Giáo án Project

Ss recall the features of a project product and the purpose of an oral presentation before reading the model.

T writes the topic “Artificial intelligence” on the board and asks: “What should a good project on AI in education include?” Ss brainstorm in pairs and name the features a project should show: title, audience, method, evidence and practical limits.

A class list of four features that a project product should show: the title, the audience, the method, and the practical limits. These four features will be used to check the model product.

Ss identify the opening sentence, supporting details and closing sentence of the model product and explain what each part does.

Ss read the model “AI-application design — completed proposal: Practice Check” silently, then complete Worksheet No. 1 by answering four questions: (1) What is the opening sentence? (2) Name two specific details from the model. (3) What is the closing sentence? (4) Read the opening and the closing aloud and explain one difference in their jobs.

Answers to Worksheet No. 1:

• Opening sentence: “AI-application design — completed proposal: Practice Check.” It names the particular subject.
• Two specific details: (a) “Input: a learner’s answer to one teacher-approved practice question, with no name or private record.” (b) “Privacy rule: do not store unnecessary personal information.”
• Closing sentence: “This is a worked design example, not an observation from a deployed application.” It states the condition of the product.
• Difference: the opening establishes the topic; the closing qualifies the message so the audience does not mistake an example for a real observation.

Ss pronounce homophone pairs correctly, distinguish their meanings from context, and use causative structures in sentences about the AI tool.

T presents three homophone pairs and three causative forms, then Ss practise them in short sentences. Homophones: pair and pear /per/; right and write /raɪt/; know and no /noʊ/. Causatives: We had the technician check the robot. / We got the technician to check it. / We had the robot checked. Note: had it repaired is different from had repaired it (past perfect). Vocabulary: 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 record in their notebooks:

• Homophones: pair/pear /per/ (a pair of labels – a fruit); right/write /raɪt/ (the right instruction – to write a note); know/no /noʊ/ (I know the answer – the answer is no).
• Causatives: have + person + bare infinitive (We had the technician check the robot.); get + person + to-infinitive (We got the technician to check it.); have/get + object + past participle (We had the robot checked.).
• Six new words with 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).

Ss apply their reading of the model to answer the practice questions 2–8 and explain their answers in their own words.

Ss work in pairs to answer practice questions 2–8 about the model product: (2) State the purpose and audience of the project product and support with one detail. (3) Explain how the opening introduces the topic. (4) Select two useful details and explain why they are better than saying only that the topic is important. (5) Write a three-sentence summary using only information in the model, keeping essential conditions. (6) Choose one middle sentence and explain its contribution. (7) Read the opening and closing aloud and explain one difference in their jobs. (8) Write a short final paragraph that keeps the model’s message without invented results. Questions are marked by the teacher, not automatically.

Suggested answers (teacher marks each with the rubric: correct content, specific detail, clear language):

• Q2: Audience: classmates and the teacher reviewing the project. Purpose: to present the named project with its actual evidence, product and limits. Detail: the final product is an input–decision–output diagram, a worked failure example and a short presentation.
• Q3: The opening is “AI-application design — completed proposal: Practice Check.” It introduces the particular subject before the supporting details.
• Q4: (1) “Input: a learner’s answer to one teacher-approved practice question, with no name or private record.” (2) “This is a worked design example, not an observation from a deployed application.” Both give information or conditions the audience can use, unlike a general statement that the topic is important.
• Q5 (sample): “The project presents a Practice Check design for AI-application that gives a suggested hint from one teacher-approved question. The input is an anonymous learner’s answer with no private record. This is a worked design example, not an observation from a deployed application.”
• Q6 (sample): “Final product: an input–decision–output diagram, a worked failure example and a short presentation” adds concrete information to the opening instead of repeating the title.
• Q7: Opening: the subject line. Closing: “This is a worked design example…” The opening establishes the topic; the closing qualifies the message.
• Q8 (sample): “The output should request another submission, not assign low ability. This is a worked design example, not an observation from a deployed application.”

Ss produce a group project proposal with an input–decision–output diagram, a worked failure example and a short presentation that follows the model’s genre and ethical rules.

Ss work in groups of four. Each group completes Worksheet No. 2 to design its own Practice Check proposal: a title, the audience, the method, the practical limits, an input–decision–output diagram, a worked failure example, and a 2-minute presentation with source credits and a question period. Groups label all planning figures and illustrative examples.

A group proposal that includes:

• Title: AI-application design — Practice Check (or the group’s own title).
• Audience and method: classmates and the teacher; one teacher-approved practice question; anonymous learner answer.
• Diagram (in words): Input (anonymous answer) → Check whether the answer was saved → If missing: request a retry. If present: offer a tentative hint → Learner explanation and teacher review.
• Worked failure example: the learner selects “on” for “Success depends ___ regular use”, but the connection fails before saving. The blank is missing evidence, not an incorrect preposition, so the output requests another submission and does not assign low ability.
• Limits: no working software or claimed test result; the teacher approves questions and reviews doubtful feedback.
• Short presentation with source credits and at least two questions from classmates.