Giáo án Tiếng Anh Lớp 6 - Unit 12: Robots - Lesson 3: A closer look 2 - Năm học 2019-2020 - Phạm Thị Trang Anh

School : Thang Loi Secondary School
Teacher: Nguyễn Thị Lan
Date of preparing: 3/6/2020
Date of teaching : 6/6/2020
Trainee: Phạm Thị Trang Anh
Class: 6A
UNIT 12: ROBOTS
Lesson 3: A closer look 2- Grammar
I.Objectives: 
By the end of the lesson, Ss will be able to use “ will be able to” to talk about ability in the future” 
Knowledge:
Vocabulary: the lexical items related to the topic “ Robots ”
- Grammar: - will + Vbare-infinitive for the future
 - Will be able to + Vbare-infinitive for the future ability
 - can + Vbare-infinitive for present ability
 - could + Vbare-infinitive for past ability
 2. Skills: Practicing skills: listening, reading, writing, speaking
 3. Attitude: - Encourge Ss to discover types of robots and in the world.
	 - Ss are interested in activities.
 4. Competences:
- Self – learning capability
- Co-operation
- Communicative competence
II. Preparation: 
Teacher: book, lesson plan, picture, pictures, chalks, sub-board, board
Students: books, notebooks
III. Teaching methods: communicative approach, group- work, pair-work, individual, chatting, teaching methods with game, teaching methods by practicing,
IV. Anticipated problems 
- It’s rather difficult for students to make use of all the contents of this unit.
 - It may take time and make noise while organizing games
à Teacher’s solution: Teacher suggests students with difficult content in the lesson control the class carefully
V. Procedure: 
Organization: Greeting and checking attendance.
New lesson: 
Stages
T’s activities
Ss’ activities
Contents.
I/ Warm up
( minutes)
II/Grammar
( minutes)
III/ Practice
( minutes)
IV/Production
- T asks Ss to mention the modal verbs express ability which they’ve learnt
- T checks Ss’ answers and introduces the new lesson.
- T elicits the form and use of will be able to by analyzing the examples in the Grammar Box.
- T explains the use of will be able to again.
- T requires Ss to pay attention to signal words (adverbs of time, time clause)
- T asks Ss to copy structures into notebook
- T asks Ss to give some examples
Activity 1:
- T asks Ss to read the information in this exercise silently.
- T requires Ss to do this exercise by asking questions:
+ What kind of each sentence? Affirmative? Negative or Interrogative? Why? 
+ in a affirmative sentence, what stands firstly? Then the next???
- T calls some Ss to go to the board and write down the answers.
- T checks the answers with Ss
- T remind Ss to pay attention to the position of adverbs of time or time clause.
- T gets Ss to look at the pictures in the text and asks: Why robots will be able to do many things like human in the future???
- What other types of robots do you know?
- T gets feedback.
Activity 2:
- T asks Ss to look at the pictures and runs through all pictures.
- T asks Ss to tick in the box individually.
- T remind Ss that they only use activities in the pictures to write about what they think they will or won’t be able to do when they are in year 8. (based on what they ticked)
- T organizes the game: Guessing game
+ T asks Ss to prepare a piece of paper and write 1 thing they will/ won’t be able to do when they are in Year 8.
+ T calls 1 Ss go to the board and other Ss will guess what he wrote on the paper by using the structure: 
Will you be able to .when you are in Year 8?
If the prediction is correct, that Ss will say: Yes, I will be able to .when I am in Year 8.
If the prediction is wrong, that Ss will say: No, I won’t be able to ..when I am in Year 8.
The Ss has a correct question will be the next one.
- T models once.
- T gives Ss 3 minutes to play the game.
- After game, T calls 2 Ss to ask and answer before class.
- T encourages the Ss who did well
Activity 3:
- T asks Ss to retell the use of can, can’t, could, couldn’t, will/ won’t be able to.
- T requires Ss to pay attention to signal words then do the exercise individually.
- T requires Ss to do the exercise independently (underline signal words)
- T calls some Ss to write the answers on the board.
- T gets feedback and corrects.
Activity 4:
- T asks Ss to read the exercise and give the meaning of the verbs.
- T gets Ss to do the exercise individually.
- T calls some Ss to go to the board and write the answers.
- T checks the answers with Ss and corrects.
Activity 5:
- T explains the information in the table to Ss.
- T gives an example and reminds Ss to use the adverbs of time in the sentence. Especially, T should remind Ss to use linking words in the sentence like: but, and,..
- T asks Ss to work in pairs to do this exercise.
- T calls some Ss to talk about Kitty’s skills and abilities in front of the class.
- T gets feedback and corrects.
- Ss mention
- Ss listen to the teacher
- Ss answer T’s questions
- Ss listen to the teacher
- Ss copy structures into notebook
- Ss give some examples
- Ss read silently
- Ss look the text, listen and answer T’s questions
- Ss write the answers on the board
- Ss check with teacher
- Ss listen and take note 
Ss look, listen and answer
- Ss listen
- Ss look and read chorally
- Ss do the exercise independently
- Ss do the exercise individually
- Ss listen and complete T’s requests
- 1 Ss go to the board and models
- Ss listen 
- Ss start playing game
- 2 Ss make a conversation
- Ss retell the use of them
- Ss mention the signal words in each sentence
- Ss do the exercise individually
- Ss write answers on the board
- Ss copy into notebook
- Ss read silently and say the meaning of the words.
- Ss do the exercise independently
- Ss write answers on the board
- Ss copy the answers into notebook
- Ss listen to the teacher
- Ss listen and take note
- Ss work in pairs
- Ss report in front of the class
- Ss listen
(*)Revision: Chatting
+ can for present ability
+ could for past ability 
Structures:
(+) S + will be able to V
(-) S + won’t be able to V
(?) Will + S+ be able to V ?
Short answer:
Yes, S + will
No, S + won’t
Use: we use will be able to to talk about ability in the future.
Ex: I will be able to buy a new apartment next year.
Exercise 1: Put the words in the correct order.
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 faces?
Exercise 2+3: Write what you think you will or won’t be able to do when you are in Year 8. Then ask and answer the questions.
Game: Guessing game
Structures:
A: Will you be able to when you are in Year 8?
B: Yes, I will be able to .when
Or
B: No, I won’t be able to ..when .
Exercise 4: Fill the gaps with can, can’t, could, couldn’t, will be able to or won’t be able to.
Keys:
1. couldn’t
2. will be able to
3. could, can’t
4. won’t be able to
5. can
Exercise 5: Complete the sentences. Use will be able to, can, could, and the verbs from the box.
Keys:
1. will be able to recognize
2. can make
3. could do
4. can guard
Exercise 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.
Example:
 In the past, Kitty could lift heavy things. Now, it can lift heavy things
5. Consolidation and homework: ( minutes)
a, Consolidation: T calls Ss to summary the lesson today:
- Form of “will be able to”, practice using “can/ could” to talk about ability
and how to use them.
- Retell the verbs go with the words/ phrases: recognize our faces,
b, Homework:
- Use “could” for the past ability, “can” for present ability and “ will be able to” for future ability.
- Learn by heart the form and the use of “ will be able to” 
-Prepare the next lesson : Skills 1.