Tiếng AnhLớp 6Unit 12. Robots

Giáo án Getting Started

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: use the topic vocabulary of Robots (human, space station, guard, repair, recognise, lift, useful, skill) in context; form and use superlative adjectives with 'the + short adjective + -est' and the irregular forms 'the best' and 'the worst' to compare within a group of three; use 'can/can't + base verb' to talk about what a robot can or cannot do; respond politely and appropriately when a piece of information in a dialogue is changed.

2. Competences

a) General competences

Self-control and independent learning: Ss guess the meaning of new words from the surrounding sentences before checking the vocabulary list, and self-correct their own choices by explaining why the answer is right.
Communication and collaboration: Ss work in pairs to ask and answer about robot jobs, change one detail in the dialogue, and give feedback to a partner in polite English.
Problem-solving and creativity: Ss decide which superlative or modal form fits the context, and create two new lines of dialogue with a new detail about robots.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the dialogue to identify speakers, place and purpose, speak in pairs about robot jobs, and write two suitable lines to continue the dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the words recognise, repair and useful correctly, use the superlative forms the tallest, the smallest, the best and the worst, and use can/can't with base verbs.

3. Personal qualities

Diligence: Ss finish all eight exercises on time and check their answers with the key before asking for help.
Responsibility: Ss take turns in pair work, listen to their partner, and complete their own part of the worksheet.
Honesty: Ss admit when they are unsure of an answer and explain the clues they used, without copying a partner's answer without checking.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the slides of the Getting Started dialogue and the key answers
NeoEdu lesson page: neoedu.vn/learn/6/english/unit-12-getting-started (lesson presentation, examples and interactive exercises)
Context illustration of the helpful robot (from the NeoEdu page)
Worksheet No. 1 (printed for each pair)
Timer and small colourful cards for group-work signals

2. Students

Student's book, Unit 12: Robots, Getting Started
Notebook, pencils, erasers, coloured pencils
Pencil case with a highlighter to mark words related to robots
Small whiteboards and markers (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 10 minutes

Warm-up: Robots around us

a) Aims

Ss activate prior knowledge about robots and get familiar with the topic of the unit; Ss are introduced to the task of identifying speakers, place and purpose of a conversation.

b) Content

T shows the context illustration of a helpful robot and asks Ss to look at it and answer: 'What can a robot do at home?' Ss brainstorm in pairs and write down jobs a robot can do, using 'can' with a base verb (e.g. 'A robot can carry books.'). Then T introduces the task: 'Who is speaking, where are they, and why are they talking?'

c) Expected outcomes

A short list of 3 to 5 jobs robots can do, written on the board, for example: carry books, water plants, clean the floor, guard the house, repair machines. Ss also state the topic of the lesson: Robots.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the picture. What is this robot doing? Work in pairs and think of three jobs a robot can do at home.' T writes the question 'What jobs can a robot do?' on the board.
Students
Ss look at the illustration and listen to the instruction. They ask T if they do not understand the word 'robot'.
Teacher
Step 2: Task performance
T walks around, gives help with vocabulary and reminds Ss to use 'can' + base verb.
Students
Ss work in pairs and write their ideas. Possible answers: 'A robot can carry books.' / 'A robot can water plants.' / 'A robot can guard the house.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their ideas and writes the jobs on the board. T asks: 'Is a robot a human?'
Students
Representatives of pairs read their answers aloud. Possible answer to T's question: 'No, a robot is a machine.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: 'Today we will learn the topic Robots. We will read a conversation between Lan and Minh and learn how to talk about robots.' T writes the title 'Unit 12: Robots – Getting Started' on the board.
Students
Ss copy the title into their notebooks and get ready for the next activity.

Activity 2.1: Knowledge formation · 15 minutes

Explore the situation

a) Aims

Ss identify who is speaking to whom, where they are and the purpose of the exchange; Ss highlight words related to robots and guess their meanings from context before checking the vocabulary list.

b) Content

Ss read the original dialogue between Lan and Minh silently:
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.
Ss highlight the words related to robots (robot, home robot, machine, design, job). Then they guess the meaning of the new words human, space station, guard, repair, recognise, lift, useful and skill from the sentences around them, and check with the vocabulary list.

c) Expected outcomes

Answers to the three questions:

Who: Lan and Minh (classmates/friends)
Where: at school, in class, talking about their class robot
Purpose: to share and discuss their ideas about home robots and how to judge a robot design
Highlighted words related to robots: robot, home robot, machine, design.
Vocabulary check:
human: con người
space station: trạm vũ trụ
guard: bảo vệ, canh gác
repair: sửa chữa
recognise: nhận ra
lift: nâng
useful: hữu ích
skill: kĩ năng

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the dialogue silently. Answer three questions: Who is speaking? Where are they? Why are they talking? Then highlight the words about robots and guess the new words from the context.' T shows the questions on the slide.
Students
Ss read the dialogue silently and copy the three questions into their notebooks.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'What is the job of Minh's robot?' 'Is the word useful a good thing or a bad thing?'
Students
Ss work in pairs, highlight the robot words and discuss the meaning of the new words. Possible answers: 'Minh's robot carries books.' / 'Useful means good for us.'
Teacher
Step 3: Report and discussion
T calls on 2 or 3 Ss to answer the three questions and asks the class to check the meaning of the new words with the vocabulary list.
Students
Ss answer: 'Lan and Minh are classmates. They are at school. They are talking about robots and their ideas.' Ss read the meanings of the new words aloud.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and gives the meaning of each new word. T reminds Ss: 'Guess the meaning from context first, then check the dictionary.' T asks Ss to write the eight new words in their notebooks.
Students
Ss write the new words with their meanings and mark the words they still find difficult.

Activity 2.2: Knowledge formation · 15 minutes

Superlatives with the + short adjective + -est

a) Aims

Ss form and use superlative adjectives to compare three things in a group, including the irregular forms best and worst, and explain the scope of the comparison with 'of the three'.

b) Content

T writes the sentence from the dialogue on the board: 'Our class robot is the smallest of the three designs.' T asks Ss to look at the sentence and fill in Worksheet No. 1 (Part A) with the superlative forms of the adjectives: tall, small, big, heavy, good, bad. Ss then discuss in pairs why 'more' is not used with '-est' and why the scope 'of the three' is needed.

c) Expected outcomes

Completed Worksheet No. 1 (Part A):

tall → the tallest
small → the smallest
big → the biggest
heavy → the heaviest
good → the best
bad → the worst
Key rules Ss write in their notebooks:
Short adjective: the + adjective + -est (the tallest of the three)
Irregular forms: good → the best; bad → the worst
Do not use 'more' with '-est' (not 'the more tallest').

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the sentence: Our class robot is the smallest of the three designs. What is the form of the adjective? Complete Part A of Worksheet No. 1 with the superlative forms.' T distributes Worksheet No. 1.
Students
Ss read the sentence and look at Worksheet No. 1 Part A.
Teacher
Step 2: Task performance
T guides pairs who are stuck: 'What is the ending of the superlative for short adjectives?' T reminds Ss of the irregular forms.
Students
Ss complete the table in pairs. Possible answers: 'the tallest, the smallest, the biggest, the heaviest, the best, the worst.' Ss discuss: 'We use the + -est because we compare three things.'
Teacher
Step 3: Report and discussion
T asks one pair to read the answers aloud and invites other Ss to check. T writes the form 'the most + long adjective' only as a contrast if Ss ask; otherwise T keeps the focus on the lesson's forms.
Students
Representatives read the answers. Other Ss compare with their own answers and say 'I agree' or 'I disagree, because...'
Teacher
Step 4: Conclusion and assessment
T summarises the rules on the board: the + short adjective + -est; good → the best; bad → the worst; do not use more with -est; use 'of the three' to show the group. T gives one more example: 'Robot A is the tallest of the three.'
Students
Ss copy the rules into their notebooks and repeat the example sentence after T.

Activity 2.3: Knowledge formation · 10 minutes

Can/can't and polite replies

a) Aims

Ss use can/can't with a base verb to describe what a robot can or cannot do, based on the information given in the dialogue, and respond politely to a partner.

b) Content

T asks Ss to look at the dialogue again and find the sentences with 'can' or 'can't'. Ss answer the question 'Can Minh's robot look after a baby alone?' and explain their answer using the dialogue. Then T models a short exchange: 'Can it look after a baby alone?' / 'No, it can't. I don't agree that a machine should replace an adult.' Ss notice the polite way to disagree: 'I don't agree that...'

c) Expected outcomes

Sentences Ss find and explain:

Mine can carry books and water plants. (Minh's robot can carry books and water plants.)
Can it look after a baby alone? - No. (The robot can't look after a baby alone.)
Polite language Ss note: 'I agree.' / 'I don't agree that...' / 'But it is useful.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Find the sentences with can and can't in the dialogue. Then answer: Can Minh's robot look after a baby alone? Why?'
Students
Ss scan the dialogue and underline the modal verbs can/can't.
Teacher
Step 2: Task performance
T monitors and checks that Ss use can/can't with a base verb, not with -s or -ing.
Students
Ss work in pairs. Possible answer: 'No, it can't. The dialogue says No, and Minh does not agree that a machine should replace an adult.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to share their answers and writes the polite expressions on the board.
Students
Ss read their answers and repeat the polite expressions: 'I agree.' / 'I don't agree that...' / 'But it is useful.'
Teacher
Step 4: Conclusion and assessment
T confirms: 'We use can/can't + base verb (can carry, can't look after). We respond politely with I agree, I don't agree that...' T reminds Ss of the Language in context section.
Students
Ss write the structures in their notebooks: 'can/can't + base verb' and 'I agree / I don't agree that...'

Activity 3.1: Practice · 15 minutes

Exercises 2–8: Check and apply

a) Aims

Ss consolidate the vocabulary, superlative forms and reading comprehension through the exercises in the lesson, and self-correct using the answer key.

b) Content

Ss do Exercises 2 to 8 in the Student's book (individually, then check in pairs):

Exercise 2: What jobs can Minh's robot do? A. Carry books and water plants; B. Cook and drive; C. Teach every subject.
Exercise 3: Can it look after a baby alone? A. Yes; B. Only at night; C. No.
Exercise 4: How does their design compare in size?
Exercise 5: What should be used to judge a design? A. The job it does; B. Only its colour; C. Only its name.
Exercise 6: Match the words and meanings.
Exercise 7: Choose the word meaning 'sửa chữa'. A. repair; B. recognise; C. lift.
Exercise 8: Robot A is ___ of the three. (tall) A. the tallest; B. taller; C. more tallest.

c) Expected outcomes

Answer key:

Exercise 2: A. Carry books and water plants.
Exercise 3: C. No.
Exercise 4: The smallest of the three (Our class robot is the smallest of the three designs).
Exercise 5: A. The job it does.
Exercise 6: human – con người; space station – trạm vũ trụ; guard – bảo vệ, canh gác.
Exercise 7: A. repair.
Exercise 8: A. the tallest.
Ss also write the reason for each answer in one sentence (e.g. 'The dialogue says the robot can carry books and water plants.').

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do Exercises 2 to 8 individually in 8 minutes. Then check with your partner and explain your answers.' T shows the exercise numbers on the slide.
Students
Ss open their books and do the exercises individually.
Teacher
Step 2: Task performance
T walks around and checks, especially Exercise 8 (the superlative) and Exercise 4 (the comparison).
Students
Ss check their answers in pairs and explain using the dialogue. Possible explanation: 'Exercise 8 is A because we compare three robots, so we use the + -est.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to give the answers for each exercise and asks the class to vote with thumbs up or down.
Students
Ss give their answers and reasons. The class agrees or corrects.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the slide and explains any wrong answers. T emphasises: 'Always check the context first, then choose the structure.'
Students
Ss correct their mistakes in a different colour and write the correct form in their notebooks.

Activity 3.2: Practice · 10 minutes

Change one detail and practise the dialogue

a) Aims

Ss change one piece of information in the dialogue and practise it with a partner, using polite language and suitable replies.

b) Content

Ss work in pairs. Each pair changes one detail in the original dialogue (for example, the robot's job, the number of designs or the word useful) and practises the new dialogue twice, switching roles. Ss keep the polite replies (I agree / I don't agree that... / But it is useful).

c) Expected outcomes

A new short dialogue, for example:
Lan: I think a robot should water plants.
Minh: I agree. My robot can water plants and carry books.
Lan: Can it repair a bike?
Minh: No, it can't. But it is useful for our home.
Ss practise the dialogue aloud with correct pronunciation of recognise, repair and useful.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Change one piece of information in the dialogue, for example the job of the robot. Then practise with your partner. Use polite words and switch roles.' T models one example with a strong student.
Students
Ss listen to the model and decide which detail to change.
Teacher
Step 2: Task performance
T monitors and corrects pronunciation of new words (recognise, repair, useful) and the structure can/can't + base verb.
Students
Ss practise the new dialogue in pairs twice and switch roles.
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to perform their dialogue in front of the class.
Students
Pairs perform. Possible response from the class: 'Good job! Your dialogue is polite.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on the language and the polite replies and reminds Ss: 'Use I agree or I don't agree that... to respond politely.'
Students
Ss note the feedback and the new sentences in their notebooks.

Activity 4: Application · 15 minutes

Continue the dialogue about our robot

a) Aims

Ss use the language of the lesson to create two suitable lines continuing the dialogue, with one new detail about robots, and relate it to a real-life situation at school or at home.

b) Content

Ss work in groups of four using Worksheet No. 1 (Part B). Each group writes two lines to continue the dialogue, using a superlative form or can/can't and including one new detail about robots (for example, a robot that can guard the school gate). Groups then act out their dialogue in front of the class. Possible starter: 'A: What do you like about this idea? B: Of our three plans, it is the smallest.'

c) Expected outcomes

Dialogue continuation written by each group, for example:
A: What do you like about this idea?
B: Of our three plans, it is the smallest, but it is the most useful. It can guard the school gate at night.
Assessment criteria (2 points):

Correct situation and suitable reply (1 point)
Clear grammar and vocabulary (1 point)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'In groups of four, continue the dialogue with two suitable lines. Include one new detail about robots. Use the superlative or can/can't.' T shows the assessment criteria on the slide.
Students
Ss read the criteria and the starter sentence, then discuss their ideas in groups.
Teacher
Step 2: Task performance
T monitors groups and gives hints if needed, for example: 'Which robot is the best for our school?'
Students
Ss write their two lines on Worksheet No. 1 (Part B) and practise the dialogue in their group.
Teacher
Step 3: Report and discussion
T invites 2 groups to act out their dialogue and asks the class to give feedback using the criteria.
Students
Groups perform. Possible answer from the class: 'Your sentence is clear. The new detail about guarding is interesting.'
Teacher
Step 4: Conclusion and assessment
T praises creative ideas, points out one correct use of the superlative and one correct use of can/can't. T says: 'Every design is judged by the job it does.'
Students
Ss write down the best line they heard and keep their dialogue for homework.

Worksheets

Worksheet No. 1

Part A: Superlative forms
Complete the table with the superlative form of each adjective.

tall → ______
small → ______
big → ______
heavy → ______
good → ______
bad → ______
Answer the questions:
Why do we use 'the' before the superlative?
Why is 'more' not used with '-est'?
Why do we use 'of the three' in the sentence 'Our class robot is the smallest of the three designs.'?

Part B: Continue the dialogue
Work in groups of four. Write two suitable lines to continue the dialogue. Include one new detail about robots.
A: What do you like about this idea?
B: Of our three plans, it is the smallest.
A: ______
B: ______

Self-check (2 points)

Suitable situation and reply (1 point)
Clear grammar and vocabulary (1 point)

Homework

Write a short paragraph of 4 to 5 sentences about a robot you would like to have at home. Use can/can't + base verb and at least one superlative form (for example: the best, the most useful, the smallest of the three).
Practise the original dialogue and the new dialogue you created in class with a family member. Record yourself if possible and listen to your pronunciation of recognise, repair and useful.
Review the eight vocabulary words (human, space station, guard, repair, recognise, lift, useful, skill) and write one example sentence for each word.
Look at the NeoEdu lesson page neoedu.vn/learn/6/english/unit-12-getting-started and do the interactive exercises to check your understanding before the next lesson.

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