Giáo án Tiếng Anh Lớp 6 (Global success) - Unit 12: Robots

UNIT 12: ROBOTS Lesson 1: Getting started – At an International Robot Show I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use the lexical items related to the topic robots and daily activities - Use the vocabulary and structures to talk about what a robot can do 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 12, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. robot (n) a machine that is made to look like a human and that can do some things that a human can do /ˈrəʊbɒt/ người máy 2. do the dishes (vph) to wash plates, glasses, bowls, etc. with soap and water after a meal. /duː ðə dɪʃiz/ rửa bát 3. iron (v) ​to make clothes, etc. smooth by using an iron /ˈaɪən/ là (ủi) quần áo 4. useful (adj) ​that can help you to do or achieve what you want /ˈjuːsfl/ có ích, có tác dụng tốt 5. put st away (vph) ​to put something in the place where it is kept because you have finished using it /pʊt əˈweɪ/ bỏ đi, đổ đi 6. repair (v) to fix something that is damaged  /rɪˈpeə(r)/ sửa chữa 7. broken (adj) no longer whole or working correctly /ˈbrəʊkən/ bị hỏng Anticipated difficulties Solutions 1. Students may be lack of knowledge and experiences about the topic. Prepare some handouts in which the key language is presented. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching Unit 12: Robots Lesson 1: Getting started *Warm-up Guessing word I. Vocabulary: 1. robot (n) 2. do the dishes (vph) 3. iron (v) 4. useful (adj) 5. put sth away (vph) 6. repair (v) 7. broken (adj) II. Getting started: Task 1: Listen and read. (p. 58) Task 2: Complete the sentences, using the adjectives in the box. (p. 59) Task 3: Read the conversation again and tick T (True) or F (False). (p. 59) Task 4: Match the activities with the pictures. (p. 59) Task 5: Game – Miming *Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To introduce the topic. - To enhance students’ skills of cooperating with team mates. * Guessing word: - Teacher divides the class into two big groups. - Teacher draws a 6-letter word puzzle on the board. - Each group will take turns guessing a letter in the puzzle and get 10 points for a correct letter. - The group finding out the correct word before all letters are written will get 50 points. - The group with more points will be the winner. Suggested answer: R O B O T S T-Ss 5 mins Lead-in To lead in the topic of the unit. - Teacher asks student to open the textbook and draws students’ attention to the title of the conversation and the picture in the textbook and asks them questions like: 1. Where are Nick, Phong and Dr Adams? 2. What are they talking about? 3. Have you ever been to a show before? Suggested answers: 1. They are at a robot show. 2. They are talking about robots. 3. Yes, I have been to a motor show. / No, I haven’t. But I want to be at a show in the future. T-Ss 2 mins Presentation (Vocab- pre-teach) - To introduce the vocabulary appearing in the text. - To help students well-prepared for the listening and reading tasks. VOCABULARY Teacher introduces the vocabulary by: - providing the pronunciation of the words - providing the definition or picture of the words 1. robot (n): [picture] 2. do the dishes (vph): [picture] 3. iron (v): [picture] 4. useful (adj) that can help you to do or achieve what you want 5. put sth away (vph) to put something in the place where it is kept because you have finished using it 6. repair (v) to fix something that is damaged  7. broken (adj): [picture] robot do the dishes iron broken T-Ss 5 mins Practice To practice the targeted language and the background knowledge of the topic Robots. To help students understand the text. To help students further understand the text. To develop students’ knowledge of the vocabulary about daily activities. Task 1: Listen and read. (p. 58) - Teacher plays the recording, asks students to underline the words that are related to the topic of the unit while they are listening and reading. - Teacher can play the recording more than once. - Students listen and read. - Teacher invites some pairs of students to read the dialogue aloud. Task 2: Complete the sentences, using the adjectives in the box. (p. 59) - Teacher asks students to work independently to fill each blank with the adjective in the box from the conversation. - Teachers may instruct them how to do the exercise and model with the first sentence: 1. Read the sentence with the blank and try to work out the meaning of the whole sentence 2. Find the adjective in the box that can fit the blank meaningfully. Teacher asks students to share their answers before discussing as a class. Teacher checks their answers as a class. Answer key: useful fast strong smart heavy Task 3: Read the conversation again and tick T (True) or F (False). (p. 59) - Teacher has students look at the statements in this activity and tells them how to do it by telling them the strategies to do the exercise: 1. Read the statement 2. Underline the key words 3. Read the text and pay attention to the key words 4. Decide if each sentence is true or false - Teacher sets the time limit. - Students work independently. - Teacher allows students to share their answers before discussing as a class. - Teacher invites some pairs to give their answers and confirms the correct ones. Teacher may ask students to correct the false sentences. Answer key: 1. T 2. F 3. T 4. F 5. T Task 4: Match the activities with the pictures. (p. 59) - Teacher has students quickly match each activity with the picture in pairs - Teacher asks some students to read out their answers and write the answers on the board. - Teacher checks as a class. - With weaker classes, teacher can ask for translation of the activities to make sure they understand. With stronger class, teacher may ask some additional questions, e.g. Can you iron clothes/make meals? Who often makes meals in your family? Answer key: 1. b 2. c 3. e 4. d 5. f 6. a T-Ss Ss Ss-Ss T-Ss T-Ss Ss-Ss T-Ss Ss-Ss T- Ss Ss T-Ss T-Ss 25 mins Production To help students pratise saying phrases of human daily activities which are introduced in Task 4. Task 5: Game – Miming - Teacher asks students to work in group of 4. - Teacher asks a more able student to help and demonstrates the game to the class first. ● Choose an activity in task 4. ● Act it out and ask the question: What am I doing? ● Other students respond: You’re doing the dishes. ● Respond: Yes, that’s right. / No, try again. - Students take turns to act and guess. Ss-Ss 5 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework To revise what they have learnt in the lesson. Write about 5 sentences to describe what a robot can do. T-Ss 1 min UNIT 12: ROBOTS Lesson 2: A closer look 1 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge use the lexical items related to the topic Robots; use the vocabulary and structures to talk about what a robot can and cannot do; pronounce and recognize the falling tone in statements. 2. Core competence: - Be collaborative and supportive in pair work and team work - Access and consolidate information from a variety of sources - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 12, A closer look 1 Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn III. Language analysis Form Meaning Pronunciation Vietnamese equivalent 1. understand (v) to know or realize the meaning of words, what somebody says, etc. /ˌʌndərˈstænd/ hiểu 2. pick (v) to take flowers, fruit, etc. from the plant or the tree where they are growing. /pɪk/ nhặt, ngắt 3. water (v)  to pour water on plants, etc. /ˈwɔːtər/ tưới nước 4. guard (n) a person, such as a soldier, a police officer or a prison officer, who protects a place or people. /ɡɑːrd/ canh giữ 5. delicious (adj) ​given or made when people are watching, not recorded /dɪˈlɪʃəs/ ngon 6. helpful (adj) able to improve a particular situation /ˈhelpfl/ hay giúp đỡ Anticipated difficulties Solutions 1. Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items. 2. Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if any necessary. - 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 the class. - Define expectations in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 12: Robots Lesson 2: A closer look 1 *Warm-up Matching I. Vocabulary 1. understand (v) 2. pick (v) 3. water (v) 4. guard (n) 5. delicious (adj) 6. helpful (adj) Task 1: Match the verbs in column A to the words or phrases in column B. (p. 60) Task 2: Work in pairs. Tell your partner the activities in Task 1 you can or can’t do. (p. 60) Task 3: Work in pairs. Read, ask and answer questions. (p. 60) II. Pronunciation Task 4: Listen and repeat the sentences. (p. 60) III. Production Task 5: Listen and practice saying the statements in the paragraph. (p. 60) *Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To activate students’ prior knowledge and vocabulary related to the topic. - To enhance students’ skills of cooperating with team mates. * Matching: - Teacher divides students into 4 groups and delivers a set of 6 pictures about daily activities. - Teacher asks students to work in groups and match the names of daily activity with suitable pictures. - The fastest group will say “Bingo” and stick their work on board. - Teacher checks the answers, asks the class to read out loud the activities and gives a small gift to the winning group. * SET OF PICTURES: make meals iron clothes do the washing repair a broken machine move heavy things put toys away Group work T-Ss Ss-Ss 5 mins Lead-in - To lead in the lesson about vocabulary and pronunciation. - Teacher leads students into the lesson by telling them that “In today's lesson, we are going to learn more words to describe what a robot can do and the falling tone in statements.” T-Ss 2 mins Presentation (Vocab- pre-teach) To teach students some more words related to the topic. VOCABULARY Teacher introduces the vocabulary by: - providing the definition of the words. - providing the synonyms of the words. - providing the pictures of the words. 1. understand (v) to know or realize the meaning of words, what somebody says, etc. 2. pick (v): [picture] 3. water (v): [picture] 4. guard (n): [picture] 5. delicious (adj) – [synonym]: yummy/tasty 6. helpful (adj) – [synonym]: useful pick water guard T-Ss 5 mins Practice To revise/ teach the names of other human daily activities. To help students practice telling about people’s abilities, using the modal can/can’t and the phrases they have learnt in Task 1. To give students further practice on asking and answering about abilities, using the modal can and daily activities. Task 1: Match the verbs in column A to the words or phrases in column B. (p. 60) - Teacher has students quickly match the verbs in column A to the words/phrases in column B individually. Explain the words/ phrases if necessary. - Teacher plays the recording for students to check their answers. Pause the recording after each phrase and ask them to repeat chorally and correct their pronunciation if necessary. Answer key: 1. c 2. a 3.b 4. e 5. d Task 2: Work in pairs. Tell your partner the activities in 1 you can or can’t do. (p. 60) - Teacher helps students remember the use of can to talk about ability in the present and have some students give examples. - Students work in pairs do the same sharing. - Teacher may go around to help weaker students. - Teacher calls some pairs to share their answers with the whole class. - Teacher gives feedback and corrections (if necessary). Examples: 1. I can do the washing but I can’t work as a guard. 2. I can water plants but I can’t understand your feelings. Task 3: Work in pairs. Read, ask and answer questions. (p. 60) - Teacher models the activity with a more able student. Remind students that they only use the information from the table to ask and answer about what the robot V10 can or can’t do. - Students work in pairs, ask and answer about what the robot V10 can or can’t do. - Teacher calls some pairs to practice in front of the class and gives feedback. Model answer: A: Can V10 do the washing? B: Yes, it can. A: Can V10 repair a broken machine? B: No, it can’t. T-Ss T-Ss T-Ss Pair work T-Ss T-Ss Pair work T-Ss 15 mins Presentation (Pre-teach the falling tone in statements.) To help students indentify how to say statements with corrects tone. PRONUNCIATION - Teacher briefly explains to the student that we use falling tones at the end of a statement. - Teacher provides an example of a statement and models the falling tone of the statement. - Teachers ask students to provide some more examples ofstatements. Suggested answer: 1. We go to school every morning. 2. I can do the washing. 3. My father repairs a broken machine. T- Ss 5 mins Practice To help students identify how to say statements in the correct tone. Task 4: Listen and repeat the sentences. (p. 60) - Teacher plays the recording and asks students to listen and repeat the statements. Remind students of the falling tone. - Teacher ask some students to read out the statements and invite comments from other students. T-Ss 5 mins Production To give students a chance to apply what they have learnt. Task 5: Listen and practice saying the statements in the paragraph. (p. 60) - Teacher has students say the statement in the paragraph on pairs: one reads out the statements and the other gives comments. - Teacher plays the recording for students to listen and compare with how their partners have pronounced. - Teacher asks some students to perform in front of the class. - Other students give comments - Teacher gives more comments if needed. Pair work Ss-Ss 5 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework To revise what they have learnt. Write a text to describe V10 using the sample in Exercise 5 and information in Exercise 3. T-Ss 1 min UNIT 12: ROBOTS Lesson 3: A closer look 2 I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Use superlative adjectives: short adjectives correctly. 2. Core competence - Develop communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 12, A closer look 2 - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn III. Language analysis Form Meaning Example The + short adj + est Superlative adjectives to compare three or more people or things. This is the smartest robot I have ever met. Anticipated difficulties Solutions 1. Students may lack knowledge and experiences about the target grammatical points. Prepare some hand-outs in which key grammatical points are presented. 2. Some students will excessively talk in the class. - Define expectations in explicit detail. - Have excessive talking students practise. - Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 12: Robots Lesson 3: A closer look 2 *Warm-up Sentence racing I. Grammar focus Superlative adjectives: short adjectives Form: The + short adj + est Task 1: Write the superlative form of the adjectives in the table. (p. 61) II. Practice Task 2 + 3: Complete the sentences with comparative or superlative form of the adjectives. (p. 61 + 62) Task 4: Work in pairs. Look at the information of three robots: M10, H9 and A3 and talk about each of them, using superlative adjectives. (p. 62) III. Production Game: Find someone who *Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up - To activate and anticipate students’ knowledge of superlative adjectives. - To enhance students’ skills of cooperating with team mates. * Game: Sentence racing. Teacher divides the class into 4 groups. - Teacher delivers a set of word cards which contains superlative adjectives of short adjectives to each group. - Teacher models a sentence first. (e.g. Minh is the tallest in my class.) - Students will have to work in groups to create as many correct sentences from the word cards as possible. - The group with more correct sentences will be the winner. Set of words: 1. the tallest 2. the shortest 3. the biggest 4. the smallest Group work 5 mins Lead-in To introduce target grammar of superlative adjectives: short adjectives. Teacher draws students’ attention to superlative adjectives in the sentence they have made and leads in the lesson. T-Ss 2 mins Presentation To introduce the superlative of short adjectives. To help students practice forming the correct form of superlative adjectives. 1. Superlative adjectives: short adjectives: - Teacher briefly explains the form and use of superlative adjectives: * Form: The + short adj + est * Use: Superlative adjectives are used to compare more than three people or things, expressing the highest degree. - Teacher notices the way to construct the superlative of short adjectives in English: Task 1: Write the superlative form of the adjectives in the table. (p. 61) - Teacher asks students to read the instruction and tells them what they should do. (With a weaker class, do the first word as an example). - Teacher asks students to do the exercise individually and then compare their answers with a classmate. - Teacher checks the answers as a class. Answer key: Adjectives Superlative form fast fastest tall tallest noisy noisiest nice nicest hot hottest light lightest quiet quietest heavy heaviest large largest T-Ss T- Ss Ss T-Ss 10 mins Practice To help students practice the superlative of adjectives and revise the comparative of adjectives. To give students further practice on using superlative adjectives. Task 2 + 3: Complete the sentences with comparative or superlative form of the adjectives. (p. 61, 62) - Teacher uses questions in Exercise 2 + 3 (p. 61, 62) to create questions in the Quizizz game. - Teacher allows students to use their mobile devices to answer and interact with the questions online. - Teacher gives clear instructions for students to fully understand how to play Quizizz quiz online. → Go to joinmyquiz.com → Enter the game CODE → Type your name → Use and, but and so to complete each sentence appearing on the screen → See who will be the winner - Teacher provides the game CODE and allows students’ access to the game. - Students type the word and, but or so to complete each sentence appearing on the screen - Teacher gives compliments or good marks to the winner of the game. * Questions in the game: 1. Bonbon can move 10 tons; it’s the (strong) _________ of all. 2. This robot can understand all of what we say. It’s the (smart) __________ in the robot show. 3. He is the (tall) ____________ in our class; he is about 1.8m tall. 4. This is the (small) ___________ of all home robots; we can put it in our bag. 5. This robot is only 200 dollars. It’s the (cheap) ____________ in our shop. 6. My brother has a (tidy) ____________ room than me. 7. The (hot) _____________ desert of all is Sahara and it’s in Africa. 8. Travelling by plane is (fast) ____________ than going by car. 9. Who is the (tall) _____________ in your family? 10. I think dogs are (smart) _____________ than cats. Answer key: 1. strongest 2. smartest 3. tallest 4. smallest 5. cheapest 6. tidier 7. hottest 8. faster 9. tallest 10. smartest Task 4: Work in pairs. Look at the information of three robots: M10, H9 and A3 and talk about each of them, using superlative adjectives. (p. 62) - Teacher asks students to look at the information in exercise 4 and explains what they have to do. - Teacher models the activity with a more able student and reminds students that they only use the information from the table to describe the three robots using superlative adjectives. - Teacher may explain the meaning of the words age, weight, height, price and asks students to elicit the adjectives they can use to describe each row. - Students work in pairs to say sentences comparing three robots. - Teacher moves around to offer help if needed. - Teacher calls some pairs to perform in front of the class. MODEL DISCUSSION: A: A3 is the tallest of the three robots. B: M10 is the youngest of the three robots. A: A3 is the heaviest of the three robots. B: H9 is the cheapest of the three robots. T-Ss Ss T-Ss T-Ss Pair work 15 mins Production To give students a chance to use the superlative of short adjectives in real life context. * Game: Find someone who - First, teacher models the game Find someone who with a more able student. - Teacher has students work in pairs ask and answer questions to find out the student who is the shortest/ tallest/ smartest, ect. in the class. - Teacher moves around and offers help if needed. - Teacher calls some pairs to report their findings. * MODELLING A: Who is the tallest in our class? B: Khoi is the tallest in our class. Report: In our class, Khoi is the tallest Pair work 10 mins Wrap-up To consolidate what students have learnt in the lesson. Teacher asks students to talk about what they have learnt in the lesson. T-Ss 2 mins Homework Reactivate the knowledge that students have gained in the lesson. Write the answers of exercise 2 and 3 on your notebooks. T-Ss 1 min UNIT 12: ROBOTS Lesson 4: Communication I. Objectives By the end of this lesson, students will be able to: 1. Knowledge - Express agreement and disagreement - Talk about what a robot can do 2. Core competence - Develop creativity and communication skills - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop self-study skills II. Materials - Grade 6 textbook, Unit 12, Communication - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Anticipated difficulties Solutions 1. Students may lack knowledge about how to express agreement and disagreement in English; Provide students with more structures to express agreement and disagreement. 2. Students may have underdeveloped speaking and co-operating skills. - 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 the class. Define expectations in explicit detail. Have excessive talking students practise. Continue to define expectations in small chunks (before every activity). Board Plan Date of teaching Unit 12: Robots Lesson 4: Communication *Warm-up Spider web: A ROBOT CAN do the dishes ... work as a guard water plants iron clothes I. Everyday English: *Expressing agreement and disagreement Task 1: Listen and read the dialogues. Pay attention to the highlighted sentences. (p. 63) Task 2: Work in pairs. Express your opinions about the statements. (p. 63) II. My robot’s abilities: Task 3: Listen to the radio programme from 4Teen News. Fill the blanks with the words you hear. (p. 63) Task 4: Interview three friends about what abilities they want their robots to have. (p. 63) Task 5: Report the findings (p. 63) *Homework Procedure Stage Stage aim Procedure Interaction Time Warm-up To activate students’ knowledge of what a robot can do. *Spider web: - Teacher draws a spider web on the b