Tiếng AnhLớp 12Phần 8. Unit 6: Artificial intelligence

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- identify the speaker intentions in the opening exchange (interrupting politely, asking for a check, thanking, agreeing to check first).
- use the topic vocabulary: artificial intelligence, feedback, privacy, automate, reliable, human oversight.
- distinguish homophones (pair/pear, right/write, know/no) by context.
- form and use the active causative (have + person + bare infinitive), get + person + to-infinitive, and the passive causative (have/get + object + past participle).
- distinguish had it repaired (passive causative) from had repaired it (past perfect).

2. Competences

a) General competences

Self-control and independent learning: Ss complete the worksheet individually first, check their own answers against the key, and note the structures they still find difficult.
Communication and collaboration: Ss work in pairs to role-play the opening exchange and discuss the follow-up question, taking turns and giving reasons for their opinions.
Problem-solving and creativity: Ss decide which causative form fits a given situation and write their own sentences about services they have arranged or would like to arrange.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand the purpose of a short everyday exchange, say how the speakers respond to each other, and produce short sentences about getting things done.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and tell apart the homophone pairs, use the six topic expressions correctly, and apply the three causative patterns accurately.

3. Personal qualities

Responsibility: Ss take turns in pair work, complete their assigned part of the worksheet, and report honestly on which structures they still find difficult.
Honesty: Ss check their answers against the key openly and admit mistakes so that the class can correct them together.
Diligence: Ss finish the matching task and the causative transformation within the set time and write their homework sentences carefully.

II. Teaching aids and materials

1. Teacher

Laptop, projector and slides with the opening exchange and the causative patterns
Whiteboard and markers
Phiếu học tập (worksheets) 1 and 2, printed for each pair
NeoEdu learning page (interactive lesson and exercises): neoedu.vn/learn/12/english/unit-6-getting-started

2. Students

Student's book English 12 (Unit 6, Getting Started)
Notebook, pen, pencil
Pair work handout (worksheets 1 and 2)

III. Procedures

Activity 1: Warm-up · 5 minutes

Opening the conversation

a) Aims

Ss get ready for the lesson, recall experience of getting things done by others, and identify the speaker intentions in the opening exchange.

b) Content

Ss answer T's warm-up question: 'Have you ever had something repaired or checked by someone else? What was it?' Then Ss read the opening exchange silently: 'Excuse me, may I interrupt for a moment?' / 'Of course. What would you like to ask?' / 'Before we continue, could we check whether the camera is recording?' / 'Thank you for raising that. Let's check the setting first.' Ss answer: What does A want to do? How does B respond?

c) Expected outcomes

Ss give short answers in English, such as: 'I had my bicycle repaired last month.' Ss identify the intentions: A politely interrupts and asks for a check on the camera. B thanks A and agrees to check the setting first. Ss link the exchange to the unit topic: a conversation about a device (camera) in a technology setting, which relates to artificial intelligence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title 'Artificial intelligence' and asks: 'Have you ever had something repaired or checked by someone else? What was it?' T then displays the opening exchange and asks Ss to read it silently and find who asks for what.
Students
Ss look at the title and think about their own experience. Ss read the exchange silently and prepare to answer the question.
Teacher
Step 2: Task performance
T walks around, gives help with words, and monitors whether Ss can locate the request and the response.
Students
Ss work individually and underline the phrases that show A's request and B's response. Possible answer: 'may I interrupt' = polite request; 'Thank you for raising that' = acceptance.
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to share their answers and asks follow-up questions: 'Why does A say Excuse me first?' 'How does B show that the concern is important?'
Students
Possible answers: 'A says Excuse me to be polite before interrupting.' 'B says Thank you for raising that to show the concern is taken seriously.' Ss suggest that the topic is about checking a device.
Teacher
Step 4: Conclusion and assessment
T confirms the speaker intentions (interrupt politely, ask for a check, thank, agree to check first) and introduces the unit topic: artificial intelligence and how people check technology. T writes the key phrases on the board.
Students
Ss copy the key phrases into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary and homophones

a) Aims

Ss understand and use the six topic expressions and distinguish homophones by context.

b) Content

Ss match each topic expression with its Vietnamese meaning: artificial intelligence, feedback, privacy, automate, reliable, human oversight. Then T presents the homophone pairs: pair and pear /per/; right and write /raɪt/; know and no /noʊ/. Ss practise saying each pair and decide which word fits a short context. Example: 'Write the right instruction' (write = viết, right = đúng). T reminds Ss that the same sound can have different spelling and meaning, and that meaning is decided by context.

c) Expected outcomes

Ss complete the matching list correctly:

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 identify homophones: pair (cặp) / pear (quả lê) /per/; right (đúng) / write (viết) /raɪt/; know (biết) / no (không) /noʊ/. Ss state: the meaning is decided by context, not by pronunciation alone.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T sets the task: 'Match each expression with its meaning. Then listen to the homophone pairs and decide which word fits each sentence.' T gives a 2-minute time limit.
Students
Ss receive the matching list and prepare to listen to the homophones.
Teacher
Step 2: Task performance
T plays or models the pronunciation of each pair and asks Ss to repeat. T asks Ss to work in pairs and check their matching.
Students
Ss work in pairs, match the six expressions, and repeat the homophone pairs. Ss decide which word fits the sentence 'Write the right instruction'.
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to read their matching results and one pair to say a sentence with each homophone. T asks: 'How do we know which word is right in a sentence?'
Students
Possible answers: 'artificial intelligence means trí tuệ nhân tạo'; 'In Write the right instruction, write is the verb and right is the adjective.' 'We know from the context, not from the sound.'
Teacher
Step 4: Conclusion and assessment
T confirms the matching answers and reminds Ss that homophone pairs may depend on accent, but these pairs are standard in common British and American accents. T gives one more example for context: 'I know the answer' vs. 'No, thank you'.
Students
Ss write the correct matching and the homophone pairs in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Causative structures

a) Aims

Ss form and use the active causative, get + person + to-infinitive, and passive causative, and tell passive causative from past perfect.

b) Content

Ss read the three examples: 'We had the technician check the robot.' 'We got the technician to check it.' 'We had the robot checked.' T asks Ss to complete Phiếu học tập số 1 (worksheet 1) by filling in the pattern for each structure. T then explains: the person who arranges the action need not do it. T contrasts 'had it repaired' (passive causative) with 'had repaired it' (past perfect).

c) Expected outcomes

Ss complete Phiếu học tập số 1 with the following patterns:

Active causative: have + person + bare infinitive (We had the technician check the robot.)
Get + person + to-infinitive (We got the technician to check it.)
Passive causative: have/get + object + past participle (We had the robot checked.)
Ss state: 'had it repaired' = we arranged for it to be repaired (passive causative); 'had repaired it' = past perfect, the action happened before another past action.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 and asks Ss to read the three examples and complete the pattern table in pairs.
Students
Ss receive the worksheet and read the three examples.
Teacher
Step 2: Task performance
T monitors pairs and asks guiding questions: 'Who does the action in 'We had the technician check the robot'?' 'Does the person who arranges the action have to do it?'
Students
Ss discuss in pairs and fill in the pattern table. Possible answers: 'the technician' does the action; 'we' arrange it and do not have to do it themselves.
Teacher
Step 3: Report and discussion
T invites 2 pairs to read their completed patterns and asks the class: 'Is 'had it repaired' the same as 'had repaired it'?'
Students
Possible answers: 'had it repaired' is passive causative, we arranged the repair. 'had repaired it' is past perfect, the repair happened before another past event.
Teacher
Step 4: Conclusion and assessment
T writes the three patterns on the board and highlights the difference between the active causative (person does the action) and the passive causative (object receives the action). T clarifies the past perfect contrast.
Students
Ss correct their worksheets and copy the patterns and the contrast into their notebooks.

Activity 3: Practice · 10 minutes

Choosing the correct causative form

a) Aims

Ss choose and form the correct causative structure in sentences from the textbook.

b) Content

Ss do exercises 3, 4 and 5 from the textbook:
3. We had the technician ___ the sensor. A. to check B. check C. checked D. checking
4. We got the technician ___ the sensor. A. checks B. checked C. check D. to check
5. We had the robot ___. A. repair B. repairs C. repaired D. to repair
Then Ss answer the reading exercise 1: they say who speaks first and what B does after A's question.

c) Expected outcomes

Answer key:
3 – B (have + person + bare infinitive: check)
4 – D (get + person + to-infinitive: to check)
5 – C (passive causative: have + object + past participle: repaired)
Reading check: A speaks first and interrupts politely; B thanks A and agrees to check the setting first.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three sentences on the board and tells Ss to choose the correct answer. T gives 4 minutes.
Students
Ss read the three sentences and identify the structure each one needs.
Teacher
Step 2: Task performance
T asks Ss to work individually, then check with a partner.
Students
Ss choose their answers and compare them with a partner. Ss explain the reason for each answer.
Teacher
Step 3: Report and discussion
T asks 3 Ss to give answers with reasons, for example: 'Why is it not to check?' (Because have + person uses a bare infinitive).
Students
Possible answers: '3 – B, because have + person takes a bare infinitive.' '4 – D, because get + person takes to-infinitive.' '5 – C, because the robot receives the action.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss of the rule: have + person + bare infinitive; get + person + to-infinitive; have/get + object + past participle.
Students
Ss correct their answers and write one note about each rule.

Activity 4: Application · 10 minutes

Talking about machines and getting things done

a) Aims

Ss use the causative and the unit topic in a personal context and discuss the follow-up question about human review of AI.

b) Content

Ss work in pairs using Phiếu học tập số 2 (worksheet 2). Part A: Ss discuss the follow-up question 'Should a confident machine answer end the discussion?' and give one reason. Part B: Ss write three sentences about a service they have arranged or would like to arrange, using the causative, for example: 'I had my phone screen replaced last month.' 'I want to get my laptop checked by a technician.' Ss include one sentence about checking technology or feedback from an AI tool.

c) Expected outcomes

Sample answers:

Part A: No. The result should be checked, especially when it affects a learner, and a human should review it.
Part B: 'I had my laptop repaired last week.' 'I got the technician to check the camera.' 'An AI tool gave me feedback, but my teacher checked the result before I accepted it.'
Ss understand the purpose of the follow-up: responsibility stays with people when using automated tools.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 2 and explains Part A and Part B. T shows the follow-up question on the slide and gives 5 minutes.
Students
Ss read the worksheet and prepare their ideas.
Teacher
Step 2: Task performance
T walks around, supports pairs with sentence frames: 'I had my ___ repaired.' 'I got ___ to check ___.' 'No, we should check the result because ___.'
Students
Ss discuss the follow-up question and write three sentences in pairs. Ss check each other's grammar.
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to read one sentence each and the answer to the follow-up question.
Students
Ss read their sentences aloud. Possible answer: 'No. A machine answer should be checked, because the result can be wrong, for example when data is missing.'
Teacher
Step 4: Conclusion and assessment
T praises accurate sentences and gives feedback on the causative forms. T summarises: AI supports learning, but teachers and learners check important decisions and keep responsibility.
Students
Ss write the corrected sentences in their notebooks.

Worksheets

Phiếu học tập số 1

Read the three examples and complete the pattern table.

We had the technician check the robot.
We got the technician to check it.
We had the robot checked.

Pattern table:

Active causative: have + ______ + ______
Get + person + ______
Passive causative: have/get + ______ + ______

Questions:

Who does the action in 'We had the technician check the robot'?
Does the person who arranges the action need to do it?
What is the difference between 'had it repaired' and 'had repaired it'?

Phiếu học tập số 2

Part A: Discuss with your partner.

Follow-up question: Should a confident machine answer end the discussion?
Give one reason for your answer.

Part B: Write three sentences.

Sentence 1: Use 'had + object + past participle' to talk about a service you arranged.
Sentence 2: Use 'got + person + to-infinitive' to talk about someone you asked to do something.
Sentence 3: Write one sentence about checking feedback from an AI tool, using the word feedback or human oversight.

Checklist:

I used the correct causative pattern.
I used at least one topic word from the unit.

Homework

Write five sentences about things you have had or got done by others, using the active causative, get + person + to-infinitive, or the passive causative. Example: 'I had my bicycle repaired last month.'
Read the topic preview about AI in education again. Write a three-sentence summary using only the information in the text, and keep the condition or limit that is essential to its meaning. For example: 'AI can give quick practice and feedback, but a teacher should check important decisions.'
Practise the homophone pairs pair/pear, right/write and know/no aloud, and write one sentence for each pair in your notebook.

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