students will excessively talk in the class. - Define expectations in explicit detail. - Have excessively talkative students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 8: SPORTS AND GAMES Lesson 4: Communication * Warm-up Game: Lucky numbers I. Everyday English Expressing and responding to congratulations. Congratulations. Thank you. Task 1: Listen and read the conversation. Task 2: Role play. II. The sports/ games you like Task 3: Work in pairs. Do the quiz. Task 4: Work in groups. Interview your partners using the following questions. You may ask for more information. * Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ prior knowledge and to increase students’ interest. * Lucky numbers - Class is divided into 2 teams. - Teacher prepares 7 numbers which includes 5 questions about their school, and 2 lucky numbers. - Each team takes turns, chooses a number and answers the question behind the number. If the team answers the question correctly, they will get 1 point. If the team chooses the lucky number, they get 1 point without answering the question and get another turn. Suggested question: 1. Lucky number 2. Complete the following imperative: .. watch TV more than 3 hours a day. It’s bad for your eyes. Answer key: Don’t 3. Complete the question: .. you have dinner with your parents yesterday? Answer key: Did 4. Look at the picture and complete the sentence: Jane ... with her brother last weekend. Answer key: played badminton 5. Lucky number 6. Look at the picture and complete the sentence: to the instructor at the gym. Answer key: Listen 7. Translate the following sentence into English: Tôi chiến thắng trong cuộc thi đánh vần Thứ Hai tuần trước. Answer key: I won in the spelling contest last Monday. Teamwork 6 mins Lead-in To lead in the lesson about vocabulary and pronunciation. - Teacher leads students into the lesson by repeating the answer in question 7 of the game (I won in the spelling contest last Monday.) and asks students how they will respond