Giáo án Skills

Ss activate prior knowledge of the three units (Artificial intelligence, The world of mass media, Wildlife conservation) and get ready for the reading and listening tasks.

Ss work in pairs to answer three quick questions on the board:

• What can AI do to help students learn?
• What is one threat to wildlife mentioned in the unit on Wildlife conservation?
• What makes a report or news story reliable?
  Ss write one-word or short answers in their notebook within 3 minutes, then share with their partner.

Expected answers:

• AI can suggest practice questions and give quick feedback.
• Habitat loss, illegal hunting or poaching.
• A report is reliable when it uses accurate facts and identifies its sources.
  Ss write the lesson title 'Review 3 Skills' and the aim: 'Use evidence to read, listen and write about AI and conservation.'

Ss understand the main ideas and key vocabulary of the reading text 'An educational system that recommends practice questions...' and discuss the limits of AI feedback.

Step 1 - Vocabulary: Ss match the words with meanings: diagnosis (sự chẩn đoán), oversight (sự giám sát), label (nhãn, sự gán nhãn), underestimate (đánh giá thấp), judgement (sự phán đoán), recommend (đề xuất).
Step 2 - Reading: Ss read the text silently once and underline the sentences that show the teacher's action and the limits of AI.
Step 3 - Discussion: Ss work in groups of four using a 'jigsaw' sheet. Each student takes one question:
Q1. Why is the AI suggestion not a diagnosis of ability?
Q2. What did the teacher do when she found the missing answers?
Q3. What should an AI system avoid collecting?
Q4. Why can automated feedback be harmful if it is used uncritically?
Then each group summarises its answers on a mini-whiteboard.

Vocabulary key:

• diagnosis: the identification of the cause of a problem
• oversight: careful supervision by a person
• label: a word or name that describes a person, often in a fixed way
• underestimate: to think someone is less capable than they are
• judgement: the ability to make a considered decision
• recommend: to suggest something as good or suitable

Expected answers:
Q1: The system only suggests practice based on its data; it does not prove what the learner can do.
Q2: She checked his work, found that some answers had not been saved, corrected the record and asked Nam to explain his reasoning.
Q3: Unnecessary private information.
Q4: It can reinforce a mistaken label and replace judgement with an unexplained score.

Key idea (written on the board): AI should assist learning with human oversight and usable evidence, not replace teachers' judgement.

Ss take notes from a listening recording on wildlife conservation and understand the structure and language of a short report on tiger conservation awareness.

Step 1 - Listening: Ss listen to the hidden recording in the exercise sequence once without writing, then listen again and take notes of key facts (threats, actions, sources, limits).
Step 2 - Writing model: Ss read the completed report 'Strengthening Tiger Conservation Awareness' and label the five sections: Problem, Proposed actions, Evaluation, Limitations, Recommendation. Ss underline the language used to give recommendations (e.g., 'should', 'can', 'rather than', 'while leaving').
Step 3 - Gallery walk: Ss stick their notes next to the writing model and compare the two in pairs.

Key facts from the report (for teacher's check):

• Threats: habitat loss and illegal hunting.
• Proposed actions: a source-checked explanation, discouraging wildlife-product purchases, showing why connected habitat matters, original drawings and a general-range map, a qualified speaker or written alternatives.
• Evaluation: participants identify one harmful action and one reliable source.
• Limitations: a successful exhibition does not show population recovery.
• Recommendation: link awareness with responsible behaviour and accurate information; leave rescue, handling and enforcement to authorised professionals.

Section labels (answers): Problem - Proposed actions - Evaluation - Limitations - Recommendation.
Language focus: 'A school event cannot remove these pressures alone, but it can...' (contrast with but); 'rather than reveal sensitive locations' (rather than + V-ing); 'while leaving ... to authorised professionals' (while + V-ing for contrast).

Ss understand the concept of evidence and use it to justify answers and statements in English.

Key concept: Evidence - A response must be supported by the supplied stimulus, not an invented detail.
T asks Ss to complete the sentence frame: 'My answer is ___ because the text says ___.' Ss use the frame to justify two answers from the reading text and one fact from the recording.

Sample sentences:

• My answer is A because the text says some answers had not been saved.
• My answer is C because the recording mentions habitat loss as a threat.
• The report should mention a limitation because a successful exhibition does not show population recovery.
  Ss write these frames in their notebook as a reminder for the practice tasks.

Ss answer multiple-choice questions about the reading text and check their answers against the evidence in the text.

Ss complete Worksheet 1 individually in 6 minutes, then check with a partner for 3 minutes. Questions:

1. Why did the system underestimate Nam in the fictional case?
   A. Some answers were lost during a network problem.
   B. The teacher refused to read.
   C. He had never studied vocabulary.
   D. Every easy question was wrong.
2. What did the teacher do?
   A. Checked work and asked for reasoning.
   B. Accepted the score without question.
   C. Removed every lesson.
   D. Published private data.
3. What does a detected pattern not ensure?
   A. Understanding of every cause.
   B. A repeated observation.
   C. A stored value.
   D. A recommendation.
4. What is the intended role of AI?
   A. Replace all judgement.
   B. Collect every private detail.
   C. Support learning with oversight.
   D. Make labels unquestionable.

Answers:

1. A - Some answers were lost during a network problem. (The data record was incomplete.)
2. A - Checked work and asked for reasoning. (Human review tested the pattern.)
3. A - Understanding of every cause. (Patterns are not complete causal explanations.)
4. C - Support learning with oversight. (The conclusion favours assistance and accountability.)

Ss write the evidence sentence for each answer in their notebook, for example: 'Answer A because the text says some answers had not been saved.'

Ss listen to the recording again and identify specific information about wildlife conservation.

Ss listen to the recording and choose the correct answer for each question on Worksheet 2. They may replay the recording. Ss must answer before checking the explanation.

1. Which pressure is mentioned?
   A. Longer daylight. B. Too many source notes. C. Habitat loss. D. School timetables.
2. What matters beyond one individual?
   A. Only a photograph. B. Only a cage. C. A souvenir market. D. Connected habitat and community cooperation.
3. What does an IUCN category describe?
   A. A legal ownership permit. B. An exact live census. C. Assessed extinction risk. D. A visitor price.
4. What will the school event use?
   A. A live tiger. B. Maps and original drawings. C. Unverified counts. D. Wildlife products.

Answers:

1. C - Habitat loss (Habitat loss is one stated threat.)
2. D - Connected habitat and community cooperation (Conservation operates at ecological and social scales.)
3. C - Assessed extinction risk (Risk category and count differ.)
4. B - Maps and original drawings (The event avoids live-animal disturbance.)

Ss write one sentence with evidence for each answer, for example: 'The recording says habitat loss is a threat, so the answer is C.'

Ss apply the report structure and evidence concept to plan a realistic awareness event for a wildlife or technology topic in their school.

In groups of four, Ss plan a 1-minute poster and short plan for a school awareness event on tiger conservation or on responsible use of AI in learning. Each group completes the five-part outline: Problem, Proposed actions, Evaluation, Limitations, Recommendation. Each section must include at least one piece of evidence from the reading or the recording.

Each group produces a five-part outline written in full sentences, for example:

• Problem: Tigers face habitat loss and illegal hunting.
• Proposed actions: We will present a source-checked explanation and use original drawings.
• Evaluation: Participants will name one harmful action and one reliable source.
• Limitations: A successful event does not prove population recovery.
• Recommendation: We should connect awareness with accurate information and leave rescue to authorised professionals.