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: distinguish homophones (pair/pear, right/write, know/no) by meaning in context and pronounce them correctly.
By the end of the lesson, Ss will be able to: use active causative have + person + bare infinitive, get + person + to-infinitive, and passive causative have/get + object + past participle to talk about services arranged for others.
By the end of the lesson, Ss will be able to: distinguish causative had + object + past participle (e.g. had the robot checked) from past perfect had + past participle (e.g. had checked), and use the six unit topic words (artificial intelligence, feedback, privacy, automate, reliable, human oversight) in context.

2. Competences

a) General competences

Self-control and independent learning: Ss monitor their own pronunciation by recording or self-checking against the model, and complete grammar exercises independently before checking answers.
Communication and collaboration: Ss work in pairs and groups to match, discuss and present a short talk using causative structures, taking turns and giving peer feedback.
Problem-solving and creativity: Ss decide the correct meaning of homophones from context and create their own sentences about an AI-powered device in school.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the homophone pairs, read the instructions aloud, and speak about AI services in a group talk.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /per/, /raɪt/ and /noʊ/ correctly, use the target vocabulary and choose the correct causative form in exercises 1–8.

3. Personal qualities

Diligence: Ss complete all exercises and practise the read-aloud task at home or in class without giving up when they make mistakes.
Responsibility: Ss take their assigned role in group work and finish their part of the poster or talk on time.
Honesty: Ss check their own answers and pronunciation honestly and admit when they are unsure of the meaning of a word or structure.

II. Teaching aids and materials

1. Teacher

Lesson plan, board, markers, and the Unit 6 Language slides with the homophone pairs and causative examples
Audio recording of the homophone sentences and the model read-aloud (if available)
NeoEdu online lesson page: neoedu.vn/learn/12/english/unit-6-language (grammar explanations, examples and interactive exercises for demonstration and self-study)
Worksheet 1 and Worksheet 2 (printed for each pair or group)
Timer and small cards for the matching game

2. Students

Student's Book Unit 6 and notebook
Pen, pencil and eraser
A4 paper or poster paper for group work
Smartphone or recording device for self-checking pronunciation (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Spot the Sound

a) Aims

Ss activate prior knowledge about artificial intelligence and notice that different spellings can share the same sound.

b) Content

T writes three pairs on the board: pair / pear, right / write, know / no. T asks: 'What do you notice about these words?' Then T asks: 'What can artificial intelligence do in your daily life?' Ss brainstorm two or three examples in pairs.

c) Expected outcomes

Ss notice that each pair sounds the same but has different spelling and meaning. Example AI ideas: 'AI helps me search for information', 'AI can recommend videos', 'AI can translate sentences'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three word pairs on the board and asks: 'Do these words sound the same or different?' T then asks Ss to think of one AI use in daily life.
Students
Ss look at the board and listen to T. They think silently for 30 seconds.
Teacher
Step 2: Task performance
T circulates and listens to pairs. T helps with ideas if needed.
Students
In pairs, Ss discuss the sound of the word pairs and list two or three AI uses. Expected answer: 'The words sound the same.' 'AI can help us with homework.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share. T writes some ideas on the board.
Students
Pairs report their answers. Expected answer: 'Pair and pear are the same sound, but the meanings are different.'
Teacher
Step 4: Conclusion and assessment
T confirms: 'These are homophones. The same sound, different spelling and meaning. Today we will learn about homophones and a useful grammar structure for talking about services.' T writes the lesson title on the board.
Students
Ss copy the title and the key idea into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Homophones in Context

a) Aims

Ss recognise the homophone pairs pair/pear, right/write and know/no, and understand that meaning depends on context, not on sound alone.

b) Content

Ss listen to the model, repeat the sounds /per/, /raɪt/ and /noʊ/, then complete Worksheet 1: 'Homophones in Sentences'. In Worksheet 1, Ss fill each gap with the correct word from the pair. Examples: 'Please ___ the right instruction on the paper.' (write) and 'Turn ___ at the sensor.' (right). Ss then read the sentence 'Write the right instruction; check the pair of labels.'

c) Expected outcomes

Worksheet 1 answers: 1. write; 2. right; 3. know; 4. no; 5. pair; 6. pear. Ss state the key idea: 'Distinguish meaning from context, not from pronunciation alone.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the audio or models the sounds /per/, /raɪt/ and /noʊ/. T says: 'Listen and repeat. Then complete Worksheet 1 by choosing the correct word from the context.' T hands out Worksheet 1.
Students
Ss listen, repeat chorally and then individually. They read the instructions on Worksheet 1.
Teacher
Step 2: Task performance
T asks guiding questions: 'Which word fits the meaning: write or right? Is the sentence about a direction or about writing?' T monitors and helps weaker Ss.
Students
Ss work in pairs to complete the gaps. Expected answers: 'Write' is a verb about writing; 'right' is about direction or correct. 'Know' is a verb meaning understand; 'no' is the answer 'not yes'.
Teacher
Step 3: Report and discussion
T calls on different pairs to read their answers aloud and check pronunciation. T asks: 'How do you know which word is correct if they sound the same?'
Students
Pairs read the completed sentences. Expected answer: 'We look at the meaning of the whole sentence.'
Teacher
Step 4: Conclusion and assessment
T writes on the board: 'The same sound can have different spelling and meaning. Distinguish meaning from context, not from pronunciation alone.' T notes that homophones can vary with accent, but these pairs are standard in common British and American accents.
Students
Ss copy the key idea into their notebooks and correct their worksheet answers.

Activity 2.2: Knowledge formation · 20 minutes

Causative Have and Get

a) Aims

Ss understand and form active causative have, get + to-infinitive and passive causative have/get, and distinguish the causative had from the past perfect.

b) Content

T presents the three patterns with examples: 'We had the technician check the robot.' (active causative have + person + bare infinitive); 'We got the technician to check it.' (get + person + to-infinitive); 'We had the robot checked.' (passive causative have/get + object + past participle). T explains that the person who arranges the action need not do it. T contrasts 'had it repaired' (causative) with 'had repaired it' (past perfect). Ss complete the mini-analysis in Worksheet 2, Part A.

c) Expected outcomes

Ss can write the structures: have + person + bare infinitive; get + person + to-infinitive; have/get + object + past participle. Ss can explain: 'The person who arranges the action need not do it.' Ss note: 'had it repaired' (causative) vs 'had repaired it' (past perfect).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three example sentences on the board and asks: 'Who does the action in each sentence?' T hands out Worksheet 2, Part A.
Students
Ss read the example sentences and look at the structures. They answer T's question.
Teacher
Step 2: Task performance
T asks: 'In 'We had the robot checked', who checks the robot?' and 'Does the subject check the robot?' T monitors pairs completing Part A.
Students
Ss work in pairs. Expected answers: 'A technician checks the robot.' 'No, the subject does not check it; they arrange for someone else to check it.'
Teacher
Step 3: Report and discussion
T asks one pair to explain the difference between 'had the camera checked' and 'had checked the camera' using the sentence: 'I had the camera checked' means I arranged for someone to check it.
Students
A pair reports their explanation. Expected answer: 'The causative means we arranged a service; the past perfect means an earlier action before another past action.'
Teacher
Step 4: Conclusion and assessment
T writes the summary on the board: 'Active: have + person + bare infinitive / get + person + to-infinitive. Passive: have/get + object + past participle.' T emphasises that the person arranging the action need not do it.
Students
Ss copy the formulas into their notebooks and mark the structures in their own examples.

Activity 2.3: Knowledge formation · 10 minutes

Key Topic Vocabulary

a) Aims

Ss learn and understand six topic words from the unit and use them in simple word-building or word-web activity.

b) Content

Ss work in groups of four to create a word web for the six 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). Each group draws a word web on poster paper and writes an example sentence for each word.

c) Expected outcomes

Each group completes a word web with six words and their Vietnamese meanings, and one example sentence for each word. Example sentence: 'We need human oversight when AI makes important decisions.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and reads them aloud with the model pronunciation. T explains the task: 'In groups of four, draw a word web and add an example sentence for each word.'
Students
Ss repeat the words and listen to the instructions.
Teacher
Step 2: Task performance
T monitors groups and checks that Ss write meanings accurately. T gives clues if a group is stuck.
Students
Ss draw the word web and write the Vietnamese meaning and an English example sentence for each word.
Teacher
Step 3: Report and discussion
T asks each group to show one sentence and read it aloud. T asks: 'Why is feedback important when AI is used?'
Students
Groups present one sentence each. Expected answer: 'Feedback helps the system improve.'
Teacher
Step 4: Conclusion and assessment
T confirms the meanings and corrects pronunciation of any word that is mispronounced. T reminds Ss that these words will be used in the Apply activity.
Students
Ss copy the correct meanings into their notebooks.

Activity 3.1: Practice · 15 minutes

Causative and Vocabulary Practice

a) Aims

Ss consolidate the causative structures and the unit vocabulary through multiple-choice items and matching.

b) Content

Ss complete Worksheet 2, Part B (items 1–8 from the unit exercises) individually, then check in pairs. Then Ss match the six topic expressions with their meanings (item 9). Answer key for items 1–8: 1 C; 2 A; 3 D; 4 A; 5 C; 6 D; 7 A; 8 C.

c) Expected outcomes

Answer key: 1. C (check); 2. A (to check); 3. D (repaired); 4. A (updated); 5. C (I arranged for someone to check it); 6. D (review); 7. A (to read); 8. C (We had our device tested). Matching: 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.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 2, Part B and says: 'Choose the correct answer for items 1–8. Then match the six expressions with their meanings.' T sets a time limit of 8 minutes.
Students
Ss read the instructions and begin the individual task.
Teacher
Step 2: Task performance
T walks around and checks individual work. T asks: 'Is the person doing the action the subject or someone else?' to guide Ss.
Students
Ss work individually, then compare answers with a partner. Example: 'Item 2: get + person + to-infinitive, so the answer is A.'
Teacher
Step 3: Report and discussion
T calls on Ss to read answers for items 1–8 and checks the matching with the class. T asks one S to explain item 5.
Students
Ss give answers. Expected explanation: 'Had the camera checked means I arranged someone to check it.'
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and explains any error. T emphasises: 'Object + past participle shows a service arranged by someone else.'
Students
Ss correct their answers and write any mistakes in their notebooks.

Activity 3.2: Practice · 10 minutes

Read-Aloud Pronunciation Check

a) Aims

Ss practise reading the homophone pairs and sentences aloud with correct sounds, rhythm and meaning.

b) Content

Ss read the practice text aloud twice: first slowly, then at a natural pace. Text: 'Pair and pear /per/; right and write /raɪt/; know and no /noʊ/. Read: Write the right instruction; check the pair of labels.' Then T demonstrates the focus on the homophone sounds and Ss repeat. Ss self-assess using a 10-point scale: focus on homophones (4 points), clear sounds and meaning (3 points), natural rhythm and intonation (3 points).

c) Expected outcomes

Ss read the text twice with clear sounds /per/, /raɪt/, /noʊ/. Self-assessment example: 'Focus on homophones: 4/4; clear sounds: 2/3; rhythm: 3/3. Total: 9/10.' Teacher note: T assesses the rest, but scoring is by the teacher, not automatic.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the text on the board and says: 'Read aloud twice: first slowly, then at a natural pace.' T explains the self-assessment scale.
Students
Ss read the text silently for 30 seconds and note difficult sounds.
Teacher
Step 2: Task performance
T asks Ss to read in pairs. Partner A reads, partner B listens and gives feedback. Then they swap roles. T moves around and listens.
Students
Ss read aloud to each other, twice each, and give feedback to their partners.
Teacher
Step 3: Report and discussion
T invites three Ss to read aloud for the class. T gives feedback on clarity and stress.
Students
Selected Ss read aloud. Others listen and compare with the model.
Teacher
Step 4: Conclusion and assessment
T praises good pronunciation and corrects remaining errors. T repeats the main point: 'Distinguish meaning from context, not from pronunciation alone.'
Students
Ss write their self-assessment score in their notebooks and set one goal to improve.

Activity 4: Application · 15 minutes

AI Service Talk

a) Aims

Ss use causative structures, unit vocabulary and homophones to talk about an AI-powered device at school in a group presentation.

b) Content

Groups of four imagine that their school has a new AI learning assistant. Each group prepares a one-minute talk about how the school will arrange services for it. Each group must use at least three causative sentences (e.g. 'We will have the technician check the assistant every month.' 'We will get the software updated by the company.' 'We will have the system tested before the exam.'), at least four topic words (e.g. reliable, feedback, privacy, human oversight, automate) and one homophone pair (e.g. right/write). Ss may also use the sentence: 'Write the right instruction.'

c) Expected outcomes

Each group delivers a one-minute talk with at least three causative sentences, four topic words and one correct homophone. Example product: 'We had the AI assistant checked for privacy. Human oversight is important, so we will get the teacher to review the feedback.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and writes the requirements on the board: three causative sentences, four topic words, one homophone pair. T gives Ss 8 minutes to prepare.
Students
Ss listen and form groups of four. They choose a group leader and a speaker.
Teacher
Step 2: Task performance
T monitors groups, checks grammar of causative sentences and suggests more natural word choices. T helps with pronunciation if needed.
Students
Groups write their talk on poster paper and rehearse. Example expected output: 'We will have the technician check the system every month to keep it reliable.'
Teacher
Step 3: Report and discussion
T invites each group to present. The class listens and gives one positive comment for each group. T asks: 'Who arranged the service? Did the subject do the action?'
Students
Groups present their talks. Listeners answer: 'The technician did the check, because the school arranged it.'
Teacher
Step 4: Conclusion and assessment
T praises effective use of causative structures and topic words. T summarises: 'We use have/get to talk about services arranged by others. We can use these words to talk about AI in our school.' T assigns homework.
Students
Ss note the corrections the teacher gives and write them in their notebooks.

Worksheets

Worksheet 1: Homophones in Sentences

Part A. Choose the correct word from each pair to complete the sentence.

1. Please ___ the right instruction on the paper. (write / right)
1. Turn ___ at the sensor and continue. (write / right)
1. I ___ the answer is correct. (know / no)
1. The answer is ___, the robot cannot do that. (know / no)
1. Check the ___ of labels before you start. (pair / pear)
1. I ate a sweet ___ after lunch. (pair / pear)
  Part B. Read the sentences aloud. Then answer: How do you know which word is correct?
Hint: Look at the meaning of the whole sentence, not only the sound.

Worksheet 2: Causative Have and Get

Part A. Analyse the sentences.

1. We had the technician check the robot. Who checks the robot? ___
1. We got the technician to check it. What structure follows 'got the technician'? ___
1. We had the robot checked. Is the object the robot or the technician? ___
1. 'I had the camera checked' means: ___ (I checked it myself / I arranged for someone to check it)
  Part B. Choose the correct answer.
1. We had the technician ___ the sensor. A. to check; B. checking; C. check; D. checked
1. We got the technician ___ the sensor. A. to check; B. checks; C. checked; D. check
1. We had the robot ___. A. to repair; B. repair; C. repairs; D. repaired
1. She got the software ___ by a specialist. A. updated; B. to update; C. update; D. updates
1. 'I had the camera checked' means ___. A. The camera checked me.; B. I necessarily checked it myself.; C. I arranged for someone to check it.; D. I had already checked it before another event.
1. The teacher had us ___ the privacy settings. A. reviews; B. to review; C. reviewed; D. review
1. They got their helper ___ the instructions slowly. A. to read; B. reading to; C. reads; D. readed
1. Choose the passive causative. A. We had tested our device.; B. We tested our device ourselves.; C. We had our device tested.; D. Our device had tested us.
  Part C. Match each expression with its meaning.
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

Homework

Write six sentences about an AI device or a device at home, using active causative have, get + to-infinitive and passive causative have/get. Example: 'We had the robot checked yesterday.' Use at least one sentence with the past perfect and one with the causative had, and explain the difference in one line.
Practise reading the sentence 'Pair and pear, right and write, know and no' aloud five times. Record yourself, listen, and write one sentence about how you improved.
Prepare a short list of three topic words from the unit (artificial intelligence, feedback, privacy, automate, reliable, human oversight) with one example sentence each, to share at the next lesson.

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