Ngày soạn: …………………..

Ngày dạy: ………………….

Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 1: Getting started – A visit to a high-tech centre
I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Gain an overview about the topic Artificial intelligence;
- Gain vocabulary to talk about robots and artificial intelligence;
- Get to know the language aspects: Active and Passive Causatives.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities: By the end of the lesson, students will/should be able to:
- Be aware of the advantages of AI applications like robots and stimulate creativity of students;
- Develop self-study skills.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Getting started, Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, computer, blackboard, chalks, pictures
III. PROCEDURE
Steps + Time Aims Learning activities/Content/ Product/Outcome
Procedure
Warm-up - To stir up the GAME: CROSSWORD
(5 Mins) atmosphere and - Teacher divides the class into four - Students can revise
activate students’ teams. vocabulary related to the
knowledge on - Teacher gives each team a handout of topic and guess the key
the topic; a crossword for them to solve. word.
- To set the Handouts: 1. ARTIFICIAL
context for the 1. not real , made or produced to copy 2. TECHNOLOGY
listening and something natural 3. LABORATORY
reading part; 2. scientific knowledge used in practical 4. AUTOMATIC
- To enhance ways in industry, for example in 5. INTELLIGENCE
students’ skills designing new machines 6. SCIENTIST
of cooperating 3. a room or building used for scientific => Keyword: ROBOTS
with teammates. research, experiments, testing, etc
4. having controls that work without
needing a person to operate them
5. the ability to learn, understand, and
make judgments or have opinions that
are based on reason
6. a person who studies or is an expert in
one or more of the natural sciences
- Students work in groups and solve the
crossword.
- The first team to finish the task and get
the correct key word will be the winner
of the game.
- Teacher checks each word. Give
further explanation if necessary.
- Students check the answers. Take
notes the important words.
- Teacher leads in the lesson.

Presentation - To provide Vocabulary pre-teaching - Students can use key

Activity 1 students with - Teacher introduces the vocabulary. language more
(5 Mins) new words - Teacher explains the meaning of the appropriately before they
related the topic; new vocabulary by pictures. read.
- To help - Students listen to the teacher’s New words:
students be well- explanation and guess the words. 1. virtual (adj)
prepared for the - Teacher checks students’ 2. exhibition (n)
listening and understanding with the “Rub out and 3. activate (v)
reading tasks. remember” technique. 4. facial recognition (n)
- Teacher reveals that these five words
will appear in the reading text and asks
students to open their textbook to
discover further.
- Students write down the new words on
their notebook.
Practice - To introduce * Listen and read
Activity 2 words and - Set the context for listening and - Students can thoroughly
(6 Mins) phrases related reading the conversation. Have Ss look understand the content of
to Artificial at the pictures, the heading and the the text and complete the
Intelligence speakers’ names. Ask Ss questions tasks successfully.
- To introduce about them, e.g. What can you see in the
some vocabulary two photos? (photo 1: a technology
and the grammar center; photo 2: a robot and a student);
point to be learnt Which activity do you think the students
in the unit; are attending? (a field trip to a high-
tech centre); Who might be the tour
guide? (The robot) Encourage Ss to use
their imagination and accept all answers.
Then explain that they are visiting a
high-tech centre.
- Students look at the picture and answer
the questions.
- Play the recording twice for Ss to
listen and read along. Have Ss underline
words / phrases related to artificial
intelligence in the conversation.
- Students listen to the recording.
- Have Ss compare the words they have
underlined in pairs and discuss their
meaning. Then check comprehension as
a class.
- Students underline words/phrases
related to artificial intelligence in the
conversation.
- Students compare the words and
phrases with their partners.
- Call on three Ss to read the
conversation aloud.
- Students read the conversation aloud.
Note: We’d normally use ‘it’ for a
robot, unless it is given a male or female
name.
Practice - To introduce * Read the conversation again and Answer key:
Activity 3 words and answer the questions. 1. Because he has never
(5 Mins) phrases related - Ask Ss to work in pairs and look at the met a talking robot before.
to Artificial four questions carefully. Ask them to 2. He can answer
Intelligence underline the keywords in each question questions and translate
(E.g: 1-Why, Nam, excited; from different languages.
 2- What, robots, do; 3. Facial recognition and
3 –What, examples, AI applications; virtual assistants.
4- Where, Mai, see, facial recognition 4. At the entrance of the
screen). Then read the conversation and centre.
locate the part of the conversation that
contains the information.
- Students work independently to do the
activity.
- Call out each blank and have different
pairs provide their answers.
- Students compare the answers in pairs.
- Confirm the correct answers
Practice - To introduce * Find words in Task 1 with the Answer key:
Activity 4 words and following meanings 1. capable
(6 Mins) phrases related - Ask Ss to read the given meanings and 2. recognition
to Artificial suggested letters to identify the type of 3. activated
Intelligence words (adjective, verb or nouns) 4. applications
- Have Ss read the conversation quickly
again, and find words which contain the
suggested letter and have the same or
similar mearning to the given meanings.
- Ss read the conversation again and
work independently to do the activity.
- Call on individual S to write the
answers on the boards. Check answers
as a class.
- Ss share and check the answers.
Practice - To help Ss Complete the sentences with words or Answer key:
Activity 5 identify active a phrase from Task 1 1. taken
(5 mins) and passive - Have Ss read the four sentences and 2. take
causatives check understanding. Ask them to focus 3. activated
on the phrases before each blank 4. checked
(have/get + Object) and types of words
they need to fill in each blank.
- Students work individually to complete
the sentences
- In weaker classes, encourage Ss to
read the conversation again and
underline the sentences which have the
same information. Then try to fill in the
correct verbs.
- Check answers by calling on
individual Ss to read out each sentence.
- Students share and check the answers.
 Production - To help Ss Role-play: Jessica - the AI robot - Ss can talk about the
Activity 6 memorize the - Teacher lets Ss work in groups of 4. In main features of Jessica –
(10 Mins) key information each group, one student plays the role of the robot in the reading
about the science Jessica – the robot, others are students text and some science and
and technology; who visit the high-tech centre. technology knowledge
- To get Ss to – Students work in groups to follow related to AI.
speak about the teacher’s instruction.
main features of - Give instructions to students.
Jessica – the - Ask students to do a role-play, others
robot in the students may ask Jessica about what she
reading text. can do.
- Some cues questions to ask Jessica:
+ Which special abilities do you have?
+ What are your strengths and
weaknesses?
+ Which AI technology will be popular
in the future?
- Teacher asks to use their imagination
and creativity in the role play together
with the information provided in the
reading text.
- Teacher calls on some groups to
present their stories.
- Students perform in front of the class.
- Teacher asks other groups to listen and
give comments.
- Teacher gives feedback and gives
marks to the best group.
Consolidation - To help - T asks Ss to recall what they have An overview about the
(2 Mins) students learnt lesson
summarize the - Ss recall what they have learnt
target language - T emphasizes what Ss need to pay
they have learnt. attention to and need to remember.

Homework - To give Ss - T gives Ss what to do at home. Sts’ product at home.

(1 min) homework 1. Prepare for the next lesson -
Language
2. Prepare for Project section

*Comment:
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Ngày soạn: …………………..

Ngày dạy: …………………..
Period:…….
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 2: Language

I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- identify and pronounce the homophones in words and sentences correctly.
- understand and use words and phrases related to science and technology.
- understand and use active and passive causatives correctly.
2. Competences: By the end of this lesson, Ss should be able to:
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities: By the end of this lesson, Ss will be able to:
- Develop self-study skills.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials
- Grade 12 textbook, Unit 6: Language, Teacher’s book, hoclieu.vn
2. Equipment
- Computer connected to the Internet
- Smart TV/ pictures and cards, blackboard, chalks
III. PROCEDURE

Steps + time Aims Learning activities/ Content/ Product/ Outcome

Procedure
WARM - UP - To stir up the Game: Homophone game - Students can get ready to
(5 mins) atmosphere and - Let Ss work in groups of 4. know about homophones.
activate - Give each group a worksheet, in
students’ which Ss have to write the suitable
knowledge on words under the pictures. The words
the topic; are also provided in the worksheet.
- To enhance Suggested cards:
students’ skills
of cooperating
with teammates.

- The first group to complete the task

successfully is the winner.
- Students work in groups to do the
activity.
 - Teacher goes around to help Ss when
necessary.
- Teacher checks the answer for each
group which finishes the task early.
- Teacher checks the answer with the
whole class and lead in the lesson.
- Students check the answers.
PRONUNCIA - To help Ss Task 1: Listen and repeat. - Students can distinguish
TION recognise and - Write two ‘buy, bye’ on the board homophones and use the
Activity 1 practise and call on one or two Ss to read it. correct words in a complete
(6 mins) homophones; Ask Ss to identify the similarity and sentence.
differences between these two words. Audio script
Refer to the Remember box to to two
introduce homophones. where wear
- Answer teacher’s question, identify hour our
the similarity and differences between know no
these two words. there their
Homophones are words that have the board bored
same pronunciation but different allowed aloud
spelling and meanings. wright write
Example: I have two books, too.
/tu:/ /tu:/
- Play the recording and ask Ss to
listen and repeat, paying attention to
the words. Play the recording two or
three times.
- Students listen to the recording, and
then repeat the words.
- For strong classes, cover the second
column and ask Ss to find the
homephones to the words in the first
column.

Task 2: Choose the correct words to Answer key:

- To help Ss complete the sentences. Listen and 1. There are more than two
Activity 2 practise repeat. Then practise saying the types of robots.
(6 mins) identifying sentences in pairs. 2. We want to know where
homophones. - Ask Ss to read the sentences. Check AI technologies are used
comprehension. today.
- Students read the sentences and 3. There have been some
underline suitable the words. Then worries about AI taking
listen to the recording. over the world.
- Students check answers. 4. Robots can work for long
- Have Ss underline the suitable words hours without feeling tired.
to make complete sentence 5. We have no idea about
individually. Then ask them to work in the future of AI in space
pairs to compare their answers. exploration.
- Check answers as a class by playing
the recording. Pause after each
sentence and confirm the answers.
- Put Ss in pairs and have them
practise reading the sentences aloud.
- Students read the whole text aloud.
Extension: Ss work in pairs and make
up new sentences using words which
contain homophones. Then they take
turn to read out their sentences and
 the other S has to tell which words are
homophones and write down the two
words.
VOCABULAR To introduce Task 1: Match the words with their - Students understand the
Y words / phrases meanings meaning of words,
Activity 3 related to the - Ask Ss to work in pairs, read five memorise them and are able
(6 mins) topic Science words and do the matching. to use them in meaningful
and technology. - Students match each word/phrase on contexts.
the left with the one on the right Answer key:
- Check answers as a class. Call on 1.c
one student to read aloud a word and 2.a
on another student to read its 3.e
definition. 4.d
- Students study the meanings and 5.b
underline key words.
- In stronger classes, show Ss the
meanings, the number of letters in
those words/phrase and the beginning
letter, and ask them to guess. They can
do that in pairs or small groups.
- In weaker classes, do the first one as
an example before asking Ss to match
the rest individually or in pairs.
VOCABULAR - To help Ss Task 2. Complete the sentences - Students understand the
Y practise the using the words in Task 1 meaning of words,
Activity 4 words in - Ask Ss to work individually. Tell memorise them and are able
(6 mins) meaningful them to read the sentences carefully to to use them in meaningful
contexts. decide which word in 1 can be used to contexts.
complete each of the sentences. Answer key:
Remind them to use the contextual 1. Artificial intelligence
clues to decide on the word/phrase as 2. advanced
well as the correct forms. E.g. 3. 3.programmed
Needs a plural noun after “many”. 4.analyse
- Students read the sentences carefully 5. chatbots
and decide which words can be used.
- Have Ss compare their answers in
pairs. Check answers as a class. Have
individual Ss call out the word they
have used for each sentence first.
- Confirm the correct answers. In
stronger classes, ask Ss to explain why
they have chosen the word for each
sentence using contextual clues, e.g.
The first sentence needs a noun and it
refers to a part of people’s life. The
second sentence needs an adjective to
go with type of robot’, and the words
‘advanced’ is the best choice.
- Students explain the meaning of each
phrase.
- Students read the complete
sentences.
GRAMMAR - To help Ss Task 1: Rewrite the sentences using - Students know how to use
Activity 5 review how to active or passive causatives. active and passive causatives
(6 mins) use active and - Tell Ss to look at the sentences using and can apply it to give a
passive active and passive causatives in short talk on the given topic.
causatives; Activity 4 in GETTING STARTED. Answer key:
 Elicit the active and passive causative, 1. I have a robot clean my
e.g. What is the type of object after house every day./ I have my
“have/get”? What are the form of house cleaned every day (by
verbs after these objects? a robot).
- Have Ss read the explanation and 2. My dad had / got our
examples in the Remember! box. robot vacuum cleaner
Check understanding and provide repaired.
more examples if necessary. 3. We had a robot put
- Students read the notes in the together our new furniture
Remember box. in 10 minutes. / We got a
- Ask Ss to work individually to robot to put …
rewrite the sentences using the given 4. He will have / get his
subjects. Remind Ss that they can computer upgraded to
write the sentences using active or improve its performance.
passive causatives.
- Students rewrite the sentences using
the given subjects.
- Call on individual Ss to write their
answers on the board. Check answers
as a class.
- Students explain their answers.
GRAMMAR - To help Ss Task 2. Task 2: Work in pairs. - Students know how to use
Activity 6 practise using Make predictions about applications active and passive causatives
(7 mins) causatives in a of robots in the future, using and can apply it to give a
speaking causatives. short talk on the given topic.
activity. - Have Ss read the instruction and Suggested answers:
example, make sure they all People/We will have robots
understand the context and what they do the housework for them/
have to do. us.
- Point to the example and the People will have some
causative in these sentences. Ask: dangerous jobs done by
Which sentence uses active causative robots.
and which uses passive causative? People will have robots do
- Put Ss in pairs to make predictions operations / take care of
about the future applications of robots patients in the hospital.
in their life, using active or passive Students will have their
causatives. homework done by robots.
- Students work in pairs and make
predictions about the future
applications of robots in their life,
using active or passive causatives.
- In stronger classes, set a time limit of
four minutes and have pairs come up
with as many sentences as they can.
- Invite pairs to share their sentences
with the whole class.
- Present their ideas in front of class.
CONSOLIDA - To summarize - T asks Ss to recall what they have An overview about the
TION and consolidate learnt lesson.
(2 mins) what Ss have - T emphasizes what Ss need to pay
learnt attention and remember.

HOMEWORK - To give Ss - T gives Ss what to do at home: Ss’ product at home

(1 min) homework 1. Do exercises in the workbook.
2. Prepare for Lesson 3 - Reading.

*Comment:
............................................................................................................................................................................
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Ngày soạn: …………………………

Ngày dạy: ………………………….
Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 3: Reading – AI applications in education

I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Develop reading skills for general ideas and for specific information in an article about AI applications in
education.
2. Competences: By the end of this lesson, Ss should be able to:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities: By the end of this lesson, Ss should be able to:
- Develop self-study skills.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Reading, Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, blackboard, chalks, pictures
III. PROCEDURE
Steps + time Aims Learning activities/ Content/ Product/ Outcome
Procedure
Warm-up - To stir up the Reveal the secret word - Students join the activity
(5 mins) atmosphere and - Teacher lets Ss work in groups. enthusiastically and gain
activate students’ - Students work in groups to do the knowledge on the topic.
knowledge about activity.
the figure they are - Teacher delivers a handout to each
going to learn group, in which students have to fill in
about in the the blanks with suitable words.
lesson; Handouts:
- To set the Reading passage: Answer key:
context for the In the rapidly evolving world of 1. driving force
reading part; education, technology has become a (1) 2. cutting-edge
- To enhance ________ behind innovation and 3. human-like
students’ skills of transformation. Among the many (2) 4. sophisticated
cooperating with ________ technologies making waves 5. opportunities
teammates. in the educational landscape is KEY KEY WORD: Chat
WORD HERE. It has emerged as a GPT (Generative Pre-
powerful tool for transforming learning trained Transformer)
experiences through AI conversations.
an advanced natural language
processing model, is designed to
understand and generate (3) ________
text based on the input it receives. It
operates on the principles of deep
learning, leveraging large-scale datasets
to pre-train its language comprehension
abilities. By employing this (4)
_______ AI conversational tool in
education, the learning process is
elevated to new heights, offering
 students and educators unique (5)
________ for growth and collaboration.
- Teacher asks students to guess the
secret key word after they have
completed the task.
- Students raise their hands to answer
the questions.
- The first group to do the task
successfully ang get the correct key
word is the winner of the game.
- Teacher leads in the lesson.

PRE- - To get students Task 1. Work in groups. Discuss what

READING learn vocabulary the pictures in the article below show
Activity 1 related to the and where you might see them.
(4 mins) topic; - If possible, play video clips showing
- To activate prior different applications of AI in life Suggested answers:
knowledge about (robots, speech recognition…) to spark Pic 1. Chatbots
the topic and get Ss’ interest in the topic and ask them Pic 2. Virtual reality
Ss involved in the what they are going to read. We may see the first
lesson. - Put Ss into pairs to discuss the two applications on laptops or
given pictures (what they are; where smartphones. We may see
they might see them) the second one in tech
centre, classrooms,
museums….

- Students discuss the two given

pictures.
- Call on some pairs to share their
answers.
- Students work in pairs and answer the
questions.
- Students share their answers.
- Introduce the topic of the reading text.
Activity 2 - To help Ss Vocabulary pre-teaching - Students can thoroughly
(5 mins) practise guessing - Teacher introduces the vocabulary. understand the content of
the meaning of - Teacher explains the meaning of the the text and complete the
words from new vocabulary by pictures. tasks successfully.
context; - Students listen to the teacher’s New words:
explanation and guess the words. 1. portfolio (n)
- Teacher checks students’ 2. effortlessly (adv)
understanding with the “Rub out and 3. concept (n)
remember” technique. 4. (to) personalise
- Teacher reveals that these five words 5. conversational (adj)
will appear in the reading text and asks
students to open their textbook to
 discover further.
- Students write down the new words on
their notebook.

WHILE- - To get Ss to Task 2: Read the article. Choose the - Students can thoroughly
READING practise guessing correct meanings of the highlighted understand the content of
Activity 3 the meaning of words. the text and complete the
(7 mins) words from - Have Ss look through the four words, tasks successfully
context; identify their part of speech (1.a noun; Answer key:
- To help Ss 2. an adjective; 3. an adjective; 4. a 1.C 2.B 3.A 4.B
develop reading noun) and guess their meanings first.
skills for general Then locate the wors in the article. Strategy: Reading for
information; - Ask them to study the context vocabulary
including the sentences contaning the To read and understand the
words as well as neighbouring meanings of words/phrases
sentences carefully. They may replace in context, students
the word with each choice to seen should:
which one best replaces the word. 1. Locate the word or
- Students read the text and locate the phrase in the text.
highlighted words individually. 2. Study the context
- Call on individual Ss to say out their (including the sentence
answers. Check answers as a class. containing the word/phrase
- Students study the context and do the as well as neighbouring
tasks as required. sentences) carefully.
- Give feedback 3. Try to replace the
word/phrase with each
choice to see which one
best replaces the
word/phrase.
Activity 4 - To help Ss Task 3: Read the article again and - Students can thoroughly
(7 mins) develop reading choose the correct answer A, B, C, or understand the content of
skills for general D the text and complete the
information; - Ask Ss to read the questions and four tasks successfully
options, and underline the key words in Answer key:
each of them, e.g. Question 1: What, 1.C
students, Singapore, upload, digitial 2.B
portfolio; Question 2: Which, AI 3.A
chatbos, NOT do; Question 3: Which, 4.B
one benefit, using VR, Hong Kong 5.D
schools; Question 4: Which group, NOT
benefitted, Personalised learning app;
Question 5: Which AI applications,
helpful, students, need, additional
tutoring.
- Students read the questions and four
options, and underline the key words in
each of them.
- Check whether Ss have got the right
key words.
- Ask Ss to scan the text to locate the
key words, as well as paraphrases of
these key words. Then choose the
option that matches the information in
the text. Remind them to watch out for
question 2 and question 4 (negative
facts) where they have to eliminate the
options contaning correct information
 mentioned in the article.
- Students scan the text to locate the key
words, as well as paraphrases of these
key words.
- Have Ss work in pairs or groups to
compare answers.
- In weaker classes, check answers as a
class and give the clues by highlighting
the phrases or sentences that contain the
information in the article. E.g, the
answer to question 1 is in fourth
sentence of paragraph A, “This app
collects data from the learning and
work experience that students upload
onto the app”. “learning and work
experience that students upload onto the
app” is similar to option C “their study
and work experience”. For question 2,
students will eleminate all the options
that are mentioned in paragraph B
( Option A. explain lessons = explain
concepts clearly; Option C. answer
questions; Option D. comment on
homework = give feedback on
homework) and choose B as the answer.
- In stronger class, ask Ss to explain
their answers by providing clues from
the text.
- Students choose the option that
matches the information in the text
- Students check answers with the
whole class and give explanations for
their choice.
Activity 5 - To develop Task 4: Complete each of the - Students can thoroughly
(7 mins) reading skills for following sentences with one word understand the content of
specific from the article. the text and complete the
information. - Ask Ss to read the four sentences, and tasks successfully
identify the part of speech that is needed Answer key:
to fill in each blank, e.g. Question 1: a 1. students
noun as subject 2: a noun of place after 2. chatbots
the preposition “on”; Question 3: a 3. history
noun after “the”; Question 4: a noun 4. platform
that goes with distance-leaning to form
a meaningful phrase. Then identify the
paragraph where they can find the
missing words. E.g. Question 1:
paragraph A, question 2: paragraph B;
question 3: paragraph C; question 4:
paragraph D.
- Students read the four sentences and
identify the part of speech that is needed
to fill in each blank
- Ask Ss to scan each paragraph to
locate the missing words.
- Students scan each paragraph to locate
the missing words
- Have Ss work in pairs or groups to
 compare answers. Chesk answers as a
class.
- Students compare their answers with
partners then check with the whole
class.

POST- - To check Task 5: Work in pairs. Discuss the - Students can use the
READING students’ following question. Which of the AI language and ideas from
Activity 6 understanding applications do you think your school the unit to talk about the
(8 mins) about the reading can adopt? use of AI applications in
passage; - Put Ss into pairs. Have them discuss their own school.
- To help some the question. Suggested answers:
students enhance - Invite some pairs to share their In my opinion, educational
presentation answers with the whole class. chatbots can be of great
skills; - Ask other Ss to give comments and use at my school as they
- To practise team correct any mistakes if possible. provide additional support
working; - Praise for interesting ideas and fluent to students before and after
- To give students delivery. class. They can also help
authentic practice - Students practise speaking in pairs. tutor weak students to
in using target - Students share their answers with the keep up with the class
language. whole class. progress and reduce the
- Students listen and give feedbacks. workload for many
teachers.
Consolidation To help students - T asks Ss to recall what they have Summarise the knowledge
(1 min) memorise the learnt they have just learnt in the
target language - T emphasizes what Ss need to pay lesson
and skills that attention and remember.
they have learned
Homework - To prepare for - Do the Reading exercises in the Revise the lesson just
(1 min) the next lesson. Workbook taught and make ready for
- Prepare for the Speaking lesson the next lesson

*Comment:
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............................................................................................................................................................................

Ngày soạn: ……………………….

Ngày dạy: ……………………….
Period: .

UNIT 6: ARTIFICIAL INTELLIGENCE

Lesson 4: Speaking – Applications of AI in education

I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Gain an overview about applications of AI in education;
- Memorise vocabulary to talk about applications of AI in education.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities: By the end of the lesson, students will/should be able to:
- Be aware of the advantages of AI applications in education and stimulate creativity of students;
- Develop self-study skills.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Speaking, Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, blackboard, chalks, pictures
III. PROCEDURE
Steps + time Learning activities/ Content/ Products/Outcomes
Aims
Procedure
WARM-UP Video watching - Students join the game
(5 mins) - Teacher divides the class into 2 groups. enthusiastically and gain
- Students work in groups to do the knowledge on the topic.
activity.
- Before playing the video, teacher asks Questions:
Ss to watch carefully and try to remember 1. What is the robot
as many details as possible. Ss can take called?
notes if they want. DTR (Dance Teaching by
- Teacher shows questions one by one, Ss a Robot)
- To stir up the raise their hands and say BINGO to grab 2. Where was it invented?
atmosphere and the chance to answer. Japan
activate - Students raise their hands to answer the 3. For beginners, what
students’ questions. does the robot do?
knowledge on - If the answer is correct, they get one It guides the dance with
the topic; point for their team. low compliance, leading
- To set the - The team with higher score will be the the motion in the correct
context for the winner. direction.
speaking part. - Teacher leads in the lesson. 4. Can it evaluate the
. Link: https://www.youtube.com/watch? partner’s performance?
v=1UjXNTyTTvc Yes. And it can modify its
guidance based on it.
5. What kind of
interaction that the robot
combines when it
supports the skill learning
process?
Cognitive and physical
interaction
CONTROLL - To provide Task 1: Work in pairs. Match each AI - Students can identify
ED knowledge and application (1–5) with its purpose in and gain some
PRACTISE language input learning (a–f). There can be multiple vocabulary to complete
(30 mins) for the main correct answers (10 mins) speaking tasks.
speaking task; - Remind Ss of the reading text about Suggested answer:
applications of AI in education around 1. a, c
the world (digital porfolio, educational 2. a, d, f
chatbots, VR, personalised learning app). 3. a, f
- Ask, Do you know other applications of 4. b, f
AI in learning? What are their 5. a, e, f
purposes?; and encourage Ss to come up
with as many points as they can (robots,
AI games, speech recognition…)
- Then ask Ss to look at the table to see if
any of their points are included there.
Have them work in pairs and match each
AI application with its purposes on
learning.
- Check answer as a class. Ss may
add more purposes to the given
applications.
- Students recall information from
reading lesson about AI in education
 around the world (digital porfolio,
educational chatbots, VR, personalised
learning app).
- Students answer the teacher’s questions.
- Work in pairs and match each AI
application with its purposes on learning.
- Check answer and add more purposes.
Vocabulary pre-teaching (5 mins) - Students can identify
- Teacher introduces the vocabulary. and gain some
- Teacher explains the meaning of the vocabulary to complete
new vocabulary with different techniques speaking tasks.
- To activate
(pictures, actions, synonyms …) New words:
prior knowledge
- Students listen to the teacher’s 1. ready-made (adj)
about the topic
explanation and guess the words. 2. feedback (n)
and get Ss
- Teacher checks students’ understanding 3. virtual reality (n)
involved in the
with the “Rub out and remember” 4. critical thinking (n)
lesson.
technique.
- Teacher asks Ss to take notes on their
notebooks.
- Students write down the new words on
their notebook.
Task 2: Work in groups. Discuss the - Students have an
questions. overview about the
- Put Ss in pairs and have them discuss applications of AI in
the two given questions. Remind them to education..
take notes of their discussion. Suggested answer:
- Students work in pairs to discuss the A: What do you think
two given questions. about chatbots app?
1. How can each application in Task 1 be B: I think it is an effective
used in education? application because it
2. What are the advantages and can help students
disadvantages of each application? understand the lessons
- In weaker classes, write some guiding better and provide instant
questions on the board and ask Ss to support throughout the
think of the answers to these questions. course.
- To help Ss
E.g. What applications will you choose in A: When should we use
practise talking
your class/school? ; What are their this app to enhance our
about
advantages/ How can they support your learning experience ?
applications of
study? What difficulties/challenges you B: You can use it during
AI in education.
may have when using this app?... and after the teachers’
- Ask Ss to look at some useful lectures to clarify some
expressions for discussion in the confusions and querries.
appendix of their book if they need help. A: Does it have any
- Walk around and provide help if disadvantages?
necessary. B: Of course. Using
- Look at some useful expressions for chatbots too often may
discussion in the appendix of their book make the students lazy
if they need help. and reduce their self-
study time as they have
no desire to discover the
topic. All the answers will
be answered and
explained by the app.

LESS- - To give Ss an Task 3: Prepare a summary of your

CONTROLL opportunity to discussion and report to the whole - Students can use the
ED present their class. language and ideas from
PRACTICE - Have a representative from some pairs
the unit to talk about
(8 mins) briefly share their discussion in front of
advantages and
the class. disadvantages of each AI
- Students share their discussion in front
application in education.
of the class. Suggested answer:
- Praise for good effort, well-structured
My pair want to use
responses and fluent delivery.chatbots app at our
school because it can
help us understand the
group discussion
lessons better and
to the class;
provide instant support
- To help some
throughout the course.
students enhance
We can use it during and
presentation
after the teachers’
skills.
lectures to clarify some
confusions and querries.
However, this app have
some disadvantages. It
can make us lazy and
reduce our self-study time
as we have no desire to
discover the topic. All the
answers will be answered
and explained by the app.
Consolidation To help students - T asks Ss to recall what they have learnt Summarise the
(1 min) memorise the - T emphasizes what Ss need to pay knowledge they have just
target language attention and remember. learnt in the lesson
and skills that
they have
learned
Homework - To prepare for - Do the Speaking exercises in the Revise the lesson just
(1 min) the next lesson. Workbook taught and make ready
- Prepare for the Listening lesson for the next lesson

*Comment:
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Ngày soạn: ……………………..

Ngày dạy: ………………………
Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 5: Listening – Operating a home robot
I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Gain an overview about a home robot;
- Memorize vocabulary to talk about how to operate a home robot.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities: By the end of the lesson, students will/should be able to:
- Develop self-study skills;
- Actively join in class activities.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Listening, Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, blackboard, chalks, pictures
III. PROCEDURE
Steps + time Aims Learning activities/ Content/ Products/ Outcomes
Procedure
Warm-up - To help Ss Video watching - Students can join the
(5 mins) understand and - Teacher divides the class into 2 game and gain knowledge
activate their groups. on the topic.
knowledge of the - Before playing the video, teacher Questions:
topic; asks Ss to watch carefully and try to 1. What is it?
remember as many details as A robotic vacuum cleaner
possible. Ss can take notes if they 2. Do you have this at
want. home?
- Students work in groups to do the 3. Do you think it is a
activity. useful invention? Why?
- Teacher shows questions one by - It can do almost all the
one, Ss raise their hands and say work of cleaning, which
BINGO to grab the chance to frees your hands and can
answer. give you more time to do
- Students raise their hands to answer other, more interesting
the questions. things.
- If the answer is correct, they get - Compared to traditional
one point for their team. vacuums, robotic vacuums
- The team with higher score will be are much quieter.
the winner. - The mobile application,
- Teacher leads in the lesson. as a remote-control
Link: device, can be used to
https://www.youtube.com/watch? control the robot, and no
v=R4RXsBxiQIw extra manual operation is
needed.
- Robotic vacuums are
self-charging.

PRE- - To get students to Task 1: Work in pairs. Discuss the - Students understand the
LISTENING learn vocabulary following questions. (4mins) meaning and know how to
Activity 1 related to the topic; - Ask Ss to work in pairs, and discuss pronounce some words
(9 mins) the two questions. Explain that a type from the recording.
of robot will be introduced in the Questions:
recording. 1. Would you like to have
- Students work in pairs a robot to help you in
- Call on some pairs to share their your daily life?
answers. 2. What would you like it
- Ss share the answers to do for you?
- Have Ss share what they know
about a home robot and their
experience if any.
- Work in pairs, and discuss the two
questions.
- Ss share what they know about a
home robot and their experience if
any.

- To activate prior Vocabulary pre-teaching (5 mins) New words:

knowledge about - Teacher introduces the vocabulary. 1. command (n)
the topic and get - Teacher explains the meaning of 2. monitor (n)
 Ss involved in the the new vocabulary with different 3. station (n)
lesson. techniques (pictures, actions, 4. function (n)
synonyms …)
- Students say the meaning of the
words.
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
- Students write new words on their
notebook
WHILE- - To help Ss Task 2: Listen to the first part of a - Students can catch the
LISTENING practise listening conversation between Nam and an main idea as well as
(20 mins) for the main idea; AI expert. Decide whether the specific details of the
following statements are true (T) recording and complete the
or false (F). (10 mins) tasks successfully.
- Have Ss read four statements, and Answer key:
make guesses before listening. Ss 1. F
can also underline other key words 2. T
besides the two options in each 3. T
statement to have more clues. E.g. 1. 4. F
Talking, an educational robot; 2.
Ally, most advanced, robot, AI; 3.
Ally, see, hear, speak, teach maths,
science; 4. robot, runs, batteries.
- Students make predictions before
listening.
- Play the recording and tell Ss to
listen, pay attention to the key words
and decide if the statement is true or
false. For this kind of question –
True/False, remind Ss to pay
attention to the key words or
expressions the speaker use in their
recording and their synonyms or
paraphrases in each statement. E.g.
Question 1. Minh says “I’d like to
know more about the home robots at
the New Tech Centre.”; so they are
talking about home robot, not an
educational robot; so the question 1
is false.
- Ss listen and check the answers.
- Have Ss compare their answers in
pairs / groups.
- Check answers as a class and
confirm the correct ones. Invite
individual Ss to explain why they
have chosen that option and give
evidence from the listening.
- In weaker classes, play the
recording again pausing at the places
where they can get the information.
- To help Ss Task 3: Listen to the second part - Students can catch the
practise listening of the conversation and complete main idea as well as
for specific each gap in the diagram with no specific details of the
 information; more than TWO words. (10 mins) recording and complete the
- Have Ss look at the diagram, read tasks successfully.
each of the statements, underline key Answer key:
words, and identify the part of 1. voice commands
speech to fill in each blank; e.g. 1. (a 2. serial number
noun/ noun phrase) use, control; 2.(a 3. Hey Ally
noun/ noun phrase) log in,printed, 4. monitor screen
back head; 3.(a command) say, ask
questions; 4. (a a noun) open,
choose. Remind Ss that the
statements may include paraphrased
from what they hear in the recording
so they should listen for synonyms,
or phrases with similar meanings.
- Students read the questions and
underline the key words and identify
the part of speech to fill in each
blank.
- In stronger classes, ask Ss to
complete the sentences based on
what they remember from the first
listening.
- Play the recording and have Ss fill
in the missing words. Remind them
not to exceed the word limit (no
more than TWO words for each
blank)
- Students fill in the missing words
with no more than TWO words for
each blank.
- Have Ss compare their answers in
pairs / groups.
- Check answers as a class. Invite
individual Ss to say out the
word/phrase for each blank.
- Let Ss listen again, pausing at the
places where Ss can find the
information.
POST- - To check Task 4: Work in pairs. Discuss the - Students can use the
LISTENING students’ question. language and ideas from
(8 mins) understanding and - Ask Ss to work in pairs and discuss the unit to talk about Walt
memorize the the question. Walk round the class Disney.
information in the and offer help. Suggested answer:
recording; - Students work in pairs and discuss. I would like to have a
- To help some - Call on Ss from different groups to robot like Ally at home
students enhance share their ideas with the class. because it can become my
presentation skills; - Students share their ideas to the friend and help me to
- To practise team whole class. study. And it also can take
working; care of my grandparents
- To help Ss use as they are old and need
the language and medical support.
ideas from the I want to have a home
listening to share robot but I want it to have
opinions about more functions than Ally
Walt Disney’s life such as cleaning house,
and achievements. cooking meals or even
going to the supermarket
 to buy food.

Consolidation. - To help students - T asks Ss to recall what they have Summarise the knowledge
(1 min) memorise the learnt they have just learnt in the
target language - T emphasizes what Ss need to pay lesson
and skills that they attention and remember.
have learned
Homework - To prepare for - Do the Listening exercises in the Revise the lesson just
(1 min) the next lesson. Workbook taught and make ready for
- Prepare for the Writing lesson the next lesson

*Comment:
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Ngày soạn: ………………………….

Ngày dạy: ………………………….
Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 6: Writing – An essay about the advantages and disadvantages of home robots
I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Write an essay to present about the advantages and disadvantages of home robots.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities: By the end of the lesson, students will/should be able to:
- Develop self-study skills;
- Actively join in class activities.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Writing Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, blackboard, chalks, pictures
III. PROCEDURE:
Steps + time Aims Learning activities/ Content/ Products/Outcomes
Procedure
- To create an Video watching - Students can fill in the
Warm-up active atmosphere - Teacher divides the class into 2 blanks to complete the lyrics
(5 mins) in the class before groups. of a Disney song and get
the lesson; - Students work in groups to do the ready for the lesson.
- To lead into the activity. Questions:
new lesson. - Before playing the video, teacher What can the robot in the
asks Ss to watch carefully and try video do?
to remember as many details as Suggested answers:
possible. Ss can take notes if they - listen and follow the user’s
want. commands;
- Teacher shows the question, Ss - make video calls;
write down all the answers, as - remind people what to do
many as possible. everyday;
 - Students raise their hands to - self-charge automatically;
answer the questions. - detect unusual situations,
- The team with more correct - etc…
answers will be the winner.
- Teacher leads in the lesson.
Link:
https://www.youtube.com/watch?
v=sj1t3msy8dc
- To help Ss Task 1: Work in pairs. Decide
PRE- generate ideas for whether the following ideas (a–d) - Students can select the
WRITING their writing are advantages (+) or appropriate information and
(9 mins) disadvantages (–) of home robots. have ideas to write about the
Then complete the notes using advantages and disadvantages
the sentences (a–d) in the box. of home robots in the next
- Have Ss work in pairs and discuss part.
the advantages and disadvantages Answer key:
of having a home robot. Tell them Advantages: A,D
to refer to the ideas in the listening Disadvantages: B,C
section (a home robot). 1.b
- Students work in pairs and discuss 2.a
the advantages and disadvantages 3.d
of having a home robot. 4.c
- Ask Ss to look at the tables and
check if their ideas are included.
Give them some minutes to
complete the notes and decide on
the advantages and disadvantages
of home robots.
- Students look at the tables and
check if their ideas are included.
- Call on some pairs to share their
answers.
- Students complete the notes and
decide on the advantages and
disadvantages of home robots.
- Check answers as a class.
WHILE- - To help Ss .Task 2: Write an essay (180–200 - Students can write an essay
WRITING practise writing words) about the advantages and about the advantages and
(18 mins) an essay about the disadvantages of home robots, disadvantages of home
advantages and using the ideas in task 1 and the robots.
disadvantages of suggested outline below. Suggested answer:
home robots. - Ask Ss to study the outline and AI technologies have given us
the useful expressions and check many amazing opportunities.
understanding. One of them is using smart
- Review the structure of an essay. robots to perform different
Write its parts on the board, but tasks at home. People are
jumbled up, and ask Ss to put them beginning to use home robots,
in the correct order. Have Ss refer but we need to consider both
to the Writing section in Unit 2 to the advantages and
check their answers if possible. disadvantages that they
- Put Ss into groups and have them bring.
brainstorm ideas for their essays. Using home robots has
Encourage Ss to use the ideas in 1 several advantages. First,
and think of supporting ideas and they can clean our houses, do
examples. the laundry and water the
- Students brainstorm for the ideas plants. They will never
and the language necessary for complain about doing all the
 writing. repetitive and boring tasks.
- Students write the first draft Robots can also help us spend
individually using the ideas in task more quality time with our
1. families. We will have more
- Walk round the class to give time for leisure activities and
further support if needed. family bonding. Second, home
- When Ss finish writing, give them robots can provide
time to check their essays. information and
- Give Ss a time limit. In weaker entertainment. They are
classes, put Ss in pairs or groups to programmed to answer
help each other. Walk around the questions about many topics.
class to provide help when They can also keep us
necessary. entertained by performing
music or playing games with
us.
However, there are also
disadvantages of having a
home robot. First, all the
robots and other intelligent
machines are designed by
human beings. They need to
be pre-programmed by
engineers and can only follow
a set of instructions. If a
robot breaks down, it will be
expensive to repair. In
addition, we may start relying
on home robots too much. We
may become lazy and use our
brains less and less. This way
we may lose our ability to
think critically.
In conclusion, home robots
are designed to make our
lives easier and happier.
However, we should not
become too dependent on
them if we don’t want to lose
important life skills.
(238 words)
POST- - To do a cross- Cross-checking - Students can evaluate
WRITING check and final - Teacher has the pairs swap and others’ work as well as
(12 mins) check on gives feedback on each other’s improve their own pieces of
students’ writing. writing. Teacher shows a writing writing.
rubric to help Ss do the peer Writing rubric
review. 1. Organization: …/10
- Ss do the task as required. 2. Legibility: …/10
- After peer review, Ss give the 3. Ideas: …/10
writing back to the owner and 4. Word choice: …/10
discuss how to improve it. 5. Grammar usage and
- Teacher then chooses one piece of mechanics: …/10
writing and gives feedback on it as TOTAL: …/50
a model.
- Teacher chooses some useful or
excellent words/ phrases/
expressions/ word choices Ss have
used to give suggestions to other
 Ss.
- Teacher chooses some typical
errors and corrects as a whole class
without nominating the Ss’ names.
- Students swap their piece of
writing with their partners and give
peer review.
CONSOLIDA - To help students - T asks Ss to recall what they have Summarise the knowledge
TION memorise the learnt they have just learnt in the
(1 min) target language - T emphasizes what Ss need to pay lesson
and skills that attention and remember.
they have learned
HOMEWOR - To prepare for - Do the Writing exercises in the Revise the lesson just taught
K the next lesson. Workbook and make ready for the next
(1 min) - Prepare for the Communication lesson
and cultures lesson

*Comment:
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Ngày soạn: …………………………..

Ngày dạy: …………………………..
Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Expand vocabulary with the topic of the unit;
- Gain knowledge about the evolution of robots;
- Review expressions for getting attention and interrupting.
2. Competences: By the end of the lesson, students will/should be able to:
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities: By the end of the lesson, students will/should be able to:
- Be polite when getting attention and interrupting;
- Actively join in class activities.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials:
- Grade 12 textbook, Unit 6: Communication and culture/ CLIL, Teacher’s book, hoclieu.vn
2. Equipment:
- Smart TV, blackboard, chalks, pictures
III. PROCEDURE
Steps + time Aims Learning activities/ Content/ Product/ Outcome
Procedure
Warm-up - To stir up the Video watching - Students can get knowledge
(5 mins) atmosphere and - Before playing the video, teacher about a modern robot in the
activate asks Ss to watch carefully and try to world.
students’ remember as many details as Questions:
knowledge on possible. Ss can take notes if they What’s your impression on
the topic; want. Ameca – the robot?
- To enhance - Students work in groups to do the Suggested answers:
students’ skills activity. (students’ own imrpression)
of cooperating - Teacher shows the question, Ss
with raise their hands to grab the chance to
teammates. answer.
 - Students raise their hands to answer
the questions.
- Teacher leads in the lesson.
Link:
https://www.youtube.com/watch?
v=Q1d5aiBFNpM

EVERYDA - To provide a Task 1: Listen and complete the - Students can use appropriate
Y ENGLISH model conversations with the expressions language to get attention and
(20 mins) conversation in in the box. Then practise them in interrupt in certain situations.
which speakers pairs. (6 mins) Answer key:
get attention - Ask Ss to read through the two 1.C
and interrupt; incomplete conversations. Check 2.B
comprehension by asking questions, 3.D
e.g. Who are the speakers? What are 4.A
they talking about? What is the
difference between conversation 1
and conversation 2?
- Give Ss a few minutes to read the
expressions in the box and check
understanding.
- In stronger classes, encourage Ss to
fill in the gaps based on context
clues.
- Have Ss listen and complete the
conversation with the words from the
box.
- Students listen to the recording.
- Check answers by asking two Ss to
read out the conversations.
- Have Ss underline expressions used
to get attention (Hey, May I have
your attention) and interrupt (Do you
mind, I’m sorry for interrupting)
- Students complete the conversation
with words in the box.
- Put Ss in pairs and have them
practise the conversation.
- Students practise the conversation
in pairs.
- Invite some pairs to role play the
conversation in front of the class.
- Teacher gives feedback
- To review Useful expressions (7 mins) * Getting attention
how to get - Teacher gives students a list of • May I have your attention,
attention and expressions which are mixed please?
interrupt; together. Ss have to classify them • Could I ask you a question?
into 2 groups: get attention and • Can I have a few seconds/a
interrupt. moment of your time?
- Ss work in groups to do the task. • Look!/Listen!/Watch!
- Teacher asks Ss to classify the • Excuse me!
expressions into two groups. • Sorry to bother you.
- Check as a class. • Hey!
- T asks if Ss can add some more * Interrupting
expressions. • I'm sorry for interrupting/to
interrupt, but I don't quite
understand ...
 • Sorry for the interruption, but
could you(repeat) ...
• This will only take a minute. •
Would you mind (telling me) ...
• I apologise for the
interruption, but I have an
important question about ...
• Pardon me/Excuse me, I have
…
• Hold on!
• Just a second

- To help Ss Task 2: Work in pairs. Use the Suggested answer:

practise getting models in Task 1 to make similar a.
attention and conversations for these situations. Student A: Hey, Long. Are you
interrupting. One of you is A, the other is B. Use also attending the exhibition:
the expressions below to help you. Robots in 21st century ?
(6 mins) Student B: Hi, Mai. Yes, I have
- Ask Ss to read through the just arrived.
situations and check understanding. Student A: Sorry to bother you.
Ask them if they have been in similar Do you want to join me in a
situations, e.g. if they go to a VR trip?
museum and robot exhibition, see a Student B: Definitely.
friend and want to get his/her
attention, how they can interrupt a b.
speaker in a talk on AI. Student A: …So I have talked
- Have Ss work in pairs. In weaker about the use if AI in
classes, underline words and phrases education. Now, let’s move to
in the model conversation that Ss can the application of AI in
replace with information from the workplace.
new situations. You can also write Student B: Excuse me, Dr
some prompts on the board. Peter. Would you mind telling
- Go through the Useful expressions me more about the challenges
in the box and remind Ss to use them of using AI chatbots in
in their conversations. classroom?
- Give Ss a few minutes to plan their Student A: That’s a good
conversations. Have them write down question. Well,….
some prompts to help them, e.g. how
they are going to get attention of a
friend, how they are going to
interrupt a speaker to ask a
question…
- Ss make plan for the conversation.
- Walk around the class and provide
help if needed.
- Call on some groups to role play
their conversations in front of the
class. Praise for good effort,
appropriate use of the expressions for
getting attention and interrupting,
clear pronunciation and fluent
delivery.
- Ss perform in front of class.
CLIL - To introduce Task 1: Read the text and complete Students understand the
(15 mins) words / phrases the timeline showing the evolution meaning of words, memorise
related to the of robots. (10 mins) the information, and relate what
topic; - Ask Ss some questions to find out they have learnt about AI
 what they already know about the robots in the world to the
topic, e.g. Have you ever had/met a context of their own country.
robot? When did the first robot Suggested answers:
appear? How have robots changed ? 1. 1959
- Students answer questions to find 2.Kismet
out what they already know about the 3.2005
topic. 4. visual-recognition
- Ask Ss what they want to know
about the topic. Write their questions
on the board, e.g. What type of robots
were first introduced? In which filed
are robots being used? Can you list
some examples of robots?
- Put Ss into pairs. Ask them to read
the text and complete the timeline
illustrating the evolution of robots
with suitable number or words. Walk
round the class and offer help,
explaining unfamiliar words or
answering questions.
- Students work in pairs and read the
text and complete the timeline
illustrating the evolution of robots
with suitable number or words.
- Check answers as a class calling on
pairs to write their answers on the
board. Have Ss provide evidence
from the text for each answer.
- Go back to the questions on the
board, i.e., the things Ss wanted to
know about the topic. Ask which of
the questions they can answer now
and cross them out. Assign the rest
for homework.

- To help Ss Task 2: Work in groups. Discuss Suggested answers:

learn about the the questions. (5 mins) Artificial intelligence (AI) and
evolution of - Ask Ss to work in groups to discuss machine learning (ML) have
robots; the two questions. become more popular in
- To help Ss - Students work in groups to discuss Vietnam with a large
relate what they the question. proportion of young people
have learnt - In weaker classes, ask questions to having experimented in these
about AI robots brainstorm ideas as a class, e.g. Is AI fields after realizing their
in the world to being used in Viet Nam? What are potential. There are three
the context of they? commonly used AI types – face
their own - To answer the first question, recognition, voice recognition
country. encourage Ss to think of some fields and image analysis. In the
which are applying AI, e.g: education future, AI will replace tedious
(Google search, ChatGPT, or dangerous tasks. It also will
Grammarly), workplace (facial treat, and largely eliminate,
recognition, Auto-answer box), home neurological disorders like
(robot cleaner, facial recognition), Alzheimer's, Parkinson's, most
entertainment (VR). Then they come birth defects, and spinal cord
up with some ideas about how robots injuries as well as blindness
and AI will be in the future ( AI will and deafness. Moreover, robots
replace tedious or dangerous tasks, will be controlled by our minds
AI will treat, and largely eliminate, and have more emotions and
 neurological disorders like feelings.
Alzheimer's, Parkinson's, most birth
defects, and spinal cord injuries as
well as blindness and deafness,
robots will be controlled by our
minds)
- Invite some groups to present a
summary of their discussion to the
class.
- Students share their ideas in front of
class.
CULTURE - To help Ss Task 2. Work in groups. Discuss Suggested answer:
Activity 3 practise the the following questions. Are the Like some ASEAN countries,
(8 minutes) words in methods of preserving heritage in such as Singapore and the
meaningful the text used in Vietnam? Which Philippines, Viet Nam
contexts. one do you think works best in celebrates Lunar New Year.
- To help Ss Vietnam (p.74) During this festival,
relate what they - Ask Ss to work in pairs and work Vietnamese people also observe
have learnt out the similarities and differences customs, such as honouring
about Lunar between the New Year in Viet Nam ancestors, and having family
New Year to and other ASEAN countries based on gatherings and big meals, but
real-life the categories in the table in 1. we do not have parades or
situations. - Ask some pairs to share their street parties like other
findings with the whole class. countries.
CONSOLID - To help - T asks Ss to recall what they have Summarise the knowledge they
ATION students learnt have just learnt in the lesson
(2 min) memorise the - T emphasizes what Ss need to pay
target language attention and remember.
and skills that
they have
learned
Homework - To prepare for - Do exercises in the Workbook Revise the lesson just taught
(1 min) the next lesson. - Prepare for the next lesson and make ready for the next
lesson

*Comment:
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Ngày soạn: ……………………….

Ngày dạy: ……………………….
Period:
UNIT 6: ARTIFICIAL INTELLIGENCE
Lesson 8: Looking back and project

I. OBJECTIVES
1. Knowledge: By the end of this lesson, Ss will be able to:
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project;
- Propose a way to use AI in daily lives and give a group presentation about it.
2. Core competence: By the end of the lesson, students will/should be able to:
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities: By the end of the lesson, students will/should be able to:
- Be proud and respectful of famous people in Viet Nam and in the world
- Develop self-study skills.
II. TEACHING AIDS/INSTRUCTIONAL RESOURCES
1. Materials
- Grade 12 textbook, Unit 6: Looing back and project, hoclieu.vn
2. Equipment
- Computer connected to the Internet
- Smart TV/ pictures and cards, blackboard, chalks
III. PROCEDURE

Steps + time Aims Learning activities/Content/Procedures Product/Outcome

WARM-UP - To stir up the Game: Lucky number - Students can recall the
5 mins atmosphere and - Ss work in 2 teams. vocabulary they have
activate - There are 7 numbers, 1 of which are learnt in Unit 6.
students’ lucky ones. Suggested words:
knowledge on - If Ss choose a lucky number, they get 1. Chatbots
the topic; one point without answering the question. 2. Personalize
- To enhance - If they choose the other numbers, Ss 3. Portfolio
students’ skills have to rearrange the letters in the word 4. Virtual
of cooperating to make a correct one. (scramble words) 5. Platform
with teammates. - One point for a correct answer. 6. Robotic
- The group with the most points is the
winner.
- Students join the game and guess the
words.
- Give feedback
LOOKING - To help Ss Listen and underline the homophone of - Students can use the
BACK review the the word in bold in each sentence. knowledge they have
Activity 1 pronunciation of Then practise saying the sentences in learnt in this unit to
Pronunciation the pairs. (4 mins) complete the tasks
4 mins homophones. - Tell Ss to listen and underline the successfully.
homophone of the bold word in each Answer key:
sentence, then compare their answers in 1. allowed
pairs. 2. board
- Ss listen and underline the homophone 3. wear
of the bold word in each sentence, then 4. No
compare their answers in pairs.
- Play the recording once for Ss to check
1. People are not allowed
their answers. to talk aloud in the
- Have Ss practise saying the sentenceslibrary.
out loud in pairs, paying attention to the
2. Students felt very
homephones. bored when their teacher
- Ss practise saying the sentences out kept writing on the
loud in pairs. board.
3. Where can I buy some
new clothes to wear to
the party?
4. Robots don’t know
how to say ‘No’.
Vocabulary - To help Ss Complete the sentences using the Answer key:
Activity 2 revise words correct forms of the words in the box 1. applications
4 mins and phrases they - Ask Ss to read each sentence and check 2. artificial intelligenc
have learnt in comprehension. 3.activate
this unit. - Ss read each sentence. 4. virtual
- Tell Ss to study the context carefully
and decide on the suitable word to
complete each sentence.
 - Ss study the context carefully and
decide on the suitable word to complete
each sentence.
- Have Ss check their answers in pairs /
groups.
- Check answers in pairs / groups.
- Check answers as a class by asking
individual Ss to read the sentences.
Grammar - To help Ss Choose the option A, B, C, or D that is Answer key:
Activity 3 review the closest in meaning to each of the given 1. A
4 mins Active and sentences. 2. C
Passive - Ask Ss to read sentences and choose the 3. D
Causatives. correct answer for each sentence. 4. B
- Ss read sentences and choose the correct
answer for each sentence.
- Have Ss check their answers in pairs /
groups.
- Ss check answers in pairs / groups.
- Check answers by asking individual Ss
to read each sentence and elicit the type
of causative (active or passive) in each
blank.
PROJECT - To provide an - As Ss have prepared for the project - Students practice giving
Activity 4 opportunity for throughout the unit, the focus of this a presentation.
(28 mins) Ss to develop lesson should be on the final product,
their research which is a poster/ leaflet.
and - Have Ss work in their groups. Give
collaboration them a few minutes to get ready for their
skills, and to poster/ leaflet presentation. Ask them to
practise giving a decide who is going to stand by the group
presentation. poster/ display their leaflet, and answer
questions about it, and what questions the
rest of the group can ask as they walk
around the classroom and view other
groups’ posters/ leaflet.
- All groups exhibit their posters and
make presentations.
- Give Ss a checklist for peer and self-
assessment. Explain that they will have to
tick appropriate items while studying
their classmates’ posters and asking
questions about them. They should also
write comments if they have any. The
group representatives should also
complete their self-assessment checklist.
- If necessary, go through the assessment
criteria to make sure Ss are familiar with
them.
- Have groups display their posters/
leaflets. Ask the group representative to
stand next to their posters/ display their
leaflet while the rest of the class walk
around, study the posters/ leaflet and ask
questions about them. In stronger classes,
you can have group members take turns
to stand by the poster/leaflet and answer
questions.
 - Give Ss enough time to study all
posters/leaflets and complete the
checklists. Then have them sit down and
vote for the best poster/ leaflet.
- You can also give Ss marks for their
posters/ leaflets and poster/leaflet
presentations as part of their continuous
assessment.
- When one group makes a presentation,
others listen and complete the evaluation
sheet.
- Give comments and feedback to all
presentations.
CONSOLIDAT - To help - T asks Ss to recall what they have learnt Summarise the
ION students - T emphasizes what Ss need to pay knowledge they have just
1 min memorise the attention and remember. learnt in the lesson
target language
and skills that
they have
learned
HOMEWORK - To prepare for - Do the exercises in the Workbook Revise the lesson just
1 min the next lesson. - Prepare for the next lesson taught and make ready
for the next lesson

*Comment:
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