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

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • recall 5 target words and 1 structure from Unit 12 (Robots) without looking at the notes
  • use the words human, space station, guard, repair, recognise, lift, useful and skill in context
  • form and use superlatives with the + short adjective + -est, and irregular forms good → best, bad → worst
  • use can/can't + base verb to describe what a robot can and cannot do, based on given information
  • read a short text, identify its main idea and retell it in their own words

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers after a retrieval attempt and explain why they chose each answer.
  • Communication and collaboration: Ss work in pairs and groups to compare robot data, give reasons for their choices and present a group design.
  • Problem-solving and creativity: Ss classify their errors (meaning, word form, word order, missing information) and design an imaginary robot that meets safety and usefulness criteria.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read a short text on an imagined robot exhibition, state its main idea, and write a short description of their own robot design.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, the superlative forms and can/can't correctly in both guided and open tasks.

3. Personal qualities

  • Diligence: Ss complete all retrieval, practice and reading tasks on time and revise their own mistakes.
  • Responsibility: Ss take a clear role in their group, contribute ideas and check that their design is safe before it is presented.
  • Honesty: Ss admit when they do not remember a word and check their answers against the notes instead of guessing.

II. Teaching aids and materials

1. Teacher

  • Slides or board with the target words, superlative patterns and the three robot heights (Seed 80 cm, Book 100 cm, Lift 120 cm)
  • Printed Worksheet No. 1 and Worksheet No. 2
  • Projector or board, markers, timer
  • NeoEdu online learning page with interactive exercises: neoedu.vn/learn/6/english/unit-12-looking-back

2. Students

  • Textbook Unit 12, notebook, pen, pencil
  • A small card to cover the memory box in the textbook
  • A4 or A3 paper and coloured pens for the group poster

III. Procedures

Activity 1: Warm-up · 4 minutes

Retrieve before checking

a) Aims

Ss recall vocabulary and a structure from Unit 12 from memory and identify the type of their own errors before checking the notes.

b) Content

Ss cover the memory box with the card and write 5 words from Unit 12 and 1 structure they have learned.
T asks three quick questions:

  • “What does ‘guard’ mean?”
  • “Which is the tallest of the three robots?”
  • “Can a robot cook?”
    After Ss answer, they uncover the notes and classify each error as meaning, word form, word order or missing information.

c) Expected outcomes

Ss’ list of 5 words (for example: human, guard, repair, lift, useful) and 1 structure (for example: Lift is the tallest of the three robots.).
An error label for each wrong answer (meaning / word form / word order / missing information).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Cover the memory box and write 5 words and 1 structure from Unit 12 in 1 minute. Then answer my three questions before you look at the notes.” T shows the three questions on the board.

    Students

    Ss cover the memory box and write their words and structure. They listen to the three questions and prepare to answer.

  2. Teacher

    Step 2: Task performance

    T monitors quietly and notes the words Ss forget most often. T gives a 1-minute timer.

    Students

    Ss write their list, then answer the questions. Ss uncover the notes and check their answers in pairs. Expected answers: “Guard means bảo vệ, canh gác.” / “Lift is the tallest.” / “No, a robot can’t cook.”

  3. Teacher

    Step 3: Report and discussion

    T asks: “Which error did you make? Was it the meaning, the word form, the word order or missing information?” T writes the four error types on the board.

    Students

    Ss report one error and its type. Expected answer: “I wrote ‘goodest’. It is word form.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that Unit 12 review focuses on meaning in context and on checking the form before using a word or structure. T praises Ss who checked their own errors.

    Students

    Ss note the error types and keep their 5 words for Activity 3.

Activity 2.1: Knowledge formation · 5 minutes

Vocabulary in context

a) Aims

Ss match 8 target words with their meanings and use them in short sentences about robots.

b) Content

Ss match the words with their meanings:

  • 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)
    In pairs, Ss say one sentence about a robot with two of the words, for example: “A robot can guard a space station.”

c) Expected outcomes

Correct matches:

  • 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
    Sample sentences: “A useful robot can repair machines.” / “A robot with good skill can lift small boxes.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the 8 words on the board and asks: “Which word is related to space? Which word means to fix something?”

    Students

    Ss read the words and listen to the questions. Expected answers: “space station” / “repair”.

  2. Teacher

    Step 2: Task performance

    T asks Ss to match the words in their notebooks and then make a sentence with two words in pairs.

    Students

    Ss match the words and build sentences in pairs. T checks that Ss use the words in a robot context, not only in isolation.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their sentences aloud and asks the class: “Is the sentence correct in meaning?”

    Students

    Pairs read their sentences. Expected answer from the class: “Yes, the meaning is correct because repair means sửa chữa.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and emphasises that the context helps choose the right word. T reminds Ss that ‘lift’ means nâng here, not a building lift.

    Students

    Ss correct their matches if needed and write the words in their vocabulary notes.

Activity 2.2: Knowledge formation · 7 minutes

Superlatives with the + short adjective + -est

a) Aims

Ss form and use superlatives to compare three robots, and identify the common errors such as ‘goodest’ and ‘more best’.

b) Content

T shows the three robot heights: Seed is 80 cm, Book is 100 cm and Lift is 120 cm. T asks: “Which robot is the tallest? Which is the smallest?”
T presents the pattern: the + short adjective + -est (tall → tallest, small → smallest, big → biggest, heavy → heaviest) and the irregular forms good → best, bad → worst.
Ss work in pairs to correct two sentences: “This is the goodest design.” and “This is more best design.”
Ss complete Worksheet No. 1.

c) Expected outcomes

Rule for Ss to write in notebooks: the + short adjective + -est for a group of three or more; good → best, bad → worst; do not use more with -est.
Answers in Worksheet No. 1:

  • Lift is the tallest of the three robots.
  • Seed is the smallest of the three robots.
  • This is the best design in our class.
    Corrections: “This is the goodest design.” → “This is the best design.” / “This is more best design.” → “This is the best design.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three heights on the board and asks: “Which robot is the tallest?” T then gives Worksheet No. 1 and asks Ss to complete tasks 1–3 in pairs.

    Students

    Ss look at the heights and answer. Expected answer: “Lift is the tallest. It is 120 cm.”

  2. Teacher

    Step 2: Task performance

    T walks around and checks the pairs that correct the two wrong sentences. T prompts: “Is ‘goodest’ a real word? Why do we not use more with -est?”

    Students

    Ss complete the worksheet and correct the sentences. Expected answer: “‘Goodest’ is wrong because good is irregular: best. We do not use more and -est together.”

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their answers, then asks the class: “Why do we say ‘of the three’?”

    Students

    Pairs report their answers. Expected answer: “‘of the three’ shows the group we are comparing.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the board and marks the irregular forms. T stresses that the phrase “of the three” shows the scope of comparison.

    Students

    Ss copy the rules in their notebooks and mark the irregular forms.

Activity 2.3: Knowledge formation · 5 minutes

Can and can’t for robot ability

a) Aims

Ss use can/can’t + base verb to describe robot abilities based only on the given information.

b) Content

T reads the data: “Robot A can water plants but cannot cook.” T asks: “What can Robot A do? What can’t it do?”
T asks Ss to describe Seed and Lift from the reading: Seed waters plants; Lift can lift small boxes but cannot move through the narrow library aisles.
T presents the form: subject + can/can’t + base verb (no -s, no to).

c) Expected outcomes

Ss’ sentences:

  • Robot A can water plants but can’t cook.
  • Seed can water plants.
  • Lift can lift small boxes, but it can’t move through the narrow library aisles.
    Rule: can/can’t + base verb; do not add -s or to after can.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: “What can Robot A do? Can it cook?” T writes the question on the board.

    Students

    Ss listen and answer. Expected answer: “It can water plants. It can’t cook.”

  2. Teacher

    Step 2: Task performance

    T asks Ss to write two sentences about Seed and Lift in their notebooks. T reminds them: “Do not guess an ability that is not in the data.”

    Students

    Ss write their sentences individually, then compare with a partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their sentences and checks the form (can/can’t + base verb).

    Students

    Ss read their sentences. Expected answer: “Lift can lift small boxes but can’t move through the library aisles.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule and points out that the sentence must follow the given data, not an imagined ability.

    Students

    Ss note the form and the rule in their notebooks.

Activity 3.1: Practice · 8 minutes

Choose the correct answer

a) Aims

Ss apply vocabulary and superlatives to choose the correct answer and justify it with the context.

b) Content

Ss do exercises 1 to 8 individually, then check on the NeoEdu page: neoedu.vn/learn/6/english/unit-12-looking-back.

  1. “human” means: A. con người; B. bảo vệ, canh gác; C. sửa chữa.
  2. “space station” means: A. sửa chữa; B. nhận ra; C. trạm vũ trụ.
  3. “guard” means: A. nâng; B. bảo vệ, canh gác; C. nhận ra.
  4. “repair” means: A. sửa chữa; B. nâng; C. hữu ích.
  5. A is 80 cm, B is 95 cm, C is 90 cm. Which is tallest? A. C; B. B; C. A.
  6. A can lift 5 kg, B 8 kg, C 6 kg. Which is strongest by this measure? A. B; B. A; C. C.
  7. Choose the correct sentence. A. This is the goodest design.; B. This is more best design.; C. This is the best design in our class.
  8. Choose a statement supported by “Robot A can water plants but cannot cook”. A. It can do every human job.; B. It can water plants.; C. It can cook every meal.

c) Expected outcomes

Answer key:

  1. A (con người)
  2. C (trạm vũ trụ)
  3. B (bảo vệ, canh gác)
  4. A (sửa chữa)
  5. B (95 cm is the largest height)
  6. A (8 kg is the largest lifting ability by the given data)
  7. C (good → best is irregular)
  8. B (the data only supports water plants)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Do exercises 1 to 8 in 4 minutes. For each answer, be ready to explain why it is correct.”

    Students

    Ss read the questions and do them individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check their answers with a partner, then uses NeoEdu to show the interactive answers.

    Students

    Ss compare answers in pairs and explain the reason for each answer. Expected reason: “Question 7: good → best, not goodest.”

  3. Teacher

    Step 3: Report and discussion

    T asks: “Why is B the answer for question 8 and not C?” T records the wrong answers on the board.

    Students

    Ss answer. Expected answer: “C is not in the data. The data only says Robot A can water plants.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and reminds Ss to choose only what the context supports.

    Students

    Ss correct their mistakes and write the reason next to each error.

Activity 3.2: Practice · 8 minutes

Read and find the main idea

a) Aims

Ss read a short text, answer comprehension questions and state its main idea in their own words.

b) Content

Ss read the text “Read for review” in Worksheet No. 2 and answer:

  1. What is the exhibition in the text?
  2. Which robot is the tallest?
  3. Are the robots already working in the school?
  4. How do the pupils choose a winner?
    Then Ss write the main idea of the text in one sentence and rewrite it in their own words.

c) Expected outcomes

Answers:

  1. C. An imagined design exhibition.
  2. Lift is the tallest (120 cm).
  3. No, they are plans, not machines already working in the school.
  4. They ask whether each robot is safe, useful and suitable for its job; they do not choose only by size.
    Main idea (sample): Three imagined robot designs are shown at an exhibition, and the pupils judge them by safety, usefulness and suitability, not only by size.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet No. 2 and says: “Read the text once quickly and find the main idea. Then answer questions 1 to 4.”

    Students

    Ss read the text silently and look for the main idea.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their answers, then guides pairs to rewrite the main idea without copying the text.

    Students

    Ss answer the questions and write their main idea in pairs. Expected answer: “The text is about a robot exhibition.”

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their main idea and their rewritten sentence. T asks the class: “Is this sentence in your own words?”

    Students

    Pairs read their sentences. Expected answer from the class: “Yes, it does not copy word for word.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and explains that the main idea answers “What is the text mainly about?” T reminds Ss that rewriting in their own words shows understanding.

    Students

    Ss write the confirmed main idea in their notebooks.

Activity 4: Application · 8 minutes

Design a robot for our school

a) Aims

Ss create a robot design for their school, use superlatives and can/can’t, and justify the design with safety and usefulness.

b) Content

Groups of 4 design one robot for the school. Each group writes:

  • the robot’s name and height
  • 2 things the robot can do and 1 thing it can’t do
  • 1 sentence with the superlative (for example: “Our robot is the smallest of the three designs.”)
  • 1 reason it is safe and useful, and a stop button
    Groups present their poster to the class.

c) Expected outcomes

A group poster with 5 to 6 sentences: 2 sentences with can/can’t, 1 sentence with a superlative, and 1 sentence on safety (stop button) and usefulness.
Sample: “Our robot is 90 cm tall. It can carry books, but it can’t climb stairs. It has a stop button, so it is safe.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “In groups of 4, design a robot for our school. Use can/can’t and one superlative. Remember the stop button. You have 5 minutes.”

    Students

    Ss form groups and listen to the task.

  2. Teacher

    Step 2: Task performance

    T monitors groups and helps with forms, asking: “Is this sentence true for your robot? Is your superlative with the + -est?”

    Students

    Ss draw the robot, write the sentences and check the forms. Expected sentence: “Our robot is the tallest of the three designs.”

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present in 1 minute and asks the class one question: “Is the robot safe and useful?”

    Students

    Groups present their posters. Expected answer from the class: “Yes, it has a stop button and it can carry books.”

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the most accurate sentences and summarises: superlatives compare within a group, and can/can’t describes real ability. T reminds Ss that a good robot design must be safe and useful.

    Students

    Ss listen and reflect on how they used the target language.

Worksheets

Worksheet No. 1: Superlatives and corrections

Task 1. Look at the heights: Seed 80 cm, Book 100 cm, Lift 120 cm. Complete the sentences.

  • Lift is the ______ of the three robots. (tall)
  • Seed is the ______ of the three robots. (small)
    Task 2. Choose the correct form.
  • This is the best / goodest design.
  • This is the best / more best design.
    Task 3. Correct the mistakes.
  • This is the goodest design. → ______
  • This is more best design. → ______
    Task 4. Write one sentence with ‘the + short adjective + -est’ about your own robot idea.

Worksheet No. 2: Read for review

Read the text.
At our imagined robot exhibition, three teams show their designs. Seed is eighty centimetres tall and waters plants. Book is one metre tall and carries library books. Lift is one hundred and twenty centimetres tall and can lift small boxes. Lift is the tallest, but it cannot move through the narrow library aisles. Seed is the smallest and uses the least space. The pupils do not choose a winner only by size. They ask whether each robot is safe, useful and suitable for its job. Every design has a stop button, and a person checks it before use. These are plans, not machines already working in our school.

Answer the questions.

  1. What is the exhibition in the text?
    A. A report of working school machines
    B. A shop advertisement
    C. An imagined design exhibition
  2. Which robot is the tallest?
  3. Are the robots already working in the school?
  4. How do the pupils choose a winner?

Write the main idea of the text in one sentence, then rewrite it in your own words.

Homework

  • Review the 8 target words: human, space station, guard, repair, recognise, lift, useful, skill. Write one sentence for each word about a robot.
  • Write a short paragraph of 5 to 6 sentences about your group’s robot design. Use at least 1 superlative (the + short adjective + -est) and 2 sentences with can/can’t.
  • Check your corrections from Worksheet No. 1 and write the rule for superlatives and can/can’t in your notebook.
  • Practise the Looking Back exercises again on the NeoEdu page: neoedu.vn/learn/6/english/unit-12-looking-back.

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