Kế hoạch bài dạy Tiếng Anh Lớp 6 Global Success theo CV5512 - Unit 12: Robots

 Language analysis 
 Form Meaning Pronunciation Vietnamese equivalent
 1. robot (n) a machine that is made to look like a human /ˈrəʊbɒt/ người máy
 and that can do some things that a human 
 can do
 2. do the dishes to wash plates, glasses, bowls, etc. with soap /duː ðə dɪʃiz/ rửa bát
 (vph) and water after a meal.
 3. iron (v) to make clothes, etc. smooth by using an iron /ˈaɪən/ là (ủi) quần áo
 4. useful (adj) that can help you to do or achieve what you /ˈjuːsfl/ có ích, có tác dụng tốt
 want
 5. put st away (vph) to put something in the place where it is kept /pʊt əˈweɪ/ bỏ đi, đổ đi
 because you have finished using it
 6. repair (v) to fix something that is damaged /rɪˈpeə(r)/ sửa chữa
 7. broken (adj) no longer whole or working correctly /ˈbrəʊkən/ bị hỏng
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge and experiences Prepare some handouts in which the key language is 
 about the topic. presented. Board Plan
 Date of teaching
 Unit 12: Robots
 Lesson 1: Getting started
 *Warm-up
 Guessing word
 I. Vocabulary:
 1. robot (n)
 2. do the dishes (vph)
 3. iron (v)
 4. useful (adj)
 5. put sth away (vph)
 6. repair (v)
 7. broken (adj)
 II. Getting started:
 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
 *Homework
Procedure the conversation and the picture in the 
 textbook and asks them questions like:
 1. Where are Nick, Phong and Dr Adams?
 2. What are they talking about?
 3. Have you ever been to a show before?
 Suggested answers:
 1. They are at a robot show.
 2. They are talking about robots.
 3. Yes, I have been to a motor show. / No, I 
 haven’t. But I want to be at a show in the 
 future.
Presentation - To introduce the VOCABULARY 5 mins
 (Vocab- vocabulary appearing Teacher introduces the vocabulary by: T-Ss
 pre-teach) in the text. - providing the pronunciation of the words
 - providing the definition or picture of the 
 - To help students well- words
 prepared for the 1. robot (n): [picture]
 listening and reading 2. do the dishes (vph): [picture]
 tasks. 3. iron (v): [picture]
 4. useful (adj) that can help you to do or 
 achieve what you want
 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 broken
Practice To practice the Task 1: Listen and read. (p. 58) 25 mins
 targeted language and - Teacher plays the recording, asks students to T-Ss
 the background underline the words that are related to the 
 knowledge of the topic topic of the unit while they are listening and 
 Robots. reading.
 - Teacher can play the recording more than Ss
 once.
 - Students listen and read. Ss-Ss
 - Teacher invites some pairs of students to T-Ss
 read the dialogue aloud.
 To help students Task 2: Complete the sentences, using the 
 understand the text. adjectives in the box. (p. 59)
 - Teacher asks students to work independently T-Ss
 to fill each blank with the adjective in the box 
 from the conversation.
 - Teachers may instruct them how to do the Ss-Ss
 exercise and model with the first sentence: - Teacher allows students to share their T-Ss
 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
To develop students’ 
knowledge of the Task 4: Match the activities with the pictures. 
vocabulary about daily (p. 59) T-Ss
activities. - Teacher has students quickly match each 
 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?
 Answer key:
 1. b 2. c 3. e 4. d 5. f 
 6. a UNIT 12: ROBOTS
 Lesson 2: A closer look 1 
I. Objectives
By the end of this lesson, students will be able to:
1. Knowledge
- 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. Core competence:
- Be collaborative and supportive in pair work and team work
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
II. Materials 
- Grade 6 textbook, Unit 12, A closer look 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn 3. Some students will excessively talk in the class. - Define expectations in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before 
 every activity). Procedure
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate students’ * Matching: 5 mins
 prior knowledge and - Teacher divides students into 4 groups and Group work
 vocabulary related to the delivers a set of 6 pictures about daily 
 topic. activities.
 - Teacher asks students to work in groups and T-Ss
 - To enhance students’ match the names of daily activity with 
 skills of cooperating with suitable pictures.
 team mates. - The fastest group will say “Bingo” and stick 
 their work on board.
 - Teacher checks the answers, asks the class Ss-Ss
 to read out loud the activities and gives a 
 small gift to the winning group.
 * SET OF PICTURES:
 make meals put toys away
 Lead-in - To lead in the lesson - Teacher leads students into the lesson by T-Ss 2 mins
 about vocabulary and telling them that “In today's lesson, we are 
 pronunciation. going to learn more words to describe what 
 a robot can do and the falling tone in 
 statements.”
Presentation To teach students some VOCABULARY 5 mins
 (Vocab- more words related to Teacher introduces the vocabulary by: T-Ss
 pre-teach) the topic. - providing the definition of the words.
 - providing the synonyms of the words.
 - providing the pictures of the words.
 1. understand (v) to know or realize the 
 meaning of words, what somebody says, etc.
 2. pick (v): [picture] 
 3. water (v): [picture]
 4. guard (n): [picture] Practice To revise/ teach the Task 1: Match the verbs in column A to the 15 mins
 names of other human words or phrases in column B. (p. 60)
 daily activities. - Teacher has students quickly match the T-Ss
 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 T-Ss
 check their answers. Pause the recording 
 after each phrase and ask them to repeat 
 chorally and correct their pronunciation if 
 necessary.
 Answer key:
 1. c 2. a 3.b
 4. e 5. d
 To help students practice Task 2: Work in pairs. Tell your partner the 
 telling about people’s activities in 1 you can or can’t do. (p. 60)
 abilities, using the modal - Teacher helps students remember the use of T-Ss
 can/can’t and the can to talk about ability in the present and 
 phrases they have learnt have some students give examples.
 in Task 1. - Students work in pairs do the same sharing.
 - Teacher may go around to help weaker 
 students.
 - Teacher calls some pairs to share their Pair work
 answers with the whole class.
 T-Ss B: No, it can’t.
 Presentation To help students PRONUNCIATION 5 mins
(Pre-teach the indentify how to say - Teacher briefly explains to the student that T- Ss
falling tone in statements with corrects we use falling tones at the end of a 
 statements.) tone. statement.
 - Teacher provides an example of a statement 
 and models the falling tone of the 
 statement.
 - Teachers ask students to provide some more 
 examples ofstatements.
 Suggested answer:
 1. We go to school every morning. 
 2. I can do the washing. 
 3. My father repairs a broken machine. 
 Practice To help students Task 4: Listen and repeat the sentences. (p. 5 mins
 identify how to say 60) Homework To revise what they have Write a text to describe V10 using the sample T-Ss 1 min
 learnt. in Exercise 5 and information in Exercise 3. Form Meaning Example 
 Superlative adjectives to compare three or This is the smartest robot I have ever met.
 The + short adj + est
 more people or things.
 Anticipated difficulties Solutions
 1. Students may lack knowledge and experiences about Prepare some hand-outs in which key grammatical points 
 the target grammatical points. are presented.
 2. Some students will excessively talk in the class. - Define expectations in explicit detail.
 - Have excessive talking students practise.
 - Continue to define expectations in small chunks (before 
 every activity).
Board Plan knowledge of - Teacher delivers a set of word cards which 
 superlative adjectives. contains superlative adjectives of short 
 - To enhance students’ adjectives to each group.
 skills of cooperating - Teacher models a sentence first. (e.g. Minh is 
 with team mates. 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.
 Set of words:
 1. the tallest
 2. the shortest
 3. the biggest
 4. the smallest
 Lead-in To introduce target Teacher draws students’ attention to T-Ss 2 mins
 grammar of superlative superlative adjectives in the sentence they 
 adjectives: short have made and leads in the lesson.
 adjectives.
Presentation To introduce the 1. Superlative adjectives: short adjectives: 10 mins
 superlative of short - Teacher briefly explains the form and use of T-Ss
 adjectives. superlative adjectives:
 * Form:
 The + short adj + est