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

Giáo án A Closer Look 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the eight vocabulary items human, space station, guard, repair, recognise, lift, useful and skill in meaningful sentences about people, places and objects;
    • identify the falling tone in neutral statements such as 'The robot waters plants.' and use it when reading aloud;
    • choose the correct word or sentence based on context and explain the choice.

2. Competences

a) General competences

  • Self-control and independent learning: Ss record their own pronunciation, compare it with the model, and correct their own mistakes in the practice tasks.
  • Communication and collaboration: Ss work in pairs and groups to match words, check answers, and give peer feedback on sentences and pronunciation.
  • Problem-solving and creativity: Ss use context clues to choose the correct meaning and write original sentences about robots.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model words and statements, read the vocabulary list, and write two original sentences about robots.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss learn the meanings and collocations of eight topic words, apply the falling tone to neutral statements, and use the statement form correctly rather than the question form.

3. Personal qualities

  • Diligence: Ss complete all vocabulary and pronunciation tasks, record their voices and repeat the model until they hear the difference.
  • Responsibility: Ss check their own answers against the key, correct their mistakes, and take responsibility for their practice result.
  • Honesty: Ss assess their own recordings truthfully and report difficulties to the teacher instead of copying answers from classmates.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with pictures of robots, the vocabulary list and the practice tasks
  • Audio recording of the model words (robot, water, useful, strongest, tallest, smallest) and the statement 'The robot waters plants.'
  • Flashcards with the eight vocabulary items and their Vietnamese meanings
  • Whiteboard and markers
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/6/english/unit-12-a-closer-look-1

2. Students

  • Student's book (Unit 12 – A Closer Look 1) and notebook
  • Pencil, pen and eraser
  • Worksheet 1 (printed or copied)
  • Smartphone or device for voice recording (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

What Can This Robot Do?

a) Aims

Ss activate prior knowledge about robots and get familiar with the topic of the unit.

b) Content

T shows three pictures of robots doing different jobs (watering plants, carrying books, helping in a space station). T asks: 'What can this robot do?' Ss answer with simple sentences such as 'It can water plants.'

c) Expected outcomes

Ss give at least three short sentences describing what the robots can do, for example: 'It can water plants.' / 'It can carry books.' / 'It works in a space station.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three robot pictures on the projector and asks, 'What can this robot do?' T gives an example answer first: 'It can water plants.'

    Students

    Ss listen to the question and look carefully at the pictures.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1–2 minutes to think and then talk in pairs about the pictures. T walks around and helps with vocabulary.

    Students

    Ss discuss in pairs and make sentences with 'can' or simple present verbs. Expected answers: 'It can carry books.' / 'It helps in the space station.' / 'It can repair machines.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their sentences and writes some key ideas on the board.

    Students

    Representative pairs read out their sentences. Other Ss listen and add ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'Today we will learn new words and practise how to say them clearly about robots.' T writes the lesson title on the board.

    Students

    Ss listen and note the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary in Use

a) Aims

Ss understand the meanings of eight topic words and how they are used with people, places and objects.

b) Content

Ss learn the words in groups by meaning:

  • People and places: human (con người), guard (bảo vệ, canh gác), space station (trạm vũ trụ)
  • Actions: repair (sửa chữa), lift (nâng), recognise (nhận ra)
  • Description and ability: useful (hữu ích), skill (kĩ năng)
    T models the words with examples, for instance: 'A robot can lift a heavy box.' / 'Robots can repair machines.' / 'A guard watches the building.' Ss then make their own examples about real people, places or objects.

c) Expected outcomes

Ss can state the meaning of the eight words and write at least two sentences using them correctly, for example:

  • 'Humans can build robots.' (human)
  • 'The space station is in space.' (space station)
  • 'A robot can lift a box.' (lift)
  • 'This robot is very useful at home.' (useful)
    In their notebooks Ss write each word with its Vietnamese meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the flashcards in groups and says: 'Let's learn the words by meaning, not only by their spelling.' T reads each word aloud and asks Ss to repeat.

    Students

    Ss listen, look at the flashcards and repeat each word after T.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. Each pair matches each word with its Vietnamese meaning and then writes one sentence for two words. Question to check: 'Which word means con người?' (human)

    Students

    Pairs match the words and discuss. Expected answers: human – con người; guard – bảo vệ, canh gác; repair – sửa chữa; recognise – nhận ra; lift – nâng; useful – hữu ích; skill – kĩ năng; space station – trạm vũ trụ.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 pairs to read their sentences. T asks the class: 'Is this sentence correct in meaning?'

    Students

    Pairs read their sentences aloud, e.g. 'A guard protects the building.' Other Ss comment on the meaning and grammar.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the word groups on the board and reminds Ss: 'Learn a word together with its context, for example a person, a place or an object.' T corrects any wrong sentence.

    Students

    Ss copy the word groups and the example sentences into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Tones in Statements

a) Aims

Ss recognise the falling tone in neutral statements and practise it with the topic words.

b) Content

T explains that a neutral statement usually ends with a falling tone (↘), for example 'The robot waters plants. ↘'. Ss listen to the model and repeat. They practise two groups of words:

  • Group A: robot, water, useful
  • Group B: strongest, tallest, smallest
    Ss record their voices and compare them with the model.

c) Expected outcomes

Ss can read the statement 'The robot waters plants.' with a falling ending and say the words in groups A and B clearly. Ss understand that the statement form has a falling tone while a question has a different tone.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the model audio of 'The robot waters plants.' twice and asks: 'Does the voice go up or down at the end?' T writes the arrow ↘ on the board.

    Students

    Ss listen carefully and answer: 'It goes down.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to listen to the words in groups A and B, repeat them, and then record their own voices. T walks around and listens to the pronunciation of word endings.

    Students

    Ss listen, repeat chorally and individually, then record and listen again to compare with the model. Ss focus on the final sounds of robot, water, useful and on the stress in strongest, tallest, smallest.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to read the statement 'The robot waters plants.' aloud and the class decides whether the ending falls. T plays the model again for comparison.

    Students

    Volunteers read aloud. Other Ss say whether the tone falls at the end, and compare with the model.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Neutral statements usually end with a falling tone. Meaning and context may change the tone in real speech.' T reminds Ss to check mouth shape and final sounds.

    Students

    Ss note the rule and the arrow ↘ in their notebooks.

Activity 3: Practice · 12 minutes

Check and Use

a) Aims

Ss complete the practice exercises to check their understanding of vocabulary, tones and context.

b) Content

Ss complete Worksheet 1 (individually, then check in pairs). The tasks are:

  1. Choose the usual ending for a neutral statement 'The robot waters plants'.
  2. Choose the statement with a neutral falling ending.
  3. Match the topic words to their meanings.
  4. Choose the word that means 'con người'.
  5. Complete the word from its Vietnamese meaning: hữu ích = ____.
  6. Choose the correct meaning of 'skill'.
  7. Write two original sentences using two different words from this lesson.
  8. Read the words robot, water, useful, strongest, tallest, smallest aloud, then use one in a sentence.
    T may also use the NeoEdu interactive exercises for tasks 1–6.

c) Expected outcomes

Answer key:

  1. A – a falling tone at the end.
  2. C – 'It can carry books.' (the first and the second choices are questions)
  3. repair – sửa chữa; recognise – nhận ra; lift – nâng; useful – hữu ích
  4. B – human
  5. useful
  6. A – kĩ năng
  7. Sample: 'Our robot is called Page.' Scoring: each correct sentence in meaning and grammar earns 1 point (2 points in total).
  8. Scoring by the teacher: target sounds and final sounds clear (1 point); stress and sentence meaning correct (1 point). Ss use one word in a sentence, for example: 'Robots are useful.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and explains the eight tasks. T reminds Ss: 'Use the context to choose the answer.' T sets 6 minutes for tasks 1–6.

    Students

    Ss receive Worksheet 1, read the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors. T asks Ss to check answers in pairs and then do tasks 7 and 8 individually. T helps Ss who are stuck with a hint, not the answer.

    Students

    Ss complete the tasks, check their answers in pairs and write two original sentences. Ss read the words aloud and say one sentence to their partner.

  3. Teacher

    Step 3: Report and discussion

    T reads the answers for tasks 1–6 and asks Ss to raise their hands if they got it right. T invites 2–3 Ss to read their original sentences and words aloud.

    Students

    Ss check and correct their answers. Volunteers read their sentences aloud. Other Ss give feedback on the meaning and the pronunciation.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and the scoring rules for tasks 7 and 8. T praises correct answers and reminds Ss: 'When you are not sure, look at the context first.'

    Students

    Ss correct their mistakes in a different colour pen and keep the worksheet for review.

Activity 4: Application · 10 minutes

Introduce Your Robot

a) Aims

Ss use the vocabulary and the falling tone in a short personal introduction about a robot they like.

b) Content

Ss work in groups of four. Each S introduces an imaginary or real robot in 3–4 statements, for example: 'My robot is called Page. It can carry books. It is useful at home. It is very smart.' Ss use at least three words from the lesson (e.g. human, guard, repair, lift, useful, skill, space station) and read each statement with a falling ending. Groups vote for the most clear and natural introduction.

c) Expected outcomes

Each S gives a short introduction of 3–4 statements about a robot, using at least three vocabulary items from the lesson and falling tones at the end of each statement. The group chooses one best introduction to present to the class.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short introduction: 'My robot is called Page. It can water plants. It is useful at home.' T reads it with a falling tone and asks Ss to listen for the ending. T gives the task and the success criteria.

    Students

    Ss listen to the model and note the falling tone and the vocabulary used.

  2. Teacher

    Step 2: Task performance

    T asks groups to write their own introductions in 3–4 statements, then practise reading them in turn. T walks around and corrects tone and word use.

    Students

    Ss write their introductions, practise reading them aloud in the group and give feedback to each other. Each group chooses one best introduction to present.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 groups to present their best introduction in front of the class. T asks the class: 'Which word did the speaker use correctly?'

    Students

    Representatives read the introduction aloud. Other Ss listen, say which vocabulary item was used and comment on the falling tone.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the most clear and natural introductions and summarises the key points: vocabulary in context, the falling tone in statements and checking the answers. T sets homework.

    Students

    Ss note the key points and the homework in their notebooks.

Worksheets

Worksheet 1

Unit 12 – A Closer Look 1: Robots

Part 1. Choose the correct answer.

  1. For a neutral statement 'The robot waters plants', which ending is the usual model practised here?
  • A. A falling tone at the end
  • B. A rising tone like a neutral yes/no question
  • C. A separate question tone after every word
  1. Choose the statement with a neutral falling ending.
  • A. Can it carry books?
  • B. What can it carry?
  • C. It can carry books.

Part 2. Match the topic words to their meanings.

  • repair ____ a. nâng
  • recognise ____ b. sửa chữa
  • lift ____ c. nhận ra
  • useful ____ d. hữu ích

Part 3. Choose the correct answer.

  1. Which word means 'con người'?
  • A. guard
  • B. human
  • C. space station
  1. Choose the correct meaning of 'skill'.
  • A. kĩ năng
  • B. nâng
  • C. nhận ra

Part 4. Complete the word from its Vietnamese meaning.
hữu ích = ____ (useful)

Part 5. Write two original sentences using two different words from this lesson.

Part 6. Read these words aloud, then use one in a sentence.
robot – water – useful – strongest – tallest – smallest
Sentence: ______________________________

Homework

  • Write a short paragraph of 4–5 sentences about a robot you would like to have. Use at least four words from the lesson (human, space station, guard, repair, recognise, lift, useful, skill).
  • Record yourself reading the statement 'The robot waters plants.' and the words robot, water, useful, strongest, tallest, smallest. Listen to your recording and compare it with the model. Note the sounds you need to practise more.
  • Look at the vocabulary list and write the Vietnamese meaning of each word in your notebook. Cover the meanings and test yourself.
  • Practise the interactive exercises for Unit 12 – A Closer Look 1 on NeoEdu: neoedu.vn/learn/6/english/unit-12-a-closer-look-1

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