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School:
Teacher’s name:
Class:

LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 8: SPORTS AND GAMES

Lesson 1: Getting started – At the gym

I. OBJECTIVES
By the end of this lesson, Ss 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. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. gym (n) /dʒɪm/ a place or club where you can go phòng tập thể dục
to exercise using machines,
weights or other equipment
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2. equipment (n) /ɪˈkwɪpmənt/ a set of necessary tools, thiết bị, dụng cụ

clothing… for a particular
purpose

3. karate (n) /kəˈrɑːti/ A sport, originally from Japan, in võ ka-ra-te

which people fight using their
arms, legs, hands, and feet

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped speaking - Play the recording many times if necessary.
and co-operating skills. - Encourage students to work in groups so that
they can help each other.
- Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Spider web completion
c. Expected outcomes:
- Students can complete the word web related to the topic Television
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Spider web completion - Students listen to the Suggested answer:
Teacher writes the words SPORTS instruction and give their chess, cycling, basketball,
AND GAMES on the board and answers. football, running, hiking,
asks students to give any words swimming, badminton,
relating to the topic. tennis,...
- Teacher may allow students to
give a Vietnamese word and ask
other students in the class if they
know the equivalent in English.
- Teacher writes on 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.
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e. Assessment
- T checks ss’ answers and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with vocabulary.
- To help students be well-prepared for the task.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic: sports and games.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students guess the meaning New words:
- Teacher introduces the vocabulary of words. 1. gym (n)
by: 2. equipment (n)
+ providing definitions of the words. 3. karate (n)
+ showing the pictures illustrating
the words.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help Ss read for specific information about the text.
- To help Ss practise using words related to the topic Sports and Games
- To help Ss revise / learn names of some sports and games through pictures.
b. Content:
- Task 1: Listen and read.
- Task 2: Put a word from the conversation in each gap.
- Task 3: Name these sports and games, using the words from the box.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Teacher ask students some - Students answer the Questions:
questions before listening. questions. 1. Where are the two kids?
- Teacher plays the recording, and - Students underline the words 2. What sports are they going
asks students to underline the words related to the topic. to play?
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they have learned in the vocabulary - Students listen and read. Suggested answers:
part. - Some pairs read aloud the 1. They are in the gym/ school
- Teacher can play the recording dialogue. gym.
more than once. 2. They are going to run.
- Teacher invites some pairs of
students to read the dialogue aloud.
Task 2: Put a word from the conversation in each gap. (4 mins)
- Teacher asks students to do this - Students to the task without Answer key:
task independently, and reminds reading the conversation again. 1. fit
them of the ways to do the activity if - Students share and discuss 2. gym
needed. the answers before discussing 3. table tennis
- Teacher allows students to share as a class. 4. Club
their answers before discussing as a - Students correct the answers. 5. cycle
class.
- Teacher writes the correct answers
on the board.
- Teacher explains the meanings of
some words if necessary.
Task 3: Name these sports and games, using the words from the box. (5 mins)
- Ask Ss to label the pictures with - Students do the task Answer key:
the correct words given. Ss can work individually. 1. cycling
in pairs. Elicit Ss’ answers. Then - Share answers before 2. aerobics
provide the correct words. discussing as a class. 3. table tennis
- Ask them for the meanings of the - Students correct the answers. 4. swimming
words. Provide them with the
5. chess
meanings of the words they don’t
6. volleyball
know. T may also ask them if they
play these sports and games or if
people in Viet Nam play them.
- 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, and 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
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and games or if people in Viet Nam

play them.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: FURTHER PRACTICE (10 mins)

a. Objectives:
- To help Ss talk about what TV programme(s) they like.
- To check students’ vocabulary and improve group work skills.
b. Content:
- Task 4: Work in pairs. Ask your partners these questions to find out how sporty they are.
c. Expected outcomes:
- Ss can talk about what TV programme(s) they like.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Ask your partners these questions to find out how sporty they are.
- Teacher lets students work in pairs - Students work in groups of 4 Suggested answers:
(or in groups) to ask and answer the to do the task.
questions. Some pairs (or groups) - One student from each group
may report their results to the class. reports the answer to the class.
(In their groups, how many students
answer “A”, how many students
with answer “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.
e. Assessment
- T and other Ss listen to the answers and comment.

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Name some sports and games that you know.
- Start preparing for the Project of the unit:
Teacher randomly puts Ss in groups of 4 or 5 and asks them to read the information about a
traditional game on page 25, then choose a game in task 2 and give a presentation about it to the
class in Lesson 7 – Looking back and Project. (Teacher should check the progress of students’
preparation after each lesson.)

Board plan
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Date of teaching
Unit 8: Sports and games
Lesson 1: Getting started
* Warm-up

* Vocabulary
1. gym (n)
2. equipment (n)
3. karate (n)

Task 1: Listen and read.

Task 2: Put a word from the conversation in each gap.
Task 3: Name these sports and games.
Task 4: Ask questions.

*Homework
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UNIT 8: SPORTS AND GAMES

Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Sports and games;
- Pronounce correctly and recognise the sounds /e/ and /æ/.
2. Competences
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Be ready to make and share ideas among classmates.
- Develop good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese

equivalent

1. racket (n) /ˈrækɪt/ an object used for hitting the vợt (cầu lông/
balls in some sports tennis…)

2. goggles (n) /ˈɡɒɡəlz/ special glasses used to protect the kính bảo hộ
eyes from chemicals, wind,
water…

3. competition (n) /ˌkɒmpəˈtɪʃən/ a situation in which someone cuộc thi

tries to win something or be
more successful than someone
else

4. champion (n) /ˈtʃæmpiən/ someone or something has nhà vô địch

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beaten all other

competitors in a competition

5. marathon (n) /ˈmærəθən/ a running race of slightly over 26 chạy đua ma-ra-
miles (~42 km) tông/ chạy đường
dài

Assumption
Anticipated difficulties Solutions
Students may have difficulties in Provide students some tips by identifying the
distinguishing two sounds /e/ and /æ/. letters that may include each sound.
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Some students will excessively talk in the - Define expectations in explicit detail.
class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and vocabulary related to the topic.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can recognise some kind of sports and games.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
- Teacher divides the class into two - Students work in two teams Suggested answer:
teams. One member from each team, to do the task. ball, shoes, net, bicycle,
in turns, comes to the board and lists racket,...
all the sports and games they have
learnt.
- The team with more correct
answers in two minutes is the
winner.
e. Assessment
- Teacher’s feedback.

2. ACTIVITY 1: VOCABULARY (20 mins)

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a. Objectives:
- To revise / teach the names of some sports / games and the equipment to be used in the sports/
games.
b. Content:
- Vocabulary pre-teaching
- Task 1: Write the right words / phrase 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 one of the words from the box.
c. Expected outcomes:
- Students can identify some words about sports / games and the equipment.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (6 mins)
- Teacher introduces the vocabulary - Students guess the meaning New words:
by: of the words through pictures, 1. racket (n)
+ providing explanations of the synonyms or antonyms. 2. goggles (n)
words; 3. competition (n)
+ showing pictures illustrating the 4. champion (n)
words. 5. marathon (n)
Task 1: Write the words/ phrases in the box next to the definition. (4 mins)
- Teacher asks students to look at the - Students work individually to Answer key:
pictures and see if they can write the do the task. 1. ball
words under the pictures. - Write the answer on the 2. sports shoes
- Teacher lets students work board. Correct the answer. 3. boat
individually, and tells them to put - Give examples if there is 4. racket
the words and phrases given under enough time. 5. goggles
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.
Task 2: Complete the sentences with the words / phrases in the box. (5 mins)
- Teacher tells students to do the task - Students work in pairs to do Answer key:
independently first, then calls on the task. 1. c
some students to write their answers - Some pairs share their 2. d
on the board, then checks their answers with the class. 3. a
answers as a class. - Student correct the answer if 4. b
- Teacher checks with the whole need 5. e
class, asks students to give more
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names of sports and equipment to be

used with them.
For example:
- table tennis – bats
- running – sports shoes
- chess – chess board + chess
pieces...
Task 3: Complete the sentences with the adjectives in the box. (5 mins)
- Teacher has students read the - Students do the task Answer key:
sentences and fill in the blanks with individually. 1. competition
the words given, then read the - Students share their answers 2. champion
sentences carefully and look for with their partners before 3. congratulations
clues so that they can choose the discussing as a class. 4. sporty
right words to complete the 5. marathon
sentences.
- Teacher calls one student to write
the words on the board, then gives
corrections.
- For more able students, teacher
asks them to make sentences with
the words. Other students and
teacher give comments.
e. Assessment
- Teacher’s observation and feedback

3. ACTIVITY 2: PRONUNCIATION (15 mins)

a. Objectives:
- To help students identify how to pronounce the sounds /θ/ and /ð/.
- To help students practise pronouncing these sounds correctly in words and in sentences.
b. Content:
- Task 4: Listen and repeat the words.
- Task 5: Tongue Twister. Take turns to read the sentences quickly and correctly.
c. Expected outcomes:
- Students can pronounce the /θ/ and /ð/ sounds in words in sentences correctly
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Listen and repeat the words. (8 mins)
- Teacher introduces 2 sounds /θ/ - Students watch a video about
and /ð/ to students and lets them how to pronounce the two
watch a video about how to sounds.
pronounce these two sounds. - Students listen to the
Video link: HƯỚNG DẪN PHÁT recording and repeat.
ÂM LỚP 6 - Unit 7: Television /θ/ - Students give more words
- /ð/
containing the sounds /θ/
- Teacher asks students to read the
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words first as they are familiar with and /ð/. Suggested answers:
students. /θ/: think, thank, throw, theatre,
- Teacher plays the recording and third.
asks students to listen carefully and /ð/: this, that, these, those,
check if they have pronounced them there, father.
correctly.
- Teacher calls some students to read
the words individually.
- Teacher asks students to give some
words they know containing these
sounds.
Task 5: Tongue Twister. Take turns to read the sentences quickly and correctly. (7 mins)
- Teacher allows students to work in - Students work in pairs to Tongue Twister challenge:
pairs and practice reading the tongue practise reading the sentences. 1. They are thinking about the
twister: slowly at first, then faster - Some students read the weather there.
and faster. sentences aloud. 2. The new theatre opens on
- Teacher asks some students to read Thursday the third.
the Tongue Twister aloud.
e. Assessment
- Teacher’s observation and feedback on student’s pronunciation.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Find 5 more words with the sound /θ/ and 5 more words with the sound /ð/. Write them down
and practice pronouncing the words.

Board Plan

Date of teaching …
Unit 8: Sports and games
Lesson 2: A closer look 1

*Warm-up
Matching

* Vocabulary
1. comedy (n)
2. viewer (n)
3. performer (n)
4. popular (adj)
5. live (adj)
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6. boring (adj)

Task 1: Write the words / phrases.

Task 2: Complete the sentences.
Task 3: Complete the sentences.

* Pronunciation
Task 4: Listen and repeat the words.
Task 5: Tongue Twister.

*Homework
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UNIT 8: SPORTS AND GAMES

Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the Wh-question words and conjunctions in compound sentences: and, but, so correctly
2. Competences
- Develop communication skills
- 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 good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.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 She played tennis yesterday
S + Ved + … .
morning.
S + didn’t + Vinf + … . He didn’t work yesterday.
Did + S + Vinf + … ? Did they go to school last Monday?
When did you go to the
W/H + did + S + Vinf + … ?
supermarket?
Imperatives
Positive V Open the door.
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Negative Don’t + V Don’t play outside.

Assumption
Anticipated difficulties Solutions
1. Students may be confused about when to Give students a set of common irregular verbs
use regular or irregular verbs in past simple and ask them to look the words up when they
tense. need.
2. Students may be confused when making Give more examples.
imperative sentences with be.
3. Students may have underdeveloped - Give clear instruction, give examples before
speaking and co-operating skills. letting students work in groups.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge related to the targeted grammar of past simple tense and
to increase students’ interest.
- To enhance students’ skills of cooperating with team mates.
b. Content:
- Game: Pelmanism
c. Expected outcomes:
- Students can play the game using the past simple tense
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Word cloud - Students follow the teacher's
- Teacher divides the class into instructions to play the game. watch TV watched TV
groups of fours, prepares each group play computer played
with 2 sets of cards, one includes games computer
games
activities in infinitive forms and the have lunch had lunch
other includes those of past simple drink water drank water
form. teach English taught English
- Students work in groups and match learn French learnt French
the card with infinitive form with its go to school went to school
do homework did homework
correct past simple form. The group
be at home was/ were
matches faster and correctly is the at home
winner.
e. Assessment
- Teacher corrects students’ answers (if needed).

2. ACTIVITY 1: THE PAST SIMPLE (20 mins)

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a. Objectives:
- To help Ss practise using the past simple in context.
- To help Ss practise using the past simple in real situations.
b. Content:
- Task 1: Choose the correct answer A, B or C.
- Task 2: Write the correct form of the verbs to complete the conversation.
- Task 3: Work in groups. Ask and answer questions about your last weekend.
c. Expected outcomes:
- Students understand how to use the targeted grammar.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

The past simple tense: Elicit past simple tense (5 mins)
- Teacher draws students’ - Students read the words in the
attention to the form of the verbs Warm-up part and answer the To verb To be
in the game and asks them teacher’s question. Positive S + Ved + S + was/
whether they know the target - Students read the Remember …. were + … .
tense. Negative S + didn’t + S + wasn’t/
box. Vinf + … . weren’t + …
- Teacher provides or confirms
.
the answers and leads in the Interrogativ Did + S + Was/ Were +
grammar focus of the lesson. e Vinf + … ? S + … ?
- Teacher asks students to give Answer Yes, S + did. Yes, S +
the rules and lets them study the No, S + was/ were.
grammar box. didn’t. No, S +
wasn’t/
weren’t.
W/H W/H + did + W/H +
questions S + Vinf + was/were +
…? S + ...?
Notes
There are regular and irregular verbs in
past simple tense.

Task 1: Choose the correct answer A, B or C. (3 mins)

- Teacher lets students do the - Students do the task Answer key:
task individually and then individually and then check the 1. C
compares their answers in pairs. answers with a partner before 2. B
- Teacher tells students that when checking as a class. 3. C
they do the multiple choice 4. A
questions, they should first read 5. B
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.
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- Teacher checks and confirms

students’ answers.
Task 2: Write the correct form of the verbs to complete the conversation. (5 mins)
- Teacher lets students do the - Students do the task Answer key:
task individually, and asks them individually. 1. went
to read the conversation first, so - Some students read out their 2. had
that they understand the context answers. 3. did you do
to use the verbs given in the - Correct the answer. 4. visited
correct form. 5. ate
- Teacher may call on some 6. scored
students separately to read out
their answers and correct their
answers if they’re wrong, and
give explanation if necessary.
- Teacher then calls some pairs to
read the conversation with the
correct verb form, and corrects
their pronunciation and
intonation if necessary.
Task 3: Work in groups. Ask and answer questions about your last weekend. (7 mins)
- Teacher divides the class into - Students do the task in groups
groups of 4, then lets students of four.
take turns to ask and answer - Report to the class about one
questions about their last of their friends’ last weekend.
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.
e. Assessment
- Teacher corrects the students as a whole class.

3. ACTIVITY 2: IMPERATIVES (15 mins)

a. Objectives:
- To help Ss use the correct form of imperatives in different situations.
- To help Ss practise using imperatives to tell someone to do something in a real context.
b. Content:
- 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.
c. Expected outcomes:
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- Students understand how to use the targeted grammar.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Imperatives (5 mins)
- Teacher sets context to lead in the - Students listen to the teacher.,
lesson: There is an obese kid, let’s answer the questions and then
tell the kids what to do/ what not to read the Remember box.
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.
- Teacher asks students to read the
Remember box.
Task 4: Look at each picture and choose the correct answer. (5 mins)
- Teacher tells students to work in - Students work in pairs to do Answer key:
pairs, and gives them about 2 – 3 the task. 1. Don’t park
minutes to do the task. - Some students read out loud 2. Close
- Teacher goes round, observes the the complete sentences. 3. Tidy up
class and gives help if necessary. - Check the answers as a class. 4. Don’t use
- Teacher calls on some students to 5. Try
read their answers, then checks their
answers as a class.
Task 5: Tell your friends what to do and what not to do at the gym. (5 mins)
- Teacher lets students work in - Students work in groups of Some possible sentences:
groups of four, gives each group a four to do the task. + Pay your fee first.
piece of paper, asks them to take - Some students read their + Put on your trainers/ sports
turns to tell their friends what to do group’s answers aloud. shoes.
and what not to do at the gym and - Do as the teacher’s + Listen to the instructor
write down the answer in the paper instructions if there is still carefully.
in 3 minutes. time. + Don’t litter.
- Teacher gives help and lets them + Don’t eat or drink at the
give as many sentences as possible. gym.
- Teacher calls some groups to read
aloud their answers and check with
the whole class.
- 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
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notebook page. Make sure that

students write the rules somewhere
in the picture. (This may be done as
homework.)
e. Assessment
- Teacher corrects the students as a whole class.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- 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.

Board Plan

Date of teaching
Unit 8: Sports and games
Lesson 3: A closer look 2
* Warm-up
Game: Pelmanism

I. Grammar
The past simple
Task 1: Choose A, B or C.
Task 2: Complete the conversation.
Task 3: Ask and answer.
Imperatives
Task 4: Choose the correct answer.
Task 5: Tell your friends.

* Homework
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UNIT 8: SPORTS AND GAMES

Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss 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. Competences
- 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 good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may have underdeveloped - Encourage students to work in pairs, in groups
speaking and co-operating skills. so that they can help each other.
- Provide feedback and help if necessary.
2. Some students will excessively talk in - Define expectations in explicit detail.
the class. - Have excessively talkative students practise.
- Continue to define expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students’ prior knowledge and to increase students’ interest.
b. Content:
- Game: Lucky numbers
c. Expected outcomes:
- Students can make questions to ask about a TV programme.
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d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Lucky numbers - Students play the game in 2 Suggested question:
- Class is divided into 2 teams. teams. 1. Lucky number
- Teacher prepares 7 numbers which 2. Complete the following
includes 5 questions about their imperative:
school, and 2 lucky numbers. ... watch TV more than 3 hours
- Each team takes turns, chooses a a day. It’s bad for your eyes.
number and answers the question -> Don’t
behind the number. If the team 3. Complete the question:
answers the question correctly, they ... you have dinner with your
will get 1 point. If the team chooses parents yesterday?
the lucky number, they get 1 point -> Did
without answering the question and 4. Look at the picture and
get another turn. complete the sentence:

Jane ... with her brother last

weekend.
-> played badminton
5. Lucky number
6. Look at the picture and
complete the sentence:

… to the instructor at the gym.

-> Listen
7. Translate the following
sentence into English:
Tôi chiến thắng trong cuộc thi
đánh vần Thứ Hai tuần trước.
-> I won the spelling contest
last Monday.
e. Assessment
- Teacher corrects students’ answers (if needed).

2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)

a. Objectives:
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- To introduce the way of expressing and responding to congra tulations

- To help Ss practise expressing and responding to congratulations
b. Content:
- Task 1: Listen and read the short conversation below, paying attention to the highlighted parts.
- Task 2: Work in pairs.
c. Expected outcomes:
- Students can use the structures to express and respond to congratulations.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read the short conversation below, paying attention to the highlighted parts. (7
mins)
- Teacher leads students into the - Students respond to the
lesson by repeating the answer in situation in the warm-up part.
question 7 of the game (I won in the - Students listen to the
spelling contest last Monday.) and recording and pay attention to
asks students how they will respond the highlighted words.
in such situations. - Students practise the dialogue
- Teacher lets students listen and in pairs.
read the dialogue, and 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.
Task 2: Work in pairs. Student A has won a prize in the school’s singing contest / sports
competition. Student B congratulates him / her. Make a similar dialogue. Remember to use the
highlighted parts in 1. Then change roles. (8 mins)
- Teacher allows students to work in - Students do the task in pairs. Suggested conversation:
pairs, practise the situation, using - Some pairs act out their A: Yesterday, I played chess
structures above. conversation in front of the with my dad and I won for the
- Teacher calls some pairs to present class. first time.
their answers. B: Wow, really?
- Teacher gives feedback and Congratulations!
corrections (if necessary). A: Thank you.
e. Assessment
- Teacher checks students’ understanding by asking some checking-questions.

3. ACTIVITY 2: TV THE SPORTS/ GAMES YOU LIKE (25 mins)

a. Objectives:
- To have Ss revise / learn some knowledge of sports / games.
- To help Ss communicate through a quiz about sports / games.
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- To help Ss ask and answer questions about themselves concerning the field of sports / games.
b. Content:
- Task 3: Work in groups. Discuss and complete the facts with the countries in the box.
- Task 4: Work in groups. Interview your partners using the following questions. You may ask
for more information.
c. Expected outcomes:
- Students know about different types of house.
- Students can ask and answer questions about houses.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 3: Work in pairs. Do the quiz.
- Teacher asks students to work in - Students work in pairs to do Answer key:
pairs and find the answers to the the task. 1. There are usually 22 players
quiz. - Some students stand up to (11 on each side).
- Teacher checks and gives the give the answers. 2. It normally lasts 90 minutes
correct answers. - Students correct their answers (divided into two halves).
if needed. 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).
Task 4: Work in groups. Interview your partners using the following questions. You may ask for
more information.
- Teacher divides the class into - Students do the task Suggested questions:
groups of 5 or 6. individually. 1. What sports / games do you
- Teacher appoints one student to be - Some students stand up to play in your free time? Do you
the interviewer, others to be the give the answers. play them well? When and
interviewees, then gives students - Students correct their answers how often do you play them?
plenty of time to ask and answer if needed. 2. Which sport / game do you
questions. Encourage them to talk like watching on TV?
and raise as many questions as 3. Did you join any clubs?
possible. 4. If you don’t play sport, what
- Teacher goes round the class and do you often do in your spare
gives support if time?
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.
e. Assessment
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- Teacher corrects students’ answers by going around while they’re practising.

- Teacher gives corrections and feedback

4. CONSOLIDATION (3 mins)
a. Wrap-up
- Have Ss say what they have learnt in the lesson.
b. Homework
- Write down the results and feedback of the previous
interviews.
- Do exercises in the workbook.
- Prepare for the next lesson: Skills 1

Board Plan

Date of teaching
Unit 8: Sports and games
Lesson 4: Communication
*Warm-up
Lucky numbers

* Everyday English
Expressing and responding to congratulations.
Task 1: Listen and read.
Task 2: Role play.

* The sports/ games you like

Task 3: Work in pairs. Do the quiz.
Task 4: Work in groups. Interview.

*Homework
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UNIT 8: SPORTS AND GAMES

Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- read for general and specific information about Pelé
- talk about a favourite sportsperson and the reason for that
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
3. Personal qualities
- Be ready to make and share ideas among classmates.
- Develop good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, Skills 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. career (n) /kəˈrɪə(r)/ the job or series of jobs that you sự nghiệp
do during your working life

2. goal (n) /ɡəʊl/ a point score in some sports, bàn thắng

such as football, when a player
get the ball into this area

3. score (v) /skɔːr/ to win or get a point ghi bàn

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.
2. Students may have underdeveloped - Let students read the text again (if needed).
reading, speaking and co-operating - Create a comfortable and encouraging
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skills. 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 in - Define expectation in explicit detail.
the class. - Have excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of reading and also revise the previous lesson.
b. Content:
- Game: Hidden picture
c. Expected outcomes:
- Students can answer the questions related to sports.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Hidden picture - Students play the game in two Suggested questions:
- Class is divided into 2 teams. teams. 1. How many players are there
- Teacher prepares 6 cards numbered in a football match? - 22.
from 1 to 6. 2. How long does a football
- Each team takes turns to choose a match last? - 90 minutes.
number and answer the question 3. Is football in America the
behind the number. If the team same sport as football in other
answers the question correctly, they countries? - No, it isn’t.
will get 1 point. 4. Who is this man? - Quang
- There is a hidden picture under the Hải – a Vietnamese footballer.
6 cards, the team that finds the
hidden picture first will be the
winner.

5. Which sport happens in a

ring? - Boxing.
6. Who is this girl? - Ánh Viên
– a Vietnamese swimmer.
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-> The hidden picture is Pelé.

e. Assessment
- Teacher corrects students’ answers (if needed).

2. ACTIVITY 1: READING (20 mins)

a. Objectives:
- To help Ss develop their reading skill for general and specific information.
- To help Ss broaden and deepen their knowledge of Pelé.
b. Content:
- Vocabulary pre-teaching
- Task 1: Work in pairs. Discuss the questions.
- Task 2: Read the dialogue quickly to check your ideas in 1.
- Task 3: Read the text again and answer the questions.
c. Expected outcomes:
- Students understand the text and do the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching
- Teacher introduces the vocabulary - Students write down the new New words:
by: words. 1. career (n)
+ providing the pictures of the words 2. goal (n)
+ providing the definition of the 3. score (v)
words
Task 1: Work in pairs. Discuss the questions.
- T may begin by asking Ss to name - Students answer the teacher’s Questions:
some famous football players in Viet questions. 1. What do you know about
Nam. - Students work in pairs to Pelé?
- Tell them to work in pairs to discuss the question. 2. What is special about him?
discuss the questions in this activity.
Encourage them to give their ideas
(as many ideas as possible) in front
of the class.
- Have Ss work in pairs and discuss
the questions about Pelé. It is not
important whether they know
much or little information about Pelé
as long as they talk with each other.
Task 2: Read the dialogue quickly to check your ideas in 1.
- Tell Ss to read the text quickly and - Students read the text quickly
check their ideas in 1. and check their ideas again.
- Set a strict time limit to ensure that
Ss read quickly for information.
Encourage Ss to give any piece of
information they can remember (and
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it is not so important what they say

as long as they speak English).
Task 3: Read the text again and answer the questions.
- Give Ss some time to practise - Students read aloud the Answer key:
reading the dialogue. Ss listen to T dialogue. 1. Pelé was born in 1940.
(or other Ss) read aloud while - Find the key words in each 2. His father did. / His father
tracking the dialogue with their question. taught him.
fingers. - Find the information and 3. He scored 1,281 goals in
- Ask Ss to read in chorus the new answer the questions. total.
and difficult words / phrases in the - Correct the answers if 4. (He became Football Player
dialogue. needed. of the Century) in 1999.
- Check with Ss the meanings of the 5. They call him “The King of
new words. Explain to them if Football”.
necessary.
- Ask Ss to find the key words in
each question. Then find the
information in the dialogue to
answer the questions.
- Confirm the correct answers to the
class.
e. Assessment
- Teacher checks students’ understanding with follow up questions.

3. ACTIVITY 2: SPEAKING (15 mins)

a. Objectives:
- To help Ss practise reading and understand fact files of famous sportspeople.
- To help Ss practise speaking about a famous sportsperson in 4.
b. Content:
- Task 4: Read the following facts about two famous sportspeople.
- Task 5: Choose one sportsperson in 4. Talk about him / her. Use the following cues.
c. Expected outcomes:
- Students can talk about a sportsperson.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Read the following facts about two famous sportspeople.
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- Ss work by themselves and read the - Students read the fact files
fact files of two famous individually.
sportspeople. T may ask them - Ask the teacher the meaning
whether they know these of the new words if necessary.
sportspeople, and what else they
know about them.
- Explain any new words to Ss if
necessary. Make sure Ss understand
everything and they can use these
facts to prepare for the next speaking
activity.
Task 5: Choose one sportsperson in 4. Talk about him / her. Use the following cues.
- Have Ss work in pairs or groups. - Students work in pairs or Suggested cues:
Have them take turns to talk about groups to talk about their – His / Her name
their chosen sportsperson. chosen sportsperson. – The sport he / she plays
- Let them have freedom to choose – Why he / she is famous
what information to mention. (They – You like him / her or not
can skip some points, or add some of Explain why
their own.)
- While Ss are talking, T goes round
the class and monitors. Remember
not to stop them in order to correct
their mistakes.
- When the talking time is over, T
collects common errors and
discusses them with the whole class.
e. Assessment
- Teacher gives corrections and feedback.

4. CONSOLIDATION (5 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Write down their opinion about a famous sportsperson.
- Do exercises in the workbook
- Prepare for the next lesson: Skills 2.

Board Plan

Date of teaching
Unit 8: Sports and games
Lesson 5: Skills 1
*Warm-up
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Game: Hidden picture

* Reading
Vocabulary
1. career (n)
2. goal (n)
3. score (v)
Task 1: Discuss the questions.
Task 2: Read and quickly check your ideas.
Task 3: Read and answer the questions.
* Speaking
Task 4: Read about two famous sportspeople.
Task 5: Talk about one sportsperson in Task 4.
*Homework
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UNIT 8: SPORTS AND GAMES

Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Sports and games
- Listen for general and specific information about people’s favourite sports
- Write a passage about your favourite sport
2. Competences
- 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 good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, Skills 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may have - Play the recording many times if necessary.
underdeveloped listening 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 - Define expectation in explicit detail.
talk in the class. - Have excessively talkative students practise.
- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead in the topic of the listening tasks.
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- To set the context for the listening part.

b. Content:
- Game: Choose the numbers
c. Expected outcomes:
- Students can answer the questions related to rooms and houses.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Choose the numbers - Students play the game in two Answers key:
- Teacher divides the class into 2 teams.
teams.
- Each team takes turns to spin the
wheel. Under each number is a
picture of a famous sportsperson. If
the team gives the correct name of
the sport which the person plays, 1. Football (David Beckham)
they’ll get one point.
- The team with more points is the
winner.

2. Tennis (Roger Federer)

3. Badminton (Phạm Hồng

Nam)

4. Ice skating (Yuzuru Hanyu)

5. Boxing (George Foreman)

e. Assessment
- Teacher corrects for students (if needed)
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2. ACTIVITY 1: LISTENING (20 mins)

a. Objectives:
- To activate Ss’ knowledge of the topic of the listening text
- To help Ss develop the skill of listening for general and specific information.
b. Content:
- Task 1: Listen to the passages. Who are they about?
- Task 2: Listen to the passages again. Then tick T (True) or F (False) for each sentence.
- Task 3: Listen again and fill each blank with a word to complete each sentence.
c. Expected outcomes:
- Students can understand the listening task to check their answers.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen to the passages. Who are they about?
- Play the recording once only. Ask - Students listen to the Answer key:
Ss to listen and say who are recording and do the task. The listening passages are
mentioned in the passages. - Students correct their answers about Hai and Alice.
- Confirm the correct answer as a if needed.
class.
Task 2: Listen to the passages again. Then tick T (True) or F (False) for each sentence.
- Ask Ss to read the sentences - Students read through the Answer key:
carefully and find the key words. statements and find the key 1. F
- Play the recording again. Tell Ss words. 2. T
that while they listen, they have to - Students listen to the 3. T
tick T or F for each sentence. recording to do the task. 4. T
- Call on some Ss to read the - Students correct their answers 5. F
answers and explain their choice. if needed.
- Confirm the correct answers as a
class.
Task 3: Listen again and fill each blank with a word to complete each sentence.
- Ask Ss to read the sentences and - Students read the sentences Answer key:
find the key words. and find the key words. 1. volleyball
- Play the recording a third time (or - Students listen to the 2. three
more if needed). Tell Ss that they recording again and do the 3. Alice
have to identify the exact words in task. 4. chess
the listening passages to fill the - Ss can share their answers in
blanks, and that the words must be pairs before listening to the
spelled correctly. recording a final time to check
the answers as a class.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WRITING (18 mins)

a. Objectives:
- To help Ss practise writing a paragraph about the sport / game they like.
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b. Content:
- Task 4: Work in pairs. Talk about the sport / game you like. Use the following questions as
cues.
- Task 5: Write a paragraph of 40-50 words about the sport / game you talked about in 4. You
can also refer to the listening passages.
c. Expected outcomes:
- Students can use learned vocabulary and grammar to write a paragraph about TV-viewing
habits.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Talk about the sport / game you like. Use the following questions as cues.
- Have Ss work in pairs and talk - Students work in pairs to do Suggested cue:
about the sport / game they like. the task. – What is the name of the sport
They can use the cues given or their - Note down important and / game?
own ideas. interesting things. – How many players are there?
- Ask them to note down the - Share their notes in front of – How often do you play it?
important and interesting things in the class. – What equipment does it
their notebooks. need?
- Go around and give help if – Why do you like it?
necessary.
- Call on some Ss to read their notes
in front of the class. T and other Ss
listen and make comments.
Task 5: Write a paragraph of 40-50 words about the sport / game you talked about in 4. You can
also refer to the listening passages.
- Ask Ss to write a paragraph about - Students refer to their note
the sport / game they talk about in 4. and write the paragraph
Allow Ss to refer to the listening individually.
passages and other sections for - Students can ask the teacher
useful language for writing. Note to help them with vocabulary if
interesting expressions and language needed.
on the board.
- Tell Ss to write a draft first, based
on the ideas they have talked about
in 4. Then Ss actually write a
paragraph of 40 – 50 words (or more
if they can), covering as many ideas
as possible. Tell them to pay
special attention to punctuation,
structural elements, linking words,
etc.
- T may collect some Ss’ writings
and mark them, then give comments
to the class. Remember to tell them
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how to improve their writings.

e. Assessment
- Teacher gives corrections and feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebook.
- Do exercises in the workbook.

Board Plan

Date of teaching
Unit 8: Sports and games
Lesson 6: Skills 2
*Warm-up
Game: Spin the wheel
*Listening
Task 1: Listen to the passages. Who are they about?
Task 2: Listen and tick T or F.
Task 3: Listen and fill each blank.
*Writing
Task 4: Talk about the sport/ game you like.
Task 5: Write a paragraph.
*Homework
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UNIT 8: SPORTS AND GAMES

Lesson 7: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- review the vocabulary and grammar of Unit 8
- apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Competences
- Develop communication skills and creativity
- Develop presentation skill
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be ready to make and share ideas among classmates.
- Develop good habits playing sports and games
- Be responsible in exercising to improve health
- Develop self-study skills

II. MATERIALS
- Grade 6 textbook, Unit 8, Looking back and Project
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may have underdeveloped - Encourage students to work in pairs, in
speaking, writing and co-operating skills groups so that they can help each other.
when doing the project. - Provide feedback and help if necessary.
2. Some students will excessively talk in - Define expectation in explicit detail.
the class. - Have excessively talkative students
practise.
- Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson
- To revise what students have learnt in Unit 8 and lead in the next part of the lesson.
b. Content:
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- Mind map
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to have a talk.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Mind map - Students work in groups of
- Teacher divides the class into four to do the task.
groups of four, gives each group a
mind map, and asks them to fill in
the missing words in the map.
- The fastest group giving out the
correct answer is the winner. Answer key:
1. Sports
2. Vocabulary
3. Grammar
4. past
5. Imperatives

e. Assessment
- Teacher corrects for students (if needed)

2. ACTIVITY 1: LOOKING BACK (16 mins)

a. Objectives:
- To help Ss revise the vocabulary items they have learnt in the unit.
- To help Ss revise the use of the past simple tense and the use of imperatives in different
situations.
b. Content:
- Task 1: Find one odd word / phrase in each question.
- Task 2: Put the correct form of the verbs play, do or go in the blanks.
- Task 3: Put the verbs in brackets in the correct form.
- Task 4: What do you say in these situations?
- Task 5: Fill each blank with ONE word to complete the passage.
c. Expected outcomes:
- Recall the vocabulary and grammar points that have been learned in the Unit.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Find one odd word / phrase in each question.
- Ss do this task individually. - Students do the task Answer key:
- Call on some Ss to read the individually. 1. C
answers aloud. - Some students read aloud 2. A
- Confirm the correct answers as a their answers. 3. C
class. Have the whole class read the - Students correct their answers 4. B
words / phrases correctly. if needed. 5. B
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Task 2: Put the correct form of the verbs play, do or go in the blanks.
- Tell Ss that in English sports and - Students do the task Answer key:
games may go after one of three individually. 1. do
verbs: play, do and go. Ss have to - Exchange the answers with a 2. is playing
remember these combinations. partner to check. 3. goes
- Allow Ss time to do the task - Some students write their 4. went
individually. answers on the board. 5. played
- Call on some Ss to write the - Students correct their answers 6. are doing
answers on the board. Then have the if needed.
class comment, and give them the
correct answers.
- T may call on some Ss to read the
sentences.
Task 3: Put the verbs in brackets in the correct form.
- Have Ss work in pairs and put the - Students do the task in pairs. Answer key:
verbs in brackets in the correct form - Students correct their answers 1. took
of the past simple. if needed. 2. started
- Tell Ss to pay attention to the point 3. didn’t like
of time given in the sentences. 4. did you do; cycled; watched
- Check their answers as a class.
Task 4: What do you say in these situations?
- Give Ss some time to work by - Students do the task Answer key:
themselves. Ask them to revise how individually. 1. Please stop making noise.
to use imperatives (positive and - Some students read aloud 2. Go out to play with your
negative) in these situations. their answers. friends.
- Call on some Ss to read their - Students correct their answers 3. Don’t feed the animals.
sentences. if needed. 4. Stand in line, boys!
- Have other Ss give comments. T 5. Don’t touch the dog.
confirms the correct sentences.
Task 5: Fill each blank with ONE word to complete the passage.
- Ask Ss to do the task individually - Students do the task Answer key:
first. Then they can check their individually. 1. play
answers with a partner before - Exchange the answers with a 2. hear
discussing as a class. T gives partner to check. 3. favourite
corrections. - Some students read aloud 4. sports
- Have some Ss read the whole their answers. 5. famous
passage aloud (maybe sentence by - Students correct their answers
sentence). The rest of the class if needed.
should track the text with their
fingers as the other Ss read.
e. Assessment
- Teacher corrects students’ answers as a whole class.

3. ACTIVITY 3: PROJECT (17 mins)

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a. Objectives:
- To introduce to Ss the traditional team game Blind man’s buff.
- To improve their speaking and presentation skills
b. Content:
- Present the chosen game to the class.
c. Expected outcomes:
- Students can talk about a traditional game.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
- Have students sit in groups as - Students prepare the Student’s presentations.
divided in Lesson 1. presentation and talk about a
- Teachers allow students some time traditional game.
to prepare their presentation.
- Give feedback to students’
presentations.
e. Assessment
- Teacher gives corrections and feedback.

4. CONSOLIDATION (4 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson.
Board Plan

Date of teaching
Unit 8: Sports and games
Lesson 7: Looking back and Project
*Warm-up
Mind map

*Looking back
Task 1: Find one odd word/ phrase.
Task 2: Put the correct form of the verbs.
Task 3: Put the correct form of the verbs.
Task 4: What do you say in these situations?
Task 5: Fill each blank.
*Project

* Homework