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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 8. Unit 6: Artificial intelligence

Giáo án Looking back

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I. Objectives

1. Knowledge

  • 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 correctly.
  • By the end of the lesson, Ss will be able to distinguish 'had it repaired' (causative) from 'had repaired it' (past perfect).
  • By the end of the lesson, Ss will be able to recognise and use the homophones pair/pear, right/write, and know/no, and identify their meaning from context.
  • By the end of the lesson, Ss will be able to explain the key ideas about AI in education, including feedback, privacy, reliability and human oversight, and use the vocabulary of the unit.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own errors in the causative drill, check their answers against the key, and note the structures they still find difficult.
  • Communication and collaboration: Ss work in pairs to ask and answer questions about the grammar and reading, and share their ideas in whole-class feedback.
  • Problem-solving and creativity: Ss use context clues to choose the correct homophone and apply the causative structures to a new topic about home robots.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the homophones, read and answer questions about AI in education, and write a short paragraph on home robots.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the homophone pairs correctly, use the unit vocabulary accurately, and form active and passive causatives with the right structure.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own learning by completing the worksheets on time and checking their own answers.
  • Honesty: Ss admit which answers they are unsure about and do not copy from classmates during the drill and the writing task.
  • Diligence: Ss keep practising the pronunciation of the homophones and revise the causative structures carefully until the sentences are accurate.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with slides showing the grammar summary, the homophone pairs, and the reading passage
  • Whiteboard and markers
  • Worksheet 1: Causative have and get (printed for each pair)
  • Worksheet 2: Homophones and unit vocabulary (printed for each pair)
  • Picture of a home robot being repaired by a technician (for warm-up)
  • NeoEdu online lesson page: neoedu.vn/learn/12/english/unit-6-looking-back (grammar explanations, examples and interactive exercises)

2. Students

  • Student's book English 12 (Global Success), Unit 6
  • Notebook, pen and pencil
  • Highlighters or coloured pens for marking structures
  • Mini whiteboards or sticky notes for quick answers (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Who Fixed the Robot?

a) Aims

Ss recall the idea of arranging a service and get ready for the causative structures in this lesson.

b) Content

T shows a picture of a broken home robot and a technician. T asks: 'Did the owner repair the robot himself?' and 'What is the owner doing in this situation?' Ss answer in pairs and then share with the class.

c) Expected outcomes

Ss produce a simple sentence such as 'The owner had the technician repair the robot.' Ss understand that the owner arranges the action and does not do it personally.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What happened to this robot? Who fixed it?' T gives one minute for pair discussion.

    Students

    Ss look at the picture and listen to the question carefully.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps with vocabulary such as 'technician' and 'repair' if needed.

    Students

    Pairs discuss: 'The technician repaired it.' / 'The owner had the technician repair it.' Ss try to make full sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to report. T writes good sentences on the board.

    Students

    Representative pairs say: 'The owner had the technician repair the robot.' / 'He got the technician to check it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will learn how to talk about actions that we arrange for someone else to do.' T writes the lesson aim on the board.

    Students

    Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Causative Have and Get

a) Aims

Ss recognise and form the active causative have, get + to-infinitive, and passive causative have/get structures, and distinguish 'had it repaired' from 'had repaired it'.

b) Content

T writes the examples on the board: 'We had the technician check the robot.' / 'We got the technician to check it.' / 'We had the robot checked.' T asks: 'Who does the action in each sentence?' and 'Is 'had it repaired' the same as 'had repaired it'?' Ss complete the grammar summary in Worksheet 1 (Part A).

c) Expected outcomes

Ss complete the summary:

  • 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.
    Key point: the person who arranges the action need not do it. 'Had it repaired' (causative: the service was arranged) is different from 'had repaired it' (past perfect: an action finished before another past time).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three example sentences on the slide and asks: 'Who does the action in the first sentence? Who does it in the third sentence?'

    Students

    Ss look at the examples and think about who performs each action.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 1 (Part A) to pairs. T asks: 'Is 'had it repaired' the same as 'had repaired it'? Why?' T lets pairs check with the NeoEdu grammar page.

    Students

    Pairs complete the summary. Expected answer: 'Had it repaired' means a service was arranged; 'had repaired it' is past perfect and shows that an action finished before another past action.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their summaries aloud. T asks: 'Which structure needs a to-infinitive?' Expected answer: 'get + person'.

    Students

    Ss answer: 'Get + person + to-infinitive.' Other pairs add or correct details.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the three structures on the slide and stresses the warning about 'had it repaired' and 'had repaired it'. T marks the key forms in bold on the board.

    Students

    Ss correct their summaries and write the grammar rule in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Homophones: Pair, Pear, Right, Write, Know, No

a) Aims

Ss pronounce the homophone pairs correctly and identify the intended word from context.

b) Content

T models the pairs: 'pair and pear /per/', 'right and write /raɪt/', 'know and no /noʊ/'. Ss listen and repeat chorally and individually. Ss read the sentences in Worksheet 2 (Part A): 'Write the right instruction.' and 'Check the pair of labels.' T asks: 'Can we know the meaning from the pronunciation alone? What helps us?'

c) Expected outcomes

Ss complete the table in Worksheet 2:

  • pair /per/ = two things together (a pair of labels); pear /per/ = a fruit
  • right /raɪt/ = correct (the right instruction); write /raɪt/ = to put words on paper (write the instruction)
  • know /noʊ/ = to have knowledge (I know the word); no /noʊ/ = a negative answer
    Key point: the same sound can have different spellings and meanings. We distinguish meaning from context, not from pronunciation alone.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays or models the three pairs of words and asks Ss to listen for the sound.

    Students

    Ss listen and notice that each pair sounds the same.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 2 (Part A) and asks pairs to read the sentences aloud and fill in the table.

    Students

    Pairs read the sentences and decide the meaning: 'pair' = two things together; 'write' = put words on paper; 'no' = negative answer.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'In 'Check the pair of labels', what does 'pair' mean? How do you know?' Expected answer: 'Two things together; the context of labels tells us.'

    Students

    Ss answer and explain that the context shows the meaning.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss that homophone pairs may depend on accent. The selected pairs are standard in common British and American accents. T stresses the importance of context.

    Students

    Ss note the words and the context clues in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

AI in Education: Feedback and Human Oversight

a) Aims

Ss read the passage, understand the main ideas about AI in education, and use the unit vocabulary in context.

b) Content

Ss read the passage 'In education, AI can suggest practice and provide quick feedback...' in the student's book. Ss answer the questions:

  1. What can AI do in education?
  2. Why should a teacher check important decisions?
  3. Why is a blank saved record not proof that a learner does not know the word?
  4. What should the system do instead of attaching a permanent low-ability label?
  5. Should a confident machine answer end the discussion?
    Vocabulary to notice: artificial intelligence, feedback, privacy, automate, reliable, human oversight.

c) Expected outcomes

Ss write short answers in their notebooks:

  1. AI can suggest practice and provide quick feedback.
  2. Teachers check important decisions because responsibility stays with people.
  3. A connection failure can delete the answer, so a blank record does not prove the learner does not know the word.
  4. The system should request clarification or another attempt.
  5. No. The evidence should be checked and a human review should be allowed, especially when a learner is affected.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read the passage silently in 4 minutes and underline the key vocabulary. T writes the five questions on the board.

    Students

    Ss read silently and underline the words from the unit vocabulary list.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer the questions together and check the meaning of the vocabulary with each other. T circulates and helps with difficult ideas.

    Students

    Pairs discuss the answers and explain words such as 'human oversight' (the supervision by people) and 'reliable' (can be trusted).

  3. Teacher

    Step 3: Report and discussion

    T calls on a few Ss to answer questions 3 and 5. T asks: 'Why does the passage say a score based on missing data is not a fair judgement?'

    Students

    Ss answer: 'Because the missing data may come from a technical problem, not from the learner.' / 'No, we should check the evidence and allow a human review.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: AI can support learning, but people keep responsibility for important decisions. T writes the vocabulary on the board with the Vietnamese meanings: 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).

    Students

    Ss copy the vocabulary and the key ideas into their notebooks.

Activity 3.1: Practice · 15 minutes

Causative Grammar Drill

a) Aims

Ss choose the correct form of the causative structures and the passive causative.

b) Content

Ss complete Worksheet 1 (Part B) with the sentences below. Ss choose A, B, C or D and explain briefly why.
2. We had the technician ___ the sensor. A. check; B. checking; C. to check; D. checked
3. We got the technician ___ the sensor. A. check; B. checks; C. checked; D. to check
4. We had the robot ___. A. to repair; B. repair; C. repaired; D. repairs
5. She got the software ___ by a specialist. A. update; B. updates; C. updated; D. to update
6. 'I had the camera checked' means ___. A. I had already checked it before another event.; B. I necessarily checked it myself.; C. I arranged for someone to check it.; D. The camera checked me.
7. The teacher had us ___ the privacy settings. A. to review; B. reviews; C. review; D. reviewed
8. They got their helper ___ the instructions slowly. A. reading to; B. reads; C. readed; D. to read
9. Choose the passive causative. A. Our device had tested us.; B. We tested our device ourselves.; C. We had tested our device.; D. We had our device tested.

c) Expected outcomes

Answer key:
2. A (active causative have + person + bare infinitive)
3. D (get + person + to-infinitive)
4. C (passive causative: object + past participle)
5. C (object + past participle expresses an arranged service)
6. C (the causative 'had' means someone else does the action for us)
7. C (have + person + bare infinitive)
8. D (get + person + to-infinitive)
9. D (We had our device tested.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 1 (Part B) and explains that Ss must choose one answer and state the grammar reason.

    Students

    Ss look at the sentences and read the options carefully.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for 5 minutes, then compare answers with a partner. T walks around and checks for structure errors.

    Students

    Ss complete the drill individually and compare answers. Ss who disagree discuss the grammar reason.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers for questions 4, 6 and 9. T asks: 'Why is 'C' the best answer in question 6?'

    Students

    Ss answer: '4 is C because the robot is repaired by someone else.' / '6 is C because the sentence means someone else checked the camera for me.' / '9 is D because device and tested form the passive causative.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reviews the key rule: after 'have', use a bare infinitive for the active causative; after 'get', use a to-infinitive; the passive causative uses past participle.

    Students

    Ss correct their answers and note the rule.

Activity 3.2: Practice · 10 minutes

Matching Key Vocabulary

a) Aims

Ss match the unit vocabulary with its Vietnamese meaning and use the words accurately.

b) Content

Ss complete Worksheet 2 (Part B): match each word with its meaning.

  1. artificial intelligence
  2. feedback
  3. privacy
  4. automate
  5. reliable
  6. human oversight
    Meanings to match (in mixed order): giám sát của con người; tự động hoá; đáng tin cậy; phản hồi; sự riêng tư; trí tuệ nhân tạo.

c) Expected outcomes

Answer key:

  • 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

  1. Teacher

    Step 1: Task delivering

    T gives Worksheet 2 (Part B) and asks Ss to match the words with their meanings within 5 minutes.

    Students

    Ss read the words and the meanings.

  2. Teacher

    Step 2: Task performance

    T asks pairs to check their matches and make one sentence with each of two words.

    Students

    Pairs check the matches and write sentences, for example: 'A reliable system needs human oversight.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to read their sentences aloud. T checks the use of the words.

    Students

    Pairs read their sentences. Other Ss listen and give feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matches and reminds Ss to use the words accurately in writing.

    Students

    Ss correct their worksheet and keep the vocabulary list.

Activity 4: Application · 20 minutes

Writing about Home Robots

a) Aims

Ss write a short paragraph about a home robot using causative structures and unit vocabulary, showing responsible and safe use.

b) Content

Ss write a paragraph of about 80–100 words on the topic: 'Home robots can make routine tasks more convenient, but their benefits depend on safe and responsible use.' Ss must:

  • use at least one causative structure (have + person + bare infinitive, get + person + to-infinitive, or have + object + past participle);
  • use at least two words from the unit vocabulary (for example: reliable, privacy, human oversight);
  • give their own opinion in the last sentence.
    Ss may use the model in Task 1 of the student's book as a reference for structure, but must not copy its sentences.

c) Expected outcomes

A personal paragraph of about 80–100 words. A strong product includes:

  • a clear topic sentence about the benefits and limits of home robots;
  • at least one correct causative structure, for example: 'We had the robot checked before we used it.' or 'We got the technician to check the sensor.';
  • at least two unit vocabulary words used accurately;
  • an opinion sentence such as 'In my view, a robot is useful when it solves a clear problem and its limits are understood.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing task on the slide and explains the three requirements. T reminds Ss to use the model for structure only.

    Students

    Ss read the task and the requirements, and ask questions if anything is unclear.

  2. Teacher

    Step 2: Task performance

    T gives Ss 15 minutes to write individually. T walks around and checks the causative forms and the use of the vocabulary.

    Students

    Ss write their paragraphs. Ss who finish early check the grammar and spelling of the causative forms.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their paragraphs aloud or exchange with a partner for peer feedback using the three requirements.

    Students

    Ss read or swap paragraphs and give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good use of causatives and vocabulary, and points out common errors (for example, 'had repaired it' instead of 'had it repaired'). T asks Ss to revise the paragraphs for homework.

    Students

    Ss note the corrections and revise their paragraphs.

Worksheets

Worksheet 1: Causative have and get

Part A: Complete the grammar summary.

  • Active causative have + ___ + ___ : We had the technician check the robot.
  • Get + ___ + ___ : We got the technician to check it.
  • Passive causative have/get + ___ + ___ : We had the robot checked.
    Question: Is 'had it repaired' the same as 'had repaired it'? Explain in one sentence.

Part B: Choose the correct answer (A, B, C or D).
2. We had the technician ___ the sensor. A. check; B. checking; C. to check; D. checked
3. We got the technician ___ the sensor. A. check; B. checks; C. checked; D. to check
4. We had the robot ___. A. to repair; B. repair; C. repaired; D. repairs
5. She got the software ___ by a specialist. A. update; B. updates; C. updated; D. to update
6. 'I had the camera checked' means ___. A. I had already checked it before another event.; B. I necessarily checked it myself.; C. I arranged for someone to check it.; D. The camera checked me.
7. The teacher had us ___ the privacy settings. A. to review; B. reviews; C. review; D. reviewed
8. They got their helper ___ the instructions slowly. A. reading to; B. reads; C. readed; D. to read
9. Choose the passive causative. A. Our device had tested us.; B. We tested our device ourselves.; C. We had tested our device.; D. We had our device tested.

Worksheet 2: Homophones and unit vocabulary

Part A: Read the sentences aloud and complete the table.

  • Write the right instruction.
  • Check the pair of labels.
  • I know the answer. / The answer is no.
    Table columns: Word | Pronunciation | Meaning in the sentence
  • pair / pear | /per/ |
  • right / write | /raɪt/ |
  • know / no | /noʊ/ |

Part B: Match each word with its Vietnamese meaning.

  1. artificial intelligence
  2. feedback
  3. privacy
  4. automate
  5. reliable
  6. human oversight
    Meanings (mixed order): giám sát của con người; tự động hoá; đáng tin cậy; phản hồi; sự riêng tư; trí tuệ nhân tạo.

Homework

  • Finish and revise your paragraph about home robots (80–100 words). Check that you used at least one causative structure and two unit vocabulary words.
  • Review the three causative structures and write five sentences about tasks you arrange for others to do at home, for example using 'have' or 'get'.
  • Practise the homophones pair/pear, right/write and know/no aloud with a family member, and write one sentence for each word in context.
  • Read the passage about AI in education again and write three sentences about how a teacher and a system can work together responsibly.

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