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
1. gym (n)

2. equipment
(n)

Pronunciatio
n

Meaning

Vietnamese
equivalent

/dʒɪm/

a place or club where you
can go to exercise using
machines, weights or
other equipment

phòng tập thể
dục

/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

Anticipated difficulties
Students may have underdeveloped
speaking and co-operating skills.

võ ka-ra-te

Solutions
- 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
Warm-up

Lead-in

Presentation
(Vocab

Stage aim

Procedure

- To set the
- Teacher writes the words
context for the
SPORTS AND GAMES on the
listening and
board and asks students to
reading text.
give any words relating to the
- To introduce the topic.
topic of the unit.
- 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.
To help students
- Teacher draws students'
get the main idea
attention to the picture in
of the text.
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.
To prepare
VOCABULARY
students with
- Teacher introduces the

Interactio
n
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Time

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4
mins

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5
mins

5
mins

pre-teaching)

vocabulary.

Practice

To have students
know the topic.

To have students
get specific
information of the
text and
understand the
conversation
better.

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]
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.

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5
mins

6
mins

Answer key:
1. fit
2. gym
3. table tennis
4. Club
5. cycle

To help students
revise/ learn some
sports and games Task 3: Name these sports
through pictures.
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

8
mins
Group
work

T-Ss

To help students
practice speaking
and learn about
how sporty they
are.

- 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

7
mins

Team
work

Pair work/
Group
work

Consolidation To consolidate
what students
have learnt in the
lesson.
Homework To review the
lesson and
prepare for the
next
lesson.

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.
Teacher asks students to talk
about what they have learnt
in the lesson.
- Do exercise in the workbook.
- Name some sports and
games that you know.

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3
mins

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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

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…

Form

kính bảo hộ

3. competition
(n)

/ˌkɒm.pə
ˈtɪʃ.ən/

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
1. Students may have difficulties in
distinguishing the two sounds /e/
and /æ/.

a situation in which
someone tries to win
something or be more
successful than someone
else

cuộc thi

Solutions
Provide students some tips by identifying
the letters which may include each sound.

2. Some students will excessively talk - Define expectations in explicit detail.
in the class.
- 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
Warm-up

Stage aim

Procedure

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

Interactio
n
Teamwork

Tim
e
3
mins

learnt.
- The team with more correct
answers in two minutes is the
winner.

Presentation
(Vocab
pre-teaching)

To enrich
students'
vocabulary.

Practice

To revise/ teach
the names of
some
equipment to
be used in some
sports/ games.

VOCABULARY
- Teacher introduces the
vocabulary by:
+ providing explanations of the
words;
+ showing pictures illustrating
the words.
1. racket (n): [picture]
2. goggles (n): [picture]
3. competition (n): [definition]
4. champion (n): [definition]
5. marathon (n): [definition]
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

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5
mins

16
mins

them if necessary. If there is
enough time, let students
give
examples.

To revise/ teach
the names of
some sports/
games and the
equipment to
be used with
them.

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

T-Ss

To give students
practice on how
to use words
related to
sports/ games in
context.

Presentation
(Pre-teach
the sounds
/e/ and /æ/)

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
To help students PRONUNCIATION
have concept
- Teacher introduces 2
and identify the
sounds /e/ and /æ/ to
sounds /e/
students and lets them
and /æ/.
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

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5
mins

Practice

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.
To help students Task 4: Listen and repeat. Pay
identify and
attention to the sounds /e/
practise the
and /æ/.
sounds /e/
- Teacher asks
and /æ/.
students listen
and repeat.
- Students work
To help students
in individually.
practise the
sounds /e/
Task 5: Listen and repeat.
and /æ/ in
Underline the words with the
sentences.
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

6
mins
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S

Pair work

T- Ss

Production

To give students
chance to apply
what they have
learnt.

Consolidation To consolidate
what students
have learnt in
the lesson.
Homework
To revise what
they have
learnt.

Saturday.
5. My grandpa is old, but he's
active.
*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 sentences.
Teacher asks students to talk
about what they have learnt in
the lesson.
- Rewrite the sentences into
notebooks.
- Find 3 more sports or games
that have the sound /e/
or /æ/.

Group
work

5
mins

T-Ss

T-Ss

3
mins

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
to be
S + was/ were + … .
S + wasn't/ weren't + … .
Was/ Were + S + … ?
W/H + was/ were + S + … ?
to verb
S + Ved + … .
S + didn't + Vinf + … .
Did + S + Vinf + … ?
W/H + did + S + Vinf + … ?

Example
They were friends.
She wasn't at home last night.
Were you good at French?
Who was with you at the party?
She played tennis yesterday
morning.
He didn't work yesterday.
Did they go to school last Monday?
When did you go to the
supermarket?

- Imperatives
Positive
Negative

V
Don't + V

Form

Example
Open the door.
Don't play outside.

Anticipated difficulties

Solutions

1. Students may be confused about
when to use regular or irregular
verbs in past simple tense.
2. Students may be confused when
making imperative sentences with
be.
3. Students may have underdeveloped
speaking and co-operating skills.

Give students a set of common
irregular verbs and ask them to look
the words up when they need.
Give more examples.
- 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
1. The Past simple tense
2. 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
Warm-up

Stage aim

Procedure

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
play computer
games
have lunch
drink water
teach English
learn French
go to school
do homework
be at home

Lead-in

Presentation

Interaction

Time

Group work

5
mins

T-Ss

1 min

watched TV
played
computer games
had lunch
drank water
taught English
learnt French
went to school
did homework
was/ were
at home

- Teacher may use projector
and lets students play the
game in teams.
To introduce
Teacher draws students'
targeted
attention to the form of the
grammar of
verbs in the game and asks
past simple
them whether they know the
tense.
target tense.
To help
1. The past simple tense:
students know Elicit past simple tense

5
mins

and
- Teacher provides or
understand
confirms the answers and
the use of past leads in the grammar focus
simple tense.
of the lesson:

T-Ss

To verb
S + Ved +
….
Negative
S + didn't
+ Vinf +
….
Interrogative Did + S +
Vinf + … ?
Answer
Yes, S +
did.
No, S +
didn't.
Positive

W/H
questions

To be
S + was/
were + … .
S + wasn't/
weren't +
….
Was/ Were
+S+…?
Yes, S +
was/ were.
No, S +
wasn't/
weren't.
W/H + did W/H +
+ S + Vinf was/were +
+…?
S + ...?

Notes
There are regular and irregular verbs
in past simple tense.

Practice

To help
students
practise with
the correct
form of the
past simple.

- Teacher asks students to
give the rules and lets them
study the grammar box.
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

S

Ss-Ss

15
mins

To help
students
practise using
the past
simple in
context.

get the most possibly
correct
answer.
- Teacher checks and
confirms students' answers.
Answer key:
1. C
2. B
3. C
4. A
5. 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:
1. went
2. had
3. did you do

T-Ss

S

T-Ss

To help
students
practise using
the past
simple in real
situation.

Presentation

To help
students know
and
understand
the use of
imperatives.

4. visited
5. ate
6. 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.

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

Group work

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

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
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

10
mins
Pair work

T-Ss

Group work

to do
something in
real context.

Consolidation To consolidate
what students
have learnt in
the lesson.
Homework
To review
knowledge

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.)
Teacher asks students to talk
about what they have learnt
in the lesson.
- Make 3 sentences about
yourself, using the past

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3
mins

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2
mins

that students
have gained in
this lesson.

simple.
- Give 3 orders or tell your
friends to do an activity/
everyday routine.
- Do exercises in the
workbook.

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
1. Students may have
underdeveloped speaking and
co-operating skills.

Solutions
- 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 - Define expectations in explicit detail.
in the class.
- 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
Warm-up

Stage aim

Procedure

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

Interactio
n
Teamwork

Tim
e
6
mins

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.

Lead-in

Presentation

Practice

Answer key: I won in the
spelling contest last Monday.
To lead in the
- Teacher leads students into
lesson about
the lesson by repeating the
vocabulary and
answer in question 7 of the
pronunciation.
game (I won in the spelling
contest last Monday.) and
asks students how they will
respond in such situation.
* EVERYDAY ENGLISH
To introduce the Expressing and responding
structure of
to congratulations.
expressing and
Task 1: Listen and read the
responding to
short conversation below,
congratulations. paying attention to the
highlighted parts.
- Teachers lets students listen
and read the dialogue, asks
them what the characters
say when they hear good
news from other people.
- Teacher calls some students
to share their opinions.
- Teacher gives more
explanations and writes
down the structure of
expressing and responding
to
congratulations.
+ Congratulations.
+ Thank you.
To practise the
Task 2: Work in pairs.
structure of
Student A has won a prize in
expressing and
the school's singing contest/
responding to
sports competition. Student
congratulations. B congratulates him/her.
Make a similar dialogue.
Remember to use the

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2
mins

7
mins

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8
mins

Practice

Production

highlighted sentences in
Task 1. Then change roles.
- Teacher allows students to
work in pairs, practise the
situation, using structures
above.
- Teacher calls some pairs to
present their answers.
- Teacher gives feedback and
corrections (if necessary).
* THE SPORTS/ GAMES YOU LIKE
- To have
Task 3: Work in pairs. Do the
students
quiz.
revise/ learn
- Teacher asks students to
some
work in pairs and find the
knowledge of
answers to the quiz.
sports/ games. - Teacher checks and gives
- To help
the correct answers.
students
Answer key:
communicate 1. There are usually
through a quiz 22 players (11 on each side).
about sports/ 2. It normally lasts 90
games.
minutes (divided into two
halves).
3. They take place every four
years.
4. A marathon is 42.195
kilometres long (26 miles and
385 yards).
5. They took place in Olympia
(in Ancient Greece) (in 776
BC).
To help students Task 4: Work in groups.
ask and answer Interview your partners
questions about using the following
themselves
questions. You may ask for
concerning the
more
field of sports/
information.

Pair work

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8
mins
Pair work
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10
mins

Group

games.

Consolidation To consolidate
what students
have learnt in
the lesson.
Homework
To revise what
they have learnt
in the lesson.

- Teacher divides the class
into groups of 5 or 6.
- Teacher appoints one
student to be the
interviewer, others to be
the interviewees, then
gives students plenty of
time to ask and answer
questions. Encourage them
to talk and raise as many
questions as possible.
- Teacher goes round the
class and gives support if
necessary.
- After a fixed amount of
time, choose the
interviewer of some groups
to present to the class.
Teacher and other students
listen and make comments.
Teacher asks students to talk
about what they have learnt
in the lesson.

work

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3
mins

Write down the results and
feedback of the previous
interviews.

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1
min

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UNIT 8: SPORTS AND GAMES
Lesson 5: Skills 1
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- Develop reading skill for general and specific information about Pelé
- Talk about famous sportspeople
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, Skills 1
Pictures, cards
sachmem.vn

Language analysis
Form
1. career (n)

2. goal (n)

Pronunciatio
n
/kəˈrɪər/

/ɡəʊl/

Meaning

Vietnamese
equivalent

the job or series of jobs that
you do during your working
life

sự nghiệp

a point score in some sports,
such as football, when a player
get the ball into this area

bàn thắng

3. score (v)

/skɔːr/

to win or get a point

Anticipated difficulties
1. Students may lack knowledge
about some lexical items.
2. Students may have
underdeveloped reading, speaking
and co-operating skills.

ghi bàn

Solutions
Provide students with the meaning and
pronunciation of words.
- Let students read the text again
(if needed).
- Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in
groups so that they can help each other.
- Provide feedback and help if necessary.
3. Some students will excessively talk
- Define expectations in
in the class.
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 5: Skills 1

* Warm-up
Game: Hidden picture
I. Reading
Task 1: Work in pairs. Discuss the questions.
Vocabulary
1. career (n)
2. goal (n)
3. score (v)
Task 2: Read the dialogue and quickly check your ideas in Task 1.
Task 3: Read the text again and answer the questions.

II. Speaking
Task 4: Read the following facts about two famous sportspeople.
Task 5: Choose one sportsperson in Task 4. Talk about him/ her. Use the
following cues.
* Homework
Procedure
Stage
Warm-up

Stage aim
To introduce
the topic of
reading and
also revise the
previous
lesson.

Procedure
*Game: Hidden picture
(Who is this?)
- Class is divided into 2 teams.
- Teacher prepares 6 cards
numbered from 1 to 6.
- Each team takes turns to choose
a number and answer the
question behind the number. If
the team answers the question
correctly, they will get 1 point.
- There is a ...