Giáo án Communication and Culture / CLIL

Ss activate prior knowledge of artificial intelligence and preview the six key words of the unit.

T asks Ss to name one device they use every day that may use AI. Then T projects six key words: artificial intelligence (trí tuệ nhân tạo), feedback (phản hồi), privacy (sự riêng tư), automate (tự động hoá), reliable (đáng tin cậy), human oversight (giám sát của con người). Ss match each word with a short example from their daily life.

A list of 3–4 devices named by Ss (for example, a phone camera, a navigation app, a chatbot) and six key words each paired with a short example sentence written by Ss.

Ss perform and explain the everyday-English function of interrupting politely and responding to an interruption.

Ss read the model exchange: A: Excuse me, may I interrupt for a moment? B: Of course. What would you like to ask? A: Before we continue, could we check whether the camera is recording? B: Thank you for raising that. Let’s check the setting first. T asks: (1) What does A want to do? (2) How does B respond? (3) Which phrase shows politeness? (4) Which phrase shows that the matter will be checked first?

Answers: (1) A wants to interrupt politely and ask about the recording. (2) B welcomes the question and offers to check the setting. (3) “Excuse me, may I interrupt for a moment?” (4) “Let’s check the setting first.” Ss also produce a pair role-play with a new condition, for example checking the microphone.

Ss interpret the Culture/CLIL text and explain its message without overgeneralising.

Ss read the CLIL text: Robots have developed from specialised machines performing defined tasks to systems combining sensors, control software and, in some cases, machine-learning methods. Not every robot uses AI, and a chatbot is not automatically a physical robot. Evaluate a device by what it can actually do, its evidence and safety limits rather than human-like appearance. Ss complete Worksheet No. 2 in groups of four (jigsaw: each member reads one sentence and explains it to the group).

Completed Worksheet No. 2. Key points: robots have developed from specialised machines to systems combining sensors, control software and, in some cases, machine-learning methods; not every robot uses AI; a chatbot is not automatically a physical robot; devices should be judged by what they can do, their evidence and safety limits, not by human-like appearance.

Ss pronounce and distinguish homophones and choose the right word from its context.

T models the pairs: pair and pear /per/; right and write /raɪt/; know and no /noʊ/. T reads aloud the sentence “Write the right instruction” and “check the pair of labels”, and asks Ss to identify the words that sound the same but differ in meaning. Ss complete the sentences on the NeoEdu interactive exercise.

Ss pronounce each pair correctly and choose the right word: “Write the right instruction.” (write = viết, right = đúng); “Check the pair of labels.” (pair = cặp). Ss explain that the meaning must be decided from context, not from pronunciation alone.

Ss form and use active and passive causatives and distinguish had it repaired from had repaired it.

T writes on the board: (a) We had the technician check the robot. (b) We got the technician to check it. (c) We had the robot checked. T asks Ss: Who does the action in each sentence? Does the person who arranges the action need to do it? Then T contrasts had it repaired (causative) with had repaired it (past perfect).

Ss conclude: (a) active causative have + person + bare infinitive; (b) get + person + to-infinitive; (c) passive causative have/get + object + past participle. The person who arranges the action need not do it. Had it repaired is causative; had repaired it is past perfect.

Ss answer comprehension and analysis questions about the everyday exchange and the CLIL text using only information from the model.

Ss answer Exercise 2 (purpose and audience of the exchange, with one detail) and Exercise 3 (the opening sentence and how it introduces the topic). Scoring guide: the teacher marks each answer; equivalent wording is accepted.

Exercise 2 suggested answer: Audience: the two speakers in the exchange. Purpose: to handle an interruption politely and respond to its stated condition. Detail: “Before we continue, could we check whether the camera is recording?” Exercise 3 suggested answer: The substantive opening is “Excuse me, may I interrupt for a moment?”; it introduces the particular situation (interrupting to check the camera) before the supporting detail.

Ss write a summary and a concluding statement that keep the essential conditions and limits of the model.

Ss complete Exercise 5 (a three-sentence summary of the everyday exchange) and Exercise 8 (a short final paragraph or spoken conclusion of the CLIL text). Suggested model: “A politely interrupts before the discussion continues. A asks whether the camera is recording. B welcomes the concern and agrees to check the setting first.” Conclusion: “Not every robot uses AI, and a chatbot is not automatically a physical robot. Evaluate a device by what it can actually do, its evidence and safety limits rather than human-like appearance.”

A three-sentence summary and a short concluding paragraph using only the details in the model, without invented results. Scoring: main idea and correct details (5), essential conditions kept (3), clear linking (2) for the summary; message and details (4+4) and grammar clarity (2) for the conclusion.

Ss write a short culture or CLIL explanation on artificial intelligence for a general audience, using specific details and labelled proposals.

Ss write a short explanation (about 80–100 words) on “Artificial intelligence”, answering: What is a robot? Does every robot use AI? How should we evaluate a device? Ss include at least one specific detail from the CLIL text and one example that is clearly labelled as an example, for example “Example (a proposal): a voice assistant in a classroom.” Ss may also perform a short spoken version with a partner, using the everyday function to interrupt politely and check a condition.

A short written explanation with: a clear opening sentence, one specific detail from the CLIL text, one labelled example, and a concluding sentence that keeps the message: evaluate a device by what it can actually do, its evidence and safety limits. Spoken version: a polite interruption and a response with a new condition.