Period: 94
Unit 12: ROBOTS
A CLOSER LOOK 1
I. Objectives
1. Knowledge, Skills, Attitude:
a. Knowledge: By the end of this lesson, students can Pronounce correctly the sounds / ɔI / and
/ au / in isolation and in context; Use the lexical items related to the topic “Robots”.
- Vocabulary: the lexical items related to the topic “Robots”.
- Grammar: Could for past ability./ Will be able to for future ability
b. Skills: listening, speaking, reading and writing.
c. Attitude: - Ss like benifit of high technology- the ability of ‘Robots’.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents

T: “Do you think robots can do everyday activities like humans?
-Divides the class into 2 teams. When T says “start” one member of each team tries to move as quickly as possible to the board and write one activity he/ she thinks a robot can do. After that, pass the chalk to another member in their team.
- In 2 minutes, the team with more correct answers will be the winner.
* Board Race:


2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents

Ss: Quickly match the verb in A with the words in B.
T: Plays tape for the Ss to check their answers. Pauses the recordiing after each phrase and asks them to repeat chorus and individually. Corrects their pronunciation. (asks for translation for weak Ss, for strong Ss can ask for more questions)

VOCABULARY.
1. Match the words in A to the words/ phrares in column B. Then listen, check and repeat …
*New words:
- recognize (v): nhận ra
- lift (v): nâng lên, nhấc lên
- guard (v): = protect (v): bảo vệ
- understand(v): hiểu
*Key:
1. recognize ( c. our faces
2. make coffee
3. understand what someone say
4. lift heavy things
5. guard the house

T: Makes some more examples to illustrate. Ss: Do the vocab exercise individually and then check with the whole class….

2. Write another word/ phrase for each verb.
- guard: the factory, the school, the office…
- make: the bed, coffee, café…
- understand: the lessons, what you say…
- lift: …
- recognize:

 The ways of using COULD
T: Asks Ss to study the Grammar box.
- Explains to the Ss
- Give examples.
- Asks some more able Ss to give some more examples.






T: Asks Ss to do this exercise individually.
Ss: Work individually
T: Asks Ss to exchange the exercise before checking their answers
GRAMMAR.
The ways of using COULD
+ S + could + base form…
She could swim at the age of 67
- S + could not (couldn’t) + base form…
He couldn’t read until he was six.
? Could + S + base form … ?
Could you ride a bike when you were in years 5?
Short answers: Yes, S + could
No, I couldn’t
We use COULD to talk about ability in the past.
3. Put the word in the correct order.
*Key:
1. Mary could do sums at the age of 7.
2. Could you read and write when you were 6?
3. Robots could lift heavy things some years ago.
4. Robots couldn’t move easily until recent years.

T: Models this activity with a more able Ss. Reminds Ss that they only use the information from the table in 4 to ask and answer about what the famous robot Ongaku could / couldn’t do two years ago.
Ss: Work in pairs.
T: Calls some pairs to practise in front of the class.
Ss: Practise before the class.
T: Gives feedback - Corrects
4. Work in pairs.
Read the information about the famous robot Ongaku. Ask and answer questions about what it could / couldn’t do two years ago.
….

T: Gives two examples of what he/ she could and couldn’t do when at primary school.
- Asks Ss to work individually and share their sentences with partners.
- Calls some Ss to say their sentences in front of the class.
5. Write three things you could do and three things you couldn’t do when you were in primary school