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

Giáo án Skills 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the main idea of a short text about robot designs (gist)
    • Find specific details and match each question with supporting evidence in the text
    • Use eight key words (human, space station, guard, repair, recognise, lift, useful, skill) in context
    • Explain their answer choices by using the context and correct their own mistakes
    • Summarise a text from notes in three parts: topic, two key details, and an opinion with a reason

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text alone first, mark key words and check their own answers against the text before sharing.
  • Communication and collaboration: Ss work in pairs to compare answers, retell the text and share a personal comparison, using short sentences that their partner can understand.
  • Problem-solving and creativity: Ss decide which robot design is most suitable for a job, give reasons based on evidence and propose a simple robot idea of their own.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and details about robot designs, and speak from notes to summarise the text and compare it with their own life.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss learn and use the key words of the unit, and use context to choose the right answer and to self-correct.

3. Personal qualities

  • Responsibility: Ss finish the individual reading and note-taking task before group discussion and check their own answers carefully.
  • Honesty: Ss clearly separate what the text says from their own opinions and personal information when they speak.
  • Diligence: Ss keep trying to find evidence in the text for each answer, and correct their mistakes after feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 6 (Global Success), Unit 12, Skills 1 page
  • Projector or interactive board with slides: reading text, key words, pictures of robots
  • Pictures of a cleaning robot, a delivery robot and a watering robot
  • Worksheet 1 (printed for each pair)
  • NeoEdu digital lesson for Unit 12 Skills 1 (interactive exercises for Activity 4): neoedu.vn/learn/6/english/unit-12-skills-1
  • Timer and small cards for matching

2. Students

  • Textbook and notebook
  • Pencil, eraser, coloured pen for highlighting
  • Worksheet 1 (one per pair)
  • Blank paper for notes and key words

III. Procedures

Activity 1: Warm-up · 5 minutes

Robot Quiz

a) Aims

Ss activate their prior knowledge about robots and predict the topic of the lesson.

b) Content

T shows three pictures of robots (a cleaning robot, a delivery robot and a watering robot) and asks two questions: 'What can a robot do at home or at school?' and 'Does a robot need to be big to be useful?' Ss predict the topic of the reading text from the title 'Robots'.

c) Expected outcomes

Ss name two or three jobs of robots, for example: 'A cleaning robot cleans the floor.' Ss make a prediction: 'The text may be about robot designs.' Ss say: 'A good robot is useful and safe, not only big.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three robot pictures and asks: 'What can these robots do?' T then asks: 'Does a robot need to be big to be useful?' T writes the topic 'Robots' on the board.

    Students

    Ss look at the pictures and listen to the questions. Ss think about the answers for one minute.

  2. Teacher

    Step 2: Task performance

    T walks around and gives support to Ss who are slow to answer. T gives prompts such as 'cook', 'clean', 'carry'.

    Students

    Ss work individually and write one or two ideas in their notebook. Expected answer: 'A robot can clean the floor.' 'A robot can carry boxes.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to share their ideas and asks: 'What do you think the text is about?'

    Students

    Ss share their ideas. Expected answer: 'I think the text is about robots at an exhibition.' 'It may be about robot designs.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we read about robot designs. We will check our predictions in the text.' T writes the lesson title on the board.

    Students

    Ss write the lesson title in their notebook and keep their prediction for checking later.

Activity 2.1: Knowledge formation · 12 minutes

Reading for Gist and Details

a) Aims

Ss read for the main idea (gist) and for specific details, and find evidence in the text to support their answers.

b) Content

Task 1 (skimming): Ss read the text once quickly and answer: 'What is the text about?'
Task 2 (scanning and matching): Ss read again and match each question with one sentence from the text as evidence:

  • Q1: Which robot waters plants?
  • Q2: Which robot is the tallest?
  • Q3: Why can Lift not move through the library aisles?
  • Q4: What safety feature does every design have?
    Task 3: Ss look at the text and mark which sentences are facts from the text (the author's statements) and which sentences are their own ideas.
    Ss complete Worksheet 1.

c) Expected outcomes

Gist: 'Three teams show their robot designs at an imagined robot exhibition. The pupils judge the designs by safety, usefulness and suitability, not only by size.'
Matching answers:

  • Q1: Seed. Evidence: 'Seed is eighty centimetres tall and waters plants.'
  • Q2: Lift. Evidence: 'Lift is the tallest, but it cannot move through the narrow library aisles.'
  • Q3: Because it cannot move through the narrow library aisles. Evidence: 'Lift is the tallest, but it cannot move through the narrow library aisles.'
  • Q4: A stop button. Evidence: 'Every design has a stop button, and a person checks it before use.'
    Fact or own idea: 'These are plans, not machines already working in our school' is a fact from the text. 'I think a robot should be small' is an own idea.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 to each pair and says: 'First, read the text quickly and find the topic. Then read again and find the evidence for each question. You have eight minutes.' T sets the timer.

    Students

    Ss read the text quickly and then read again, with a pencil in hand. Ss underline key words in the text.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who cannot find the evidence. T asks: 'Which words in the question help you find the answer in the text?'

    Students

    Ss work in pairs, match the questions with the sentences and write the answers on Worksheet 1. Expected answer: 'The question asks about plants, so I look for the word waters.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the answer to Q1 and then asks the class: 'Do you agree? Which sentence is the evidence?' T asks: 'Which sentence is the author's statement, and which is your own idea?'

    Students

    Ss read their answers aloud and point to the evidence sentence. Expected answer: 'The evidence is Seed is eighty centimetres tall and waters plants.' Ss discuss the fact-or-idea question.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the gist: 'The text is about three robot designs at an imagined exhibition, and the pupils judge them by more than size.' T explains: 'When you read for details, find the sentence that gives the evidence. When you give your own opinion, say that it is your idea.' T writes the key point on the board.

    Students

    Ss copy the gist and the rule 'Evidence first, then answer' into their notebook.

Activity 2.2: Knowledge formation · 6 minutes

Key Words in Context

a) Aims

Ss learn the meaning of eight key words and use the context to understand them.

b) Content

T presents eight key words with pictures or simple gestures and reads each word aloud for Ss to repeat:

  • 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)
    T points out that the word lift appears in the text as a verb and that useful appears in the text as an adjective.

c) Expected outcomes

Ss complete a mini-glossary in their notebook with the Vietnamese meaning and one short English example for each word. Example: 'A robot can lift small boxes.' 'A robot is useful in the library.' 'A human can repair a robot.' 'Ss can recognise the stop button.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat the new words. Then match each word with its meaning in the glossary in your notebook.'

    Students

    Ss listen, repeat the words after T and copy the glossary headings into their notebook.

  2. Teacher

    Step 2: Task performance

    T gives a quick check: 'Which word can you find in the text? Which word means the same as helpful?' T walks around and checks pronunciation of stress and sounds.

    Students

    Ss work in pairs, match the words with their meanings and write one example for each word. Expected answer: 'Useful means hữu ích, for example: The robot is useful for the library.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read two or three examples and corrects them if needed.

    Students

    Ss read their examples aloud. Expected answer: 'A robot can carry library books.' 'A skill is something you can do well.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Use the context to choose the right meaning. The sentence around a word gives you the clue.' T reminds Ss that they should not translate word by word.

    Students

    Ss note the self-check rule in their notebook: 'Read the whole sentence, then choose the meaning.'

Activity 3: Practice · 10 minutes

Check Answers and Self-correct

a) Aims

Ss answer comprehension questions, explain their choices by using the context and correct their own mistakes.

b) Content

Ss answer questions 2 to 7 from the Skills 1 exercises by choosing A, B or C, or by writing a short answer. Then Ss open the NeoEdu digital lesson (neoedu.vn/learn/6/english/unit-12-skills-1) to check their answers with interactive exercises.
Questions:
2. What is the exhibition in the text? A. An imagined design exhibition; B. A report of working school machines; C. A shop advertisement
3. What does Seed do? A. Cooks meals; B. Flies planes; C. Waters plants
4. How tall is Book?
5. Which robot is tallest? A. Lift; B. Book; C. Seed
6. Why is Lift unsuitable for narrow library aisles? A. It cannot lift anything; B. It has no name; C. It cannot move through them
7. What safety feature does every design have?

c) Expected outcomes

Answers:
2. A (An imagined design exhibition)
3. C (Waters plants)
4. One metre
5. A (Lift)
6. C (It cannot move through them)
7. A stop button
Self-correction: Ss who chose a wrong answer write a short sentence: 'I chose B at first, but the text says the exhibition is imagined, so the answer is A.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays questions 2 to 7 on the board and says: 'Answer alone first. Then check the answer with the evidence in the text. If you are wrong, correct yourself and tell me why.'

    Students

    Ss read the questions and answer individually in their notebook.

  2. Teacher

    Step 2: Task performance

    T asks Ss to open the NeoEdu page on their device or to check with a partner. T prompts: 'Which sentence in the text supports your answer?'

    Students

    Ss check their answers with a partner and correct mistakes. Expected answer: 'Question 6, I first chose A, but Lift can lift boxes, so the answer is C.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and explain their choices. T asks: 'Who corrected an answer? How did you correct it?'

    Students

    Ss give answers and explain. Expected answer: 'Question 5 is A because Lift is one hundred and twenty centimetres tall, the tallest.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and says: 'Good readers use evidence from the text and correct their own mistakes.' T writes the rule on the board: 'Choose the answer, find evidence, then check.'

    Students

    Ss mark their answers and write the corrections in their notebook.

Activity 4: Application · 12 minutes

Speak from Notes: My Robot Idea

a) Aims

Ss summarise the text from notes in three parts and compare one detail with their own life, making clear which information is their own.

b) Content

Step 1: Ss write only key words (not full sentences) in three parts: topic, two important details, and one opinion with a reason.
Step 2: In pairs, Ss speak from their notes. Partner A retells the text. Partner B asks: 'What is your opinion? Why?'
Step 3: Ss compare one detail with their own life. T asks: 'Would you like a robot at home or at school? What job would it do?' Ss say clearly: 'This is my own idea.'
Task 9 from the textbook: Tell a partner about the text, then compare one detail with your own life.

c) Expected outcomes

Sample notes:

  • Topic: robot designs at an imagined exhibition
  • Detail 1: Lift is the tallest, but cannot pass narrow aisles
  • Detail 2: every design has a stop button
  • Opinion: a good design fits its job, because size is not everything (reason: the pupils check safety and usefulness)
    Sample speaking: 'At our imagined robot exhibition, three teams show their designs. Lift is the tallest, but it cannot move through the narrow library aisles. In my opinion, a good robot must fit its job. Personal idea: At home, I would like a robot that waters my plants, like Seed.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write key words only, not full sentences. You have three minutes to prepare your notes in three parts: topic, two details and one opinion with a reason.' T models one example on the board.

    Students

    Ss listen to the model and write their notes individually.

  2. Teacher

    Step 2: Task performance

    T circulates and helps Ss with useful phrases, such as 'In my opinion', 'This is my own idea', 'The text says'.

    Students

    Ss speak in pairs from their notes. Partner B listens and asks: 'Why do you think that?' Ss then switch roles.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share their talks with the class and asks: 'Which part is from the text, and which part is your own idea?'

    Students

    Ss share their talks. Expected answer: 'The text says Seed waters plants. I think a robot is useful when it fits its job.' 'My own idea: I would like a robot to clean my room.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good summaries and makes the key point: 'Talk from notes, give your reason, and say clearly what is from the text and what is your own idea.' T gives the homework task.

    Students

    Ss note the key points and write the homework task in their notebook.

Worksheets

Worksheet 1

Part A: Gist
Read the text quickly. Write the topic in one sentence.

  • Topic: ____________________

Part B: Match each question with the evidence sentence

  • Q1: Which robot waters plants? → Evidence: ____________________
  • Q2: Which robot is the tallest? → Evidence: ____________________
  • Q3: Why can Lift not move through the library aisles? → Evidence: ____________________
  • Q4: What safety feature does every design have? → Evidence: ____________________

Part C: Fact or own idea?
Write F (fact from the text) or O (own idea).

  • 'These are plans, not machines already working in our school.' → ____
  • 'I think a robot should be small.' → ____
  • 'Every design has a stop button.' → ____

Part D: Self-check
I found the evidence in the text: Yes / No
I corrected my answer after checking: Yes / No

Homework

  • Write a short paragraph (four to five sentences) about a robot you would like to design for your home or school. Use your notes in three parts: topic, two details and one opinion with a reason. Mark clearly which sentence is your own idea.
  • Review the eight key words (human, space station, guard, repair, recognise, lift, useful, skill). Make one example sentence for each word and practise saying the words aloud. Check the interactive exercises on the NeoEdu page (neoedu.vn/learn/6/english/unit-12-skills-1) if you have a device.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.