6 ano Language
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Talking about Robots and practicing the use of can and can't
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6 ano Language
- 1. Language Impact Foundation - Unit 3 Aulas 01-03
- 4. 61
- 5. 63
- 12. Work in groups. What do you think these robots can do? What can’t they do? A fast-food restaurant robot … A hospital robot … A school robot … A police robot …
Hinweis der Redaktion
- 6° ano Language Impact Foundation Unit 3 Aulas 01-03
- Can you imagine life in 2190? Encourage Ss to share their ideas with the whole group. Accept contributions in Portuguese, but help Ss rephrase their ideas in English. Write a few of their ideas of the board and guide the conversation toward robots if Ss don’t mention them. After a while, ask: Do you think people use robots today? What for? Invite some Ss to share their ideas again. Tell them: Today we are going to talk about robots.
- https://www.youtube.com/watch?v=UuPAImipntw Ask Ss: What do we use robots for? And encourage them to answer. Then ask: Is this good or bad? Invite Ss to share their opinions with the whole class. Accept contributions in Portuguese, but help Ss rephrase their ideas in English. Tell them: Today we are going to learn how to react and say if we think something is good or bad.
- Ask students to open their books to p. 60 and 61. Draw their attention to the image and the questions on p. 61. Go over the questions and clarify vocabulary if necessary. Ask Ss to talk about the questions in pairs. Monitor and help as needed. Invite some Ss to report on their conversation to the whole group.
- Draw Ss’ attention to ex. 1 on p.62. Tell Ss that there is a robot in the image. Have them speculate on where the robot is. Ask them to read the first two paragraphs on their own in order to find the answer (The white seal is a robot). Set a time limit for Ss to do so. Check the answers with the whole group. Ask Ss to read the rest of the text on their own and find what else robots are used for. Tell them not to worry about the meaning of words they don’t know now. Set a time limit again. Have Ss compare answers in the same pairs. Check answers with the whole group. Draw Ss’ attention to the words in bold and clarify their meaning and pronunciation.
- Ex. 4 p. 64. Animation shows answers.
- Tell Ss to read the sentences in the Speaking strategy box on their own and decide if they are positive or negative reactions. (DRAG THE ICONS TO THE CORRESPONDING GROUPS). Tell Ss to write (+) or (-) next to each sentence on their books. Allow Ss some time to do the activity on their own. Monitor and help as needed. Have Ss compare answers in pairs. Check answers with the whole group and clarify any adjectives Ss don’t know. Play track 57 and encourage Ss to repeat. Help Ss with intonation if necessary.
- Refer to ex. 8 and explain that they have to complete the blanks with the correct reaction. Allow them some time to do the activity in the same pairs. Monitor and help as needed. Check answers with the whole group.
- Welcome Ss and have them sit at their desks. Organize Ss into pairs and invite them to describe imaginary robots to each other. They should react by using the language they learned in the previous lesson. Monitor and help as needed. Invite a student to share something about their friend’s robot with the whole class and ask questions about the robot’s abilities. Tell them: Today we are going to learn how to talk about ability.
- P.66 exercise 10. Animations show answers.
- p. 67 ex. 12
- p. 67 ex. 14