Giáo án Review 4: Skills

Ss activate prior knowledge about robots and get ready for the reading text.

T shows the picture of a robot and asks: 'What can a robot do?' and 'Where could a robot help people?' Ss discuss in pairs for 1 minute, then share with the class.

Ss name 2 or 3 jobs a robot can do (e.g., carry things, guide people) and 1 place where a robot could help (e.g., a library).

Ss identify who, where, the main job and the reason in the design plan, and support each answer with evidence from the text.

Ss read the design text silently (once, about 2 minutes), then complete Worksheet 1 in pairs. For each row, Ss write the answer and copy one supporting sentence from the text. T reminds Ss: if a point is not in the text, write 'not stated' or label it as your opinion.

Completed Worksheet 1 with these key answers:

• Who: our design team
• Where: a library (the helper works in a library)
• Main job: to carry a few light books at a time; it will not use stairs
• Stop feature: if the path is blocked, it stops and waits for a person
• Reason: the text gives no clear reason for the design. Ss may give their own opinion, e.g., 'I think the stop button is for safety.' This must be labelled as opinion, not a fact from the text.
• Status: the design is an idea, not a finished machine.

Ss recognise how the text uses will, might and will not to talk about plans and possibilities.

Ss find in the text the sentences with will, might, will not and 'do not call it the best just because it is the smallest'. T asks: 'Which sentence is a firm plan? Which sentence shows a possibility?'

Ss sort the sentences into two groups:

• Plans (will): The robot will be eighty centimetres tall. / It will carry only a few light books at a time. / It will not use stairs. / The robot will stop and wait for a person.
• Possibility (might): We might power it with a rechargeable battery.
  Ss also note that 'just because' means 'only for this reason'. In the text it shows that being the smallest is not the only reason to call a plan the best.

Ss answer comprehension questions about the design plan, choose the correct answer and find the evidence in the text.

Ss answer the following questions from the textbook. For multiple-choice questions, Ss choose A, B or C.
2. Where will the helper work? A. A swimming pool; B. A desert; C. A library
3. How tall will it be? A. Eight metres; B. Eighty centimetres; C. One hundred and eighty centimetres
4. What will it not use?
5. What will happen if the path is blocked? A. It will push through people; B. It will fly; C. It will stop and wait
6. What will be reused for the model? A. A live battery taken apart; B. A clean box; C. Broken glass
7. What is the status of the design?

Answers:
2. C (A library)
3. B (Eighty centimetres)
4. Stairs
5. C (It will stop and wait.)
6. B (A clean box)
7. An idea (not a finished machine)
Note for T: Items 8–10 in the source material (rooms, large windows, solar panels) are not in the reading text provided, so they are not used in this lesson. T should check them against the textbook before using them.

Ss plan and present a robot helper idea with specific information and reasons, using will and might.

Ss work in groups of 3. Each S chooses a robot helper for the school and writes a 4-part outline for a 60–80 word paragraph: (1) Who designs it, (2) Where it will work, (3) What it will do and what it will not do, (4) Why it is useful. Ss use will and might at least once each. Then each S gives a 1-minute speaking about the idea to the group. Group members give one positive comment and one suggestion.

A 4-part outline with specific details and reasons, plus a 1-minute oral presentation. Example outline:

• Who: our class design team
• Where: the school library
• What: it will carry a few books; it will not use stairs; it might use a rechargeable battery
• Why: it helps students find books quickly