Giáo án Tiếng Anh Lớp 6 - Week 32 - Năm học 2023-2024

WEEK 32 Date of preparing: 19/04/2024 Date of teaching: ..../04/2024 Period 84 UNIT 12: ROBOTS Lesson 1: GETTING STARTED (P.58 - 59) I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words for daily activities; - say statements with correct tones; - compare people and things using superlative adjectives; - express agreement and disagreement about something; - read for specific information about an international robot show; - talk about what robots can do; - listen for specific information about what robots can do; - write a paragraph about a robot one would like to have 1. Knowledge: - To introduce topic of the lesson Robots. To teach listening and reading about types of robots; what robots can do at home , in factories, in hospitals. Practice reading the conversation between Nick, Phong, and Dr Adams about Robots. Talking about what the robots in the show can do. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; - Newwords: robot, human, feelings, guard, age, height, weight, useful; do the dishes; iron clothes; do the washing; make meals; repair; broken machines + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: By the end of the lesson students will be able to learn what robots can do at home , in factories, in hospitals. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: I. WARM UP & INTRODUCTION (5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Review the previous lesson . Tmay organize a short vocabulary game, e.g. Alphabet Race or Slap the Board, etc. to revise the words Ss have learnt in Unit 11. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Revision + Revision - Teacher (T) asks Ss some questions - T_ Ss about the previous lessons. - (Ss) listen and learn how to do it . Review the previous unit before Ss open their books. T may organize a short vocabulary game, e.g. Alphabet Race or Slap the Board, etc. to revise the words Ss have learnt in Unit 11. - Lead to the new unit. Write the unit title Robots on the board. Ask Ss to guess what they are going to learn about in this unit. After Ss respond, ask them to open their books to page 58. Draw their attention to the This Unit includes... box and introduce what they are going to learn in Unit 12. - Open their book and write . * T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. - Have Ss open their books and start the lesson. 2. PRESENTATION (12’) ACTIVITY 1: Aims: - To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading. Ss learn some new words; become familiar with the new language items. * Organisation :Teacher’s instructions 1. Listen and read. 1. Listen and read. *) Pre- teach vocabulary: * Vocabulary - Teacher uses different techniques to - International Robot Show teach vocabulary (situation, realia, - Robot (n) người máy translation .....) - do the dishes (v) rửa bát đĩa + Teacher may introduce the - iron (v) là (quần áo) vocabulary by: - put away(v) cất, dọn - providing explanations of the - repair (v) sửa chữa words; - broken machines (v) máy hỏng - showing picture illustrating - human (n) con người the word. + Follow the steps to teach + Take note vocabulary - Repeat in chorus and individually + Check vocabulary + Ask Ss to take note * Set the context for the introductory text by asking Ss questions such as Where are Nick, Phong and Dr Adams?, What are they talking about? - T can ask Ss to guess Dr Adams' job. T can also ask Ss to share any recent experiences of visiting a show: - T_ Ss Have you ever been to a show?, Where and when?, What did you see - Answer the teacher’s questions. there? - Find out the words related to the topic. - Encourage Ss to give T their answers, but do not confirm whether - Learn how to read and use them. their answers are right or wrong. - Ask them to talk a bit about types of - Copy robots they know. - New Word: robot, human, feelings, useful; - Play the recording twice for Ss to do the dishes; iron clothes; do the washing; listen and read along. make meals; repair; broken machines - Have Ss underline the words that are related to the topic of the unit while - Pair work they are listening and reading. - Act out the conversation. - Invite some pairs of Ss to read the dialogue aloud. - Ask Ss what exactly Nick, Phong, and Dr Adams are talking about. Now confirm the correct answer (They are talking about what the robots in the show can do). - Have Ss say the words in the text that they think are related to the topic Robots. - Quickly write the words on one part of the board. - Comment on Ss'answers. - Get some pairs to read the conversation in front of the class. - Check their pronunciation, if necessary. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss understand the text. * Content: Read and tick T/ F. * Outcome: Ss understand more the content of the text. * Organisation : Teacher’s instructions 2. Read the conversation again and 2. Read the conversation again and tick ( tick (✓) T (True) or F (False). ✓) T (True) or F (False). - Have Ss look at the statements in this - T_ Ss activity.Tell them how to do it. - Give them some strategies to do the exercise (e.g. reading the statements, - Follow the teacher’s instructions underlining the key words, reading the text paying attention to the key words, - Give the answers and check. deciding if each sentence is true or false). * Key: - Set a time limit for Ss to do the 1. T 2. F 3. T 4. F 5. T activity independently. When the time is up, have Ss share their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. - For stronger classes, ask Ss to correct the false sentences. - Check the answers as a class. ACTIVITY 3: Aim: To help further Ss understand the text. * Content: Read and complete the sentences. * Outcome: Ss can complete the sentences, using adjectives in the box. * Organisation : Teacher’s instructions 3. Complete the following sentences , 3. Complete the following sentences , using the adjectives in the box. using the adjectives in the box. - Ask Ss to work independently to fill - T_ Ss each blank with the adjective in the box - Ss work independently from the conversation. T may instruct - Learn how to do it them how to do the exercise: (1) read - Share the answers the sentence with the blank and try to - Copy them work out the meaning from the whole sentence; (2) find the adjective in the * Key : box that bests the blank meaningfully. 1. useful 2. fast 3. strong Model with the first sentence. 4. smart 5. heavy - Allow Ss to share answers before discussing as a class. - Write the correct answers on the board. - T gives correct answer. ACTIVITY 4: Aim: To develop Ss' knowledge of vocabulary about daily activities. * Content: To introduce revise some vocabulary about daily activities. Do the matching. * Outcome: Ss have some knowledge of vocabulary about daily activities. * Organisation : Teacher’s instructions 4. Match the following activities with 4. Match the following activities with the the pictures pictures - Have Ss quickly match each activity with the picture individually. - Then ask Ss to check their answers with their partners. - Ask some Ss to read out their answers or write them on the board. Check the answers as a class. - With weaker classes, ask for the translation of the activities. With - Ss work independently stronger classes, T may ask some - Ss do themselves. additional questions, e.g. Can you iron * Key: clothes / make meals...? Who often 1. b 2. c 3. e 4. d 5. f 6. a makes meals in your family? etc. - Confirm the correct answers. - Check the answers as a class. 4. PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 5: Aim: To help Ss practise saying phrases of daily activities introduced in 4. * Content: Play GAME. Miming to practice some phrases of daily activities. * Outcome: Ss work in groups . Mime activities . others try to guess to revise some phrases of daily activities. * Organisation : Teacher’s instructions 5. GAME . Miming 5. GAME . Miming Work in groups. A student mimes one Work in groups. A student mimes one of of activities in 4 and the others try to activities in 4 and the others try to guess. guess. The swap. The swap. - Demonstrate the game to the class first. - T – Ss Ask a stronger student to help you. - Ask Ss to play in groups. In a weaker - Work in groups class, T may work together with Ss first: miming one or two activities in 4 and - Do the tasks eliciting the answers. When they know exactly what to do, ask them to work in groups. - Move around to observe and offer help. - Invite Ss to share their findings to the class. 5 . WRAP-UP & HOME WORK (2’) * Ask one or two Ss to tell the class what they have learnt. Ask Ss to say some words they remember from the lesson. - If there is a visualizer in the classroom, show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the superlative adjectives and tells Ss that they will learn these language points in the following lessons. HOME WORK - Read again the conversation on page 48 - Do more exercises in workbook. - Prepare new lesson: Unit 12 : A closer look 1 . IV. Evaluation Date of preparing:21/04/2024 Date of teaching: /04/2024 Period 85 UNIT 12: ROBOTS Lesson 2: A CLOSER LOOK 1 (P.60) I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson Robots . To teach some new words related to Robots can do or cannot do. To practse saying falling tone in statements. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; - New words: do the dishes; iron clothes; do the washing; make meals; repair; broken machines + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: Students will be able to learn some new words related to Robots can do or cannot do. To practse saying falling tone in statements. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Aims: Vocabulary - To revise/ teach the names of other daily activities * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading . Ss learn some new words; become familiar with the new language items. * Organisation :Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Playing game: + Playing game : - T – Ss . Ss-Ss Guessing game Guessing game - Revising phrases relating to localtions of Guessing game houses, Eg. In the sea, in the city; in the - Students (Ss) listen and learn how to do. counryside - Ss answer. - Teacher (T) asks guides, gives instructions how to play guessing game. - Ask Ss to open their book and introduce - Open their book and write . what they are going to study . 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aim: To teach/ revise the names of other daily activities. * Content: Do the matching to revise the names of other daily activities. * Outcome: Ss learn more some new words and the names of other daily activities. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content 1. Match the verbs in column A to the 1. Match the verbs in column A to the wordr or phrases in column B . Then wordr or phrases in column B . Then listen and repeat. listen and repeat. - T – Ss * Vocabulary *) Pre- teach vocabulary: - guard (n) bảo vệ - Teacher uses different techniques to - pick (v) nhặt teach vocabulary (situation, realia, - mood (n) tâm trạng translation .....) - make meals (v) nấu ăn + Follow the steps to teach vocabulary . - Repeat in chorus and individually - Ss do it + Check vocabulary + Students (Ss) listen to the instructions + Take note carefully and learn how to do the tasks. - Have Ss quickly match the verbs in * Key : 1. c 2. a 3. b 4. e 5. d column A to the words / phrases in column B individually. Explain the Audio script: words / phrases if necessary. 1. understand our feelings - Play the recording for Ss to check their 2. pick fruit answers. - Pause the recording after each 3. do the washing phrase and ask them to repeat chorally 4. water plants and Individually. 5. work as a guard - Correct their pronunciation. With a weaker class, ask for translations to check understanding. With a stronger class, ask some additional questions, e.g. Can you do the washing?, Can your dog understand your feelings? etc. - Check the answers as a class. - Give the comments. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss practise describing people's abilities, using the modal can / can't and the phrases they have learnt in 1. * Content: Pair work . Tell the partner the activities in 1 they can or can’t do now. * Outcome: Telling to practise describing people's abilities, using the modal can / can't. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 2. Work in pairs . tell your partner 2. Work in pairs . tell your partner the the activities in 1 you can or can’t do activities in 1 you can or can’t do now. now. - Work in pairs Exanple : - Listen carefully and learn how to do. I can pick fruit but I can’t understand your feelings. - Ss work independently. - Help Ss recall the use of can to talk about ability in the present and have - Give the answers some Ss give examples. - Ask a stronger student to tell what activities in 1 he / she can or can't do. Ask Ss to do the same in pairs. - T may go around to help weaker Ss. ACTIVITY 3: Aim: To give Ss further practice on asking and answering about abilities, using the modal can and daily activities. * Content: Read the information . Ask and answer the questions. * Outcome: Ss further practice on asking and answering about abilities. * Organisation : Teacher’s instructions 3. Work in pairs . Read the 3. Work in pairs . Read the information information about what V10, a robot , about what V10, a robot , can or can’t can or can’t do. Ask and answer do. Ask and answer questions questions. - Ss to work in pairs - First, model this activity with a - Ss do themselves. stronger student. - Add more words - Remind Ss that they only use the - Copy them information from the table to ask and answer about what the robot V10 can or can't do. - Then ask Ss to work in pairs. -Call on some pairs to practise in front of the class. - T and other Ss give comments. II. PRONUNCIATION: ACTIVITY 4: Falling tone in statements. Aim: To help Ss identify how to say statements with the correct tone. * Content: Listen and repeat to know when we use falling tone at the end of a statement. * Outcome: Ss can say statements using falling tone at the end of a statement. * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 4. Listen and repeat the following 4. Listen and repeat the following sentneces . sentneces - Model the statement "I often water - T-Ss plants after school." first, and then askSs to identify the tone. Briefly explain to them that we use falling tone at the end of a statement. Ask Ss to practise falling tone with the example in the Remember! box. * Remember! * Audio script: Our voice often goes down at the end of 1. I often water plants after school. the statement. 2. Shifa can do many things like humans. Example : We go to school every 3. My dad makes delicious meals at morning. weekends. - Play the recording and ask Ss to listen 4. WB2 is the strongest of all the robots. and repeat the statements. Play the 5. H8 is a home robot. recording as many times as necessary. - Ask some Ss to read out the statements and invite comments from other Ss. 4. FURTHER PRACTICE (8’) ACTIVITY 5: Aim: To help Ss practise saying statements with the correct tone in context. * Content: Saying the statements . Listen and repeat. * Outcome: Ss practise saying statements with the correct tone. * Organisation : Teacher’s instructions 5. Practice saying the statements in the 5. Practice saying the statements in the following paragraph. Then listen and following paragraph. Then listen and repeat repeat - Have Ss say the statements in the - Listen to the instructions carefully then paragraph in pairs: one reads out the do the tasks._ T _ Ss statements and the other comments. Audio script: - Play the recording for Ss to listen and My robot is Jimba. It's a home robot. It's compare with their partner's very helpful. It can do the housework. It pronunciation. can also water plants and pick fruit. It can - Play the recording again for Ss to repeat work as a guard. I love my robot very each statement of the paragraph. much. - Call on some Ss to read out the Ask Ss to summarise what they have learnt paragraph. in the lesson. - Comment on their pronunciation ofthe falling tone atthe end ofeach statement. 5. WRAP-UP & HOME WORK (2’) * Have Ss summarize what they have learnt in this period. * HOME WORK - remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson: Unit 12 : A closer look 2 . ====================== IV. Evaluation Date of preparing: 21/04/2024 Date of teaching: /04/2024 Period 86 UNIT 12: ROBOTS Lesson 3: A CLOSER LOOK 2 (P.61 – 62) I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach a grammar point : Superlative adjectives: short adjectives. To practice doing exercises using superlative form of adjectives. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence:Students will be able to learn how to use and form superlative form of adjectives. To practise doing exericses with comparative or superlative form of adjectives. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector - Students : Text books, studying equipments . - Work Arrangements: T_Ss , group works; individual III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Grammar: Superlative adjectives: short adjectives Aim: To help Ss form and use the superlative form of adjectives: Short adjectives. - Choose three or more Ss of very different heights and ask them to come to the front and line up. T asks the class: Who is the tallest? Indicate tall and tallest with your hands and arms. Ask Ss to say what tallest is in Vietnamese. T introduces the subject of the lesson: superlative adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh cao nhất của tính từ). - Have Ss look at the Remember! box about the use of superlative adjectives. - To explain to them that superlative adjectives are used to compare more than two people or things, expressing the highest degree. Explain that the superlative of short adjectives is constructed in several different ways in English, and that some of those ways are presented in the Grammar box below. Positive Superlative Rule one syllable fast fastest + est large largest + st hot hot + test two syllables noisy noisiest y -> iest * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions Teacher’s & Student’s activities Content + Greeting + Greeting + Revision + Revision - Teacher (T) asks Ss some questions - T- Ss about the previous lessons, - Students (Ss) listen and learn how to - T may introduce some warm-up do. activities to creat a friendly and relaxed - Open their book and write . atmostphere to inspire Ss to warm up to the subject and new class - Ask Ss to open their book and introduce what they are going to study . 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aim: To help Ss practise forming the correct form of superlative adjectives. * Content: Introduce the superlative adjectives. Short adjectives. Write the superlative form of adjectives. * Outcome: Learn how to form and use the superlative adjectives. Short adjectives * Organisation : Teacher guides. • Remember! We use superlative adjectives to compare three or more People or things. Example: This is the biggest of the three bags. Examples: Tom is the tallest in his class Teacher’s & Student’s activities Content 1. Write the superlative form af 1. Write the superlative form af adjectives in the table below. adjectives in the table below. - Ask Ss to read the instruction. Tell Ss - T- Ss what they should do. (With a weaker + Students (Ss) listen to the instructions class, do the first word as an example). carefully and learn how to do the tasks. - Answer the teacher’s questions - Ask Ss to do the exercise individually * Key : and then compare their answers with a Adjectives Superlative form classmate. fast Fastest tall Tallest - Check the answers as a class. noisy Noisiest nice Nicest - Confirm the correct answers. hot Hottest light Lightest quiet Quietest heavy Heaviest large largest 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss practise forming the correct form of superlative adjectives in the sentences. * Content: Complete the sentences, using superlative adjectives. * Outcome: Ss can complete the sentences, using superlative adjectives correctly * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 2. Compelte the following sentences 2. Compelte the following sentences with superlative form of adjectives in with superlative form of adjectives in brackets. 1 is an example brackets. 1 is an example. - Ask Ss to read the instruction. Tell Ss - T- Ss what they should do. The first sentence - Listen carefully and learn how to do. is done as an example. - Follow the teacher’s instructions - Ask Ss to do the exercise individually and then compare their answers with a * Key: classmate. 2. smartest 3. tallest 4. smallest 5. - Check the answers as a class. cheapest - Confirm the correct answers. ACTIVITY 3: Aims: - To help Ss practise forming the correct form of superlative adjectives; - To help Ss revise the form and use of comparative adjectives; - To help Ss distinguish between comparative adjectives and superlative adjectives. * Content: Complete the sentences using comparative adjectives and superlative adjectives. * Outcome: Ss can do exercises using comparative adjectives and superlative adjectives correctly. * Organisation : Teacher’s instructions 3. Complete the following sentences 3. Complete the following sentences with comparative or superlative form with comparative or superlative form of adjectives in brackets. of adjectives in brackets. - Have Ss do this exercise individually. - Ss work individually Call on two Ss to write their answers on - Ss do themselves. the board. Key : - Draw all Ss'attention to the board and 1. tidier 2. hottest 3. faster checkthe answers together. Confirm the 4. tallest 5. smarter correct answers. ACTIVITY 4: Aim: To give Ss further practice on using superlative adjectives * Content: Further practice . Look at information and talk about them using superlative adjectives * Outcome: Ss can talk about three robots using superlative adjectives * Organisation : Teacher’s instructions Teacher’s Student’s activities Content 4. Work in pairs. Look at the 4. Work in pairs. Look at the informationof the three robots: M10, informationof the three robots: M10, H9 and A3 to talk about each of H9 and A3 to talk about each of them, using superlative adjectives. them, using superlative adjectives. - Ask Ss to look at 4 and explain what they have to do. First, model this activity with a stronger student. - Work in pairs - Remind Ss that they only use the information from the table to describe - Do the tasks and share the answers. the three robots using superlative adjectives. A. A3 is the tallest of the three robots. - T may explain the meaning of the words age, weight, height, price and ask B. M10 is the youngest of the three Ss to elicit the adjectives they can use to robots. describe each row. - Have Ss work in pairs to say sentences comparing the three robots. Move around to offer help if needed. 4. FURTHER PRACTICE ( 8’) ACTIVITY 5: Aim: To give Ss further practice on using superlative adjectives. * Content: Play GAME. Find some one who . to practice on using superlative adjectives. * Outcome: Ss work in pairs and ask the partner to find someone who is . the tallest/ the oldest/ the shortest . * Organisation : Teacher’s instructions 5. GAME. Find someone who .. work 5. GAME. Find someone who .. inpairs. Ask your partner to find in work inpairs. Ask your partner to your class someone who is : find in your class someone who is - the tallest . – the shortest - T _ Ss - the oldest. – the biggest - Listen to the instructions carefully . then do the tasks. - First, model the game Find someone - Do the tasks who... with a stronger student. Key : - Have Ss work in pairs to ask and answer questions to find out the student who is the shortest / tallest / smartest, etc. in their class. - Move around to offer help if needed. - If there is enough time, ask Ss to compare their findings with other pairs'. - T and other Ss give comments. 5. WRAP-UP & HOME WORK (2’) * Summarize what they have learnt in the lesson. Ask Ss to give some sentences with superlative form of short adjectives. * HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson: Unit 12 : Skills 1 . =============================== IV. Evaluation TỔ CHUYÊN MÔN DUYỆT