Giáo án môn Tiếng Anh Lớp 6 - Unit 12: Robots

Period: 94
Unit 12: ROBOTS
GETTING STARTED
I. Objectives
By the end of this lesson, students can know some vocabulary and structure to talk about the topic ‘robots’.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability.
Will be able to for future ability
b. Skills: listening, speaking, reading and writing.
c. Attitude: hard, concentrated and active.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Introduces “In this unit, we’ll talk about very special machines which can move and do some of the work of a person. Can you guess what are they?”
Ss: Give their answers.
T: Gives feedback ‘Yes. They’re robots, and the topic of this unit is: Robots’
Guessing game
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Plays the recording twice.
 Ss: Listen and read. 
T: Elicits words from Ss
Ss: Give the new words
T: Helps Ss read the new words in chorus.
- Calls on some Ss to read aloud.
- Checks vocabulary by “Do matching”
T: Gives some examples to introduces new grammar. 
Ss: Listen and remember. Then write in notebook.
* T: Asks Ss to practice in pairs. Roleplay Nick & Dr Alex, reading the conversation. 
Ss: Practice in pairs 
T: Calls some pairs to practice aloud. Corrects Ss’ pronunciations. 
T: Asks Ss to work in pairs, ask and answer the questions.
Ss: Work in pairs
T: Calls on some pairs to check
Ss: Give their answers before the class.
T: Corrects the mistakes.
T: Asks Ss to name the things they see in the pictures.
- Asks them to find out four types of robots in the conversation and write them under the correct pictures
- Calls Ss to write their answers on the board.
- Corrects them.
1. Listen and read.
*Vocabulary: 
- role (n): vai trò
- minor ['mainə] (adj): nhỏ, thứ yếu.
- minor role: vai trò thứ yếu.
- human ( adj): con người, loài người
* Grammar:
+Could for past ability
Ex: In the past they had a minor role. 
 They could do very simple things.
+ Will be able to for future ability.
Ex: - They will be able to do many things like humans.
 - They won’t be able to do things like play football or drive a car.
a. Answer the following questions.
*Key:
1. They could only do very simple things.
2. Yes, they can 
3. They will be able to do many things like humans
4. No, they won’t
b. Find the four types of robots in the conversation. Write them under the correct pictures below.
*Key:
1. teaching robots 2. worker robots
3. doctor robots 4. home robots
T: Has Ss quickly match each activity with its picture.
- Plays the recording for Ss to check their answers.
- Pauses after each phrase and asks Ss to repeat chorally and individually. 
- Corrects their pronounciation.
2. Match the activities with the pictures. 
*Key:
1. c 2.d 3. a 4. b.
T: Demonstrates the game to the class first. Asks a more able student to help T.
Ss: Play in groups
3. Game: Miming
Work in groups. A student mimes one of the activities in 2 and the others try to guess. Then swap.
Ex:
A: What am I doing?
B: You’re doing the dishes.
A: Yes, that’s right. / No, try again.
T: helps Ss to remember the use of ‘can’ to talk about ability in the present and has some Ss give examples.
Asks to tell what activities in the pictures he/ she can or can’t do.
Ss: Talk about the pictures with a partner.
T: Calls on some Ss to check.
- Corrects Ss’ mistakes.
4. Look at the pictures. Tell your partner what you can or can’t do now
Example: I can draw./ I can’t swim.
a. I can play football /I can’t play football.
....................................................
T: Asks the pupils to do the exercises.
Ss: Work in pairs.
T: Goes around to help weaker Ss.
T: Asks Ss to move around and ask different classmates different questions 
Ss: Go around the class asking the questions.
T: Asks Ss to report the results.
5. Class survey:
3. Consolidation 4’
T: Calls 2 Ss to repeat the abilities of ‘Robots’, the way to use of ‘can’, ‘could’.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 95
Unit 12: ROBOTS
A CLOSER LOOK 1
I. Objectives
By the end of this lesson, students can Pronounce correctly the sounds / ɔI / and / au / in isolation and in context; Use the lexical items related to the topic “Robots”.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability./ Will be able to for future ability
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Ss like benifit of high technology- the ability of ‘Robots’.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: “Do you think robots can do everyday activities like humans?
-Divides the class into 2 teams. When T says “start” one member of each team tries to move as quickly as possible to the board and write one activity he/ she thinks a robot can do. After that, pass the chalk to another member in their team.
- In 2 minutes, the team with more correct answers will be the winner.
* Board Race:
 Everyday activities a robot can do
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Ss: Quickly match the verb in A with the words in B.
T: Plays tape for the Ss to check their answers. Pauses the recordiing after each phrase and asks them to repeat chorus and individually. Corrects their pronunciation. (asks for translation for weak Ss, for strong Ss can ask for more questions)
VOCABULARY.
1. Match the words in A to the words/ phrares in column B. Then listen, check and repeat 
*New words:
- recognize (v): nhận ra
- lift (v): nâng lên, nhấc lên
- guard (v): = protect (v): bảo vệ
- understand(v): hiểu
*Key:
1. recognize à c. our faces
2. make coffee
3. understand what someone say
4. lift heavy things
5. guard the house
T: Makes some more examples to illustrate. Ss: Do the vocab exercise individually and then check with the whole class .
2. Write another word/ phrase for each verb.
- guard: the factory, the school, the office 
- make: the bed, coffee, café 
- understand: the lessons, what you say 
- lift: 
- recognize: 
 The ways of using COULD
T: Asks Ss to study the Grammar box. 
- Explains to the Ss
- Give examples.
- Asks some more able Ss to give some more examples.
T: Asks Ss to do this exercise individually. 
Ss: Work individually
T: Asks Ss to exchange the exercise before checking their answers
GRAMMAR.
The ways of using COULD
+ S + could + base form 
 She could swim at the age of 67
- S + could not (couldn’t) + base form 
 He couldn’t read until he was six.
? Could + S + base form ?
Could you ride a bike when you were in years 5?
Short answers: Yes, S + could
 No, I couldn’t
We use COULD to talk about ability in the past.
3. Put the word in the correct order.
*Key: 
1. Mary could do sums at the age of 7.
2. Could you read and write when you were 6?
3. Robots could lift heavy things some years ago.
4. Robots couldn’t move easily until recent years.
T: Models this activity with a more able Ss. Reminds Ss that they only use the information from the table in 4 to ask and answer about what the famous robot Ongaku could / couldn’t do two years ago.
Ss: Work in pairs. 
T: Calls some pairs to practise in front of the class.
Ss: Practise before the class.
T: Gives feedback - Corrects
4. Work in pairs.
Read the information about the famous robot Ongaku. Ask and answer questions about what it could / couldn’t do two years ago.
 .
T: Gives two examples of what he/ she could and couldn’t do when at primary school.
- Asks Ss to work individually and share their sentences with partners.
- Calls some Ss to say their sentences in front of the class.
5. Write three things you could do and three things you couldn’t do when you were in primary school. Share your sentences with your partner.
T: Models the sounds /oi/ and /au/ first.
- Lets Ss see how the sounds are formed. Asks Ss practice the sounds together. 
T: Plays recording and asks Ss to listen and repeat. Plays the recording as many time as necessary. 
- Asks Ss to put the words in the correct column while they listen.
Ss: Compare their answer in pairs before checking the answers a a whole class.
PRONUNCICATION
6. Listen and repeat.
*Key:
/oi/ : voice, boy, toy, noisy, boil
/au/: down, house, around, flower, shout
T: Asks Ss to listen while T plays the recording.
- Plays the recording again and asks Ss to circle the words they hear. 
- Asks Ss to check their answers.
7. Listen to the sentences. Circle the word you hear.
*Key:
1. oil 2. cow 3. Ouch! 4. bow
T: Asks Ss to listen while T plays the recording.
- Play the recording again and asks Ss to chant along.
8. Listen and practise the chant. Notice the sounds /oi/ and /au/
3. Consolidation 4’
T: - Summarizes the main knowledge.
+ /oi/ and /au/ sounds
+ Could/ couldn’t do st 
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 96
Unit 12: ROBOTS
A CLOSER LOOK 2
I. Objectives
By the end of this lesson, students can use will be able to for future ability and could for past ability.
1. Knowledge, Skills, Attitude: 
a. Knowledge: 
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability.
Will be able to for future ability
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Ss like benifit of high technology- the ability of ‘Robots’.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
T: Asks Ss to draw this table into their notebook. Write the name of 6 activities which they think a robot can do 6 squares of the box.
- The first student with a Bingo is the winner.
* “Bingo”
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
T: Asks Ss to study the Grammar Box. Draws Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box.
Ss: Read the grammar box
T: Reminds Ss that will be able to is used to talk about ability in the future. Then asks Ss to give some more examples.
Ss: Give more examples
T: Asks Ss to read the instructions. Uses the example to make Ss clear about what they should do. Asks Ss to do the grammar exercise individually. 
Ss: Work individually
T: Has Ss compare their answers in pairs before checking with the whole class.
- Calls on some Ss to check – Corrects.
Grammar: Will be able to 
We use Will be able to talk about ability in the future.
Example:
- She will be able to ride a bike next year.
- He won’t be able to read or write until he is 6.
- Will robots be able to talk to people in the future?
1. Put the words in the correct order.
Key:
1. In 2030, robots will be able to do many things like humans.
2. Will robots be able to talk to us then?
3. Robots won’t be able to play football.
4. Will robots be able to recognize our face?
T: Asks Ss to read the instruction. Uses an example to make Ss clear about what they should do.
- Reminds Ss that they only use activities in the pictures in 2 to write about what they think they will or won’t be able to do when they are in Year 8
- Asks Ss to work individually and share their sentences with their partners.
- Calls some Ss to say their sentences in front of the class.
Ss: Practise saying.
T: Gives feed back - Corrects
2. Will you be good at English when you are in Year 8?
T: Asks Ss to ask and answer questions about the activities in 2. Has Ss work in pairs. Goes around to help weaker Ss.
Ss: Work in pairs.
T: Calls on some pairs to check 
- Corrects the mistakes
3. Work in pairs. Ask and answer the questions about the activities in 2. Tell the class about your partner.
Example:
A: I will/ won’t be able to read an English book when you are in Year 8?
B: Yes, I will./ No, I won’t.
T: Asks Ss to read and complete sentences in groups of table .
Ss: Work in groups 
T: Asks Ss to exchange the keys and corrects 
Ss: Exchange the keys to correct.
4 .Fill the gaps with can /can't / could/ couldn't ...
Key:
1. couldn’t 2. will be able to 
3. could; can’t 4. won’t be able to can
T: Asks Ss to read the instructions. Explains to make Ss clear about what they should do and asks Ss to work in groups of table. 
 Ss: Work in groups 
T: Asks ss to exchange the keys and corrects. 
Ss: Exchange the keys to correct.
5. Complete the sentences. Use will able to, can, could, and the verbs from the box. 
*Key:
1. will be able to recognize
2. can make 3. could do 4. can guard
T: Models this activity with a more able student. 
- Asks Ss to work in pairs to do exercise.
Ss: Work in pairs.
T: Calls on some pairs to talk about Kitty’s skills and abilities in front of the class.
- Corrects Ss’ mistakes.
6. Work in pairs. Look at the information from the table below and tell your partner what Kitty could do in the past, can do now and will be able to do in the future.
3. Consolidation 4’
T: Calls 2 Ss to repeat the use and the form of ‘could’ and ‘will be able to’
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 32: ........................................................
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