Planning date: ___________

Teaching date: ___________

Period: _____

LESSON PLAN
FRIENDS GLOBAL 11
UNIT 5: TECHNOLOGY
LESSON 5F: READING – CLEVER MACHINES
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Discuss the effects of a digital companion
- Differentiate robots from humans
- Use some computing collocations
2. Competences
- Answer multiple-choice questions for a reading passage
- Share ideas about the features of a robot and a digital companion.
3. Personal qualities
- Improve confidence in expressing ideas in English
- Develop learning autonomy and the ability to work in groups
II. MATERIALS
- Textbook: Friends Global 11 (Unit 5 – lesson F)
- Computer and projector

Assumption

Anticipated difficulties Solutions

Students are reluctant to work in
groups.
- Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks

(before every activity).
Students may lack vocabulary to
deliver a speech - Provide vocabulary and useful language before
assigning tasks

- Encourage students to work in groups so that they can

help each other.

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 III. PROCEDURES
1. ACTIVITY 1: WARM-UP AND LEAD-IN (12 mins)
a. Objectives:
- Introduce the new lesson and set the scene for Ss to acquire new language.
- Draw Ss’ attention to the topic – robots and digital assistants by means of enjoyable
and short activities as well as to engagge them in the other steps that followed.

b. Content:
- Discussion
- Exercise 1
c. Products:
- Oral answers from students
- Students’ discussion
d. Organization

ACTIVITIES CONTENT
Discussion (8 mins)
- T shows a photo of a humanoid robot and lets Ss
answer some questions related to this picture

Answer: This is Sophia – the first

1. What is the name of this robot? humanoid robot.

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 2. What can Sophia Robot do? Answer:
- She can mimic a full range of
facial expression
- She can hold natural
conversations with human.
- She can see and respond to
facial expression.
She can learn and adapt from
interaction.
- She can understand speech.

- T then shows another photo of a human and a robot and

asks Ss to discuss in pairs these questions:

What is the difference between robots and humans?

What can a human do that a robot can’t?

Answer:
- Humans are biological
- T invites some Ss to share their ideas with the whole organism, robots are machines
class. made of metal and plastic.
- Humans have a wide range of
emotions, Robots don’t have their
own but can mimic human’s
emotions.
- Humans have imagination and
creativity, robots are
programmed to create new
things.

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 - Humans can taste food but
robots can’t.

Exercise 1 ( 4mins)
- T asks Ss to do exercise 1 (page 66). Ss read the
conversation and discuss in pairs which is the human.
T reminds Ss to give reasons for their answers.
Answer: A is the computer and B
A. Hello there.
is the human.
B. How are you?
A. I am doing very well. How are you?
B. Fine.
A. Glad to hear it. What’s for today?
B. Nothin’.
A. Fair enough. What do you want to study?
B. I dunno.
A. You don’t know what you want to study?! Lazy humans!
B. Say what I need to study.

- T elicits ideas from a few Ss.

- T introduces the lesson (5F – Reading)

e. Assessment
- T observes Ss’ performance
- T checks Ss’ pronunciation and gives feedback

2. ACTIVITY 2: PRE-READING TASKS (12 mins)

a. Objectives:
- Pre-teach vocabulary
- Help Ss visualize what they are going to read about and guess the gist of the text
b. Content:
- Picture and title of the passage
- List of vocabulary
- Exercise 2
c. Products:
- Oral answers from Ss
d. Organization:

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 ACTIVITIES CONTENT
Vocabulary (8 mins)
- T teaches some new words from the reading passage
that may cause any difficulties for Ss while reading.
- T elicits the meaning of the new words by pictures,
examples or situations. T then conducts drills if
necessary.

New words:
1. Visual-impaired (a) / 'vɪʒʊəl
1. visually-impaired
ɪmˈpeəd/: someone is visual-
impaired means that he/ she
cannot see at all or has partial
vision loss.

Example: Visual-impaired use

their fingers to read Braille.

2. come across 2. come across (phr V) /kʌm ə

ˈkrɒs/: to meet, find, or discover
someone or something by chance

Example: I came across an old

3. obstacle diary in her desk.

3. obstacle (n) /ˈɒb.stɪ.kļ/:

something that blocks or prevents
you from moving forwards or
achieving something
Example: We have managed to
overcome all the obstacles that
have been placed in our path.

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4. on a regular basis 4. on a regular basis (idiom)
regularly; occurring in regular
time intervals or patterns.

Example: Reading books on a

regular basis will surely help us
gain more knowledge about
culture, society, biology,
literature, etc.

5. vibration 5. vibration (n) /vaɪˈbreɪ.ʃən/: a

continuous slight shaking
movement
Example: We could feel the
vibrations from the trucks
passing outside.

6. grasp 6. grasp (n) /græsp/: your ability

to understand a complicated idea,
situation, or subject
Example: After two months, his
grasp on the subject was
improving.
7. persistence

7. persistence (n) /pəˈsɪstəns /:

determination to do something
even though it is difficult or other
people oppose it
Example: His persistence was
finally rewarded when the
insurance company agreed to pay
- T check Ss’ understanding. for the damage.
- T reveals that these words will appear in the reading text
and asks Ss to take notice of these words in their textbook to
discover further.

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Speculation (4 mins)
- T shows the picture and the title of the reading
passage and lets Ss discuss what the text is about

- T then shows 2 options from exercise 2 and Ss

choose which one is the main idea.

a. Ann Sullutor — a typical day at work

b. Ann Sullutor — a multitasking companion

- T does not check the answer at this point

e. Assessment
- T observes Ss’ notes of vocabulary
- T checks Ss’ pronunciation and gives feedback
- T observes Ss’ discussion

3. ACTIVITY 3: WHILE-READING TASKS (30 mins)

a. Objectives:
- Check Ss understanding of the gist
- Teach Ss how to do multiple-choice questions effectively
b. Content:
- Exercises 2,3,4
c. Products:
- Ss’ answers for exercises 2,3,4
d. Organization:

ACTIVITIES CONTENT
Exercise 2 (3 mins)
- T lets Ss skim the text and find out the correct answer
for exercise 2.
Answer: b
- Check the answer as a class. b. Ann Sullutor — a
multitasking companion

Exercise 3 (10 mins)

- T goes through the Reading strategy with the whole
class. Then T checks whether Ss understand the
strategy and elicits if necessary.
- Then ask Ss how information might be expressed

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 differently, e.g. it might be paraphrased or synonyms
or associated words might be used.
- T asks Ss to do exercise 3 page 66 Answer: a
- T collects the answers and checks as a class. an invention on the 22nd
century = the brainchild of a
22nd century scientist

Exercise 4 (17 mins)

- Ss spend time completing exercise 4.

Read the rest of the article. Choose the correct answers (a -

d).

1. Ann Sullutor ____________

a. is an invention of the 22nd century.

b. costs a huge sum of money.

c. takes a 20-hour energy charge.

d. can’t be controlled orally.

2. The inventor of Ann Sullutor ____________

a. takes inspiration from Helen Keller's tutor.

b. is a dedicated tutor to visually-impaired children.

c. has a fondness for wristwatches and jewellery.

d. works as a teacher in mainstream schools.

3. Nick can ____________

a. regularly send reports to Ann Sullutor.

b. listen to Ann Sullutor’s instructions.

c. switch Ann Sullutor off.

d. always get Ann Sullutor’s help with his schoolwork

immediately.

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4. The writer____________ Answer:

a. believes that Ann Sullutor can be of great help to a child. 1 a. is an invention of the 22nd
century.
b. finds Ann Sullutor needs a lot of improvement.
2 a. takes inspiration from Helen
c. thinks the lessons Ann Sullutor suggests are too difficult. Keller's tutor.

d. suggests that Ann Sullutor should be registered in the 3 b. listen to Ann Sullutor’s
school system for the best use. instructions.

- T reminds Ss to make a note of the phrases or words 4 a. believes that Ann Sullutor
in the text that help them to choose the correct can be of great help to a child.
options.
- T invites some Ss to share their answers.
- T checks answers as a class.

e. Assessment
- T checks Ss’ answer
- T gives feedback
- Ss give feedback on their peers’ work

4. ACTIVITY 4: POST-READING TASKS (30 mins)

a. Objectives:
- Teach Ss some collocations related to the topic
- Encourage Ss to discuss the topic further
b. Content:
- Exercise 5,6
- Vocabulary builder 5F
c. Products:
- Answers from Ss
d. Organization:

ACTIVITIES CONTENT
Exercise 5 (5 mins)
- T asks Ss to complete the collocations in exercise 5 - Answer:
page 67 and then check their answers in the text.
1. take shape
2. assume responsibilities
3. send reports
4. bridge the gap
5. offer a hand

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 6. keep track

Extra activity: Fast finishers

- Write the following questions about the text on the
board:
1 What does Ann take responsibility for? 1. helping a
disabled child study in a
mainstream school

2 How can Ann support Nick in getting around 2. If Nick is in an unfamiliar

safely? place, he can get
directions from Ann through a
tiny set of earphones.
In an emergency, for example,
if there is an obstacle or
unexpected vehicle, Nick
receives a tiny vibration as a
warning.

3 Is Ann always willing to help Nick with his 3. No, Nick has to work on his
schoolwork? own for a
while before Ann makes a few
suggestions.

4. No, because Ann’s often

4 Do you think Nick feels happy with Ann’s companion persist and strict.
all the time? Why / Why not?

Vocabulary builder (10 mins)

- T asks Ss to turn to the Vocabulary builder (p110) and
complete the exercise. T collects the answers and checks
as a class.
- Students complete the collocations and then check their Answer:
answers in the text. 1. make suggestion(s)
- Check answers as a class 2. send reports
3. bridge the gap
4. offer a hand
5. keep track

Exercise 6 (15 mins)

- T asks Ss whether they would like to have a digital tutor
like Ann Sullutor.
- Ss share their ideas.

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 - T then puts Ss in pairs and asks them to think of
advantages and disadvantages of having a digital
companion like Ann Sullutor.
- T walks around to monitor.
- T chooses some Ss to report to the class and gives Answer: Ss’ own answers
feedback.

e. Assessment
- T observes Ss’ notes of vocabulary
- T checks Ss’ answer
- T observes Ss’ discussion
- Ss give feedback on their friends’ performance
- T gives feedback

5. CONSOLIDATION: (6 mins)
a. Wrap – up:
- If you are using the Classroom Presentation Tool, first do the lesson closer to review
what has been covered in this lesson.
- T asks Ss: What have you learnt today? What can you do now? (I can understand a text
about artificial intelligence. I can choose correct answers in a multiple-choice task. I can
use verb–noun collocations. I can think of advantages and disadvantages of having Ann
Sullutor, a digital tutor, as a companion.)

b. Homework:
- Prepare for the next lesson.

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