Tiếng AnhLớp 6Unit 12. Robots

Giáo án A Closer Look 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to form superlative adjectives of short adjectives (tall → the tallest, small → the smallest, big → the biggest, heavy → the heaviest) and irregular forms (good → the best, bad → the worst).
By the end of the lesson, Ss will be able to use the superlative with a clear scope (e.g., the tallest of the three) and explain why “more” must not be used with “-est”.
By the end of the lesson, Ss will be able to describe robot abilities with can/can't + bare infinitive, based on the given data, and choose the answer that is supported by the information.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the rule chart and correct their mistakes by re-reading the context before the final check.
Communication and collaboration: Ss work in pairs to ask and answer about robot heights and abilities, and give reasons for their choices in complete sentences.
Problem-solving and creativity: Ss analyse the time signal, subject and purpose of a sentence to choose the correct form, and design a short robot description for a real job.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a short robot description, answer questions orally, and write a short paragraph about a robot using superlatives and can/can't.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of the unit (useful, skill, lift, repair, guard, recognise, space station, human) and the form of short-adjective superlatives correctly, including spelling changes (heavy → heaviest, big → biggest).

3. Personal qualities

Diligence: Ss complete all the exercises on time and try to correct their own mistakes without waiting for the teacher.
Honesty: Ss explain their answers truthfully, admit when they are unsure, and do not claim a robot can do more than the given data shows.

II. Teaching aids and materials

1. Teacher

Slides or board with the robot height data (Robot A 80 cm, Robot B 95 cm, Robot C 90 cm) and the example text about the robot Page
Picture or simple drawings of three robots of different heights
Rule chart for short-adjective superlatives and the irregular forms
Worksheet 1 (copied or projected)
NeoEdu learning page with interactive exercises: neoedu.vn/learn/6/english/unit-12-a-closer-look-2

2. Students

Notebook, pencil, eraser
Textbook Unit 12, A Closer Look 2
Small whiteboard and marker (for pair work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Which Robot Is the Tallest?

a) Aims

Ss recall the topic of robots and notice the form of the superlative in a simple, familiar context.

b) Content

T shows three robots and their heights: Robot A is 80 cm, Robot B is 95 cm, Robot C is 90 cm. T asks: “Which robot is the tallest?” and “Which robot is taller, A or C?” Ss answer and compare the sentence patterns.

c) Expected outcomes

Ss answer: “Robot B is the tallest.” and “Robot A is shorter than Robot C.” Ss notice that the superlative uses the + tallest, while the comparative uses -er + than. Ss write the target sentence on their notebooks: “Robot B is the tallest of the three.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture of three robots with heights on the board and asks: “Look at the three robots. Which one is the tallest?”
Students
Ss look at the picture and read the heights silently.
Teacher
Step 2: Task performance
T gives 1 minute for pairs to discuss: “Which robot is taller, A or C? Which one is the tallest?”
Students
Pairs compare the heights and prepare an answer. Expected answers: “Robot C is taller than Robot A.” / “Robot B is the tallest.”
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to share their answers and writes the sentences on the board, underlining the + tallest structure.
Students
Representatives say their sentences. Other Ss listen and repeat the key structure.
Teacher
Step 4: Conclusion and assessment
T confirms: “We use the + superlative when we compare more than two things. Robot B is the tallest of the three.” T introduces the lesson title and the objective of the lesson.
Students
Ss copy the key sentence into their notebooks and repeat it chorally.

Activity 2.1: Knowledge formation · 12 minutes

Short-Adjective Superlatives

a) Aims

Ss form the superlative of short adjectives with the + adjective + -est, including spelling changes.

b) Content

T presents the rule and examples: tall → the tallest, small → the smallest, big → the biggest, heavy → the heaviest. Ss complete Worksheet 1 by writing the superlative of each adjective and noting the spelling rule. T asks: “Why do we write biggest and not bigest?” and “Why do we write heaviest and not heavyest?”

c) Expected outcomes

Ss write the rule: For a short adjective, we use the + adjective + -est. If a short adjective ends in one vowel and one consonant, double the final consonant (big → biggest). If it ends in consonant + y, change y to i (heavy → heaviest). Ss complete Worksheet 1: tall – the tallest; small – the smallest; big – the biggest; heavy – the heaviest; long – the longest; thin – the thinnest.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the rule chart and says: “Now let’s find out how to form the superlative of short adjectives. Work in pairs and complete Worksheet 1.”
Students
Ss read the chart and take out Worksheet 1.
Teacher
Step 2: Task performance
T walks around, checks spelling, and prompts pairs who are stuck with questions such as: “What is the last letter of big? How many vowels does it have?”
Students
Pairs complete the table. Expected answers: the tallest, the smallest, the biggest, the heaviest. Some pairs may first write “bigest”; they correct it after checking the rule.
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their answers aloud and asks the class: “Is ‘bigest’ correct? Why not?”
Students
Ss answer: “No, because big has one vowel and one consonant, so we double g: biggest.” Other pairs correct their own sheets.
Teacher
Step 4: Conclusion and assessment
T writes the summary on the board: the + short adjective + -est; double the consonant after one vowel (big → biggest); change y to i (heavy → heaviest). T reminds Ss: “Do not use more with -est.”
Students
Ss copy the rule into their notebooks and say one example each aloud.

Activity 2.2: Knowledge formation · 8 minutes

Irregular Forms and Abilities

a) Aims

Ss recognise the irregular superlatives good → the best and bad → the worst, and describe robot abilities with can/can't based on given data.

b) Content

T presents good → the best, bad → the worst. T reads the example text about the robot Page: “It is ninety centimetres tall and works in a library. It can carry small books on a low shelf, but it cannot use stairs. Of our three plans, it is the smallest.” Ss find the sentences with can/cannot and the superlative. T asks: “Why is it a good choice? Which sentence shows the robot’s ability?”

c) Expected outcomes

Ss note: good → the best; bad → the worst; more + -est is wrong. Ss identify from the text: “It can carry small books” (ability), “it cannot use stairs” (no ability), and “it is the smallest” (superlative with scope of three plans). Ss conclude: “We use can/can't + bare infinitive (carry, use) to talk about abilities, and we say only what the data shows.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes good and bad on the board and asks: “What is the superlative of good? Is it goodest?”
Students
Ss think silently and raise hands.
Teacher
Step 2: Task performance
T gives Ss the text about Page and asks them to underline can/cannot and the superlative. Ss work individually for 2 minutes, then check with a partner.
Students
Ss underline: can carry, cannot use, is the smallest. Expected answer for good: the best, not goodest.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read the underlined sentences and asks: “Which sentence tells us the robot cannot climb stairs?”
Students
S1: “It cannot use stairs.” S2: “It is the smallest of our three plans.” Ss explain their choices.
Teacher
Step 4: Conclusion and assessment
T summarises: good → the best, bad → the worst; can/can't + bare infinitive shows ability; the superlative needs a clear scope such as of the three. T reminds Ss to check the context before choosing a structure.
Students
Ss write the three key points in their notebooks.

Activity 3: Practice · 10 minutes

Choose and Check

a) Aims

Ss practise choosing the correct superlative form, the correct statement, and explain their choices.

b) Content

Ss do the exercises from the textbook and the NeoEdu page. Exercises: (1) Robot A is ___ of the three. (tall) A. the tallest; B. taller; C. more tallest. (2) The superlative of “big” is ___. A. bigest; B. biggerest; C. biggest. (3) This is ___ robot in our group. (small) A. more small; B. the smallest; C. smallest than. (4) The superlative of “heavy” is ___. A. heaviest; B. heavyest; C. heavierest. (5) A is 80 cm, B is 95 cm, C is 90 cm. Which is tallest? A. A; B. C; C. B. (6) A can lift 5 kg, B 8 kg, C 6 kg. Which is strongest by this measure? A. C; B. B; C. A. (7) Choose the correct sentence. A. This is the best design in our class.; B. This is the goodest design.; C. This is more best design. (8) Choose a statement supported by “Robot A can water plants but cannot cook”. A. It can cook every meal.; B. It can do every human job.; C. It can water plants.

c) Expected outcomes

Answers with reasons: (1) A – the tallest, the superlative in a group; (2) C – biggest, double g then -est; (3) B – the smallest, needs the and -est; (4) A – heaviest, y changes to i before -est; (5) B – 95 cm is the largest height, so Robot B is the tallest (the answer is C in the textbook, which corresponds to Robot B); (6) B – 8 kg is the greatest lifting ability by the given data; (7) A – good → best is irregular; (8) C – the only statement supported by the data; A and B go beyond the given information.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains: “You have 8 questions. Choose the correct answer and be ready to explain why the other options are wrong.” T shows the first two questions on the board.
Students
Ss read the questions and prepare their answers individually.
Teacher
Step 2: Task performance
Ss work in pairs. Each S answers 4 questions, then the partner checks and explains. T monitors and helps pairs who disagree by asking: “Which word shows the group?”
Students
Pairs discuss. Expected reasoning: “More tallest is wrong because we do not use more with -est.” / “Biggest is correct because we double the g.”
Teacher
Step 3: Report and discussion
T calls 3 pairs to give answers to questions 5–8 and asks: “Why is B not the answer to question 8?”
Students
Ss answer: “Because the text only says the robot can water plants. It does not say it can do every human job.”
Teacher
Step 4: Conclusion and assessment
T confirms all answers and emphasises that the superlative needs a clear scope, that more is not used with -est, and that choices must be supported by the given information.
Students
Ss correct any wrong answers in their notebooks.

Activity 4: Application · 10 minutes

Describe Our Robot

a) Aims

Ss use superlatives and can/can't to describe a robot their group would design, and explain why it is useful.

b) Content

Groups of four design one robot for a real job in the school (for example, a library helper or a canteen helper). Each group writes a short paragraph of 5–6 sentences that includes: the robot's height, what it can and cannot do, one superlative sentence with the scope of the three plans, and one sentence explaining why it is useful. T gives a model based on the example about Page.

c) Expected outcomes

A group paragraph. Sample: “Our robot is called Clean Bot. It is eighty-five centimetres tall and works in the canteen. It can lift small trays, but it cannot cook. Of our three plans, it is the best choice because it helps with one clear job safely. We think it is useful because it saves time.” Ss present the paragraph to the class, and the class identifies the superlative, can, and cannot in each paragraph.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model paragraph and says: “Work in groups of four. Design your robot and write 5–6 sentences. Use at least one superlative and one can or cannot.”
Students
Ss read the model and decide on their robot’s name and job.
Teacher
Step 2: Task performance
T monitors groups, checking the use of the + -est, best/worst, and can/can't + bare infinitive. T prompts with questions such as: “Is the superlative sentence clear? Of how many things?”
Students
Groups write their paragraphs on a poster or in notebooks. Expected sentences: “Our robot is the smallest of the three plans.” / “It can carry books, but it cannot climb stairs.”
Teacher
Step 3: Report and discussion
T invites 2 groups to read their paragraphs aloud. T asks the class: “Which sentence shows a superlative? Which sentence shows an ability?”
Students
Presenting groups read their paragraphs. Listeners answer: “The superlative is the smallest; can carry is the ability.”
Teacher
Step 4: Conclusion and assessment
T praises effective sentences and corrects common errors such as “more smallest” or “goodest”. T summarises the lesson: the superlative of short adjectives, good/bad irregular forms, and can/can't for abilities.
Students
Ss note corrections on their posters and repeat the key sentence patterns.

Worksheets

Worksheet 1

Task: Write the superlative form of each adjective. Use the + adjective + -est. Then write the spelling rule you used.

tall → ___
small → ___
big → ___
heavy → ___
long → ___
thin → ___
Rules to note:
One vowel + one consonant: double the consonant (big → biggest).
Consonant + y: change y to i (heavy → heaviest).
Question: Why do we not write “more biggest” or “bigest”?

Homework

Write five sentences about robots in your home or school. Use at least two superlatives with the + -est form (for example, The tallest robot is…) and at least one sentence with can or cannot.
Check each superlative you wrote: Did you use the and -est correctly? Did you avoid using more with -est? Did you use the correct form of good (the best) or bad (the worst) if needed?
Review the eight practice exercises from class and be ready to explain your answer for each one.

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