Tiếng AnhLớp 6Unit 12. Robots

Giáo án Skills 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the speaker, the topic (robots) and key information (person, place, time, action) from a listening text
form and use superlative adjectives of short adjectives (tall → the tallest, small → the smallest, long → the longest) in a short paragraph
organise a 50–70 word paragraph with a topic sentence, supporting sentences and a closing sentence
check and correct errors in verb forms, pronouns and punctuation after writing

2. Competences

a) General competences

Self-control and independent learning: Ss listen for the speaker and topic first, then for details, and plan their own paragraph before writing.
Communication and collaboration: Ss work in pairs to share keywords, check answers and give peer feedback on a model paragraph.
Problem-solving and creativity: Ss choose a suitable robot, give a reason with because, and explain the correction they made to their paragraph.

b) Specific competences

Communicative competence in English through listening and writing: Ss note keywords from a listening text and write a 50–70 word paragraph about a robot, using the topic of Robots.
Language knowledge (vocabulary, grammar): Ss use the vocabulary of the unit (human, space station, guard, repair, recognise, lift, useful, skill), superlative adjectives of short adjectives, and correct verb agreement in their writing.

3. Personal qualities

Diligence: Ss complete the listening keyword table and the paragraph plan on time, and revise their writing at least once.
Responsibility: Ss check their own paragraph against the rubric and fix at least one error without waiting for the teacher.
Honesty: Ss write their own details for the paragraph and do not copy the sample paragraph word for word.
Kindness: Ss give constructive and polite comments to their partners during peer checking.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 6 (Global Success), Unit 12 Skills 2, audio track for the listening exercise
Projector or interactive board, pictures of robots
Slides showing the superlative table and the model paragraph
Digital learning resource on NeoEdu: neoedu.vn/learn/6/english/unit-12-skills-2 (lesson presentation and interactive exercises, used in Practice 1)
Worksheet 1 and Worksheet 2 (printed, one per pair or one per student)

2. Students

Textbook, notebook, pencil (bút chì), eraser, ruler
Coloured pens for underlining
Phone or tablet to access the NeoEdu exercises (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Robots around us

a) Aims

Ss activate the topic of robots and the key vocabulary of the unit, and predict what they will hear in the listening.

b) Content

T shows pictures of different robots and asks Ss to guess what they can do. T pre-teaches the vocabulary: 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).
Task questions:

What can robots do?
Which robot would you like to have at home? Why?

c) Expected outcomes

Ss name at least three jobs of robots (for example: guard a building, repair machines, lift heavy boxes) and give one reason for their choice with because. Ss can pronounce and use the eight new words in short sentences.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and says: Look at these robots. What can they do? T asks: What do you think a robot can do in a library, in a garden or in a space station?
Students
Ss look at the pictures and listen to the question. They think about the robots they know.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes. T monitors and helps with the new words.
Students
Ss discuss in pairs. Possible answers: A robot can guard a house. A robot can repair machines. I would like a robot that can lift heavy boxes because it is useful.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their ideas and writes the jobs on the board.
Students
Pairs report. Example: We think a robot can repair cars because it has strong skills.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will listen to a robot description and write about a robot. T introduces the title Robots and the aim of the lesson.
Students
Ss copy the title and the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Listening with a purpose

a) Aims

Ss listen for the main idea first, then for specific keywords about the person, place, time and action.

b) Content

Task 1: Ss listen once to identify the speaker and the topic (Robots). Ss do not read the answers before listening.
Task 2: Ss listen a second time and note keywords about the person, place, time or action in the table in Worksheet 1.
T reminds Ss: Listen for the main idea first, then for details. Do not guess before you listen.

c) Expected outcomes

Ss complete Worksheet 1 with keywords, for example:

Robot's name: Leaf
Height: seventy centimetres
Weight: twelve kilograms
Place: a garden
Action it cannot do: climb stairs
What the team will show next week: a drawing and an explanation
Ss can state the speaker and the topic: the speaker talks about a robot project; the topic is Robots.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and says: Listen once. Who is the speaker? What is the topic? T plays the audio from the textbook.
Students
Ss listen and look at the worksheet. They do not look at the answers in the exercise.
Teacher
Step 2: Task performance
T plays the audio a second time and pauses if needed. T asks Ss to write only keywords, not full sentences.
Students
Ss listen and write keywords in the table. Ss may work in pairs to compare their keywords after listening.
Teacher
Step 3: Report and discussion
T asks: Who is the speaker? What is the topic? T asks pairs to read out their keywords.
Students
Ss answer: The speaker is a person from a robot team. The topic is Robots. Ss read their keywords, for example: Leaf, seventy centimetres, twelve kilograms, garden.
Teacher
Step 4: Conclusion and assessment
T confirms the keywords on the board and explains: Listening for keywords about people, places, time and actions helps you answer questions quickly. T says: Do not read the answers before you listen.
Students
Ss check their keywords and correct their table. Ss write the strategy in their notebooks: listen once for the topic, listen again for keywords.

Activity 2.2: Knowledge formation · 8 minutes

Superlatives and paragraph structure

a) Aims

Ss recognise and form superlative adjectives of short adjectives, and identify the three parts of a model paragraph.

b) Content

T shows the model paragraph: Our robot is called 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. It has a stop button. Of our three plans, it is the smallest. We think it is useful because it helps with one clear job safely.
T asks Ss to find the superlative sentence and to complete the table:

tall → the tallest
small → the smallest
long → the longest
T asks: Which sentence is the topic sentence? Which sentence is the closing sentence?

c) Expected outcomes

Ss write the rule in their notebooks: the + short adjective + -est, for example: Of our three plans, it is the smallest.
Ss complete the table: tall → the tallest; small → the smallest; long → the longest.
Ss identify the structure: topic sentence: Our robot is called Page. Supporting sentences: sentences 2 to 5. Closing sentence: We think it is useful because it helps with one clear job safely.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the model paragraph on the board and says: Find the sentence with the superlative. Then complete the table on the slide.
Students
Ss read the paragraph silently and find the superlative sentence.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to complete the superlative table and to label the three parts of the paragraph. T monitors.
Students
Ss write: the smallest, the tallest, the longest. Ss label: topic sentence, supporting sentences, closing sentence.
Teacher
Step 3: Report and discussion
T asks 2 pairs to report. T asks: Why do we use the before the superlative? Why is it the smallest, not smaller?
Students
Ss answer: We use the before the superlative because we compare three or more things. Ss report their table and their labels.
Teacher
Step 4: Conclusion and assessment
T writes the rule on the board: the + short adjective + -est. T explains that the topic sentence introduces the subject, the supporting sentences give details, and the closing sentence gives an opinion or reason.
Students
Ss copy the rule and the paragraph structure into their notebooks.

Activity 3.1: Practice · 8 minutes

Listening comprehension check

a) Aims

Ss answer multiple-choice questions about the listening text and check their answers with a partner.

b) Content

Ss do exercises 1 to 6 in the textbook or on the NeoEdu interactive exercises at neoedu.vn/learn/6/english/unit-12-skills-2. Ss choose A, B or C.

What is the robot's name? A. Leaf B. Lift C. Book
How tall is it? A. Seventeen centimetres B. One hundred centimetres C. Seventy centimetres
How much does it weigh? A. Two kilograms B. Twelve kilograms C. Twenty kilograms
Where can it work? A. In a garden B. In deep space C. Under the sea
What can it NOT do? A. Carry a watering can B. Check soil C. Climb stairs
What will the team show next week? A. A flying robot B. A drawing and explanation C. A real cooking factory

c) Expected outcomes

Answers:

A (Leaf)
C (Seventy centimetres)
B (Twelve kilograms)
A (In a garden)
C (Climb stairs)
B (A drawing and explanation)
Ss can explain each answer by pointing to the keyword in Worksheet 1.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Do exercises 1 to 6. Choose the best answer. Do not guess before you listen again. T shows the NeoEdu exercise on the board or asks Ss to open the link.
Students
Ss read the questions and options silently.
Teacher
Step 2: Task performance
T plays the audio again for Ss to check. T allows Ss to compare answers with a partner.
Students
Ss listen and choose answers. Ss check with their partner and point to the keyword that supports each answer.
Teacher
Step 3: Report and discussion
T asks Ss to give answers one by one. T asks: How do you know? Which keyword helps you?
Students
Ss answer, for example: Number 5 is C because the speaker says the robot cannot climb stairs. Number 2 is C because it is seventy centimetres.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and says: The information is in the listening text, so we choose the answer that matches the text. T reminds Ss to listen for keywords first.
Students
Ss correct any wrong answers and write the correct answers in their notebooks.

Activity 3.2: Practice · 6 minutes

Find and correct the error

a) Aims

Ss identify and correct a verb agreement error in a sample sentence based on the model paragraph.

b) Content

T writes this sentence on the board: It is ninety centimetres tall and work in a library.
T asks Ss to find the error and correct it. T reminds Ss to check the verb after the robot (it, a singular subject).
T then asks Ss to look at the model paragraph and find another sentence with a verb that agrees with it.

c) Expected outcomes

Correct sentence: It is ninety centimetres tall and works in a library. Ss explain: work → works, because the subject it is singular and the action is a habit.
Ss find another example from the model: It can carry small books..., It has a stop button.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence on the board and asks: Is there any mistake? Which word is wrong?
Students
Ss read the sentence and look for the error.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. Each pair finds the error and writes the correct sentence. T monitors and gives hints when needed.
Students
Ss work in pairs. Pairs write: It is ninety centimetres tall and works in a library.
Teacher
Step 3: Report and discussion
T asks one pair to explain the correction. T asks the class: Do you agree?
Students
Ss answer: The verb work should be works because the subject is it, a singular pronoun. The class agrees and gives examples from the model.
Teacher
Step 4: Conclusion and assessment
T says: Always check the verb with the subject. For a singular subject in the present simple, we often add -s or -es. T reminds Ss to check the verb in their own paragraph later.
Students
Ss note the rule in their notebooks.

Activity 4: Application · 8 minutes

Plan, write and revise a robot paragraph

a) Aims

Ss plan and write a 50–70 word paragraph about a robot, using their own details, and revise it with a checklist.

b) Content

T asks Ss to write a paragraph of 50–70 words about a robot. Ss use details of their own, not the listening text. Ss follow the steps in Worksheet 2:

Plan: write three keywords (person, place, time or action) and one reason with because.
Write: a topic sentence, supporting sentences and a closing sentence.
Revise: check information, pronouns, verbs and punctuation. Correct one sentence and explain the correction.
Must-do: use at least one superlative adjective of a short adjective.

c) Expected outcomes

A paragraph of 50–70 words with a topic sentence, supporting sentences and a closing sentence. The plan includes three keywords and one because sentence. The revision includes one corrected sentence and a short explanation.
Rubric (2 points): content and relevant information (0.75); organisation and linking (0.5); vocabulary and grammar (0.5); spelling and punctuation (0.25). Plus planning and revision: one fact, one reason and one corrected sentence (2 points).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 2 and says: Plan first, then write, then revise. Write 50–70 words about a robot you like. T shows the rubric on the slide.
Students
Ss read Worksheet 2 and the rubric.
Teacher
Step 2: Task performance
T asks Ss to write individually for 6 minutes. T circulates and helps Ss who are stuck. T asks Ss to finish the revision at home if there is not enough time.
Students
Ss write their plans and paragraphs. Example: Our robot is called Leaf. It is seventy centimetres tall and works in a garden because it can water plants. We think it is useful because it is the smallest of the three robots in our class.
Teacher
Step 3: Report and discussion
T asks 3 Ss to read their paragraphs aloud. T asks the class to check the rubric and give one comment.
Students
Ss read aloud. Classmates say, for example: Your paragraph has a clear topic sentence. You can check the verb in sentence 3.
Teacher
Step 4: Conclusion and assessment
T gives general feedback on the most common errors and praises good examples of superlatives. T reminds Ss to revise their paragraph at home using the checklist.
Students
Ss write down the feedback and the error they need to fix in their paragraph.

Worksheets

Worksheet 1: Listening with a purpose

Task 1: Listen once. Who is the speaker? What is the topic?

Speaker: ..........
Topic: ..........

Task 2: Listen again. Write keywords in the table.

Person (name of the robot): ..........
Height: ..........
Weight: ..........
Place where it works: ..........
Action it cannot do: ..........
What the team will show next week: ..........

Remember: Do not read the answers before you listen.

Worksheet 2: Plan, write and revise

Step 1: Plan

Keyword 1 (person, place, time or action): ..........
Keyword 2: ..........
Keyword 3: ..........
One reason with because: ..........

Step 2: Write (50–70 words)

Topic sentence: ..........
Supporting sentences: ..........
Closing sentence: ..........

Step 3: Revise (check the list)

Is the information complete?
Are the pronouns consistent (it / they)?
Does the verb agree with the subject?
Do I use the + short adjective + -est correctly?
Is the punctuation correct?

One sentence I corrected: ..........
Why I corrected it: ..........

Homework

Finish your paragraph about a robot (50–70 words) at home. Follow the plan in Worksheet 2.
Revise your paragraph using the checklist. Circle one sentence you corrected and write a short reason in your notebook.
Read your paragraph aloud three times and check the pronunciation of the new words: human, space station, guard, repair, recognise, lift, useful, skill.
Review the superlative table: tall → the tallest, small → the smallest, long → the longest.
Optional: Log in to neoedu.vn/learn/6/english/unit-12-skills-2 and do the listening exercises again to check your answers.

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