Tiếng AnhLớp 12Phần 8. Unit 6: Artificial intelligence

Giáo án Listening

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Extract the gist and specific information from an original recording, including contrasts and conditions.
- Distinguish homophones (pair/pear, right/write, know/no) by context.
- Recognise the three structures of causative have and get, and use them to report who arranged an action.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the kind of information needed from the question before listening, replay the audio on their own and check their answers only after they have answered.
Communication and collaboration: Ss work in pairs to compare answers and explain their reasoning clearly, using evidence from the recording.
Problem-solving and creativity: Ss decide which information to record for each question and suggest how to ask for confirmation when safety, time or permission is unclear.

b) Specific competences

Communicative competence in English through listening: Ss listen once for gist and again for specific details, contrasts (such as 'do' and 'do not') and conditions (such as 'before use' and 'if it stops responding').
Communicative competence in English through speaking: Ss explain why an answer fits the recording in complete sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the homophone pairs correctly, use the six key words (artificial intelligence, feedback, privacy, automate, reliable, human oversight) and form active and passive causatives correctly.

3. Personal qualities

Diligence: Ss replay the audio patiently and complete every listening task before reading the answer key.
Responsibility: Ss respect the safety and privacy advice in the recording and explain why unsafe actions must be avoided.
Honesty: Ss report only what the recording actually says and do not claim details that the speaker did not mention.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers to play the en-US audio of the Unit 6 Listening exercises
Printed or projected listening questions 2 to 9 and the answer key (for the teacher's use only)
Interactive lesson page on NeoEdu: neoedu.vn/learn/12/english/unit-6-listening (lecture, examples and interactive exercises)
Phiếu học tập số 1 (Worksheet 1) and Phiếu học tập số 2 (Worksheet 2)

2. Students

Student's book (Global Success Grade 12, Unit 6, Listening)
Notebook, pencil and eraser
Phiếu học tập số 1 and Phiếu học tập số 2 printed for each pair

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the content from the questions

a) Aims

Ss activate prior knowledge about artificial intelligence devices at home and learn to predict the kind of information needed from the questions before listening.

b) Content

Ss look at the five questions in Exercises 2 to 5 (without the answer options yet) and answer the teacher's question: 'What kind of information do you need to listen for?' Ss discuss in pairs: What is a home robot or AI device used for? What risks might it have?

c) Expected outcomes

Ss predict three kinds of information the recording may contain: (1) what to do before using the device, (2) what to do if the device fails, (3) how to protect privacy. Ss write the predictions in their notebooks, for example: 'The speaker will probably give safety instructions and privacy advice.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the questions on the screen and asks: 'Look at the questions. Do they ask for the answer, or the kind of information? What do you think the recording is about?' T writes the key words on the board: artificial intelligence, robot, privacy, safety.
Students
Ss read the questions silently and listen to the teacher's instructions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes and predict the content. T walks around and helps with vocabulary such as automate (tự động hoá), reliable (đáng tin cậy) and feedback (phản hồi).
Students
Ss discuss in pairs. Expected answer: 'The speaker is probably giving instructions about a home robot. The questions are about safety and privacy, so the speaker may talk about what to do before use and what to do if the robot stops.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share their predictions and asks: 'Why do you think so?' T writes the best predictions on the board.
Students
Ss share their predictions. Expected answer: 'Because the questions ask about safety and privacy, I think the recording is a safety announcement.'
Teacher
Step 4: Conclusion and assessment
T confirms: 'Good. The questions tell us the kind of information to listen for, so we do not need to understand every word. Listen first for the gist, then for specific details.' T introduces the lesson objective.
Students
Ss write the lesson title and the objective in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Listening strategies: gist, specific information, contrasts and conditions

a) Aims

Ss identify the listening strategies in the lesson: listen once for gist, then again for corrections, contrasts, sequence and conditions, and separate different numbers in the recording (for example, a meeting time from a departure time).

b) Content

Ss play the en-US audio once and answer: 'What is the recording about?' Then Ss listen again and fill in Phiếu học tập số 1, noting the contrasts (for example, 'do' and 'do not'), the conditions (for example, 'if the device stops responding') and any numbers, and deciding what each number refers to. Ss must not open the explanation until they have answered.

c) Expected outcomes

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

Gist: a safety and privacy announcement about a household AI device or robot.
Sequence: (1) read the instructions and clear the floor, (2) operate the device, (3) follow the safe stop procedure if it stops responding.
Contrast: the device is useful, but it must not replace human supervision of a child.
Condition: if the device stops responding, Ss must not improvise repairs and must seek qualified help.
Numbers: Ss record each number and say what it refers to, separating time from other numbers.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 and explains the task: 'Listen once for the gist. Then listen again and note the sequence, the contrasts and the conditions. Do not check the explanation yet.' T reminds Ss of the strategy: 'Record only the information required by the question.'
Students
Ss receive the worksheet, read the headings and check that they understand the words: artificial intelligence (trí tuệ nhân tạo), human oversight (giám sát của con người), privacy (sự riêng tư).
Teacher
Step 2: Task performance
T plays the audio once and asks Ss to write down the gist. Then T plays it again, pausing when needed, and walks around to check the work.
Students
Ss listen and write. Expected answers: Gist: 'a safety and privacy talk about an AI household device.' Conditions: 'if it stops responding, follow the safe stop procedure.' Contrast: 'it can help, but it cannot supervise a child.'
Teacher
Step 3: Report and discussion
T asks: 'What is the gist of the recording?' and 'Which condition tells us what to do if the device stops?' T asks one pair to explain how they separated the numbers.
Students
Ss answer. Expected answer: 'The gist is a safety and privacy announcement. If the device stops responding, we follow the safe stop procedure and seek qualified help.'
Teacher
Step 4: Conclusion and assessment
T summarises the strategy on the board: 'Gist first, details second. Listen for contrasts (but, not, no) and conditions (if, before, when). Check what each number refers to.' T reminds Ss: 'In real life, if safety, time or permission is unclear, ask for repetition or confirmation.'
Students
Ss copy the strategy into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Homophones and causative structures

a) Aims

Ss distinguish homophones by context and use the three causative structures with have and get to talk about who arranges an action.

b) Content

Ss read the homophone pairs aloud (pair/pear, right/write, know/no) and decide the correct meaning from the context. Then Ss compare three sentences: 'We had the technician check the robot.' 'We got the technician to check it.' 'We had the robot checked.' Ss complete Phiếu học tập số 2 by identifying the structure and the meaning. Ss also compare 'had it repaired' with 'had repaired it'.

c) Expected outcomes

Ss complete Phiếu học tập số 2 as follows:

Homophones: pair (đôi) / pear (quả lê), right (đúng) / write (viết), know (biết) / no (không). Example: 'Write the right instruction' (write = viết, right = đúng).
Causative structures: (1) have + person + bare infinitive: 'We had the technician check the robot.' (2) get + person + to-infinitive: 'We got the technician to check it.' (3) have/get + object + past participle: 'We had the robot checked.'
Note: 'had it repaired' is a passive causative; 'had repaired it' is the past perfect, with a different meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three sentences and the homophone pairs on the board and asks: 'Who does the action in each sentence: the technician or we?' T distributes Phiếu học tập số 2.
Students
Ss read the sentences and the homophone pairs silently.
Teacher
Step 2: Task performance
T models the pronunciation of pair/pear /per/, right/write /raɪt/ and know/no /noʊ/. Ss repeat in chorus and then work in pairs to complete the worksheet.
Students
Ss practise pronunciation and complete the worksheet. Expected answer: 'We had the robot checked' means someone else checked the robot; 'We had repaired it' is the past perfect, not the causative.
Teacher
Step 3: Report and discussion
T asks: 'Who does the action in the sentence We had the robot checked?' and 'Is it had it repaired or had repaired it for the causative?' T listens to the pairs' answers.
Students
Ss answer. Expected answer: 'Someone else does the action. Had it repaired is the causative; had repaired it is the past perfect.'
Teacher
Step 4: Conclusion and assessment
T confirms the three structures on the board and emphasises: 'The person who arranges the action need not do it.' T reminds Ss that homophones are distinguished by context, not by pronunciation alone.
Students
Ss copy the structures and the homophone rule into their notebooks.

Activity 3: Practice · 12 minutes

Listening practice: answering and explaining

a) Aims

Ss answer the multiple-choice listening questions and explain why their answers fit the recording, using only the information in the audio.

b) Content

Ss listen to the recording and answer Exercises 2 to 5 (Listen. What should be done before use? / Can the device supervise a child? / What if it stops responding? / What is the privacy advice?). Then Ss play the audio again and explain their answers in Exercises 6 to 9 (Explain why this answer fits the recording).

c) Expected outcomes

Answer key:

Exercise 2: D. Read instructions and clear the floor. (Preparation precedes operation.)
Exercise 3: D. No. (The expert explicitly rejects that role.)
Exercise 4: D. Follow the safe stop procedure and seek qualified help. (Do not improvise unsafe repairs.)
Exercise 5: B. Limit unnecessary collection and seek agreement. (Feature use needs informed privacy choices.)
Explanations (Exercises 6 to 9): Ss write one sentence for each answer. The sentence must include the correct information and the reason. Example for Exercise 6: 'Read instructions and clear the floor. Preparation precedes operation.' Accept equivalent wording with the same meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read Exercises 2 to 5 and to choose one answer for each question. T reminds: 'Do not open the explanation until you have answered. You may replay the audio.'
Students
Ss read the options and prepare to listen.
Teacher
Step 2: Task performance
T plays the audio. Ss mark their answers individually. Then T plays it again if needed. For Exercises 6 to 9, Ss work in pairs to write one explanation for each answer. T walks around and checks that Ss give reasons from the recording, not just repeat a single word.
Students
Ss listen, choose the answers and write explanations. Expected answer for Exercise 4: 'D. Follow the safe stop procedure and seek qualified help.'
Teacher
Step 3: Report and discussion
T calls on 4 Ss to read their answers and explanations aloud. T asks: 'Why is B wrong in Exercise 5?' Ss can answer: 'Because the advice is to limit collection, not to share all video.'
Students
Ss give their answers and explanations. Other pairs compare and comment on any difference in wording.
Teacher
Step 4: Conclusion and assessment
T reveals the answer key and confirms the correct answers: 2 D, 3 D, 4 D, 5 B. T emphasises: 'Accept equivalent wording with the same meaning. Keep legitimate accent and wording variants when they preserve meaning.'
Students
Ss check their answers, correct any mistakes and write the correct answers in their notebooks.

Activity 4: Application · 10 minutes

Real-life safety and privacy message

a) Aims

Ss apply the listening strategies to a real situation: they listen for key information and ask for confirmation when safety, time or permission is unclear.

b) Content

Ss work in groups of three. Each group imagines that a family has just bought a home AI robot. One student is the family member, one is the technician and one is the observer. The technician gives a short 1-minute safety and privacy briefing using the key words: artificial intelligence, feedback, privacy, automate, reliable, human oversight. The family member asks for confirmation when something is unclear (for example: 'Can you repeat that, please?' or 'Do I need to share the video with the company?'). The observer notes the information recorded. Homework: Ss write a short message of 4 to 5 sentences to a family member about how to use the robot safely.

c) Expected outcomes

Each group performs a short role-play with at least one request for repetition or confirmation, and the observer lists at least three pieces of key information (for example: read the instructions first; do not let the robot supervise the child; limit data collection and seek agreement). Ss write a home message of 4 to 5 sentences, using at least one causative structure (for example: 'We had the robot checked by a technician.') and one condition sentence (for example: 'If it stops responding, follow the safe stop procedure.').

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the role-play and shows the roles on the screen. T reminds Ss: 'Ask for repetition or confirmation if safety, time or permission is unclear.' T gives each group a role card.
Students
Ss read the role cards and decide who plays each role.
Teacher
Step 2: Task performance
T gives 3 minutes to prepare and 4 minutes to perform. T monitors the groups and notes the good use of key words and questions for confirmation.
Students
Ss prepare and perform. Expected sample: Technician: 'Read the instructions and clear the floor before use.' Family member: 'Sorry, can you repeat the privacy advice?' Technician: 'Limit unnecessary data collection and ask for agreement first.'
Teacher
Step 3: Report and discussion
T invites 2 groups to perform for the class. T asks the observers: 'What key information did you record?'
Students
Observers answer. Expected answer: 'Read instructions before use; the robot cannot supervise a child; if it stops, follow the safe stop procedure.'
Teacher
Step 4: Conclusion and assessment
T praises effective communication and summarises the main points. T assigns the home message as homework and reminds Ss to check the causative structures.
Students
Ss listen, take notes and note the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Listening: gist, sequence, contrasts and conditions
Name: ____________ Class: ______

Gist: What is the recording about? (Write one sentence.)
Sequence: Write the steps in the order you heard them.

Step 1: ____________________
Step 2: ____________________
Step 3: ____________________

Contrasts: Write one contrast from the recording.

The device is useful, but ____________________

Conditions: Complete the sentence.

If the device stops responding, ____________________

Numbers: Write each number you hear and what it refers to.

Number: ________ Refers to: ____________________

Self-check: Did you answer before you checked the explanation? Yes / No

Phiếu học tập số 2

Homophones and causative structures
Name: ____________ Class: ______

Part A: Homophones. Choose the correct word in each sentence.

Write / Right the instruction on the label.
Check the pair / pear of labels.
I know / no the answer.

Part B: Causative structures. Complete the table.

We had the technician check the robot. → Structure: ____________ → Who does the action? ____________
We got the technician to check it. → Structure: ____________ → Who does the action? ____________
We had the robot checked. → Structure: ____________ → Who does the action? ____________

Part C: Explain the difference.

had it repaired (causative) and had repaired it (past perfect): ____________________

Homework

Review the six key words (artificial intelligence, feedback, privacy, automate, reliable, human oversight) and write one example sentence for each word.
Write a short message of 4 to 5 sentences to a family member about how to use a home AI robot safely. Use at least one causative structure (for example: 'We had the robot checked') and one conditional sentence (for example: 'If it stops responding, follow the safe stop procedure').
Replay the Unit 6 Listening exercises on the NeoEdu page (neoedu.vn/learn/12/english/unit-6-listening) and check your answers to Exercises 2 to 5 again. Write one sentence explaining each answer.

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