Giáo án English 6 - Period 94-96, Unit 12: Robots - Năm học 2021-2022

 Week 32
Date of planning: / /2022
Date of teaching: Lớp 6 ........, Lớp 6 ........, Lớp 6 ........
 UNIT 12: ROBOTS
 Lesson 1: Getting started – (Period 94)
1. Aims: By the end of the lesson, students will be able to:
- Use the lexical items related to the topic robots and daily activities;
- Use the vocabulary and structures to talk about what a robot can do.
2. Contents:
- Task 1: Listen and read. (p. 58)
- Task 2: Complete the sentences, using the adjectives in the box. (p. 59)
- Task 3: Read the conversation again and tick T (True) or F (False). (p. 59)
- Task 4: Match the activities with the pictures. (p. 59)
- Task 5: Game – Miming
3. Products:
- Task 1: Oral answers .
- Task 2: Oral and written answers the phrases..
- Task 3: Oral answers.
- Task 4: Oral answers.
- Task 5: Presentation about the survey.
4. Steps:
 T’s & Ss’ Activities Content
 Warm-up: 5 mins Suggested answer:
 * Guessing word:
 - Teacher divides the class into two big R O B O T S
 groups.
 - Teacher draws a 6-letter word puzzle on 
 the board.
 - Each group will take turns guessing a 
 letter in the puzzle and get 10 points for a 
 correct letter.
 - The group finding out the correct word 
 before all letters are written will get 50 
 points.
 - The group with more points will be the 
 winner.
 Lead in: 2 mins
 - Teacher asks student to open the textbook Suggested answers:
 and draws students’ attention to the title 1.They are at a robot show.
 of the conversation and the picture in the 2.They are talking about robots.
 textbook and asks them questions like: 3.Yes, I have been to a motor show. / No, I haven’t. 
 1.Where are Nick, Phong and Dr Adams? But I want to be at a show in the future.
 2.What are they talking about?
 3.Have you ever been to a show before?
 Presentation (Vocab-pre-teach) - 5 mins 1. robot (n): [picture]
 VOCABULARY 2. do the dishes (vph): [picture]
 Teacher introduces the vocabulary by: 3. iron (v): [picture]
 - providing the pronunciation of the words 4. useful (adj) that can help you to do or achieve 
 - providing the definition or picture of the what you want words 5. put sth away (vph) to put something in the place 
 where it is kept because you have finished using it
 6. repair (v) to fix something that is damaged 
 7. broken (adj): [picture]
 robot
 do the dishes
 iron
 broken
Practice: 25 mins - Teacher plays the recording, asks students to 
Task 1: Listen and read. (p. 58) underline the words that are related to the topic of 
 the unit while they are listening and reading.
 - Teacher can play the recording more than once.
 - Students listen and read.
 - Teacher invites some pairs of students to read the 
 dialogue aloud.
Task 2: Complete the sentences, using 1. Read the sentence with the blank and try to work 
the adjectives in the box. out the meaning of the whole sentence
(p. 59) 2. Find the adjective in the box that can fit the blank 
- Teacher asks students to work meaningfully.
 independently to fill each blank with the - Teacher asks students to share their answers 
 adjective in the box from the before discussing as a class. 
 conversation. - Teacher checks their answers as a class.
- Teachers may instruct them how to do the Answer key:
 exercise and model with the first sentence: 1.useful
 2.fast
 3.strong
 4.smart 5.heavy
 Task 3: Read the conversation again and 1.Read the statement
 tick T (True) or F (False). (p. 59) 2.Underline the key words
 - Teacher has students look at the 3.Read the text and pay attention to the key words
 statements in this activity and tells them 4.Decide if each sentence is true or false
 how to do it by telling them the strategies - Teacher sets the time limit.
 to do the exercise: - Students work independently. 
 - Teacher allows students to share their answers 
 before discussing as a class. 
 - Teacher invites some pairs to give their answers 
 and confirms the correct ones. Teacher may ask 
 students to correct the false sentences.
 Answer key:
 1. T 2. F 3. T 4. F 5. T
 Task 4: Match the activities with the Answer key:
 pictures. (p. 59) 1. b 2. c 3. e 4. d 5. f 
 - Teacher has students quickly match each 6. a
 activity with the picture in pairs
 - Teacher asks some students to read out 
 their answers and write the answers on the 
 board.
 - Teacher checks as a class.
 - With weaker classes, teacher can ask for 
 translation of the activities to make sure 
 they understand. With stronger class, 
 teacher may ask some additional 
 questions, e.g. Can you iron clothes/make 
 meals? Who often makes meals in your 
 family?
 Production: 5 mins ● Choose an activity in task 4.
 Task 5: Game – Miming ● Act it out and ask the question: What am I doing?
 - Teacher asks students to work in group of ● Other students respond: You’re doing the dishes.
 4. ● Respond: Yes, that’s right. / No, try again. 
 - Teacher asks a more able student to help - Students take turns to act and guess.
 and demonstrates the game to the class 
 first. 
 Consolidation: 2 mins Teacher asks students to talk about what they have 
 learnt in the lesson.
 Homework: 1 min Write about 5 sentences to describe what a robot 
 can do.
Reflection:
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 Date of planning: / /2022
Date of teaching: Lớp 6 ........, Lớp 6 ........, Lớp 6 ........
 UNIT 12: ROBOTS
 Lesson 2: A closer look 1 (Period 95)
1. Aims: By the end of the lesson, students will be able to:
- Use the lexical items related to the topic Robots;
- Use the vocabulary and structures to talk about what a robot can and cannot do; pronounce and 
 recognize the falling tone in statements.
2. Contents:
- Task 1: Match the verbs in column A to the words or phrases in column B. (p. 60)
- Task 2: Work in pairs. Tell your partner the activities in Task 1 you can or can’t do. (p. 60)
- Task 3: Work in pairs. Read, ask and answer questions. (p. 60)
- Task 4: Listen and repeat the sentences. (p. 60)
- Task 5: Listen and practice saying the statements in the paragraph. (p. 60)
3. Products:
- Oral and written answers for the words or phrases related to television.
- Oral and written answers for the words with the sounds /oi/ and /au/ in the correct column.
4. Steps:
 T’s & Ss’ Activities Content
 Warm-up: 5 mins
 * Matching: * SET OF PICTURES:
 - Teacher divides students into 4 groups and 
 delivers a set of 6 pictures about daily 
 activities.
 - Teacher asks students to work in groups 
 and match the names of daily activity with 
 suitable pictures. make meals
 - The fastest group will say “Bingo” and 
 stick their work on board.
 - Teacher checks the answers, asks the class 
 to read out loud the activities and gives a 
 small gift to the winning group.
 iron clothes
 do the washing
 repair a broken machine move heavy things
 put toys away
Lead in: 2 mins - Teacher leads students into the lesson by telling 
 them that “In today's lesson, we are going to learn 
 more words to describe what a robot can do and 
 the falling tone in statements.”
Presentation (Vocab-pre-teach) - 5 mins 1.understand (v) to know or realize the meaning of 
VOCABULARY words, what somebody says, etc.
Teacher introduces the vocabulary by: 2.pick (v): [picture] 
- providing the definition of the words. 3.water (v): [picture]
- providing the synonyms of the words. 4.guard (n): [picture]
- providing the pictures of the words. 5.delicious (adj) – [synonym]: yummy/tasty
 6.helpful (adj) – [synonym]: useful
 pick
 water
 guard
Practice: 15 mins
Task 1: Match the verbs in column A to Answer key:
the words or phrases in column B. (p. 60) 1. c 2. a 3.b
- Teacher has students quickly match the 4. e 5. d
 verbs in column A to the words/phrases in 
 column B individually. Explain the words/ 
 phrases if necessary.
- Teacher plays the recording for students to 
 check their answers. Pause the recording 
 after each phrase and ask them to repeat 
 chorally and correct their pronunciation if 
 necessary. Task 2: Work in pairs. Tell your partner 
the activities in 1 you can or can’t do. (p. 
60)
- Teacher helps students remember the use Examples:
 of can to talk about ability in the present 1.I can do the washing but I can’t work as a guard.
 and have some students give examples. 2.I can water plants but I can’t understand your 
- Students work in pairs do the same feelings.
 sharing.
- Teacher may go around to help weaker 
 students.
- Teacher calls some pairs to share their 
 answers with the whole class.
- Teacher gives feedback and corrections (if 
 necessary).
Task 3: Work in pairs. Read, ask and Model answer:
answer questions. (p. 60) A: Can V10 do the washing?
- Teacher models the activity with a more B: Yes, it can.
 able student. Remind students that they A: Can V10 repair a broken machine?
 only use the information from the table to B: No, it can’t.
 ask and answer about what the robot V10 
 can or can’t do.
- Students work in pairs, ask and answer 
 about what the robot V10 can or can’t do.
- Teacher calls some pairs to practice in 
 front of the class and gives feedback.
Presentation (Pre-teach the falling tone in Suggested answer:
statements.) - 5 mins 1.We go to school every morning. 
PRONUNCIATION 2.I can do the washing. 
- Teacher briefly explains to the student that 3.My father repairs a broken machine. 
 we use falling tones at the end of a 
 statement.
- Teacher provides an example of a 
 statement and models the falling tone of 
 the statement.
- Teachers ask students to provide some 
 more examples of statements.
Practice: 5 mins - Teacher plays the recording and asks students to 
Task 4: Listen and repeat the sentences. listen and repeat the statements. Remind students 
(p. 60) of the falling tone.
 - Teacher ask some students to read out the 
 statements and invite comments from other 
 students.
Production: 5 mins - Teacher has students say the statement in the 
Task 5: Listen and practice saying the paragraph on pairs: one reads out the statements 
statements in the paragraph. (p. 60) and the other gives comments.
 - Teacher plays the recording for students to listen 
 and compare with how their partners have 
 pronounced.
 - Teacher asks some students to perform in front of 
 the class. - Other students give comments
 - Teacher gives more comments if needed.
 Consolidation: 2 mins Teacher asks students to talk about what they have 
 learnt in the lesson.
 Homework: 1 min Write a text to describe V10 using the sample in 
 Exercise 5 and information in Exercise 3.
Reflection:
.................................................................................................................................................................
................................................................................................................................................................. 
 Date of planning: / /2022
Date of teaching: Lớp 6 ........, Lớp 6 ........, Lớp 6 ........
 UNIT 12: ROBOTS
 Lesson 3: A closer look 2 (Period 96)
1. Aims:
By the end of the lesson, students will be able to know how to use superlative adjectives: short 
adjectives correctly.
2. Contents:
- Task 1: Write the superlative form of the adjectives in the table. (p. 61)
- Task 2 + 3: Complete the sentences with comparative or superlative form of the adjectives. (p. 61 
+ 62)
- Task 4: Work in pairs. Look at the information of three robots: M10, H9 and A3 and talk about 
each of them, using superlative adjectives. (p. 62)
3. Products:
- Task 1: Written answers.
- Task 2: Written answers.
- Task 3: Written answers: handouts for exercises
- Task 4: Written answers.
4. Steps:
 T’s & Ss’ Activities Content
 Warm-up: 5 mins Set of words:
 * Game: Sentence racing. 1.the tallest
 - Teacher divides the class into 4 groups. 2.the shortest
 - Teacher delivers a set of word cards which 3.the biggest
 contains superlative adjectives of short adjectives 4.the smallest
 to each group.
 - Teacher models a sentence first. (e.g. Minh is the 
 tallest in my class.)
 - Students will have to work in groups to create as 
 many correct sentences from the word cards as 
 possible.
 - The group with more correct sentences will be the 
 winner.
 Lead in: 2 mins Teacher draws students’ attention to 
 superlative adjectives in the sentence they 
 have made and leads in the lesson.
 Presentation: 10 mins * Form:
 1. Superlative adjectives: short adjectives: The + short adj + est
 - Teacher briefly explains the form and use of * Use: Superlative adjectives are used to 
 superlative adjectives: compare more than three people or things, 
 expressing the highest degree.
 - Teacher notices the way to construct the 
 superlative of short adjectives in English:
 Task 1: Write the superlative form of the Answer key: adjectives in the table. Adjectives Superlative form
(p. 61) fast fastest
- Teacher asks students to read the instruction and 
 tells them what they should do. (With a weaker tall tallest
 class, do the first word as an example). noisy noisiest
- Teacher asks students to do the exercise nice nicest
 individually and then compare their answers with a hot hottest
 classmate.
 light lightest
- Teacher checks the answers as a class.
 quiet quietest
 heavy heaviest
 large largest
Practice: 15 mins
Task 2 + 3: Complete the sentences with 
comparative or superlative form of the 
adjectives. (p. 61, 62)
- Teacher uses questions in Exercise 2 + 3 (p. 61, ⮚Go to join my quiz.com
 62) to create questions in the Quizizz game. ⮚Enter the game CODE
- Teacher allows students to use their mobile ⮚Type your name
 devices to answer and interact with the questions ⮚Use and, but and so to complete each 
 online. sentence appearing on the screen
- Teacher gives clear instructions for students to ⮚See who will be the winner
 fully understand how to play Quizizz quiz online.
- Teacher provides the game CODE and allows 
 students’ access to the game. * Questions in the game:
- Students type the word and, but or so to complete 1. Bonbon can move 10 tons; it’s the 
 each sentence appearing on the screen (strong) _________ of all.
- Teacher gives compliments or good marks to the 2. This robot can understand all of what we 
 winner of the game. say. It’s the (smart) __________ in the 
 robot show.
 3. He is the (tall) ____________ in our 
 class; he is about 1.8m tall.
 4. This is the (small) ___________ of all 
 home robots; we can put it in our bag.
 5. This robot is only 200 dollars. It’s the 
 (cheap) ____________ in our shop.
 6. My brother has a (tidy) ____________ 
 room than me.
 7. The (hot) _____________ desert of all is 
 Sahara and it’s in Africa.
 8. Travelling by plane is (fast) 
 ____________ than going by car.
 9. Who is the (tall) _____________ in your 
 family?
 10. I think dogs are (smart) _____________ 
 than cats.
 Answer key:
 1.strongest
 2.smartest
 3.tallest
 4.smallest
 5.cheapest 6.tidier
 7.hottest
 8.faster
 9.tallest
 10. smartest
 Task 4: Work in pairs. Look at the information MODEL DISCUSSION:
 of three robots: M10, H9 and A3 and talk about A: A3 is the tallest of the three robots.
 each of them, using superlative adjectives. (p. 62) B: M10 is the youngest of the three robots.
 - Teacher asks students to look at the information in A: A3 is the heaviest of the three robots.
 exercise 4 and explains what they have to do. B: H9 is the cheapest of the three robots.
 - Teacher models the activity with a more able 
 student and reminds students that they only use the 
 information from the table to describe the three 
 robots using superlative adjectives.
 - Teacher may explain the meaning of the words 
 age, weight, height, price and asks students to 
 elicit the adjectives they can use to describe each 
 row.
 - Students work in pairs to say sentences comparing 
 three robots.
 - Teacher moves around to offer help if needed.
 - Teacher calls some pairs to perform in front of the 
 class.
 Production: 10 mins * MODELLING
 * Game: Find someone who A: Who is the tallest in our class?
 - First, teacher models the game Find someone B: Khoi is the tallest in our class.
 who with a more able student. 
 - Teacher has students work in pairs ask and answer 
 questions to find out the student who is the 
 shortest/ tallest/ smartest, ect. in the class.
 - Teacher moves around and offers help if needed.
 - Teacher calls some pairs to report their findings. Report: 
 In our class, Khoi is the tallest
 Consolidation: 2 mins Teacher asks students to talk about what 
 they have learnt in the lesson.
 Homework: 1 min Write the answers of exercise 2 and 3 on 
 your notebooks.
Reflection:
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