English 6 Planned by Kieu Thi Thuy Trang

Week 32
Preparing date: 25/04/2025
Teaching date: 28/04/2025
Period 94. UNIT 12 – ROBOTS
LESSON 1. GETTING STARTED
I. OBJECTIVES
1. Knowledge
students will be able to use the lexical items related to the topic “robots”, read for
specific information about types of robots and use “can” to talk about ability in the
present.
1.1. Vocabulary: : play an important role, humans, laundry….
1.2. Grammar: : “can” to talk about ability in the present.
2. Competences
- By the end of the lesson Ss can develop self control and self study.
- The Ss also form communication skills and team cooperation with other
members.
- Ss know how to solve problems in different ways in a creative way.
3. Quality
- Have the serious attitude to studying and the good relationship with friends. The
love of learning English, hard working, honest, cooperative, sociable, good
communication.
II. TEACHING AIDS
1. Students: Students ‘book, workbook, pictures, A0 paper
2. Teachers: Students ‘book, workbook, lesson plan, pictures, projector
III. TEACHING PROCEDURES
1. Warm up: Chatting
2. New lesson:
2.1 Vocabulary:
- robot ['roubɔt](n): người máy (pict)
- (to) play a role (n): đóng vai trò (translation)
- minor ['mainə] (adj): nhỏ, thứ yếu. (situation)
- humans (adj): con người (translation)
2.2 Activities:
ACTIVITY 1: Listen and read
Aims:
–– To set the context for the introductory text;
–– To introduce the topic of the unit.
* Content: read the dialogue to answer the questions in the photo
* Output: complete the task
* Process
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–– 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: Have you ever been to a show?, Where and when?, What did
you see there? Encourage Ss to give T their answers, but do not confirm whether
their answers are right or wrong. Ask them to talk a bit about types of robots
they know.
–– Play the recording twice for Ss to listen and read along. Have Ss underline the
words that are related to the topic of the unit while they are listening and reading.
–– 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.

ACTIVITY 2
Aim: To help Ss understand the text.
* Content: read the conversation again and tick T (TRUE or FALSE)
* Output: Complete the task
* Process
–– Have Ss look at the statements in this activity. Tell them how to do it. Give
them some strategies to do the exercise (e.g. reading the statements, underlining
the key words, reading the text paying attention to the key words, deciding if
each sentence is true or false).
–– Set a time limit for Ss to do the 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.
Key: 1. T 2. F 3. T 4. F 5. T

ACTIVITY 3
Aim: To help further Ss understand the text.
* Content: Complete the following sentences, using the adjectives in the
box.
* Output; Complete the task
* Process

–– Ask Ss to work independently to fill each blank with the adjective in the box
from the conversation. T may instruct them how to do the exercise: (1) read the

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sentence with the blank and try to work out the meaning from the whole
sentence; (2) find the adjective in the box that bests the blank meaningfully.
Model with the first sentence.
–– Allow Ss to share answers before discussing as a class. Write the correct
answers on the board.
Key: 1. useful 2. fast 3. strong 4. smart 5. heavy

ACTIVITY 4
Aim: To develop Ss’ knowledge of vocabulary about daily activities.
* Content: Match the following activities with the pictures.
* Output; Match
* Process
–– 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 stronger
classes, T may ask some additional questions, e.g. Can you iron clothes / make
meals …? Who often makes meals in your family? etc.
Key: 1. b 2. c 3. e 4. d 5. f 6. a

ACTIVITY 5
Aim: To help Ss practise saying phrases of daily activities introduced in 4.
* Content: Work in groups. A student mimes one of the activities in 4 and the
others try to guess. Then swap.
* Output: Complete the task
* Process

–– Demonstrate the game to the class first. Ask a stronger student to help you.
–– Ask Ss to play in groups. In a weaker class, T may work together with Ss first:
miming one or two activities in 4 and eliciting the answers. When they know
exactly what to do, ask them to work in groups.

3. Consolidation
–– 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.
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4. Homework
- Learn by heart vocabulary.
- Do exercises in workbook.
- Prepare: A closer look 1.
5. Teaching experience (handwriting):
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………

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Week 32
Preparing date: 26/04/2025
Teaching date: 29/04/2025
Period 95. UNIT 12 – ROBOTS
LESSON 2. A CLOSER LOOK 1
I. OBJECTIVES
1. Knowledge
By the end of the lesson, ss will be able to:
use the lexical items related to the topic “robots”, use “could” to talk about ability
in the past and pronounce the sounds /ɔi/ and /au / in isolation and in context.
1.1. Vocabulary: revision
1.2. Grammar “could” to talk about ability in the past.
2. Competences
- By the end of the lesson Ss can develop self control and self study.
- The Ss also form communication skills and team cooperation with other
members.
- Ss know how to solve problems in different ways in a creative way.
3. Quality
- Have the serious attitude to studying and the good relationship with friends. The
love of learning English, hard working, honest, cooperative, sociable, good
communication.
II. TEACHING AIDS
1. Students: Students ‘book, workbook, pictures, A0 paper
2. Teachers: Students ‘book, workbook, lesson plan, pictures, projector
III. TEACHING PROCEDURES
1. Warm up: Chatting
2. New lesson:
2.1Vocabulary:
- lift [ri'dju: s](v): nhấc lên
- recognise ['rekəgnaiz](v): nhận ra
- guard [gɑ: d](v): canh gác
- shout [∫aut] (v): la hét
- boil [bɔil](v): sôi (nước)
- step [step](n, v): bước đi, dẫm lên

ACTIVITY 1
Aim: To revise / teach the names of other daily activities.
* Content: Match the verbs in column A to the words or phrases in column B.
Then listen, check and repeat them
* Output: Match
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* Process
–– Have Ss quickly match the verbs in column A to the words / phrases in column
B individually. Explain the words / phrases if necessary.
–– Play the recording for Ss to check their answers. Pause the recording after each
phrase and ask them to repeat chorally and individually. Correct their
pronunciation. With a weaker class, ask for translations to check understanding.
With a stronger class, ask some additional questions, e.g. Can you do the
washing?, Can your dog understand your feelings? etc.
Key: 1. c 2. a 3. b 4. e 5. d

Audio script:
understand our feelings
pick fruit
do the washing
water plants
work as a guard

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; Work in pairs. Read the information about what V10, a robot, can or
can’t do. Ask and answer
* Output; Complete the task
* Process
–– Help Ss recall the use of can to talk about ability in the present and have 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: Practise saying the statements in the following paragraph. Then
* Output: Complete the task
* Process
–– First, model this activity with a stronger student. Remind Ss that they only use
the 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.
ACTIVITY 4
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Aim: To help Ss identify how to say statements with the correct tone.
* Content: Listen and repeat the following sentences
* Output: Listen and repeat
* Process
–– Model the statement “I often water plants after school.” first, and then ask Ss 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.
–– Play the recording and ask Ss to listen and repeat the statements. Play the
recording as many times as necessary.
–– Ask some Ss to read out the statements and invite comments from other Ss.
Audio script:
I often water plants after school.
Shifa can do many things like humans.
My dad makes delicious meals at weekends.
WB2 is the strongest of all the robots.
H8 is a home robot.

ACTIVITY 5
Aim: To help Ss practise saying statements with the correct tone in context.
* Content; Listen and repeat
* Output: Listen and repeat
* Process
–– Have Ss say the statements in the paragraph in pairs: one reads out the
statements and the other comments. Then play the recording for Ss to listen and
compare with their partner’s pronunciation.
–– Play the recording again for Ss to repeat each statement of the paragraph. Call
on some Ss to read out the paragraph. Comment on their pronunciation of the
falling tone at the end of each statement.
Audio script:
My robot is Jimba. It’s a home robot. It’s very helpful. It can do the
housework. It can also water plants and pick fruit. It can work as a guard. I
love my robot very much.

3. Consolidation
Ask Ss to summarise what they have learnt in the lesson.
4. Homework
- Prepare for the next lesson: Review from unit 7 to 9
- Learn by heart all the new words
- Do Ex A1,2, B1,2 (WB)
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5. Teaching experience (handwriting):

………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………

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Week 32
Preparing date: 30/4/2025
Teaching date: 3/5/2025
PERIOD 96: REVIEW 4
Lesson 1: LANGUAGE
I. OBJECTIVES
1. Knowledge.
- Students will be able to revise the language they have learnt in Unit 10,11
1.1Vocabulary:
- Ss revise words and phrases about a house in the future; type of house, rooms and
furniture; about tips to make the school greener
1.2Grammar:
- Future simple tense; conditional sentence type 1;
2. Competences:
-By the end of the lesson Ss can develop self- control and self- study and revise the
language they have learnt in unit 10,11
- The Ss also formed communication skills and team cooperation with other
members. - Ss know how to solve problems in different ways in a creative and
thorough way.
3. Quality:
- Having the serious attitude to studying and the good relationship with friends.
The love of learning English, hard- working, honest, cooperative, sociable, good
communication.
II. TEACHING AIDS:
1. Students: Textbooks, studying equipments, workbooks
2. Teachers: Textbooks, laptop, projector,
III. TEACHING PROCEDURES
1. Class organization/ Warm up:
* Chatting ( T asks some questions about school things)
2. New lesson:
a. Activity 1:
* Aim : To help Ss review the stress pattern In two-syllable words learnt in Unit
10.
* Content
* Output
* Process:
1. A. picture B. village c. reuse
2. A. robot B. exam c. rubbish
3. A. control B. water c. paper

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4. A. mountain B. housework c. reduce

5. A. repair B. bottle c. doctor

- Ask Ss to do this exercise individually

- share their answers with a partner before listening to the recording to check the
answers
- Write the correct answers on the board
* Key: 1. C 2. B 3.A 4.C 5.A
b. Activity 2:
* Aim: To help Ss review the rhythm in sentences and the tones in statements
learnt
* Content
* Output
* Process:
1. My robot helped me repair the broken cooker.
2. It’s better to reuse these shopping bags.
3. My future house will have solar energy.
- Play the recording and ask 5s to repeat in chorus.
- Then call on some Ss to read out the three sentences in front of the whole class.
- Invite comments from other Ss.
- T corrects
c. Activity 3:
* Aim: To give Ss more practice on how to use some verbs they have learnt in
Units 10,11.
* Content
* Output
* Process:
1.How much household waste do we every day?
2.My robot sends and emails for me
3.I’m the internet to look for information on Vietnamese music.
4.We need to the amount of salt in our diet.
5.I think we should these envelopes.
- Ask Ss to do this exercise individually
- share their answers with a partner.
- T may ask a student to write his / her answers on the board.
- Check the answers with the whole class.
* Key: 1. recycle 2. receives 3. surfing 4. reduce 5. reuse
d. Activity 4:

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* Aim: To help Ss distinguish between some pairs of words, and know how to use
them correctly in context.
* Content
* Output
* Process:

1.He didn't understand her feels / feelings.

2.A robot works as a watch Ị guard to keep their house safe.
3.Home robots can do Ỉ make meals for US.
4.It's your turn to make / de the dishes, Nick!
- Ss do this exercise individually
- quickly check Ss' answers.
-T may have to explain to Ss how to use these pairs of words in sentences if
necessary words in sentences if necessary.
- Check and confirm the correct ones.
* Key: 1. feelings 3. make
2.guard 4.do

e. Activity 5:
* Aim: To help Ss review the form and use of comparative and superlative
adjectives.
* Content
* Output
* Process:
1.TheMoon is the natural object to the Earth in the solar system
(close)
2.I'm a bit than my older brother, (tall)
3.Egypt is one of the (old)
4.V10 is a very fast robot. However, Q5 is even than V10.
countries (fast)
in the world
5.Nguyen Du is one of the Vietnamese poets, (great)

- Elicit the form and use of comparative and superlative adjectives.

- Call a student to do the exercise on the board while other Ss also do it.
- Check Ss’ answers. Ask them for explanations if necessary.
- Have Ss compare their answers with a classmate. Check and confirm the correct
answers.
* Key: 1. closest 2. taller 3. oldest
4.faster 5. greatest

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f. Activity 6:
* Aim: To help Ss review the use of the articles a /an and the.
* Content
* Output
* Process:
- Elicit the use of a / an and the
- Ask Ss to do this exercise individually
- Share their answers with a partner.
- T may ask a student to write his I her answers on the board
- Check the answers with the whole class.

*Key: l.a 2. the 3. an

4. The 5.The “the
g. Activity 7:
* Aim: To help Ss review the use of might, and the use of the simple present or
simple future in context
* Content
* Output
* Process:
Key: 1. protect 2. might 3. might
4.have 5. will
J
- Elicit the form and use of might
- Ask Ss to tell the differences between the use of will and might
- Call a student to do the exercise on the board
- Check Ss’ answers
3. Consolidation:
- Summarise the main points
- Teacher asks students to talk about what they have learnt in the lesson.
4.Homework:
- Ss learn by heart the vocabulary, the grammar they have learnt.
- Do exercises at workbook – review 4 –language.
- Prepare for Review 4 – Skills.
5. Teaching experience (handwriting):
- ………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………

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Week 33
Preparing date: 2/5/2025
Teaching date: 5/5/2025
PERIOD 97: REVIEW 4
Lesson 2: SKILLS
I. OBJECTIVES
1. Knowledge:
Students will be able to revise the skills they have practised in Units 10,11
* Listening:
- Ss listen for specific information.
* Speaking:
- Practising asking and answering, taking turns describing their future houses and
try to persuade their group members to live in it.
* Reading:
- Ss read for general and specific information.
* Writing:
- Ss complete and practice writing a paragraph about what Ss think they should do
to improve the environment.
2. Competences:
- By the end of the lesson Ss can develop self- control and self- study and practise
well the 4 skills of listening, speaking, reading and writing.
- The Ss also formed communication skills and team cooperation with other
members. - Ss know how to solve problems in different ways in a creative and
thorough way.
3. Quality:
- Having the serious attitude to studying and the good relationship with friends.
The love of learning English, hard- working, honest, cooperative, sociable, good
communication.
II. TEACHING AIDS
1. Students: Textbooks, studying equipments, workbooks.
2. Teachers: Textbooks, laptop, projector, loudspeaker, tape script.
III. TEACHING PROCEDURES
1. Class organization/ Warm up:
- Chatting (T asks some questions about the school where the Ss are learning )
2. New lesson
a. Activity 1: Reading
* Aim: To help Ss practise reading for general and specific information.
* Content
* Output
* Process
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