will or won’t be able to do when they are in Year 8 - Asks Ss to work individually and share their sentences with their partners2. - Calls some Ss to say their sentences in front of [r]
(1)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 Warm up (5’)
Sts’ and T’s activities Contents
T: “Do you think robots can everyday activities like humans?
-Divides the class into 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 After that, pass the chalk to another member in their team - In 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 - lift (v): nâng lên, nhấc lên - guard (v): = protect (v): bảo vệ - understand(v): hiểu
*Key:
1 recognize c our faces make coffee
3 understand what someone say 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
GRAMMAR.
The ways of using COULD
+ S + could + base form…
She could swim at the age of 67
(2)- Asks some more able Ss to give some more examples
T: Asks Ss to this exercise individually Ss: Work individually
T: Asks Ss to exchange the exercise before checking their answers
- 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 sums at the age of
2 Could you read and write when you were 6? Robots could lift heavy things some years ago 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 to ask and answer about what the famous robot Ongaku could / couldn’t 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 two years ago.
…
T: Gives two examples of what he/ she could and couldn’t 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 and three things you couldn’t when you were in
primary school Share your sentences with your partner.
T: Models the sounds /oi/ and /au/ first
- Lets Ss see how the sounds are formed Asks Ss practice the sounds together
T: Plays recording and asks Ss to listen and repeat Plays the recording as many time as necessary - Asks Ss to put the words in the correct column while they listen
Ss: Compare their answer in pairs before checking the answers a a whole class
PRONUNCICATION 6 Listen and repeat. *Key:
/oi/ : voice, boy, toy, noisy, boil
/au/: down, house, around, flower, shout T: Asks Ss to listen while T plays the recording
- Plays the recording again and asks Ss to circle the words they hear
- Asks Ss to check their answers
7 Listen to the sentences Circle the word you hear.
*Key:
1 oil cow Ouch! bow T: Asks Ss to listen while T plays the recording
- Play the recording again and asks Ss to chant along
8 Listen and practise the chant Notice the sounds /oi/ and /au/
3 Consolidation 4’
T: - Summarizes the main knowledge + /oi/ and /au/ sounds
+ Could/ couldn’t st 4 Using knowledge (option) 5 Further practice (option) IV Experience:
………
………
(3)Period: 95
Unit 12: ROBOTS A CLOSER LOOK 2 I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can use will be able to for future ability and could for past ability
- 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 Warm up (5’)
Sts’ and T’s activities Contents
T: Asks Ss to draw this table into their notebook Write the name of activities which they think a robot can squares of the box
- The first student with a Bingo is the winner
* “Bingo”
2 Knowledge formation activities (36’)
Sts’ and T’s activities Contents
T: Asks Ss to study the Grammar Box Draws Ss’ attention to the form and use of will be able to by analyzing the examples in the Grammar Box Ss: Read the grammar box
T: Reminds Ss that will be able to is used to talk about ability in the future Then asks Ss to give some more examples
Ss: Give more examples
T: Asks Ss to read the instructions Uses the example to make Ss clear about what they should Asks Ss to the grammar exercise
individually
Ss: Work individually
T: Has Ss compare their answers in pairs before checking with the whole class
- Calls on some Ss to check – Corrects
Grammar: Will be able to
We use Will be able to talk about ability in the future
Example:
- She will be able to ride a bike next year - He won’t be able to read or write until he is - Will robots be able to talk to people in the future? 1 Put the words in the correct order.
Key:
1 In 2030, robots will be able to many things like humans
2 Will robots be able to talk to us then? Robots won’t be able to play football Will robots be able to recognize our face? T: Asks Ss to read the instruction Uses an example
to make Ss clear about what they should - Reminds Ss that they only use activities in the pictures in to write about what they think they
will or won’t be able to do when they are in Year - Asks Ss to work individually and share their sentences with their partners
- Calls some Ss to say their sentences in front of the class
Ss: Practise saying
T: Gives feed back - Corrects
(4)T: Asks Ss to ask and answer questions about the activities in Has Ss work in pairs Goes around to help weaker Ss
Ss: Work in pairs
T: Calls on some pairs to check - Corrects the mistakes
3 Work in pairs Ask and answer the questions about the activities in Tell the class about your partner.
Example:
A: I will/ won’t be able to read an English book when you are in Year 8?
B: Yes, I will./ No, I won’t T: Asks Ss to read and complete sentences in
groups of table Ss: Work in groups
T: Asks Ss to exchange the keys and corrects Ss: Exchange the keys to correct
4 Fill the gaps with can /can't / could/ couldn't Key:
1 couldn’t will be able to could; can’t won’t be able to can T: Asks Ss to read the instructions Explains to
make Ss clear about what they should and asks Ss to work in groups of table
Ss: Work in groups
T: Asks ss to exchange the keys and corrects Ss: Exchange the keys to correct
5 Complete the sentences Use will able to, can, could, and the verbs from the box
*Key:
1 will be able to recognize
2 can make could can guard T: Models this activity with a more able student
- Asks Ss to work in pairs to exercise Ss: Work in pairs
T: Calls on some pairs to talk about Kitty’s skills and abilities in front of the class
- Corrects Ss’ mistakes
6 Work in pairs Look at the information from the table below and tell your partner what Kitty could in the past, can now and will be able to in the future.
3 Consolidation 4’
T: Calls Ss to repeat the use and the form of ‘could’ and ‘will be able to’ 4 Using knowledge (option)
5 Further practice (option) IV Experience:
………
………
………
Period: 96
Unit 12: ROBOTS COMUNICATION I Objectives
1 Knowledge, Skills, Attitude:
a Knowledge: By the end of this lesson, students can talk about what robots can do. - 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 the abilities 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 Warm up (5’)
Sts’ and T’s activities Contents
(5)questions
- What skills would you like a robot to have? - What skills the two robots Ongaku and Kitty have?
Ss: Give their answers
- What skills would you like a robot to have? - What skills the two robots Ongaku and Kitty have?
2 Knowledge formation activities (36’)
Sts’ and T’s activities Contents
T: Has Ss read the interview and asks them to look carefully at the pictures of three robots and guess the missing word for each gap in the interview T: Plays the recording and allows Ss to fill in the gaps as they listen
Ss: Listen and fill in the gap with the words they hear
T: Asks Ss to share their answers in pairs, before playing the recording a final time to allow pairs to check their answers
Ss: Share the answer to their classmates T: Asks Ss to read the interview again, paying attention to the meaning of some words
Practice:
1 Listen to the radio program form 4Teen News Then fill in each gap with the word you hear. Welcome to ‘Technology and you’ Today we ask our friends around the world to tell is about their robots
*Key:
1 words shoes
3 first school water *Extra vocabulary:
- comb (v): chải
- bend over (v): bẻ cong, uốn cong - shout (v): la mắng, hò hét - gardening (n): làm vườn T: Asks Ss to move around and ask different
classmates what skills they want their robots to have Reminds them to write the names of the people they interview and note the answers in table
T: When Ss have finished the interview, has Ss practise reporting the results of their interviews in pairs
2 Interview three people about what skills they want their robots to have Note their answers in the table below.
- What abilities does he/ she want his/ her robots to have?
T: Chooses some Ss to report the results of the interviews in front of the class After each student has finished his/ her report, invites some comments from other Ss Then makes comments and corrects any common errors
Production:
3 Report your results to the class.
3 Consolidation 4’
T: Calls some Ss to talk about robots’ skills 4 Using knowledge (option)
5 Further practice (option) IV Experience:
………
………
………
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