Sách giáo viên Tiếng Anh 6 thí điểm - Unit 12: Robots

Unit 12: Robots

Objectives:

By the end of this unit, students can:

- Pronounce sounds / / and / / correctly in isolation and in context

- Use the lexical items related to the topic ‘Robots’

- Use ‘could’ and ‘will be able to’ to express past and future ability

- Read for specific information about types of robots and their abilities or skills

- Talk about different types of robots and what they will be able to do in the future

- Listen for specific information about different opinions of what robots wil be able to do in the future

- Write opinions about th role of robots in the future

 

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Unit 12: Robots
Objectives:
By the end of this unit, students can:
Pronounce sounds / / and / / correctly in isolation and in context
Use the lexical items related to the topic ‘Robots’
Use ‘could’ and ‘will be able to’ to express past and future ability
Read for specific information about types of robots and their abilities or skills
Talk about different types of robots and what they will be able to do in the future
Listen for specific information about different opinions of what robots wil be able to do in the future
Write opinions about th role of robots in the future
Introduction
Before Ss open their books, review the previous unit. Focus on the characters, Nick and Phong, and key language and structure learnt.
Write ‘Robots and Their Work’ on the board. Elicit information about roobots by asking Ss what they know about types of robots and their abilities or skills.
 Ask Ss to guess what the photo might show or what the conversation might be about. Let Ss open their books and check their answers.
Lesson 1
Getting started
Robots and their work
Ask Ss questions about the photo:
E.g. Where are Nick and Phong? What might be happening to them? What are they doing? You can ask Ss to guess Dr. Alex’s job. You can also ask Ss to share any recent experiences of visiting an exhibition: Have you ever been to an exhibition? , Where and when?, What did you see there? 
Play the recording. Ss listen and read. T can play the recording more than once. Pause the recording at the appropriate place if Ss need help with comprehension questions.
A Ss work independently. Allow Ss to share their answers before discussing as a class.
 Key:
They could only do very simple things.
Yes, they can.
They will be able to do many things like humans.
No, they won’t.
B Firstly, ask Ss not to look at the board and try to remember what four types of robots are mentioned in the conversation. Then, let them open their books and check their answers.
Key:
 Teaching robots 2. Worker robots
3. doctor robots 4. Home robots
2. Have Ss quickly match each activity with ít picture. Then play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually. Correct their pronunciation. With a weaker class, ask for translations to check if Ss understand.With a stronger class, ask some additional questions, e.g. Do you often do the dishes? How often do you cut the hedge? Etc.
Key: 1.c 2.d 3.a 4.b
3. Demonstrate the game to the class first. Ask a more able S to help you. Then Ss play in groups. In a weaker class, T may work together with Ss first: miming one or two actives in 2 and eliciting the answers. When they know exactly what to do, ask them to work in groups.
4. First, help Ss remember the use of can to talk about ability in the present and have some Ss give examples. Ask a more able S to tell what activities in the pictures he/ she can or can’t do. Ask Ss to work in pairs. T may go around to help weaker Ss. 
5. Survey: Ask Ss to move around and ask different classmates different questions. Remind them not to ask the same S all the questions. When they have finished the survey, ask Ss to report the results. Count the number of yes answers to each question and find out which spoets or games all Ss can play, some can play, and no one can play. 
Unit 12: Lesson 2
A CLOSER LOOK 1
VOCABULARY
Have Ss quickly match the verb in column A with a noun or a noun phrase in column B. Then play the recording for Ss to check their answers. Pause the recording after each phrase and ask them to repeat chorally and individually. Correct their pronunciation. With a weaker class, ask for translations to check if they understand. With a stronger class, ask some additional questions, e.g. Can your dog understand what you say? Can you lift heavy things? Can your mother make coffee? Etc.
 Key: 1.c 2.a 3.b 4.e 5.d
Before asking Ss to find more words or phrase for each verb from column A in 1, make some examples to illustrate. Ask Ss to do the vocabulary exercise individually and then check with the whole class. When checking, ask Ss to refer to 1 to make the meanings cleaner to them.
 GRAMMAR
Could 
 Ask Ss to study the Grammar Box. Draw Ss’ attention to the form and use of could by analyzing the examples in the Grammar Box. Remind Ss that could is the equivalent of can in the past. Then ask some more able Ss to give some more examples.
Ask Ss to do the grammar exercise individually. Tell Ss to refer to the form and use of could in the Grammar Box if they have any difficulty. Have Ss compare their answers in pairs before checking their answers with the whole class.
 Key:
Mary could do sums at the age of 7.
Could you read and write when you were 6?
Robots could lift heavy things some years ago.
Robots couldn’t move easily until recent years.
First, model this activity with a more able S. Remind Ss that they only use information from the table in 4 to ask and answer about what the famous robot Ongaku could or couldn’t do two years ago. Ask Ss to work in pairs. Call some pairs to practice in front of the class.
5 First, write two examples of what he/she could and couldn’t do when at primary school on the board. Then ask Ss to work individually and share their sentences with their partners. Call some Ss to say their sentences in front of the class.
 Pronunciation
 6 Model the sounds /ɔi/ and /aʊ/ first and let Ss see how the sounds are formed. Ask Ss to practice the /ɔi/and /aʊ/ sounds together. Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary. Ask Ss to put the words in the correct column while they listen. Ss compare their answers in pairs before checking the answers as a whole class.
 /ɔi/
 /aʊ/
 voice
 down
 boy
 house
 Toy
 around
 Noisy
 Flower
 Boil
 shout
7 Ask Ss to listen while T plays the recording. Play the recording again and ask Ss to circle the words they hear. Ask Ss to check their answers. Provide further practice if need be.
 Tapescript:
 1. Did you put oil in the salad?
 2. I can see a cow over there.
 3. Ouch! You’ve stepped on my toes.
 4. See took a bow when she finished her song.
8 Ask Ss to listen while you play the recording. Play the recording again and ask Ss to chant along. Provide further practice by dividing the class into two groups. Have groups sing alternate lines.
Unit 12: Lesson 3
A closer look 2
Grammar
Will be able to
Ask Ss to study the Grammar Box. Draw Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box. Remind Ss that will be able to is used to talk about ability in the future. Then ask Ss to give some more examples.
1 Ask Ss to read the instructions. Use the example to make Ss clear about what they should do (with a weaker class do the first sentence for them). Ask Ss to do the grammar exercise individually. Remind them to pay attention to the form and use of will be able to and look back the Grammar Box if necessary. Then have Ss compare their answers in pairs before checking with the whole class.
 Key:
 1. In 2030, robots will be able to do many things like humans.
 2. Will robots be able to talk to us them?
 3. Robots won’t be able to play football.
 4. Will robots be able to recognize our faces?
2 Ask Ss to read the instructions. Use an example to make Ss clear about what they should do (with a weaker class do the first sentence for them). Remind Ss that they only use activities in the pictures in 2 to write about what they think they will or won’t be able to do when they are in Year 8. Have them look back the Grammar Box if necessary. Ask Ss to work individually and share their sentences with their partners. Call some Ss to say their sentences in front of the class.
3 First, model this activity with a more able S. Remind Ss to ask and answer questions about the activities in 2. Have Ss work in pairs. T may go around to help weaker Ss. After Ss have finished their pairwork, ask some Ss to tell the class about their partners’ abilities.
4 Ask Ss to read and complete the sentences individually. Remind them to pay attention to the form and use of can, could and will able to. Have them look back the Grammar Box if necessary. Have Ss compare their answers in pairs before checking with the whole class.
 Key:
 1. couldn’t 2.will be able to 3.could, can’t 
 4. won’t be able to 5.can
5 Ask students to read the instructions. Explain to make Ss clear about what they should do (with a weaker class do the first sentence for them). Remind them to pay attention to the meaning of the verbs from the box in 5; the form and use of can, could and will able to; and look back the Grammar Boxes and Vocabulary in Getting Started and in A Closer Look 1 if necessary. Have Ss compare answers in pairs before checking with the whole class.
 Key:
 1.will be able to recognise 2.can make 3.could do 4.can guard
6 First, model this activity with a more able S. Remind Ss that they only use the information from table in 6 to ask and answer about what the intelligent robot kitty could do in the past, can do now and will be able to do in the future. Ask Ss to work in pairs while T circulates and monitors. Call some Ss to talk about Kitty’s skills and abilities in front of the
Unit 12: Lesson 4
COMMUNICATION
My Robot’s Skill
Lead – in: 
Before Ss open their books, ask them what’s skills they like a robot to have. You can say: Today, we are going to listen to a television interview asking some people around the world about what skills they like their robots to have. Please think: What skills would you like a robot to have? And what skills do the two robots Ongaku and Kitty have? Allow 20-30 seconds for students to think, then repeat the question and have a brainstorming session about the two robots Ongaku and Kitty (and robots in general)
1. First, have Ss read the interview and ask them to look carefully at the pictures of three robots and guess the missing word for each gap in interview. Then play the recording again and allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in pairs, before playing recording a final time to allow pairs to check their answers. Then, ask Ss to read the interview again, paying attention to the meaning of the words: comb (v), bend over (v), shout (v) and gardening (n).
 Key: 1. words 2. shoes 3. first 4. school 5. water
2. Ask Ss to move around and ask different classmates what skills they want their robots to have. Remind them to write the names of the people they interview and note the answers in the table in 2. When they have finished the interview, T may have Ss practise reporting the results of their interviews in pairs or in groups.
3. Choose some Ss to report the results of their interviews in front of the whole class. After each student has finished his/her report, invite some comments form other Ss. Then make comments and correct any common errors.
Unit 12: Lesson 5
SKILLS 1
Reading
Lead – in: 
Ask Ss to look at the picture of the robot show. Ask them: Where do you think the robot show is? Who is at the show? Would you like to go to a robot show? Why?/ Why not?
1. Ask Ss scan the passage and underline the words ‘space robots’, ‘space station’, ‘apart from’, ‘types’ and ‘planet’ in the passage. Help Ss to work out the meanings of these word from the context. If it is s weak class, ask for translation to check if they understand.
2. Set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare answers before discussing them as a class.
 Key: 1. A robot show.
 2. Young people are (interested in home robots)
 3. The children like to see them.
 4. There are worker robots, doctor robots, and space robots.
3. Ask Ss to scan the passage again and find the detailed information to complete the table. Ask Ss to note where they have found the information. After they finished, Ss can compare their answers before discussing as a class.
Types of robots
 What can they do
Home robots
- cook, make tea or coffee, clean the house, and do the washing.
Teaching robots 
- help children study; teach them English, literature, maths, and other subject; 
 - help children improve their English pronunciation.
Worker robots
- build our houses,buidings
Doctor robots
- help sick people.
Space robots 
- build space stations on the Moon and other planets.
 Speaking
4. First, remind Ss of the form and use of will be able to. Ss may refer to Grammar Boxes in A Closer Look 2 and words and phrases that they can use to talk about robot’ skills in the Getting Started, A Closer Look 1, A Closer Look 2 and Communication. Brainstorm ideas for additional everyday activities that a robot can help with. Ask Ss to work individually, writing that they think each type of robot will be able to do in the future. After finishing, ask Ss to compare their answers with a partner.
5. T may ask a more able S to model this activity in front of the class. Then have Ss work in groups while T circulates and monitors. If there is enough time, call some Ss to talk before the whole class, then invite some positive comments from other Ss.
Skills 2
Listening
Before starting this lesson, ask Ss about the phrases and structures used to give an opinion about something and to ask about someone’s opinion.
1. Ask Ss to tick which statements about robots they agree or disagree with and then allow them share with their partners. T may Ss to count how many things they have in common with their partners.
2.-Ask Ss to read the construction carefully them to remind the to remember the names off the people in the conversation they are going to hear.
-Play the recording and Ss to write down the name of the speaker next to the correct sentences in the table. Then ask two or three Ss to write their answers on the board.
-Play recording again for Ss to check the answers. If time is limited, T may only play the first part of the conversation. T may pause at the sentences that include the information Ss need for their answers.
3.-Ask Ss to study the statements carefully .Ss may work in pairs to discuss the answers from the information they have heard in 2.
-Play the recording again and have Ss choose the correct answers as they listen. Ss can share their answers with their partners. With a weaker class, T may play the recording many times until Ss have chosen all their answers . Call some Ss to write their answers on the board.
-Play the recording again for Ss to check the answers. T may pause at the sentences that include the information Ss need for their answer.
 Key: 1.F 2.T 3.T 4.F
Writing
4. First, ask Ss to read the paragraph and the phrases above it carefully. Get Ss to work individually, completing the paragraph with the phrases or sentences from the box. When finish, Ss can compare their answers before discussing them as a class. With a stronger class, T may ask Ss to identify the topic sentences, the sentences supporting the main idea of the paragraph, and the concluding sentences. The paragraph , and the concluding sentence. The paragraph in 4 can be used as a model for 5
 Key: 1.b 2.a 3.c 4.d
5. -Set up the writing activity. T reminds Ss that the first and most important thing is always to think about what they are going to write. In the case, if they do not have any original ideas, Ss may use the ideas given. T brainstorm Ss for the language necessary for writing. T may ask Ss to refer to the paragraph in 4 and the reading in Skills 1 for useful language and ideas. T may note some necessary expressions and language on the board.
-Ask Ss to write the draft first. Have them write their final version in class or at home . If they write in class ,they can also do it in pairs or groups. Other Ss and T give comments. Ss edit and revise their writing as homework. T may display on the wall or notice board. 
 UNIT 12: 
Lesson 7: LOOKING BACK
This is the review and drill section of the unit, so encourage Ss not to refer to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. This will help you and your Ss see how far they have progressed, and which areas need further practice.
The exercises in Looking back match the Finished! Now you can..... self-assessment statements are at the and os this lesson. Ss shout check how well they did at each question and yse that information when filling in the self-assessment.
Vocabulary 
1. Tell Ss to write the words in their notebooks individually and the check with their partners. Correct the exercises as a class. Let Ss repeat the phrases. Check their prouunciation.
Key: 1.cut             2.lift             3.tea                 4.laundry                 5.do
2. Ask Ss to read the sentences carefully and complete them with the correct form of the verbs from the box. Remind Ss that the words, phrases and sentences around the blanks will provide the context for them to choose the correct verbs.
Key: 1. guard          2.make                 3.understand                 4.recognise 
Grammar
For exercises 3 and 4 , ask Ss to do them individually firat. Then they can check theirr answers eith a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their Finished! Now you can....... statement.
Key:
3.    1. will be able to         2. won't  be able to         3. will be able to
       4. will (home robots) be able to                        5. won't be able to
4.     1. Will robots the able to make coffee in the future?
           Yes,they will./ No, they won't.
        2. Could he ride a bike when he was in Year 6?
            Yes, he could/No,he couldn't.
        3. Can you do the dishes?
            Yes,i can./ no, i can't.
5. Firat, ask Ss to work individually, writing they could do when they were 10, what they can do now, and what they will be able to do after they finish year 6. Then, modle the activity with a more able S and have Ss work in pairs. T may go around to help weaker Ss.
Communication
6. Have Ss read the questions and answers once or twice ( they can read aloud). Then ask them to match the questions with the correct answers. If there is time, have them write all sentences in their notebooks.
Key:               1-c        2-d         3-a          4-b
Finished!
    Finally, ask Ss to complete the self-assessment. Identify any difficulties/weak areas and provide further practice.
PROJECT
My dream robot
-   ask Ss to look at the picture os robots in the Student's Book and point out the skills and the features os each. T may show the class some pictures of diffent robots if possible.
-   Ask Ss to work in groups. Studying the questions/picture in the Student's book and using their imaginations, Ss discuss their dream robots.
-   Ask Ss to use the ideas fom their notes to write a paragraph about their dream robot. Ss can complete the project as homework if there is not enough time. If they complete the project in class, T may display all or some of the compsitions on the wall/ notice board. Other Ss and T give comments. Ss may also edit and revise their writing as homework.

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