Giáo án Tiếng Anh lớp 6 - Unit 12: Robots

UNIT 12: ROBOTS
Lesson 1: Getting Started – Robots and their work
I. Objectives:
	By the end of this lesson, students can know some vocabulary and structure to talk about the topic ‘robots’.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”.
	2. Structures: 	Could for past ability.
	Will be able to for future ability.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to look at the picture and answer the questions. 
- Write Ss’ answers to question 3 on the board. 
- Play the recording.
- Ask Ss if their guesses on the board are correct.
- Answer.
- Listen and read
* Presentation:
*Questions: 
Where are Nick and Phong?
What might be happening to them? 
What are they going?
Have you have been to an exhibition?
Where and when?
What did you see?
- Ask Ss to work independently. 
- Allow them to share answers before discussing as class.
- Write the correct answers on the board.
- Ask Ss to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers.
- Confirm the correct answers.
- T asks SS to quickly match each activity with its picture.
- Play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually.
- Demonstrate the game to the class first. Ask a more able S to help you. Then Ss play in groups.
- Have Ss work in pairs to do this activity.
- Individual work
- Pair-work
- Individual work 
- Group-work 
- Pair-work 
* Practice:
1a- Read the conversation again. Answer the following questions.
Key:
They could only do very simple things.
Yes, they can.
They will be able to do many things like humans.
No, they won’t.
1b. find the four types of robots in the conversation. Write them under the correct pictures below.
 Key:
Teaching robots
Worker robots
Doctor robots
Home robots
2. Match the activities with the pictures. Then listen, check and repeat the phrases.
Key:
 1. a 2. d 3.a 4. b 
3. Game: Miming
Example:
A: What am I doing?
B: You’re doing the dishes.
A: Yes, that’s right. / No, try again.
4. Look at the pictures. Tell your partner what you can or can’t so now.
Example:
- I can play the guitar
Can you think more?
- Ask Ss to go around the class asking the questions.
- When Ss finished the survey, ask Ss to report the results.
- T whole class
* Production:
5. Class survey
Can you play table tennis?
Can you do karate?
Can you play chess?
Can you so judo?
Can you play badminton?
Can you play computer game?
*Homework:
- Practice the conversation.
- Prepare the next lesson (A closer look 1)
UNIT 12: ROBOTS
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can Pronounce correctly the sounds /Oi/ and /aP/ in isolation and in context; Use the lexical items related to the topic “Robots”.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Have Ss quickly match the verb in column A with column B. then play the recording for Ss check their answers. Ask them to listen and repeat.
- Correct their pronunciation.
- Ask Ss to write another word/ phrase for each verb.
- T whole class 
- Pair-work 
* Presentation:
& Vocabulary
1. Match the verbs in column A to the words/ phrases in column B. Then listen, check and repeat the words/ phrases.
Key:
c
a
b
e
d
2. Write another word/ phrase for each verb.
- Ask Ss to study Grammar Box. Draw Ss’ attention to the form and use of could by analyzing the examples to illustrate.
- Have Ss do the grammar exercise exercise individually. Tell Ss refer to the form and use of could in the Grammar Box if they have any difficulty.
- First, model this activity with a more able student. Remind Ss that they only use the information from the table in 4 to ask and answer about what the famous robot Ongaku could or couldn’t do two years ago.
- Write 2 examples of what he/ she could/ couldn’t do when at primary school on the board. Ask them to write.
- Model the sound /Oi/ and /aP/ first and let Ss see how the sounds are formed. Ask Ss to practice the sounds together.
- Ask them to put the words in the correct column.
- Ask Ss to listen while T play the recording. Play the recording again and ask Ss to circle the words they hear. Ask ss to check their answers. 
- T whole class
- Individual work
- Pair-work 
- Individual work
- Individual work
- Pair-work 
- Individual work
* Practice:
& Grammar
Could
Example:
She could swim at the age of 7.
He couldn’t read until he was 6.
Could you ride a bike when you were in Year 5?
3. Put the words in the correct order.
 Key:
Mary could do sums at the age of 7.
Could you read and write when you were 6?
Robots could lift heavy things some years ago.
Robots couldn’t move easily until recent years.
4. Read the conversation about the famous robot Ongaku. Ask and answer questions about what it could/ couldn’t do two years ago.
Example:
A: Could Ongaku lift heavy thing two years ago?
B: Yes, it could.
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.
Pronunciation /Oi/ and /aP/ 
6. Listen and repeat. Pay attention to the sound /Oi/ and /aP/. Then in pairs put the words in the correct column.
/Oi/
/aP/
voice 
boy
toy 
noisy
boil 
down
house
around
flower
shout 
7. Listen to the sentences. Circle the word you hear.
Key:
Oil
Cow
Ouch!
Bow 
- Ask Ss to listen while T play the recording. Play the recording again and ask Ss to chant along. 
- Pair -work
* Production:
8. Listen and practice the chant. Notice the sound /Oi/ and /aP/ 
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
 (A closer look 2)
UNIT 12: ROBOTS
Lesson 3: 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.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to study the Grammar Box. Draw Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box.
- Remind Ss that will be able to is used to talk about ability in the future. Then ask Ss to give some more examples.
- T-Whole class
* Warm-up:
& 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?
- Ask Ss to read the instructions. Use the example to make Ss clear about what they should do. Ask Ss to do the grammar exercise individually. 
- Have Ss compare their answers in pairs before checking with the whole class.
- Ask Ss to read the instructions. Use the example to make Ss clear about what they should do.
- Ask Ss to work individually and share their sentences with their partners. Call some Ss to say their sentences in front of the class.
- First model this activity with a more able student. Remind Ss to ask and answer questions about the activities in 2. Have Ss work in pairs.
- Ask Ss to read and complete the sentences individually. Have them look back the Grammar Boxes if necessary. 
- Ask Ss to read the instructions. Explain to make Ss clear about what they should do.
- Have Ss compare their answers in pairs before checking with the whole class.
- Individual work 
- Pair-work 
- Individual work 
- Pair-work 
- Individual work 
- Pair-work 
* Practice:
1. Put the words in the correct order.
Key:
In 2030, robots will be able to do many things like humans.
Will robots be able to talk to us then?
Robots won’t be able to play football.
Will robots be able to recognize our face?
2. Will you be good at English when you are in Year 8?
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.
3. Work in pairs. Ask and answer the questions about the activities in 2. Tell the class about your partner.
4. Fill the gaps with can, can’t, could, couldn’t, will be able to or won’t be able to.
Key:
couldn’t
will be able to 
could; can’t
won’t be able to 
can 
5. Complete the sentences. Use will be able, can, could, and the verbs from the box.
Key:
will be able to recognize
can make
could do 
can guard
- First model this activity with a more able student. Ask Ss to 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.
- Pair-work
* Production:
6. 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.
Example:
In the past, Kitty could lift heavy things. Now, it can lift heavy things
*Homework:
- Practice more.
- Prepare next lesson 	(Communication) 
UNIT 12: ROBOTS
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can talk about what robots can do.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Before Ss open their books, ask them some questions.
- T whole class
* Presentation:
Questions:
What skills would you like a robot to have?
And what skills do the two robots Ongaku and Kitty have?
- Have Ss read the interview and ask them to look carefully at the pictures of three robots and guess the missing word for each gap in the interview.
- Play the recording and allow Ss to fill in the gaps as they listen.
- Ask Ss to share their answers in pairs.
- Ask Ss to move around and ask different classmates what skills they want their robots to have. Remind them to write the names of the people they interview and note the answers in table 2.
- When Ss have finished the interview, have Ss practice reporting the results of their interviews in pairs.
- T whole class
- Pair-work 
- T whole class
- Pair-work 
* Practice:
1. Listen to the radio program form 4Teen News. Then fill in each gap with the word you hear.
Welcome to ‘Technology and you’. Today we ask our friends around the world to tell is about their robots.
Key:
words
shoes
first
school
water
2. Interview three people about what skills they want their robots to have. Note their answers in the table below.
(Page 63)
- What abilities does he/ she want his/ her robots to have?
- Choose some Ss to report the results of the interviews in front of the class. After each student has finished his/ her report, invite some comments from other Ss. Then make comments and correct any common errors.
- T whole class 
* Production:
3. Report your results to the class.
*Homework:
- Prepare the next lesson :
 (Skill 1)
UNIT 12: ROBOTS
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can talk and read for specific information about types of robots and their abilities or skills.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to look at the picture of robot show. And ask them some questions.
- Group-work
* Presentation:
Questions:
Where do you think the robot show is?
What types of robots are there in the show?
Would you like to go to the robot show?
Why? Why not?
- Ask SS to scan the passage and underline the words in the box. Help Ss work out the meanings of
- Ask Ss to read the text again and answer the questions. Ask them to note where they found the information that helped them to answer the questions. 
- Ask Ss to compare their answers with a classmate before discussing them as a class.
- Ask Ss to scan the passage again and find the detailed information to complete the table. Ask Ss to note where they found the information that helped them to answer the questions. 
- Confirm Ss’ answers ans give feedback.
- Brainstorm ideas for additional everyday activities that a robot can help with. Ask Ss to write what they think each type of robot will able to do in the future. 
- Individual work 
- Individual work 
- Pair-work 
- Pair-work 
- Individual work 
* Practice:
1. Find these words or phrases in the text below. What so they mean?
space robots	 apart from
types	 space stations	 planet
2. Read the news report on the international robot show. Then answer the questions.
Key:
A robot show
Young people are interested in home robots.
The children like to see them.
There are worker robots, doctor robots, and space robots.
3. Read the text again and fill the table below.
Key:
Home robots: cook, make tea or coffee, lean the house, and do the washing. 
Teaching robots: help children study, teach them English, literature, and other subjects; help children improve their English pronunciation.
Worker robots: build houses, buildings.
Doctor robots: help sick people
Space robots: build space stations on the Moon and other planets.
4. Write what you think each type of robot will able to do in the future.
- Ask SS to work in groups and take turns talking about types of robots and what they will be able to do in the future. 
- Group-work 
* Production:
5. Work in groups. take turns talking about types of robots and what they will be able to do in the future. Can you think of other types of robots?
*Homework:
- Prepare the next lesson :
 (Skill 2)
UNIT 12: ROBOTS
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen to get specific information about different options of what robots will be able to do in the future.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to tick which statements about robots they agree or disagree with and then allow them to share with their partners. T may ask Ss to count how many things they have in common with their partners.
- T whole class
* Presentation:
& Listening
1. Do you agree or disagree with these statements?
(page 65)
- Ask Ss to read the instructions carefully and remind them to remember the names of people in the conversation they are going to hear.
- Play the recording and ask Ss to write down the names.
- Play the recording again for Ss to check their answers.
- Ask Ss to study statements carefully. Play the recording again and have Ss choose the correct answers as they listen.
- Play the recording again for Ss to check their answers.
- Ask Ss to work independently and complete the paragraph with the phrases or sentences from the box.
- Confirm the Ss’ answers.
- Individual work
- Pair-work
- Individual work 
* Practice:
2. Phong, Vy, Mi and Duy are working in group. They are discussing what robots will be able to do in the future. Listen to their conversation and find out which person says that.
Key:
Vy 
Duy
Mi
Phong
Mi 
3. Listen again. Tick which statements are true or false.
Key:
F
T
T
F 
& Writing
4. Complete the paragraph with the phrases or sentences from the box.
Key:
b
a
c
d 
- Ask Ss to write their paragraph individually based on the suggestions in the book.
- Individual work
* Production:
5. Write a paragraph to support the idea that robots will be very useful in the future. You can use some of these ideas, or your own.
Example:
 I agree with the idea that in the future robots will be very useful to us. Firstly, 
.
 For these reason, I think that robots will be useful in our future.
*Homework:
- Write your paragraph into your notebook.
- Prepare the next lesson :
 (Looking back)
UNIT 12: ROBOTS
Lesson 7: Looking Back
I. Objectives:
By the end of this lesson, students can review some vocabulary and grammar they’ve learn in unit 12.
II. Language Focus:
	1. Vocabulary: the lexical items related to the topic “Robots”. 
	2. Structures: 	Could for past ability.
	Will be able to for future ability
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask SS to write the words in their notebooks individually.
- Correct the exercise as a class. Let Ss repeat the phrases. 
- Ask Ss to fill in the gaps with the verbs form the box. 
- Individual work
- Individual work 
* Presentation:
& Vocabulary
1. Write the correct words to combine the phrases.
Key:
cut
lift
tea
laundry
do 
2. Fill in the gaps with the verbs form the box.
Key:
guard
make
understand
recognize 
-Ask Ss to do the exercise individually. Then SS check their answers with their partner
- Get feedbacks and correct if necessary 
- Ask Ss to do the exercise individually. Then SS check their answers with their partner
- Ask some Ss to write their answers on the board. Give feedback. 
- Ask Ss to write what they could do when you were 10, what they can do now, and what they will be able to do after they finish Year 6.
- Ask them to ask and answer questions with a partner.
- Individual work
- Individual work
- Pair-work 
* Practice:
& Grammar
3. Read and complete the interview about home robots with will be able to or won’t be able to.
Key:
Will be able to 
Won’t be able to
Will be able to 
Will (home robots) be able to 
Won’t be able to
4. Make questions with these words. What are the positive and negative answers to these questions.
Key:
Will robots be able to make coffee in the future? – Yes, they will/ No, they won’t.
Could he ride a bike when he was in Year 6? – Yes, he could/ No, he couldn’t.
Can you do the dishes? – Yes, I can/ No, I can’t.
5. Write what you could do when you were 10, what you can do now, and what you will be able to do after you finish Year 6.
Example:
A: Could you swim when you were ten?
B: Yes, I could.
- Have Ss read the questions and answers once or twice. Then ask them to match the questions with the correct answers.
- Individual work 
* Production:
& Communication
6. Match the questions with the correct answers.
Key:
c
d
a
b
Finished! Now you can
*Homework:
- Do “project” on page 57.
- Prepare next lesson :
 (Review 4)