Unit 12 - Anh 6

Preparing date: 12/ 4/ 2023
Week 31
Period 93
UNIT 12: ROBOTS
Lesson 1: Getting started –
At an International Robot Show
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to use vocabulary to talk about robots
and daily activities
II. Competences
1. Generic competences
a. Self-management and self-study competences.
- Study and use the lexical items related to the topic robots and daily activities
- Develop self-control and independent learning.
b. Communication and collaboration competences.
- Develop conversation skills, problem-solving and creativity.
- Be communicative, collaborative, and supportive in pair work and teamwork.
c. Problem-solving and creativity competences.
- Be able to solve tasks in the lesson.
2. Specific competences
a- Listen and read for details about types of robots and what they can do in the future
b- Use the vocabulary and structures to talk about what a robot can do
III. Qualities
1- Be interested in learning English.
2- Express present ability
3- Have beautiful dream about the modern life
B. TEACHING AIDS
1.Teacher: textbook, laptop, projector, sachmem, teaching plan …….
2. Students: textbook, workbook…
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
ACTIVITY 1: WARM UP- (5’)
* Objectives.
- II- 1a,1b, 1c; III-1
- Identify the knowledge Ss have about the topic.
- Draw students’ attention and generate Ss’ interest.
Content - Performance Outcome
* Guessing word:
- Teacher divides the class into two big groups.
- Teacher draws a 6-letter word puzzle on the Suggested answer:
board. R O B O T S
- 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.
ACTIVITY 2: LISTEN AND READ (15’)

* Objectives.
- II- 1b, 1c, 2a; III- 1,2,3
- To introduce the vocabulary appearing in the text.
- To help students well-prepared for the listening and reading tasks.
- To practice the targeted language and the background knowledge of the topic
Robots.

I. New words: I. New words
Teacher introduces the vocabulary by: 1. robot (n): [picture] người máy
- providing the pronunciation of the words 2. do the dishes (vph): [picture] rửa bát
- providing the definition or picture of the 3. iron (v): [picture] là (ủi) quần áo
words 4. useful (adj) có ích, có tác dụng tốt
* Checking vocab: Matching 5. put sth away (vph) bỏ đi, đổ đi
6. repair (v) sửa chữa
II. Listen and read. (p. 58) 7. broken (adj) bị hỏng
* Set the context for the introductory text by II. Listen and read. (p. 58)
asking Ss questions such as Where are Nick,
Phong and Dr Adams?, What are they talking
about?
- Teacher asks student to open the textbook
and draws students’ attention to the title of
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? - Answer the teacher’s questions.
3. Have you ever been to a show before?- *Suggested answers:
Encourage Ss to give T their answers, but do 1. They are at a robot show.
2. They are talking about robots.
not confirm whether their answers are right or 3. Yes, I have been to a motor show. /
wrong. No, I
- Ask them to talk a bit about types of robots haven’t. But I want to be at a show in
they know. the future.
- Play the recording twice for Ss to listen and - Find out the words related to the topic.
read along.
- Have Ss underline the words that are related - Learn how to read and use them.
to the topic of the unit while they are listening
and reading. - Copy
- New Word: robot, human, feelings,
- Invite some pairs of Ss to read the dialogue
useful; do the dishes; iron clothes; do the
aloud.
washing; make meals; repair; broken
- Ask Ss what exactly Nick, Phong, and Dr machines…
Adams are talking about. Now confirm the
correct answer (They are talking about what - Pair work
the robots in the show can do). - Act out the conversation.
- 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.
ACTIVITY 3: PRACTICE (20’)

* Objectives.
II- 1a, 1b, 1c, 2a,2b; III- 1,2,3
-To help students further understand the text.
-To develop students’ knowledge of the vocabulary about daily activities.
1. Complete the sentences, using the III. Practice
adjectives in the box. Ex2/p. 59
- Teacher asks students to work 1. Complete the sentences, using the
independently to fill each blank with the adjectives in the box. Ex2/p. 59
adjective in the box from the conversation. Answer key:
- Teachers may instruct them how to do the 1.useful
exercise and model with the first sentence: 2.fast
1. Read the sentence with the blank and try 3.strong
to work out the meaning of the whole 4.smart
sentence 5.heavy
2. Find the adjective in the box that can fit
the blank meaningfully.
- Teacher asks students to share their
answers before discussing as a class.
- Teacher checks their answers as a class.
2. Read the conversation again and tick T 2. Read the conversation again and tick
(True) or F (False).Ex3/p. 59 T (True) or F (False).Ex3/p. 59
- Teacher has students look at the
statements in this activity and tells them
how to do it by telling them the strategies Answer key:
to do the exercise: 1. T 2. F 3. T 4. F
1. Read the statement 5. T
2. Underline the key words
3. Read the text and pay attention to the key
words
4. Decide if each sentence is true or false
- Teacher sets the time limit.
- 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.
3. Match the activities with the pictures. 3. Match the activities with the
Ex4/p. 59 pictures. Ex4/p. 59
- 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, Answer key:
teacher may ask some additional 1. b 2. c 3. e
questions, e.g. Can you iron clothes/make 4. d 5. f 6. a
meals…? Who often makes meals in your
family?
ACTIVITY 4: APPLICATION (5’)

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
To help students pratise saying phrases of human daily activities which are introduced
in Task 4.

* Game – Miming. Ex5/p59 * Game – Miming. Ex5/p59
Work in groups. A student mimes one of activities in Work in groups. A student
4 and the others try to guess. The swap. mimes one of activities in 4
- Teacher asks students to work in group of 4. and the others try to guess.
- Teacher asks a more able student to help and The swap.
demonstrates the game to the class first. - Do the tasks
● Choose an activity in task 4.
● Act it out and ask the question: What am I
doing?
● Other students respond: You’re doing the dishes.
● Respond: Yes, that’s right. / No, try again.
- Students take turns to act and guess.
* Homework
- Write about 5 sentences to describe what a robot can do.
? Learn by heart all the new words and structures. ? Do A1,2 P40;
? Prepare: Unit 12: A closer look 1
Duyệt kế hoạch ngày 15 tháng 04 năm 2023

Week 32
Period 94
UNIT 12: ROBOTS
Lesson 2: A closer look 1
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to use vocabulary to talk about robots
and identify the falling tone in statements.
II. Competences
a- Use the vocabulary and structures to talk about what a robot can and cannot do;
b- Pronounce and recognize the falling tone in statements.
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1
* Matching: * Matching:
- Teacher divides students into 4 groups
and delivers a set of 6 pictures about * SET OF PICTURES:
daily
activities.
- Teacher asks students to work in groups
and match the names of daily activity
with make meals iron clothes
suitable pictures.
- 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 do the washing repair a broken machine
gives a small gift to the winning group.
move heavy things put toys away
ACTIVITY 2: VOCABULARY (23’)

* Objectives.
- II- 1b, 1c, 2a; III- 1,2,3
-To teach students some more words related to the topic.
-To revise/ teach the names of other human daily activities.
-To help students practice telling about people’s abilities, using the modal can/can’t
and the phrases they have learnt in Task 1.
To give students further practice on asking and answering about abilities, using the
modal can and daily activities.

1. New words I. New words
Teacher introduces the vocabulary by: 1. understand (v) hiểu
- providing the definition of the words. 2. pick (v): [picture] nhặt, ngắt
- providing the synonyms of the words. 3. water (v): [picture] tưới nước
- providing the pictures of the words. 4. guard (n): [picture] canh giữ
5. delicious (adj) – ngon
8 Checking vocab: R.O.R [synonym]: yummy/tasty
6. helpful (adj)
[synonym]: useful hay giúp đỡ
2. Vocabulary II. Vocabulary
2.1. Match the verbs in column A to the 1. Match the verbs in column A to
words or phrases in column B. (Ex1/p. 60) the words or phrases in column B.
- Teacher has students quickly match the (Ex1/p. 60)
verbs in column A to the words/phrases in Answer key:
column B individually. Explain the words/ 1. c 2. a 3.b
phrases if necessary. 4. e 5. d
- Teacher plays the recording for students to Audio script:
check their answers. Pause the recording 1. understand our feelings
after each phrase and ask them to repeat 2. pick fruit
chorally and correct their pronunciation if 3. do the washing
necessary. 4. water plants
5. work as a guard
2.2. Work in pairs. Tell your partner the 2. Work in pairs. Tell your partner
activities in 1 you can or can’t do. (Ex2/p. the activities in 1 you can or can’t
60) do. (Ex2/p. 60)
- Teacher helps students remember the use of Examples:
can to talk about ability in the present and 1. I can do the washing but I can’t
have some students give examples. work as a guard.
- Students work in pairs do the same sharing. 2. I can water plants but I can’t
- Teacher may go around to help weaker understand your feelings.
students.
- Teacher calls some pairs to share their
answers with the whole class.
- Teacher gives feedback and corrections (if
necessary).
2.3. Work in pairs. Read, ask and answer
questions. (Ex3/p. 60) 3. Work in pairs. Read, ask and
- Teacher models the activity with a more answer questions. (Ex3/p. 60)
able student. Remind students that they only Model answer:
use the information from the table to ask A: Can V10 do the
and answer about what the robot V10 can or washing?
can’t do. B: Yes, it can.
- Students work in pairs, ask and answer A: Can V10 repair a
about what the robot V10 can or can’t do. broken machine?
- Teacher calls some pairs to practice in front B: No, it can’t.
of the class and gives feedback.
ACTIVITY 3: PRONUNCIATION (12’)

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
-To help students indentify how to say statements with corrects tone.
-To help students identify how to say statements in the correct tone.

1. Knowledge forming I. Pronunciation
- Teacher briefly explains to the student 1. Falling tones at the end of a statement.
that we use falling tones at the end of
a statement. Suggested answer:
- Teacher provides an example of a 1. We go to school every morning.
statement and models the falling tone 2. I can do the washing.
of the statement. 3. My father repairs a broken machine
- Teachers ask students to provide some
more examples of statements. 2. Listen and repeat the sentences. (Ex4/p.
2. Practice: 60)
Listen and repeat the sentences. - Give the answers
(Ex4/p. 60)
- Teacher plays the recording and asks
students to listen and repeat the
statements. Remind students of the
falling tone.
- Teacher ask some students to read out * Audio script:
the statements and invite comments 1. I often water plants after school.
from other students. 2. Shifa can do many things like humans.
3. My dad makes delicious meals at weekends.
4. WB2 is the strongest of all the robots.
5. H8 is a home robot.

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
-To give students a chance to apply what they have learnt.
* Listen and practice saying the statements in the 3. Listen and practice saying
paragraph. (Ex5/ p. 60) the statements in the
- Teacher has students say the statement in the paragraph. (Ex5/ p. 60)
paragraph on pairs: one reads out the statements Audio script:
and the other gives comments. My robot is Jimba. It's a home
- Teacher plays the recording for students to listen robot. It's very helpful. It can do
and compare with how their partners have the housework. It can also water
pronounced. plants and pick fruit. It can work
as a guard. I love my robot very
- Teacher asks some students to perform in front of
much.
the class.
Ask Ss to summarise what they
- Other students give comments have learnt in the lesson.
- Teacher gives more comments if needed.
* Homework
- Write a text to describe V10 using the sample in Exercise 5 and information in
Exercise 3
? Do A1,2 P40;
? Prepare: Unit 12: A closer look 2
Week 32
Period 95
UNIT 12: ROBOTS
Lesson 3: A closer look 2
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to use superlative adjectives to
practice
II. Competences
a- Use superlative adjectives: short adjectives correctly.
b- Use superlative adjectives(short adjectives) to do completing task
c. Use superlative adjectives (short adjectives) to talk about three robots: M10, H9 and
A3
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1
* Game: Sentence racing. * Game: Sentence racing.
- Teacher divides the class into 4 groups. Set of words:
- Teacher delivers a set of word cards which 1. the tallest
contains superlative adjectives of short adjectives 2. the shortest
to each group. 3. the biggest
- Teacher models a sentence first. (e.g. Minh is 4. the smallest
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.
ACTIVITY 2: GRAMMAR (10’)
* Objectives.
- II- 1b, 1c, 2a,2b; III- 1,2,3
1. Superlative adjectives: short I. Superlative adjectives: short
adjectives: adjectives:
- Teacher briefly explains the form and 1. Form:
use of The + short adj +
superlative adjectives: est
- Teacher notices the way to construct 2. Use:
the superlative of short adjectives in - Superlative adjectives are used to compare
English: more than three people or things,
expressing the highest degree.
ACTIVITY 3: PRACTICE (25’)

* Objectives.
II- 1a, 1b, 1c, 2a,2b,2c; III- 1,2,3
- To help students practice forming the correct form of superlative adjectives
- To help students practice the superlative of adjectives and revise the comparative of
adjectives.
1. Write the superlative form of the II. Practice
adjectives in the table. 1. Write the superlative form of the
(Ex1/p. 61) adjectives in the table.
- Teacher asks students to read the (Ex1/p. 61)
instruction and tells them what they should
Answer key:
do. (With a weaker class, do the first wordAdjectives Superlative form
as an example). fast fastest
- Teacher asks students to do the exercise
tall tallest
individually and then compare their
answers with a classmate. noisy noisiest
- Teacher checks the answers as a class. nice nicest
hot hottest
light lightest
quiet quietest
heavy heaviest
large largest
2. Complete the following sentences with 2. Complete the following sentences
the superlative form of the adjectives in with the superlative form of the
brackets. 1 is an example. Ex2/p61 adjectives in brackets. 1 is an example.
- Teacher asks students to do the exercise Ex2/p61
individually and then compare their Answer key:
answers with a classmate. 1. strongest
- Ask some Ss to give their answers 2. smartest
- Teacher checks the answers as a class. 3. tallest
4. smallest
5. cheapest
3. Complete the following sentences with 3. Complete the following sentences
comparative or superlative form of the with comparative or superlative form
adjectives in brackets. of the adjectives in brackets. Ex3/p62
- Teacher asks students to do the exercise Answer key:
individually and then compare their answers 1. tidier
with a classmate. 2. hottest
- Ask some Ss to give their answers 3. faster
- Teacher checks the answers as a class. 4. tallest 5. smartest
4. Work in pairs. Look at the
4. Work in pairs. Look at the information of three robots: M10, H9
information of three robots: M10, H9 and and A3 and talk about each of them,
A3 and talk about each of them, using superlative adjectives.
using superlative adjectives. (Ex4/p. 62) (Ex4/p.62)
-
Teacher asks students to look at the MODEL DISCUSSION:
information in exercise 4 and explains A: A3 is the tallest of the three robots.
what they have to do. B: M10 is the youngest of the three
- Teacher models the activity with a more robots.
able student and reminds students that they A: A3 is the heaviest of the three robots.
only use the information from the table to B: H9 is the cheapest of the three robots.
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.
* Objectives.
- II- 1a, 1b, 1c, 2a,2b,2c; III- 1,2,3
- To give students a chance to use the superlative of short adjectives in real life
context.
* Game: Find someone who… * Game: Find someone who…
- First, teacher models the game Find * MODELLING
someone who… with a more able student. A: Who is the tallest in our class?
- Teacher has students work in pairs ask B: Khoi is the tallest in our class.
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.
Report:
- Teacher calls some pairs to report their
In our class, Khoi is the tallest…
findings.
* Homework
- Write 5 sentences about What a robot can do, using comparative or superlative form
of the adjectives
- Prepare: Unit 12: Communication
Week
Period
UNIT 12: ROBOTS
Lesson 4: Communication
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to talk about robot’s abilities
II. Competences
a- Express agreement and disagreement
b- Talk about what a robot can do
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1

*Spider web: *Spider web
- Teacher draws a spider web on the board
with the word A ROBOT CAN in the middle.
- Teacher asks students to name as many iron
do the
dishes
activities a robot can do as possible. clothe ...
s A
- Students give their answers. ROBO
- Teacher writes down the answers on the T CAN
board. water work as
plants a guard
…
Suggested answer:
A robot can:
- do the dishes
- iron
- water plants
- work as a guard
ACTIVITY 2: EVERYDAY ENGLISH (15’)

* Objectives.
- II- 1b, 1c, 2a; III- 1,2,3
- To introduce ways to express agreement and disagreement in English.
- To help students practice expressing agreement and disagreement.

1. Listen and read the dialogues. Pay I. Everyday English
attention to the highlighted sentences. 1. Listen and read the dialogues.
(Ex/p. 63) Pay attention to the highlighted
- Teacher plays the recording and asks sentences. (Ex/p. 63)
students to look at the dialogues and read it Agreement and disagreement
while listening. Ask students to pay attention expressions:
to the
highlighted sentences.
- Teacher elicits the structures to express
agreement and disagreement from students (I
agree/ disagree with…).
- Students practice the dialogues in pairs.
- Teacher calls some pairs to practice the Audio script:
dialogues in front of the class. A: I think robots can help us a lot in our
- Teacher asks students to provide some more daily life.
expressions of agreement and disagreement B: I agree with you.
they know. A: Peter says robots can do everything
like humans.
B: I don't agree with him.
2. Work in pairs. Express your opinions 2. Work in pairs. Express your
about the statements. (Ex2/p. 63) opinions about the statements.
- Teacher asks students to read the instruction (Ex2/p. 63)
and given statements, decide whether they A: Home robots are the most useful of
agree or disagree with the statements. all types of robots.
- Students work in pairs to make similar B: I agree with you.
dialogues, using the structures for expressing A: Some people can use robots to do
agreement and disagreement. bad things.
- Teacher moves around to observe and B: I don't agree with you.
provide help. A: Robots will use too much
- Teacher calls some pairs to practice in front electricity in the future.
of the class and comment on their B: I agree with you.
performance.
ACTIVITY3: MY ROBOT’S ABILITIES (15’)

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
- To help students practice using some grammar points and vocabulary related to the
topic.
- To help students practice asking and answering about robot’s abilities.
1. Listen to the radio programme from II. My robot’s abilities
4Teen News. Fill the blanks with the 1. Listen to the radio programme from
words you hear. (Ex3/p. 63) 4Teen News. Fill the blanks with the
- Teacher asks students to look at the words you hear. (Ex/p. 63)
conversation and guess words can be Answer key:
filled in the blanks. Key:
- Teacher plays the recording for the first 1. understand
time and asks students to listen and fill in 2. smartest
the blanks. 3. put
- Teacher asks students to share their 4. water
answers in pairs and plays the recording 5. guard
again for students to check their answers. * Audio script:
- Teachers asks some students to role play Speaker: Today we ask our friends: Tom from
the radio programme again, paying Australia, Linh from Viet Nam and Nobita
attention to the use of the words of daily from Japan to tell us about their robots. Tom,
activities. would you like to start?
Tom: Well, my robot can understand what I
say. It can also understand my feelings. It's the
smartest robot.
Speaker: Linh?
Linh: My robot is my best friend. It does a lot
for me: clean the floor, put my toys away, and
...
Speaker: And Nobita?
Nobita: My robot is very useful. It helps me a
lot. It can water my plants and even work as a
guard.
2. Interview three friends about what
2. Interview three friends about what abilities they want their robots to have.
abilities they want their robots to have. (Ex4/p. 63)
(Ex4/p. 63)
- Teacher asks students to move around
and asks three classmates what abilities
they want their robots to have.
- Teacher reminds students to write the
names of the people they interview and
note the answers in the table.
- Students move around and interview their
friends.
- When students have finished the
interviews, teacher asks them to practice
reporting the results of their interview in
pairs.

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
To help students practice reporting the results of their interviews.

* Report the findings. (Ex5/p. 63) * Report the findings. (Ex5/p. 63)
- Teacher calls some students to report Example:
the results of their interview in front I interviewed three of my friends about the
of the whole class. After each student abilities they want their robots to have. Ha Vi
has finished the report, teacher invites wants her robots to cook meals. Hoai Anh
comments from other students. wants her robot to do her homework. And
- Teacher provides further feedback and Duc Tuan wants his robot to play with him.
corrects the common errors. Or
Hai Anh says that his robot can understand
what he says. It can also understand his
feelings. It's the smartest robot.
Linh says that her robot is her best friend. It
does a lot for her: clean the floor, put my
toys away, and ...
Hung says that his robot is very useful. It
helps him a lot. It can water his plants and
even work as a guard….
* Homework
- Write a paragraph about 50 words to describe a robot you want to have.
- Prepare for project: + Ask S to work in the groups of 10 Ss to design A0 size posters
about the robot they want to design.
? Do C1, 2 P42 (WB)
? Prepare: Unit 12: Skills

Week 33
Period 97
Unit 12: Robots
Lesson 5: Skill 1(P64)
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to read and talk about types of robots
and their abilities or skills
II. Competences
a- Read for specific information about an international robot show in Ha Noi for
details
b -Talk about different types of robots and what they can do
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1
* What type of robot is that? * What type of robot is that?
? Look at the picture of the robots

Name the kind of robot in each picture
? Ss to work in 2 teams to write the
name of the robot in each picture . -home robot -doctor robot
- Teacher corrects their answers as a
class
- The team has more right answers is the
winner
-worker robot -teaching robot
- Teacher leads students into the lesson
by asking students the question:
What robots are you interested in?
Why? - cook meal - space robot
Suggested answers:
I am interested in home robots because they
can help my mom do the housework.
ACTIVITY 2: READING (17’)

* Objectives.
- II- 1b, 1c, 2a; III- 1,2,3
-To provide students with some lexical items before reading the text.
-To develop reading skills for general and specific information.

1. New words I. New words
- Teacher introduces the vocabulary by: 1. literature (n) [picture]: văn học
● providing the synonym of the words; 2. subject (n) [picture]: môn học
● providing the pictures of the words; 3. improve (v) [definition] to become
● providing the definition of the words. better than before: cải thiện, tiến bộ
4. look after (phv)
 Checking Vocab: Matching [synonym] take care of: trông nom,
chăm sóc
5. space station (nph) [picture]: trạm vũ
trụ
6. planet (n) [picture]: hành tinh
literature
subject
space station
2. Reading
2.1. Read the text and choose the best
answer to each of the questions. (Ex2/p. planet
64) II. Reading
*Keywords in multiple choice questions: 1. Read the text and choose the best
- Teacher asks students to go through the answer to each of the questions. (Ex2/p.
questions (1 – 4) to make sure that they 64)
understand them and know what
information is being asked.
- Students underline the key word(s) in
each question to locate the answer in the
reading text
- Teacher asks students to read the text and
answer the questions. The fastest student
who gives the correct answers will get
mark 10. Answer key:
2.2. Read the text again and fill the table. 1. B 2. C 3. C
(Ex3/p. 64) 4. C
- Teacher asks students to scan the text 2. Read the text again and fill the table.
again and find the detailed information to (Ex3/p. 64)
complete the table. Answer key:
- Teacher asks students to note down where
they have found the
information.
- Students compare their answers with
peers.
- Teacher checks students' answers as a
class.
ACTIVITY3: SPEAKING (16’)

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
-To help students form the ideas for their speaking.
-To help students use what they have learnt so far to talk about what robots can do in
the place they are assigned.

1. Work in groups. Discuss what you III. Speaking
think robots can do in the five 1. Work in groups. Discuss what you think
places. (Ex4/p. 64) robots can do in the five places. (Ex4/p. 64)
- Teacher divides the class into 5 Places What robots can do
groups and assigns each group a
place in Task 4. Home do housework, take care
- Teacher provides each group with a of children
piece of A2 paper and some markers.
- Teacher asks students to work in School teach students, help
groups, discuss what robots can do in students to do exercises
the place they are assigned and note
the ideas they have discussed on the Factory move heavy things,
paper. repair broken things
- Teacher goes around and offers help
if needed. Hospital take care of patients,
diagnose
Garden plant trees, water plants
Example:
A: What can robots do at home?
B: They can do housework, take care of
children.
A: What can robots do in the hospital?
B: They can take care of patients and
diagnose
2. Present your discussion (Ex5/p. 64).

2. Present your discussion (Ex5/p.
64). I think another type of robot is entertainment
- Teacher invites some groups to share robots. These robots can sing, dance and tell
their discussion and makes sure they stories to make me happy.
speak in full sentences.
- Students share their discussion with
the whole class.

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
- To help students improve next time
*Class vote: *Class vote:
- Teacher allows students to give comments for their
friends and vote for the most interesting and
informative presentation.
- Teacher gives feedback and comments.
* Homework
- Choose a type of robot in reading text and write about what they can do.
- Do D1,2 P43- 44 (WB)
? Prepare: Unit 12: Skills 2
***************************************************
Week 33
Period 98
Unit 12: Robots
Lesson 6: Skill 2( P65)
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to listen and write about what a robot
can do and what kind of robot they want to have
II. Competences
a- Listen for specific information about what a robot can do
b- Write a paragraph of 50-60 words about the robot they would liket to have
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date

6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1

* Brainstorming: * Brainstorming:
- Teacher sticks 5 icons on the board, and Suggested answers:
divides the class into 5 big groups. ○ Space robot: build space stations,
take
measurements, collect samples, take
pictures of planets, ect.
○ Doctor robot: look after sick people,
Space robot Doctor robot do the
surgery, help the doctors, ect.
○ Worker robot: build houses, move
heavy things,
○ Teacher robot: help children study,
Worker robot Teacher robot teach English, literature, maths and
other subjects, help children improve
English pronunciation, ect.
Home robot ○ Home robot: cook meals, clean the
- Each group will be assigned a type of robot. house, do the washing, iron clothes,
- Teacher asks students to brainstorm all ect.
abilities that the robot can have.
- The group having the most suitable answers
is the winner.
ACTIVITY 2: LISTENING (15’)

* Objectives.
- II- 1b, 1c, 2a; III- 1,2,3
-To help students have ideas of what the conversation is about.
-To help students develop listening skill for specific information (T / F).

1. Listen to the conversation and tick I. Listening
the phrases you hear. (Ex1/p. 65) 1. Listen to the conversation and tick the
- Teacher asks students to underline key phrases you hear. (Ex1/p. 65)
words in each of five given phrases and Answer key:
guess which phrases will appear in the look after sick people ✓
conversation.
- Teacher plays the recording and asks understand what we say ✓
students to tick next to the phrase they
hear from the conversation. build the very high buildings ✓
- Teacher calls some students to share
their answers and confirms the correct teach many subjects ✓
ones.
move heavy things
2. Listen and tick True or False. (Ex2/p.
2. Listen and tick True or False. 65)
(Ex2/p. 65) Answer key:
* True – False prediction: 1. F (Robots can do quite a lot today.)
- Teacher asks students to go through the 2. T
statements (1 – 5) to make sure that 3. T
they understand and know what 4. T
information they have to catch for the 5. F (No, not everything. They can’t
answers. understand our feelings or play football.)
- Students underline the key word(s) in Audio script:
each statement and guess whether they Khang: Dr Adams, please tell me something
are True or False individually. about robots.
* Listen and decide True or False: Dr Adams: Sure. Robots can do quite a lot
- Teacher plays the recording. today. Home robots can do housework. Doctor
- Teacher asks students to listen and tick robots can look after sick people. And ...
the answers. Khang: Can robots build houses?
Dr Adams: Yes. Worker robots can even build
- Teacher asks students to compare their
the very high buildings.
answers with the predictions made Khang: Can they teach?
previously. Dr Adams: Yes. Teacher robots can teach
- Teacher calls on some students to read many subjects in a classroom or online.
aloud their answers and Khang: Can they understand what we say?
correct the false one(s). Dr Adams: Yes, they do. They can even speak
- Teacher checks students' answers as a to us.
class. Khang: Robots can do everything like
humans?
Dr Adams: No, not everything. They can't
understand our feelings or play football.
ACTIVITY 3: WRITING (18’)

* Objectives.
-II- 1a, 1b, 1c, 2b; III- 1,2,3
-To help students prepare ideas for their writing.
-To help students practice writing a paragraph about the robot they would like to have.

1. Imagine a robot you would like to have II. Writing
and make notes about it. (Ex3/p. 65) 1. Imagine a robot you would like to
- Teacher asks students to make notes on a have and make notes about it. (Ex3/p.
robot they want to design (its name, type 65)
of robot, where it can work and what it Model notes:
can do). 1. Name of Mimi
- Remind them that they do not have to your robot
write full sentences and they can use 2. Type of Home robot
abbreviations. robot
- Teacher goes around and helps if needed. 3. Where it can At my house
- Students work in pairs and share their work
notes with their partners.
4. What it can Help my Mum do the
do for you housework: clean the
2. Write a paragraph of 50-60 words
house, wash dishes
about the robot you would like to have.
and cook meals.
(Ex4/p. 65)
2. Write a paragraph of 50-60 words
- Teacher introduces some structures to
about the robot you would like to
write about the robot:
have. (Ex4/p. 65)
*Name:
My robot’s name is…
My robot’s name is Mimi. It is a home
I would like to have a robot named…
robot. It can work at my house. It can
I would name my robot …
help my Mum do the housework. It can
*Type:
clean the house, wash dishes and cook
It is a …
meals. I like it so much.
*Where it can work:
It can work at…
… is an ideal place for it.
*What it can do:
My robot can…
My robot is able to…
- Teacher asks student to use the given
structures and the information they have
noted in task three to write a paragraph
about the robot they want to have.
ACTIVITY 4: APPLICATION 5’)

* Objectives.
II- 1a, 1b, 1c, 2b; III- 1,2,3
- To peer check, cross check and final check students’ writing.
* Peer check and cross check * Peer check and cross
- Teacher asks students to exchange their textbooks check
to check their friends’ writing.
- Teacher then gives feedback as a class
discussion.
* Homework
- Write for the reasons that robot will be useful
- Do D3, E1,2 P46 (WB)
? Prepare: Unit 12: Looking back
**************************************************
Week 33
Period 99
UNIT 12 : ROBOTS
Lesson 7 : LOOKING BACK + PROJECT
A. OBJECTIVES
I. Knowledge
- By the end of the lesson, students will be able to recycle the vocabulary and
grammar which they have learnt in the previous lessons
II. Competences
a- Recycle the language from the previous sections and links with the topics.
b- Practice doing some exercises to consolidate and apply what they have learnt in
Unit 12.
c- Apply what they have learnt (vocabulary and grammar) into practice through a
project
III. Qualities
B. TEACHING AIDS
C. CARRYING OUT
Class Teaching date
6A2
D. PROCEDURES
* Objectives.
- II- 1a,1b, 1c; III-1
* Brainstorming: * Brainstorming:
- T divide the class in to 2 teams
- Each team has 3 minutes to go to the
board and write about the types of robots What a robot
and their abilities can do
- Teacher corrects their answers as a class.
- The team has more right words/ phrases
is the winner
Suggested answers:
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, buildings

Doctor robots - help sick people.
Space robots - build space stations on the
Moon and other planets.
ACTIVITY 2: VOCABULARY (15’)

* Objectives.
- II- 1b, 1c, 2a,2b; III- 1,2,3
- To help students revise phrases related to daily activities.
1. Write the correct words to complete the I. Vocabulary
phrases. (Ex1/p66) 1. Write the correct words to comple
- Teacher ask Ss to look at pictures and ask the phrases. (Ex1/p66)
what she/he is doing
- Teacher encourages students to complete Answer key:
the task individually. 1. iron
- Students exchange their textbook to discuss 2. move
the answers. 3. pick
- Teacher asks one student to write the 4. washing
answers on the board. 5. do
- Teacher gives feedback as a class
discussion.
2. Fill in the blanks with the verbs from 2. Fill in the blanks with the verbs
the box. (Ex2/p. 66) from the box. (Ex2/p. 66)
- Teacher encourages students to complete Answer key:
the task individually. 1. work
- Students exchange their textbook to discuss 2. make
the answers. 3. repair
- Teacher asks one student to write the 4. understand
answers on the board. 5. waters
discussion.
ACTIVITY 3: GRAMMAR (15’)

* Objectives.
- II- 1a, 1b, 1c, 2a,2b; III- 1,2,3
- To help students revise the form and use of superlative adjectives.
1. Use the correct form of the adjectives in II. Grammar
brackets to complete the paragraph. 1. Use the correct form of the
(Ex3/p. 66) adjectives in brackets to complete the
- Teacher asks students to do the task paragraph. (Ex3/p. 66)
individually first. Answer key:
- Teacher then allows students to check their 1. smartest
answers with a partner. 2. smallest
- Teacher calls some students to write down 3. lightest
the answers on the board. 4. strongest
- Teacher gives feedback as a class 5. cheapest
discussion.
2. Complete the sentences with the 2. Complete the sentences with the
superlative form of the adjectives in the superlative form of the adjectives in
brackets. (Ex4/p. 66) the brackets. (Ex4/p. 66)
- Teacher asks students to complete the task Answer key:
individually. 1. highest
- Students exchange their textbook to discuss 2. largest
the reasons about their 3. longest
answers. 4. widest
- Students should record their original 5. hottest
answers to guide their self-assessment later.
discussion.
ACTIVITY 4: APPLICATION / PROJECT (10’)
* Objectives.
- II- 1a, 1b, 1c, 2c; III- 1,2,3
- To help Ss develop group-working skills and be creative
*Robot Design III. Project
Competition *Robot Design
- Teacher divides students into 4 big groups. Competition
- Teacher asks students to discuss the robot they
want to design.
- Teacher asks them to consider the following
information when designing the robot:
● Robot name
● Appearance (weight, height, ect.)
● Where it can work
● What it can do
- Students summarize the information and design A0
size posters about the robot they want to design.
- Teacher asks the class to listen to the reports and
ask questions if they would like to.
- Students will critically evaluate all the posters, then
give 1 vote for the most attractive robot
- Teacher gives comments and feedback to all 4
posters and awards a special prize to the group
which has the most votes.
* Homework
- Do Ex E3 P47 (WB)
? Prepare: Review 4 (Language)

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Preparing date: 12/ 4/ 2023

Class Teaching date

ACTIVITY 2: LISTEN AND READ (15’)

Content - Performance Outcome

ACTIVITY 3: PRACTICE (20’)

ACTIVITY 4: APPLICATION (5’)

Content - Performance Outcome

Duyệt kế hoạch ngày 15 tháng 04 năm 2023

Class Teaching date

move heavy things put toys away

ACTIVITY 2: VOCABULARY (23’)

Content - Performance Outcome

ACTIVITY 3: PRONUNCIATION (12’)

Content - Performance Outcome

ACTIVITY 4: APPLICATION (5’)

Class Teaching date

ACTIVITY 3: PRACTICE (25’)

Class Teaching date

Content - Performance Outcome

ACTIVITY 2: EVERYDAY ENGLISH (15’)

Content - Performance Outcome

ACTIVITY3: MY ROBOT’S ABILITIES (15’)

ACTIVITY 4: APPLICATION (10’)

Content - Performance Outcome

Duyệt kế hoạch ngày 22 tháng 04 năm 2023

Preparing date: 24/ 4/ 2023

Class Teaching date

? Look at the picture of the robots

ACTIVITY 2: READING (17’)

Content - Performance Outcome

ACTIVITY3: SPEAKING (16’)

Content - Performance Outcome

Garden plant trees, water plants

2. Present your discussion (Ex5/p. 64).

ACTIVITY 4: APPLICATION (5’)

Class Teaching date

Content - Performance Outcome

ACTIVITY 2: LISTENING (15’)

Content - Performance Outcome

ACTIVITY 3: WRITING (18’)

Content - Performance Outcome

ACTIVITY 4: APPLICATION 5’)

Worker robots - build our houses, buildings

ACTIVITY 2: VOCABULARY (15’)

ACTIVITY 3: GRAMMAR (15’)

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