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

Giáo án Speaking

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • State the structure of a complete speaking model: a position, a concrete example, an acknowledged limitation and an invitation to respond.
  • Use interaction phrases to interrupt politely, ask for a pause and respond to a partner's point.
  • Distinguish homophones (pair/pear, right/write, know/no) by meaning from context.
  • Use the active causative (have + person + bare infinitive), get + person + to-infinitive, and the passive causative (have/get + object + past participle) correctly, and tell them apart from the past perfect (had repaired it).

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own spoken contribution on AI in education by writing notes on a position, an example and a limitation before speaking.
  • Communication and collaboration: Ss take turns in pairs and groups, respond to a partner's point with a real follow-up question and give constructive peer feedback.
  • Problem-solving and creativity: Ss analyse how the model is built, then apply the same structure to a new personal viewpoint on AI use in their own school context.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model, use interaction phrases, and deliver and defend a 1–2 minute viewpoint, then answer a follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the homophone pairs correctly, use the key vocabulary (artificial intelligence, feedback, privacy, automate, reliable, human oversight), and form causative structures accurately.

3. Personal qualities

  • Responsibility: Ss explain why important decisions in AI-supported learning should still be checked by people, and they give honest, respectful feedback to their partners.
  • Honesty: Ss support every example with a real or clearly labelled illustrative case, and they do not present an invented example as an observed fact.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 12 (Global Success), Unit 6: Speaking
  • Projector or interactive whiteboard with slides showing the model, the interaction phrases and the homophone and causative tables
  • NeoEdu lesson page for Unit 6 Speaking (neoedu.vn/learn/12/english/unit-6-speaking): lecture, examples and interactive exercises
  • Worksheets 1, 2 and 3 (printed for each group)
  • Timer and small cards for pairing and group roles

2. Students

  • Textbook and notebook
  • Pen or pencil, highlighter
  • Worksheets 1, 2 and 3 (shared within each group)
  • Pieces of paper for quick notes during the speaking preparation

III. Procedures

Activity 1: Warm-up · 8 minutes

Lead-in: Can we trust an AI tool to judge our learning?

a) Aims

Ss activate prior knowledge about AI in education and get ready to think about the topic of the lesson.

b) Content

T shows the title Artificial intelligence and three questions on the projector:

  • Do you use an AI app to study? What for?
  • Can a machine give you feedback on your English? Is it always correct?
  • Should a computer decide your score without a teacher checking it?
    Ss discuss the questions in pairs for two minutes, then share with the class.

c) Expected outcomes

A short list on the board of Ss' uses of AI for study (for example: practising vocabulary, checking grammar, getting quick feedback) and one idea that a teacher should still check machine feedback, for example because a connection failure can delete an answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Today we talk about artificial intelligence in learning. Discuss three questions with your partner in two minutes." T shows the three questions on the slide.

    Students

    Ss read the questions silently and confirm what they have to do.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and helps Ss with words such as feedback (phản hồi) and automate (tự động hoá).

    Students

    Ss discuss in pairs. Possible answers:

    • "I use an app to practise vocabulary every evening."
    • "The app is quick, but it sometimes makes mistakes, so I ask my teacher."

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their answers and writes key ideas on the board.

    Students

    Ss report briefly. Expected idea: "A machine feedback is fast, but the teacher should check important decisions."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and introduces the aim: to develop and defend a viewpoint on AI and respond to a partner. T writes the key vocabulary on the board: artificial intelligence (trí tuệ nhân tạo), feedback (phản hồi), privacy (sự riêng tư).

    Students

    Ss copy the new words into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Analysing a complete speaking model

a) Aims

Ss identify the parts of a complete speaking model and understand how each part builds the argument.

b) Content

T presents the model "In education, AI can suggest practice…" and the follow-up question: "Should a confident machine answer end the discussion?" with the response "No. Check the evidence and allow a human review…"
Ss work in groups of four with a jigsaw: each member reads one part (position, example, limitation, invitation to respond) and explains it to the group.
Questions T asks:

  • What is the speaker's position in the first sentence?
  • Which example is given? Is it a real observation or an illustration?
  • What limitation does the speaker admit?
  • How does the speaker invite a response?

c) Expected outcomes

A four-column group chart in notebooks (Position / Example / Limitation / Invitation) with the following content:

  • Position: "AI can suggest practice and provide quick feedback, but a teacher should check important decisions."
  • Example: "Imagine a vocabulary answer that disappears during a connection failure." (illustrative example, not a claimed observation)
  • Limitation: a score based on missing data is not a fair judgement; the system should request clarification.
  • Invitation: the follow-up question and the response "No. Check the evidence and allow a human review."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Read the model. Each member of your group will become an expert on one part: position, example, limitation or invitation. Then teach your group." T shows the four-column chart on the slide.

    Students

    Ss form expert groups of four, each member takes one role, and they read the model silently.

  2. Teacher

    Step 2: Task performance

    T goes around to check that Ss underline the right sentences and distinguish an illustrative example from a real result.

    Students

    Ss find and underline the key sentences. Expected answers:

    • Position: "In education, AI can suggest practice…"
    • Example: "Imagine a vocabulary answer that disappears…"
    • Limitation: "A score based on missing data is not a fair judgement."
    • Invitation: "Check the evidence and allow a human review."

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present its chart and asks: "Is the vocabulary answer example a real event in this speaker's class?"

    Students

    Ss answer: "No. It is an imagined example to illustrate the problem." Other Ss add that the speaker acknowledges a limitation, which makes the viewpoint more balanced.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: position → concrete example → limitation → invitation to respond. T reminds Ss: "Do not turn an illustrative example into a claimed observation." T writes the structure on the board.

    Students

    Ss copy the structure into their notebooks and tick it on their group chart.

Activity 2.2: Knowledge formation · 12 minutes

Interaction phrases and homophones

a) Aims

Ss use polite interaction phrases in a short exchange and pronounce and distinguish the homophone pairs by meaning from context.

b) Content

T plays the dialogue from the lesson (A: Excuse me, may I interrupt for a moment? / B: Of course. What would you like to ask? / A: Before we continue, could we check whether the camera is recording? / B: Thank you for raising that. Let's check the setting first.) and drills the phrases chorally.
T then presents three homophone pairs on the board: pair/pear /per/, right/write /raɪt/, know/no /noʊ/.
Ss complete Worksheet 1, Part A (homophones) with the right word in each sentence.

c) Expected outcomes

Ss' answers for Worksheet 1, Part A:

  1. Please write (write) the right instruction on the form.
  2. Check the pair of labels (pair) before you start the robot.
  3. I know (know) the answer; the system gave a wrong no (no) message.
    Notebook note: pair and pear sound the same /per/; right and write sound the same /raɪt/; know and no sound the same /noʊ/. The meaning depends on context.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Listen to the dialogue. Then repeat the phrases with the right stress and intonation. Next, look at the three homophone pairs and find the right word in each sentence."

    Students

    Ss listen to the dialogue and repeat the phrases in chorus, then open Worksheet 1, Part A.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of each homophone pair and asks Ss to say the word that matches the sentence. T reminds Ss: "Decide the meaning from the context, not from the sound alone."

    Students

    Ss complete Part A individually, then check with a partner and read the sentences aloud.

  3. Teacher

    Step 3: Report and discussion

    T calls on four Ss to read a sentence each and asks the class to confirm the answer.

    Students

    Ss read their answers. The class confirms the words: write, pair, know, no. Some Ss ask: "Why is it write and not right here?" and T explains from the context.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: the interaction phrases help us interrupt and respond politely; homophones have the same sound but different spelling and meaning. T plays the dialogue once more and asks Ss to notice the intonation of Excuse me.

    Students

    Ss note the phrases and the three homophone pairs in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Causative structures: have, get and the passive

a) Aims

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

b) Content

T writes the sentences on the board:

  • We had the technician check the robot. (have + person + bare infinitive)
  • We got the technician to check it. (get + person + to-infinitive)
  • We had the robot checked. (have/get + object + past participle)
  • We had it repaired. (causative passive) versus We had repaired it. (past perfect)
    T asks: "Who does the action in each sentence? Who arranges it?" Ss answer in pairs and then complete the causative table in Worksheet 1, Part B.

c) Expected outcomes

Ss' completed Worksheet 1, Part B:

  1. We had the technician check the robot. (active causative: have + person + bare infinitive)
  2. We got the technician to check it. (get + person + to-infinitive)
  3. We had the robot checked. (passive causative: have + object + past participle)
    Notebook note: The person who arranges the action does not need to do it. "We had it repaired" is a causative passive; "We had repaired it" is past perfect, with a different meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Look at the four sentences. Who does the action? Who only arranges it?" T shows the causative table on the slide.

    Students

    Ss look at the sentences in pairs and decide who does the action in each one.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss put the bare infinitive after have + person (check), and the to-infinitive after get + person (to check).

    Students

    Ss complete Worksheet 1, Part B in pairs. Expected answer: "We had the robot checked" means someone else checks the robot.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the sentences and asks the class: "Does 'We had repaired it' mean that we arranged the repair?"

    Students

    Ss answer: "No. It is the past perfect; we repaired it ourselves before something else happened."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the three patterns and corrects common errors, for example "We had the technician to check" (wrong) and "We got the technician to check it" (correct).

    Students

    Ss copy the three patterns and the warning about had it repaired and had repaired it into their notebooks.

Activity 3.1: Practice · 15 minutes

Model pronunciation and language drill

a) Aims

Ss practise the homophones, interaction phrases and causatives in context by reading the model aloud and completing a controlled drill.

b) Content

Ss read the model aloud in groups of three, each Student reads one paragraph. Then Ss do the controlled drill in Worksheet 1, Part C: rewrite each sentence with the correct causative (have/get, active or passive).
Part C items:

  1. The technician checked the robot. (We had ...)
  2. The teacher asked the technician to repair the projector. (We got ...)
  3. Someone repaired the printer for us. (We had ...)

c) Expected outcomes

Ss' answers for Worksheet 1, Part C (answer key):

  1. We had the technician check the robot. / We had the robot checked by the technician.
  2. We got the technician to repair the projector.
  3. We had the printer repaired. / We had it repaired.
    Ss' group reading: each Student reads one paragraph of the model clearly, with correct pronunciation of pair, right, know and their homophones.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Read the model in your group. Each person reads one part. Then complete Part C of Worksheet 1 alone, within 5 minutes."

    Students

    Ss form groups of three and assign paragraphs, then open Worksheet 1, Part C.

  2. Teacher

    Step 2: Task performance

    T listens to each group and corrects stress and sounds, especially /per/, /raɪt/ and /noʊ/.

    Students

    Ss read the model aloud and write their answers to Part C. Possible answer: "We had the printer repaired."

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their answers to Part C and asks the class to check them against the key.

    Students

    Ss read their answers. Some answers are different but correct, such as "We had the robot checked by the technician."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the accurate answers, reminds Ss that variant forms are accepted if the meaning is the same, and points out the common mistake of confusing had repaired it with had it repaired.

    Students

    Ss correct their own answers using the key.

Activity 3.2: Practice · 10 minutes

Analysing the model and writing a conclusion

a) Aims

Ss analyse the function of each part of the model and write a short conclusion that keeps the original message and its conditions.

b) Content

Ss complete Worksheet 2 (analysis of the model): identify the audience and purpose, choose one detail that supports the message, and write a three-sentence summary using only information in the model.
Ss then write one final sentence that preserves the model's message, using details already given (not invented results).

c) Expected outcomes

Ss' answers for Worksheet 2 (key points):

  • Audience: classmates and the partner who asks a follow-up question.
  • Purpose: to explain an educational AI use case, the missing-data failure and the need for human review.
  • Supporting detail: "Used this way, an automated tool supports learning while responsibility stays with people."
  • Three-sentence summary: AI can suggest practice and give quick feedback in education, but teachers should check important decisions. A system should ask for clarification rather than attach a permanent low-ability label, and a score based on missing data is not fair. Responsibility stays with people, so human review is needed.
  • Final conclusion: "An automated tool supports learning, but people must check the evidence and keep responsibility for important decisions."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Complete Worksheet 2. Use only information in the model. Do not add any new result."

    Students

    Ss work individually for 5 minutes, then compare with their partner.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that the summary keeps the condition "a teacher should check important decisions" and does not add invented data.

    Students

    Ss write answers and a three-sentence summary. Possible problem: a student writes "The study proved that 90% of students..." T asks them to remove invented data.

  3. Teacher

    Step 3: Report and discussion

    T asks two Ss to read their summary aloud and asks the class: "Does the summary keep the limit?"

    Students

    Ss read their summaries. The class checks whether the important condition and the human review are kept.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points and reminds Ss that a conclusion should repeat the main message without new facts.

    Students

    Ss revise their summary and conclusion, then put them in their notebooks.

Activity 4: Application · 18 minutes

Defending my viewpoint: a 1–2 minute talk and a follow-up question

a) Aims

Ss develop and defend a personal viewpoint on AI in education, using the complete model structure, and respond to a partner's follow-up question.

b) Content

Ss work in pairs. Each S prepares a 1–2 minute spoken contribution on "Artificial intelligence" using Worksheet 3 (speaking card):

  • Position: a clear view about AI in learning.
  • Concrete example: an illustrative example, labelled as illustrative if it is not real.
  • Limitation: one limit and how to address it.
  • Invitation: a question or invitation for the partner.
    Then the partner asks one real follow-up question (for example: "Should a confident machine answer end the discussion?"), and the speaker answers. Use interaction phrases where needed, such as "Excuse me, may I interrupt for a moment?" or "Thank you for raising that."
    Homework option: Ss record a 1–2 minute version of their talk and send it to T.

c) Expected outcomes

Each S delivers a complete 1–2 minute spoken contribution with the four parts (position, example, limitation, invitation), answers one follow-up question clearly, and uses at least two target homophones or causatives correctly. Example response: "I think AI can help me practise vocabulary, but my teacher should check important decisions. For example, if a connection failure deletes my answer, the system should ask me to try again instead of giving me a low score. So, what do you think about human review?"

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Prepare your speaking card in 5 minutes. Then speak for 1–2 minutes to your partner. Your partner will ask one follow-up question and you will answer it." T shows the speaking card frame on the slide.

    Students

    Ss read the speaking card (Worksheet 3) and write brief notes for each part.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, listens to pronunciation and language use, and notes errors to give feedback later. T does not interrupt the speaking.

    Students

    Ss take turns speaking. Partners listen and write one follow-up question each. Expected follow-up question: "What would happen if the teacher is not available to check the feedback?"

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to perform in front of the class. After each performance, T asks the class to give one positive comment and one suggestion.

    Students

    Selected Ss present their spoken contributions. Classmates give feedback, for example: "Your example is clear, but you should say it is imagined, not real."

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback on pronunciation of pair, right and know, the use of causatives and interaction phrases, and the way Ss kept a limitation and an invitation. T reminds Ss that a good viewpoint is defended with evidence and remains open to human review.

    Students

    Ss note their own strengths and one point to improve in their notebooks.

Worksheets

Worksheet 1: Homophones and causatives

Part A: Choose the right word from pair/pear, right/write, know/no to complete each sentence.

  • Please ____ the right instruction on the form.
  • Check the ____ of labels before you start the robot.
  • I ____ the answer, but the system showed a wrong ____ message.

Part B: Look at the causative sentences. Write who does the action and who only arranges it.

  • We had the technician check the robot.
  • We got the technician to check it.
  • We had the robot checked.
  • We had it repaired. (causative passive)
  • We had repaired it. (past perfect)

Part C: Rewrite each sentence with the correct causative (have or get).

  • The technician checked the robot. → We had ...
  • The teacher asked the technician to repair the projector. → We got ...
  • Someone repaired the printer for us. → We had ...

Worksheet 2: Analysis of the model

Answer the following questions about the model "In education, AI can suggest practice…"

  • Who is the audience of this spoken contribution?
  • What is the purpose of the spoken contribution?
  • Choose one detail from the model that supports the message. Explain why it is better than saying only that the topic is important.
  • Read the opening sentence aloud. Which part of the model does it introduce?
  • Write a three-sentence summary using only information in the model. Keep the condition that a teacher should check important decisions.
  • Write one final sentence that keeps the message. Do not invent any result.

Worksheet 3: Speaking card

Prepare your spoken contribution on "Artificial intelligence" in 1–2 minutes.

  • Position: My view about AI in learning is …
  • Concrete example: For example, … (Say "Imagine…" if the example is illustrative, not real.)
  • Limitation: However, … / One limit is … I suggest …
  • Invitation: What do you think about …? / Would you agree that …?

Your partner's follow-up question: ……………………………………
Your answer: …………………………………………………………

Useful phrases:

  • Excuse me, may I interrupt for a moment?
  • Thank you for raising that.
  • Before we continue, could we check …?

Homework

  • Re-read the complete model and write your own version of the three-sentence summary, using only information from the model and keeping the condition that a teacher should check important decisions.
  • Practise the homophones pair/pear, right/write and know/no. Write one sentence for each pair and read it aloud.
  • Write five sentences using the active causative, get + to-infinitive and the passive causative, for example about things in your school or home. Mark the sentences that use the past perfect and check the difference.
  • Prepare or record your 1–2 minute spoken contribution on "Artificial intelligence" using the speaking card (Worksheet 3). Optional: practise on the NeoEdu page for Unit 6 Speaking (neoedu.vn/learn/12/english/unit-6-speaking).

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