Tiếng AnhLớp 6Unit 12. Robots

Giáo án Communication

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to use the structures 'I agree.', 'I don't agree.' and 'I think … because …' to express agreement and disagreement with reasons.
By the end of the lesson, Ss will be able to respond politely to a disagreement by saying 'I see your point. What limits do you mean?' and ask for repetition when necessary.
By the end of the lesson, Ss will be able to recognise the vocabulary of the topic 'Robots': human, space station, guard, repair, recognise, lift, useful, skill.

2. Competences

a) General competences

Self-control and independent learning: Ss work out the best reply on their own by reading the context, then check and correct their choices with the answer key.
Communication and collaboration: Ss take turns in pairs, listen to their partner's information, and summarise the key points before they reply.
Problem-solving and creativity: Ss adapt a model exchange to a new situation, such as a school robot or a home robot, and give reasons for their opinions.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the Lan-Minh exchange, express agreement and disagreement with reasons, and complete the role-play in pairs.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight topic words correctly, use the structure 'I think … because …', and use the polite openings and replies in context.

3. Personal qualities

Kindness: Ss disagree with an idea without insulting the speaker, and they support a partner who does not understand (for example, by repeating a sentence slowly).
Responsibility: Ss complete their tasks on time, check their own answers, and take part actively in pair and group work.

II. Teaching aids and materials

1. Teacher

Projector, slides with the key structures and the Lan-Minh dialogue
Flashcards of the eight vocabulary items (human, space station, guard, repair, recognise, lift, useful, skill)
Worksheet No. 1 and Worksheet No. 2
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/6/english/unit-12-communication

2. Students

Student's book (Unit 12, Communication)
Notebook, pencil, eraser
Pair partner cards (Worksheet No. 1)

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: Robots around us

a) Aims

Ss activate their prior knowledge about robots and get familiar with the topic words before the new lesson.

b) Content

T asks Ss simple questions: 'Can a robot repair a bike?', 'Can a robot recognise your face?', 'Can a robot guard a space station?' Ss answer with 'Yes' or 'No' and give one short reason. T then shows the eight flashcards and Ss repeat the words.

c) Expected outcomes

Ss give quick answers with one reason each, for example: 'Yes, a robot can lift a box because it has strong arms.' Ss identify the topic words: human, space station, guard, repair, recognise, lift, useful, skill.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Robots' on the board and asks: 'Can a robot repair a bike?' T explains the task: answer Yes or No and give one reason.
Students
Ss listen carefully and get ready to answer.
Teacher
Step 2: Task performance
T asks 3 questions and gives Ss 1 minute to think. T monitors and helps Ss who need support.
Students
Ss think and raise their hands. Possible answers: 'No, a robot cannot repair a bike because it is too complicated.' / 'Yes, a robot can recognise a face because it has a camera.'
Teacher
Step 3: Report and discussion
T calls on 3 to 4 Ss to answer. T shows flashcards and asks Ss to repeat each word: human, space station, guard, repair, recognise, lift, useful, skill.
Students
Ss answer aloud and repeat the words in chorus and individually.
Teacher
Step 4: Conclusion and assessment
T praises good ideas and says: 'Today we will learn how to agree and disagree politely about robots.'
Students
Ss write the title 'Communication' and the topic words in their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Expressing agreement and disagreement

a) Aims

Ss recognise the function 'expressing agreement and disagreement' and the model sentences used to give opinions with reasons.

b) Content

T models the mini exchange: 'I don't agree. A robot has limits.' / 'I see your point. What limits do you mean?' T then shows the structures 'I agree.', 'I don't agree.' and 'I think … because …'. Ss read the exchange in pairs and answer: 'Does the speaker criticise the person or the idea?' Ss also compare 'Your idea is stupid.' with 'I don't agree. A robot has limits.' and decide which is polite.

c) Expected outcomes

Ss can state the key points:

Disagree with the idea, not the person.
Use 'I don't agree.' and give a reason with 'because'.
Reply politely with 'I see your point. What limits do you mean?'
'Your idea is stupid' is rude, so it is not appropriate.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model exchange on the board and asks Ss to read it in pairs. T asks the guiding question: 'Is the speaker criticising the person or the idea?'
Students
Ss read the exchange in pairs and think about the question.
Teacher
Step 2: Task performance
T circulates and checks pronunciation of 'limits' and 'recognise'. T gives the two options: 'Your idea is stupid.' and 'I don't agree. A robot has limits.' and asks which one is polite.
Students
Ss discuss in pairs. Expected answer: 'I don't agree. A robot has limits.' is polite because it talks about the idea. 'Your idea is stupid.' is rude.
Teacher
Step 3: Report and discussion
T invites 2 pairs to share their answers and asks: 'Why is the second option better?'
Students
Ss answer: 'Because it talks about the idea, not the person.' / 'Because it gives a reason.'
Teacher
Step 4: Conclusion and assessment
T writes the three structures on the board: 'I agree.', 'I don't agree.', 'I think … because …'. T emphasises: disagree with ideas, not people, and always give a reason.
Students
Ss copy the structures and the key points into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Practise purposefully

a) Aims

Ss practise switching roles between speaker and listener, identify missing information before speaking, and check understanding by restating key points.

b) Content

Ss read the Lan-Minh exchange in pairs, then swap roles. Before each turn, Ss ask themselves: 'What information does my partner still need?' After each turn, Ss restate the important information. Ss use Worksheet No. 1 to note the key points.

Lan: I think a home robot should help with simple jobs.
Minh: I agree. Mine can carry books and water plants.
Lan: Can it look after a baby alone?
Minh: No. I don't agree that a machine should replace an adult.
Lan: Our class robot is the smallest of the three designs.
Minh: But it is useful. We should judge a design by the job it does.

c) Expected outcomes

Ss complete Worksheet No. 1 with:

Missing information: Lan does not know whether the robot can look after a baby. Minh answers 'No'.
Restatement: 'So you think a home robot can carry books and water plants, but it cannot look after a baby alone.'
Key idea: 'We should judge a design by the job it does.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 and explains the role-swap task. T asks the guiding question: 'What information does your partner still need before you speak?'
Students
Ss listen and read the guiding question.
Teacher
Step 2: Task performance
T asks pairs to read the exchange, then swap roles. T monitors and reminds Ss to restate the key point after each turn.
Students
Ss read the exchange in pairs, swap roles, and complete the worksheet. Expected restatement: 'So you think the robot is useful for simple jobs.'
Teacher
Step 3: Report and discussion
T invites 2 pairs to read their restatements and asks the class: 'Do you agree with Minh's last idea?'
Students
Ss report and give opinions: 'I agree because a robot should be judged by the job it does.'
Teacher
Step 4: Conclusion and assessment
T confirms the key points: check what the partner still needs to know, and restate the key information to check understanding.
Students
Ss write the two key points in their notebooks.

Activity 3.1: Practice · 9 minutes

Exercises 1 to 5: Choosing and ordering responses

a) Aims

Ss choose the correct polite opening and reply, identify the communicative purpose, and order an exchange naturally.

b) Content

Ss complete Exercises 1 to 5 in the student's book or on the NeoEdu lesson page.

You politely disagree about a robot doing every human job. Choose a suitable opening: A. I don't agree. A robot has limits. B. Your idea is stupid. C. Goodbye. I have no question.
Choose a suitable reply to 'I don't agree. A robot has limits.': A. Your idea is stupid. B. Yes, I do. C. I see your point. What limits do you mean?
Match each sentence with its communicative purpose.
Put the exchange in a natural order.
Which response is NOT appropriate in this situation? A. Could you say that again, please? B. Your idea is stupid. C. I see your point. What limits do you mean?

c) Expected outcomes

Answer key:

A (Disagrees with the idea and does not insult the speaker.)
C (Shows understanding and asks for more information.)
'I don't agree. A robot has limits.' - Expressing agreement and disagreement; 'I see your point. What limits do you mean?' - A suitable response; 'Could you say that again, please?' - Asking for repetition.
'I don't agree. A robot has limits.' → 'I see your point. What limits do you mean?' → 'Thank you for talking with me.'
B (Your idea is stupid. It insults the speaker and does not serve the communicative purpose.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the instructions for Exercises 1 to 5 and gives Ss 4 minutes to work individually.
Students
Ss read the questions and work individually.
Teacher
Step 2: Task performance
T walks around, checks answers, and helps Ss who are slow. T reminds Ss to read the whole context before choosing.
Students
Ss write their answers in their notebooks. Expected difficulty: Ss may choose 'Your idea is stupid.' in Exercise 5 by mistake.
Teacher
Step 3: Report and discussion
T calls on Ss to give answers to each exercise and asks the class to agree or disagree with each answer.
Students
Ss give their answers and explain: 'I choose A because it is polite.' Other Ss respond: 'I agree.' or 'I don't agree, because...'
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and explains that the function of each sentence matters more than the single keyword.
Students
Ss correct their answers and note the correct ones.

Activity 3.2: Practice · 9 minutes

Exercises 6 to 8: Adapting and role-playing

a) Aims

Ss adapt the model exchange to a new situation, role-play a polite disagreement, and repeat or explain a sentence when a partner does not understand.

b) Content

Ss complete Exercises 6 to 8 with a partner using Worksheet No. 2.
6. Adapt this exchange for another person or place: 'I don't agree. A robot has limits.' / 'I see your point. What limits do you mean?'
7. Work with a partner. You politely disagree about a robot doing every human job. Use at least four turns and ask for repetition if necessary. Begin with 'I don't agree. A robot has limits.' Your partner replies 'I see your point. What limits do you mean?', add one detail from your situation, then thank your partner.
8. A partner does not understand your first sentence. Show how to repeat or explain it politely.

c) Expected outcomes

Sample answers:
6. 'I don't agree. A school robot has limits.' / 'I see your point. What limits do you mean?' (Ss change the place or the object and keep the function.)
7. Sample dialogue: A: 'I don't agree. A robot has limits.' B: 'I see your point. What limits do you mean?' A: 'It cannot guard the school gate at night.' B: 'Could you say that again, please?' A: 'Sure. Thank you for talking with me.'
8. 'Let me say that again. A robot has limits, so it cannot do every human job.'
Teacher's rubric for Exercise 7 (2 points): complete the purpose (0.75); correct turns (0.5); understandable pronunciation (0.5); politeness (0.25). Oral work is not auto-scored.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet No. 2 and explains the requirements: at least four turns, polite language, and ask for repetition if needed.
Students
Ss read the instructions and choose their roles.
Teacher
Step 2: Task performance
T monitors pairs, notes common errors on pronunciation and turn-taking, and supports pairs who need help.
Students
Ss practise the role-play and write their answers for Exercises 6 and 8.
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform their role-play in front of the class and asks the class to give feedback on politeness.
Students
Ss perform. Feedback: 'Your partner was polite because she said I see your point.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on language and politeness, and reminds Ss to check the rubric next time.
Students
Ss note their corrections and the useful phrases.

Activity 4: Application · 6 minutes

Our dream robot: giving opinions with reasons

a) Aims

Ss apply the agreement and disagreement structures to a real-life topic about designing a useful robot for their school or home.

b) Content

In groups of four, Ss design a dream robot for school or home. Each S gives one opinion about the robot's job, using 'I think … because …', and one S gives a disagreement using 'I don't agree.' Ss then reply with 'I see your point. What limits do you mean?' Each group records their conversation in writing on a poster.

c) Expected outcomes

Each group writes a poster with:

The robot's name and its job, for example: 'A school robot can carry books because it is useful.'
At least two expressions of agreement and two of disagreement.
One reply that asks for more information, for example: 'I see your point. What limits do you mean?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and explains the task. T shows the example: 'I think a school robot should carry books because it is useful.'
Students
Ss listen and form groups.
Teacher
Step 2: Task performance
T monitors groups, reminds Ss to disagree with ideas and not people, and helps with the poster.
Students
Ss discuss, write the conversation, and draw the poster. Possible idea: 'I think a school robot should guard the gate because it can recognise students.'
Teacher
Step 3: Report and discussion
T invites 2 groups to present their posters and asks the class to respond using 'I agree' or 'I don't agree'.
Students
Ss present and respond politely to each other.
Teacher
Step 4: Conclusion and assessment
T praises good ideas and summarises: we express agreement and disagreement politely, with reasons, and we ask for more information when needed.
Students
Ss note the key structures: 'I agree.', 'I don't agree.', 'I think … because …'.

Worksheets

Worksheet No. 1: Practise purposefully

Read the exchange with your partner, then swap roles.

Task 1: Before you speak, what information does your partner still need? Write it.

Task 2: After your partner speaks, restate the key information in one sentence.

Task 3: Write the key idea of Minh's last turn.

Worksheet No. 2: Adapting and role-playing

Exercise 6: Change the person or the place in this exchange and keep the function.

I don't agree. A robot has limits.
I see your point. What limits do you mean?

Exercise 7: Work with a partner. You politely disagree about a robot doing every human job.

Use at least four turns.
Start with: I don't agree. A robot has limits.
Your partner replies: I see your point. What limits do you mean?
Add one detail from your situation.
Thank your partner at the end.
Ask for repetition if necessary.

Exercise 8: Your partner does not understand your first sentence. Write how you repeat or explain it politely.

Homework

Write a short dialogue of six turns about a robot for home or school. Use the structures 'I agree.', 'I don't agree.' and 'I think … because …'.
Learn the eight topic words: human, space station, guard, repair, recognise, lift, useful, skill. Make a sentence with each word.
Practise the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/6/english/unit-12-communication. Check your answers and write down the mistakes you make.
Prepare to present your dialogue in the next lesson.

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