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Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 12. Robots

Giáo án Review 4: Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use will, won't and might to talk about predictions and future possibilities.
  • Form first conditional sentences with If + present simple, will + base verb.
  • Choose a/an and the correctly, and form superlatives of short and irregular adjectives.
  • Stress the main syllable of two-syllable words and the key words in neutral sentences.
  • Use the vocabulary: appliance, wireless, reduce, reuse, human, space station.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review the grammar rules on their own, check their answers against the key and correct their mistakes.
  • Communication and collaboration: Ss work in pairs and groups to brainstorm ideas, check answers and give peer feedback in English.
  • Problem-solving and creativity: Ss decide the correct form in context, explain why, and create their own sentences about a smart future home.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, talk about robots at home, and write a short paragraph about their future smart home.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use will/won't/might, the first conditional, articles, superlatives, word stress and sentence stress correctly in context.

3. Personal qualities

  • Diligence: Ss complete all the exercises in class and finish the homework paragraph on time.
  • Responsibility: Ss check their own answers honestly and take responsibility for correcting their mistakes.
  • Honesty: Ss admit when they are not sure and use might to show uncertainty instead of guessing as a fact.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the grammar examples and the answer key
  • Pictures of robots performing household tasks (watering plants, cleaning, cooking)
  • Pre-prepared sentence cards for grammar and superlative work
  • NeoEdu lesson page: neoedu.vn/learn/6/english/review-4-language (grammar notes, examples and interactive exercises for self-checking)
  • Audio recording or teacher model for word stress and sentence stress

2. Students

  • Textbook Tiếng Anh 6 (Global Success), Unit 12, Review 4
  • Notebook, pencil, eraser, ruler
  • Worksheet 1 and Worksheet 2 (distributed by T)
  • Device to access NeoEdu (if available) for self-checking

III. Procedures

Activity 1: Warm-up · 5 minutes

Robot Word Brainstorm

a) Aims

Ss activate the vocabulary of Unit 12 and the topic of robots and smart homes before the review.

b) Content

T asks: 'What can a robot do at home?' Ss work in pairs and use the words: appliance (thiết bị gia dụng), wireless (không dây), reduce (giảm bớt), reuse (tái sử dụng), human (con người), space station (trạm vũ trụ). Each pair writes three ideas in full sentences, for example: 'A robot can water the plants.'

c) Expected outcomes

Each pair produces three correct sentences using at least four of the six vocabulary words. Example answers: 'A wireless appliance can help humans at home.' 'We can reuse old bags and reduce rubbish.' 'A robot in a space station can help astronauts.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question 'What can a robot do at home?' on the board and shows the six vocabulary words. T explains the task: work in pairs, use at least four words, write three full sentences in 2 minutes.

    Students

    Ss read the question and the words, and listen to the instructions. Ss ask clarifying questions if needed.

  2. Teacher

    Step 2: Task performance

    T walks around, checks pronunciation of the words and gives hints when Ss are stuck.

    Students

    Ss discuss in pairs and write three sentences in their notebooks. Possible answer: 'A robot can water the plants in the house.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to read their sentences aloud and asks the class: 'Who used the word wireless? Is the sentence correct?'

    Students

    Pairs read their sentences. Other Ss listen, check the vocabulary used and give feedback. Possible answer: 'Yes, this is correct because wireless means without wires.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings of the six words, corrects any mistakes and introduces today's focus: will/might, the first conditional, articles, superlatives and stress.

    Students

    Ss copy the key vocabulary and the new lesson focus into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Will, Might and the First Conditional

a) Aims

Ss compare the forms and meanings of will, won't, might and the first conditional, and understand the difference between certainty and possibility.

b) Content

T writes four sentences on the board:

  • The robot will water the plants.
  • I might live in a smart house.
  • My future home won't have a coal fire.
  • If we reuse bags, we will make less rubbish.
    Ss work in pairs and complete Worksheet 1 by answering: Which sentence is a prediction or future intention? Which sentence shows a possibility that is not certain? Which word is followed by the base verb? What comes after if in the first conditional? Is there an -s after will or might?

c) Expected outcomes

Key rules Ss discover:

  • Will + base verb predicts or shows future intention. Won't = will not. Question form: Will + subject + base verb?
  • Might + base verb shows possibility, not certainty. Might not = may not.
  • No -s after will or might (not 'will waters').
  • First conditional: If + present simple, will + base verb. Example: If we reuse bags, we will make less rubbish. We do not put will directly after if.
  • A dream or prediction is not a verified fact, so we choose might when we are not sure.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four sentences and says: 'Look at the forms and meanings. Work in pairs and complete Worksheet 1 in 4 minutes.'

    Students

    Ss read the sentences and the questions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts with questions: 'Is the robot sure about the future?' 'Which word shows that the speaker is not sure?'

    Students

    Ss discuss and fill in Worksheet 1. Possible answer: 'The robot will water the plants is a prediction. I might live in a smart house shows possibility.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share answers and asks: 'Why do we say will waters is wrong?'

    Students

    Pairs present their answers. Possible answer: 'We do not add -s after will. We say will water.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board: will/won't for predictions, might for possibility, If + present simple, will + base verb. T emphasises: 'Choose the level of certainty that fits the situation.'

    Students

    Ss copy the rules and write one example sentence for each form in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Articles and Superlatives

a) Aims

Ss explain when to use a, an and the, and form superlatives of adjectives correctly.

b) Content

T writes on the board:

  • I found an old jar. The jar is useful. (article)
  • We have a reusable bottle. (a before consonant sound)
  • Of the three robots, the tallest / the heaviest / the best...
    Ss work in groups of three and answer: Why is it 'an old jar' but 'a reusable bottle'? Why do we say 'The jar' in the second sentence? Then Ss form superlatives: tall, small, big, heavy, good, bad, thin.

c) Expected outcomes

Key knowledge Ss discover:

  • A/an introduces a singular countable noun that is not yet specified. An is used before a vowel sound; a is used before a consonant sound. Example: an old jar, a reusable bottle (reusable starts with the consonant sound /r/).
  • The is used when the noun is already known or mentioned. Example: I found an old jar. The jar is useful.
  • Superlative of short adjectives: the + adjective + -est: tall - the tallest, small - the smallest, big - the biggest, heavy - the heaviest.
  • Irregular: good - the best, bad - the worst.
  • Thin - the thinnest (double the final n before -est).
  • Do not use more with -est. Name the group: the tallest of the three.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the examples on the board and asks groups of three to explain the use of a, an, the and to form the superlatives of tall, heavy, good and thin.

    Students

    Ss read the examples and prepare their answers in groups.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that Ss notice the vowel sound rule and the 'already mentioned' rule.

    Students

    Groups discuss and write the explanation and the superlative forms on a small piece of paper. Possible answer: 'We use an before old because old begins with a vowel sound. We use a before reusable because it starts with a consonant sound.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present and invites others to comment: 'Is the superlative of thin correct? Why?'

    Students

    Groups present their answers. Possible answer: 'The superlative of thin is the thinnest, because we double the n and add -est.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules and reminds Ss of the common mistake 'more heaviest'. T says: 'Superlative = the + adjective + -est, and we do not use more with it.'

    Students

    Ss correct their notes and write one superlative sentence about the three robots.

Activity 2.3: Knowledge formation · 6 minutes

Word Stress and Sentence Stress

a) Aims

Ss identify the main stressed syllable of two-syllable words and the stressed words in neutral sentences.

b) Content

T pronounces the words PIC-ture, KIT-chen, RO-bot, HOUSE-work and asks Ss to clap on the stressed syllable. T models the sentences 'We REUSE OLD BAGS.' and 'The robot waters plants.' with falling intonation (↘) at the end. Ss repeat in pairs and mark the stressed words.

c) Expected outcomes

Key knowledge Ss discover:

  • Main stress in the words: PIC-ture, KIT-chen, RO-bot, HOUSE-work. Not all two-syllable words are stressed on the first syllable, so Ss check the stress each time.
  • In neutral sentences, nouns, main verbs, adjectives and adverbs are stressed. Function words such as a, the, to are usually weak.
  • Neutral statements usually end with falling intonation: 'The robot waters plants. ↘'
  • Example: We REUSE OLD BAGS.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and clap on the stressed syllable.' T then asks Ss to mark the stressed words in the sentences.

    Students

    Ss listen carefully and prepare to clap and mark the stressed words.

  2. Teacher

    Step 2: Task performance

    T models each word and sentence, and asks Ss to repeat chorally and then in pairs. T gives feedback on the falling intonation.

    Students

    Ss repeat the words and sentences, clap the stressed syllables and mark the stressed words in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to say a sentence and asks the class to identify the stressed word.

    Students

    Ss say the sentence and classmates respond. Possible answer: 'The stressed words are REUSE, OLD and BAGS.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the stress rules and says that stress depends on meaning. T encourages Ss to read the sentences again with the correct stress.

    Students

    Ss write the stressed syllables and stressed words into their notebooks and practise reading once more.

Activity 3.1: Practice · 8 minutes

Choose the Correct Answer (Exercises 1–5)

a) Aims

Ss apply will/might, articles and the first conditional to choose the correct answers and explain their choice.

b) Content

Ss work in pairs and do Exercises 1 to 5 in Worksheet 2:

  1. The robot will ___ the plants. A. waters B. watering C. water
  2. I am not sure. I ___ live in a smart house. A. must always B. might C. certainly
  3. My future home ___ have a coal fire. I want clean energy. A. won't B. will not to C. doesn't will
  4. We have ___ reusable bottle. A. an B. many C. a
  5. I found an old jar. ___ jar is useful. A. A an B. The C. An
    After answering, pairs explain their reason for each answer.

c) Expected outcomes

Answer key:

  1. C (water) - will + base verb.
  2. B (might) - shows possibility, not certainty.
  3. A (won't) - won't + base verb.
  4. C (a) - reusable begins with the consonant sound /r/.
  5. B (The) - the jar was already mentioned.
    Pairs can explain each answer correctly in one sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains: 'Work in pairs. Choose the correct answer for Exercises 1 to 5 and explain why. You have 5 minutes.'

    Students

    Ss read the exercises and clarify the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Is the speaker sure or not sure?' 'Has the jar been mentioned before?'

    Students

    Pairs discuss and choose answers. Possible answer: 'For number 4, we choose a because reusable starts with a consonant sound.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers and reasons. T asks the class to agree or disagree.

    Students

    Pairs read their answers. Other Ss give feedback, e.g. 'I agree, because won't is will not.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board and explains any difficult point, especially number 4 and number 5.

    Students

    Ss check their answers, correct mistakes and write the correct answers in their notebooks.

Activity 3.2: Practice · 4 minutes

Superlatives and Conditionals Quick Check (Exercises 6–10)

a) Aims

Ss apply the first conditional and superlatives to choose the correct form individually, then self-check on NeoEdu.

b) Content

Ss work individually and complete Exercises 6 to 10 in Worksheet 2:
6. If we ___ bags, we will reduce rubbish. A. reuse B. will reuse C. reusing
7. If Minh uses less water, he ___ save money. A. will to B. does will C. will
8. The superlative of 'thin' is ___. A. thinnerest B. thinnest C. thinest
9. Of A = 10 kg, B = 8 kg, C = 12 kg, which is lightest? A. B B. A C. C
10. Choose a correct superlative. A. the heavyest B. more heaviest C. the heaviest
Then Ss check their answers on NeoEdu.

c) Expected outcomes

Answer key:
6. A (reuse) - If + present simple.
7. C (will) - will + base verb in the main clause.
8. B (thinnest) - double n and add -est.
9. A (B) - B is 8 kg, the lightest of the three.
10. C (the heaviest) - heavy becomes heaviest.
Ss who answer all five correctly can explain one answer to a partner.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work individually. Complete Exercises 6 to 10 in 2 minutes, then check on NeoEdu.'

    Students

    Ss read the exercises silently and start working.

  2. Teacher

    Step 2: Task performance

    T walks around and checks quickly. T reminds Ss that 9 asks about the lightest, not the heaviest.

    Students

    Ss write their answers and open NeoEdu to check. Possible answer: 'For number 9, I choose A because B is 8 kg, which is the lightest.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who got number 10 correct? Please explain why more heaviest is wrong.'

    Students

    Some Ss answer. Possible answer: 'We do not use more with -est, so more heaviest is wrong.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and praises Ss who self-checked honestly.

    Students

    Ss correct any mistakes in their worksheets.

Activity 4: Application · 5 minutes

My Smart Home of the Future

a) Aims

Ss use will, might, the first conditional and superlatives in a personalised speaking and writing task about their future home.

b) Content

Ss work in groups of three. Each S describes one robot in their future home using at least one will/won't/might sentence, one first conditional sentence and one superlative (for example: 'My robot will clean the house. It might cook dinner. If we reuse water, we will save money. My robot is the smartest of the three.'). Then groups choose the most interesting description to share with the class.

c) Expected outcomes

Each S produces three to four correct sentences, and each group shares the best description. Example product: 'My future home will have a wireless robot. It might water the plants. If we reuse water, we will save money. This is the best robot in my house.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task and the three language targets on the board, and models one example about a robot in a smart home.

    Students

    Ss listen to the model and note the three language targets.

  2. Teacher

    Step 2: Task performance

    T sets a time limit of 3 minutes and monitors group work, offering help with pronunciation and stress.

    Students

    Ss take turns describing their robot and write the group's best description on paper.

  3. Teacher

    Step 3: Report and discussion

    T invites one or two groups to read their description aloud and asks the class to identify one will/might sentence and one superlative.

    Students

    Groups present. Other Ss respond, e.g. 'That is a prediction with will,' or 'That is the best robot because it is a superlative.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effort and accuracy, and corrects any remaining errors. T assigns the homework.

    Students

    Ss note the homework task in their notebooks.

Worksheets

Worksheet 1: Will, Might and the First Conditional

Look at the sentences and answer the questions in pairs.

  • The robot will water the plants.
  • I might live in a smart house.
  • My future home won't have a coal fire.
  • If we reuse bags, we will make less rubbish.

Questions:

  • Which sentence is a prediction or future intention?
  • Which sentence shows a possibility that is not certain?
  • Which word is followed by the base verb?
  • What comes after if in the first conditional: present simple or will?
  • Is there an -s after will or might? Why?
  • Write one sentence with might and one sentence with won't about your own future home.

Worksheet 2: Practice Exercises 1–10

Choose the correct answer (A, B or C) and explain your choice.

  1. The robot will ___ the plants. A. waters B. watering C. water
  2. I am not sure. I ___ live in a smart house. A. must always B. might C. certainly
  3. My future home ___ have a coal fire. I want clean energy. A. won't B. will not to C. doesn't will
  4. We have ___ reusable bottle. A. an B. many C. a
  5. I found an old jar. ___ jar is useful. A. A an B. The C. An
  6. If we ___ bags, we will reduce rubbish. A. reuse B. will reuse C. reusing
  7. If Minh uses less water, he ___ save money. A. will to B. does will C. will
  8. The superlative of 'thin' is ___. A. thinnerest B. thinnest C. thinest
  9. Of A = 10 kg, B = 8 kg, C = 12 kg, which is lightest? A. B B. A C. C
  10. Choose a correct superlative. A. the heavyest B. more heaviest C. the heaviest

Homework

  • Write a short paragraph (5 sentences) about your future smart home. Include at least one sentence with will or won't, one sentence with might, one first conditional sentence (If + present simple, will + base verb) and one superlative (for example: the tallest, the best).
  • Use at least three of the vocabulary words: appliance, wireless, reduce, reuse, human, space station.
  • Practise reading your paragraph aloud. Mark the stressed syllables in two-syllable words and the stressed words in each sentence, and read with falling intonation at the end of statements.
  • Review the answer key for Worksheet 2 and check the questions you answered incorrectly on NeoEdu: neoedu.vn/learn/6/english/review-4-language.

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