Tiếng AnhLớp 12Phần 8. Unit 6: Artificial intelligence

Giáo án Writing

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: identify the opening, supporting details, and closing of a model essay on the advantages and disadvantages of home robots.
By the end of the lesson, Ss will be able to: explain how specific details and conditions make an essay more convincing than a general statement.
By the end of the lesson, Ss will be able to: use active causative have, get + to-infinitive, and passive causative have/get to describe arranged actions, and distinguish had it repaired from had repaired it.
By the end of the lesson, Ss will be able to: distinguish homophones such as pair/pear, right/write and know/no from context.
By the end of the lesson, Ss will be able to: write a complete essay on the advantages and disadvantages of home robots with a clear message, specific support and an appropriate register.

2. Competences

a) General competences

Self-control and independent learning: Ss plan their own essay outline, draft in their own words, and check their work against a checklist without copying the model.
Communication and collaboration: Ss share ideas in pairs and groups, give constructive peer feedback on meaning and sentence links, and report group findings clearly.
Problem-solving and creativity: Ss decide which advantages and conditions to include for a clear audience, and support their claims with reasonable, clearly labelled examples.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the model essay for purpose and audience, discuss its ideas orally, and write an essay of about 150 words with a coherent message.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the key vocabulary (artificial intelligence, feedback, privacy, automate, reliable, human oversight), pronounce the homophone pairs correctly, and apply causative structures accurately.

3. Personal qualities

Responsibility: Ss take responsibility for the accuracy of their essay by including only information that is supported or clearly labelled as a proposal or example.
Honesty: Ss do not invent results, statistics or observations when they write about home robots.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector or board, and the model essay on home robots (Unit 6, Writing)
Worksheet 1 and Worksheet 2 (printed for each group and pair)
NeoEdu online lesson page for interactive exercises: neoedu.vn/learn/12/english/unit-6-writing
Colored markers, sticky notes, and a timer

2. Students

Notebook, pen, pencil, and eraser
Highlighter or colored pencils to mark parts of the model essay
Paper for drafting the essay outline and final essay

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Robots at Home

a) Aims

Ss activate prior knowledge about home robots and the key vocabulary of the unit, and get ready to read the model essay.

b) Content

Ss look at the title 'Artificial intelligence' on the board and answer the questions: What home robots do you know? What routine tasks can they help with? Which words describe their risks? Ss work in pairs and write words on sticky notes using the key 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).

c) Expected outcomes

A list of at least five ideas on the board, for example: a cleaning robot saves time; a robot may collect personal information (privacy); a robot may fail or misinterpret its surroundings; human oversight is still needed. Ss are ready to predict the topic of the essay.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title 'Artificial intelligence' and asks: 'What home robots do you know? What can they do for us?' T asks Ss to think of one advantage and one disadvantage, and introduces the key vocabulary with the Vietnamese meanings.
Students
Ss listen and read the new words, and repeat them after T with correct pronunciation.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for two minutes, write words on sticky notes, and stick them on the board under 'Advantages' and 'Disadvantages'. T monitors and helps with vocabulary.
Students
Ss discuss in pairs and write ideas. Expected answers: 'A cleaning robot can save time.' / 'A robot may collect too much personal information.' / 'It can make mistakes, so we still need supervision.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to read their sticky notes aloud and asks: 'Which advantage is more useful? Which risk worries you most?'
Students
Representative pairs report. Expected answer: 'Privacy worries me because the robot has cameras.'
Teacher
Step 4: Conclusion and assessment
T summarises the board ideas and says: 'Today we will read an essay that weighs both sides and gives clear conditions. Let's see how the writer does it.' T writes the lesson title on the board.
Students
Ss note the lesson focus in their notebooks and get ready to read the model essay.

Activity 2.1: Knowledge formation · 20 minutes

Analysing the Model Essay

a) Aims

Ss identify the genre, purpose, audience, opening, supporting details and closing of the model essay, and explain how they create a coherent message.

b) Content

Ss read the model essay about advantages and disadvantages of home robots, then complete Worksheet 1 in jigsaw groups of four. Each group member is responsible for one part: (1) the opening and purpose; (2) the supporting details; (3) the limits and conditions; (4) the closing and the writer's view. Each member reads the assigned part, then teaches the other members. Key questions: What is the purpose of the essay? Who is the audience? Which sentence opens the essay? Which details are specific? How does the closing link to the opening?

c) Expected outcomes

Completed Worksheet 1. Key answers: Purpose: to evaluate home robots using convenience, failure, privacy and human-oversight considerations. Audience: households and learners evaluating home robots. Opening sentence: 'Home robots can make some routine tasks more convenient, but their benefits depend on safe and responsible use.' Specific details: 'A cleaning robot may save time on a suitable floor' and 'a reminder function may help with a non-essential routine.' Closing sentence: 'Convenience alone does not justify removing human oversight or treating an automated suggestion as certain.' Ss conclude that specific details and conditions make the message clear and credible, while a general statement that the topic is important does not.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of four and gives each student one numbered part of Worksheet 1. T explains the jigsaw task and the time limit (about 8 minutes). T asks: 'What is the purpose of this essay? Who is the audience?'
Students
Ss form groups, check their assigned task, and read the question on Worksheet 1.
Teacher
Step 2: Task performance
T walks around the room, checks understanding, and prompts with questions such as: 'Is this sentence an example or a claim?' 'Does the writer give a condition here?'
Students
Ss read the model essay and answer their part individually. Then they share with the group and check answers. Expected answer for the opening: 'The first sentence states the topic and the condition: safe and responsible use.'
Teacher
Step 3: Report and discussion
T calls on one student from each group to present the answer for the part they taught. T asks the class to agree or add points: 'Why is the detail about the cleaning robot better than saying that home robots are important?'
Students
Ss present their answers. Expected answer: 'The detail gives a specific example and a condition, so the reader can understand the benefit and its limit.'
Teacher
Step 4: Conclusion and assessment
T confirms the key features of the model: a clear opening with a specific topic, supporting details with conditions, and a closing that completes the message without unsupported promises. T writes on the board: 'Good essay = clear message + specific support + appropriate register.'
Students
Ss copy the key features into their notebooks and check their Worksheet 1 answers.

Activity 2.2: Knowledge formation · 10 minutes

Language Focus: Causative Have and Get

a) Aims

Ss recognise and use active and passive causative structures to describe arranged actions, and avoid confusing had it repaired with had repaired it.

b) Content

T presents the three structures with the examples from the lesson: '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). T explains that the person who arranges the action need not do it. T contrasts 'had it repaired' (causative, the action is arranged) with 'had repaired it' (past perfect, someone performed the action earlier).

c) Expected outcomes

Ss can state the rule for each structure. Key knowledge: Active causative: have + person + bare infinitive. Get + person + to-infinitive. Passive causative: have/get + object + past participle. 'Had it repaired' means someone repaired it for us; 'had repaired it' is the past perfect tense of the verb repair.

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? Did we do the checking ourselves?'
Students
Ss read the sentences and answer the questions in pairs.
Teacher
Step 2: Task performance
T presents the structures in a simple table on the board and gives the rule for the passive causative. T asks Ss to change 'We had the technician check the robot' into a passive causative sentence.
Students
Ss copy the structures and attempt the change. Expected answer: 'We had the robot checked.'
Teacher
Step 3: Report and discussion
T asks Ss to explain the difference between 'We had it repaired' and 'We had repaired it.' T checks the pairs' answers.
Students
Ss answer. Expected answer: 'We had it repaired' means we arranged for someone else to repair it; 'We had repaired it' is past perfect, an action completed before another past action.
Teacher
Step 4: Conclusion and assessment
T emphasises the structures and reminds Ss that the causative is useful in the essay when describing maintenance or repair arranged by the owner, for example 'Owners should have the robot checked regularly.'
Students
Ss record the rules and an example of their own in their notebooks.

Activity 3: Practice · 15 minutes

Homophones and Causatives in Context

a) Aims

Ss practise choosing the correct homophone from context and transforming sentences with causative structures.

b) Content

Ss complete Worksheet 2 individually, then check in pairs. Part A: choose the right homophone pair from context. Part B: transform the sentences with causative structures. T plays the audio of the homophone pairs (pair/pear, right/write, know/no) and Ss repeat. Part B uses the sentences from the lesson.

c) Expected outcomes

Completed Worksheet 2. Answer key: Part A: 1. write (Please write the instruction on the label.) 2. right (Choose the right setting for the robot.) 3. know (Do you know how to check the sensor?) 4. no (The answer is no, the robot cannot climb stairs.) 5. pair (Check the pair of labels before you start.) Part B: 1. We got the technician to check it. 2. We had the robot checked. 3. We had it repaired. Ss notice that 'had it repaired' and 'had repaired it' have different meanings.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains the two parts. T plays the homophone pairs audio and asks Ss to repeat: 'pair' /per/, 'pear' /per/; 'right' /raɪt/, 'write' /raɪt/; 'know' /noʊ/, 'no' /noʊ/.
Students
Ss listen, repeat the pairs, and note that the spelling and meaning differ even when the sound is the same.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 2 individually in five minutes. Then Ss check in pairs. T monitors and corrects pronunciation.
Students
Ss complete the parts and compare answers with a partner. Expected difficulty: confusion between 'had it repaired' and 'had repaired it'.
Teacher
Step 3: Report and discussion
T calls on pairs to read sentences aloud and asks the class to confirm the answers. T asks: 'How do you know which word to choose?'
Students
Ss read answers and explain: 'We choose from the meaning of the sentence, not only the sound.'
Teacher
Step 4: Conclusion and assessment
T confirms the answer key, highlights the difference between homophones and causatives, and reminds Ss to check meaning from context in their essay.
Students
Ss correct their answers and write any mistakes in their notebooks.

Activity 4: Application · 40 minutes

Writing My Own Essay on Home Robots

a) Aims

Ss plan and write a complete essay on the advantages and disadvantages of home robots, with a coherent message, specific support, conditions and an appropriate register for the audience.

b) Content

Ss work in pairs to plan an outline: opening sentence with the topic and condition; two advantages with specific details; two disadvantages or risks (for example privacy, failure, need for human oversight); a conditional view; a closing that does not promise unsupported results. Ss then write an essay of about 150 words in their own words, using at least one causative structure and one example, clearly labelled as an example or proposal. Ss swap essays and check with the peer-check checklist below.
Peer-check checklist: (1) Is there a clear opening? (2) Is each detail specific? (3) Are the conditions and limits included? (4) Does the closing match the opening? (5) Are the homophones and causatives correct?

c) Expected outcomes

A complete essay of about 150 words on home robots. A sample of a strong essay includes: an opening sentence stating the topic and condition, two specific details (for example, a cleaning robot can save time on a suitable floor; a robot may collect more personal information than users expect), a limit (it should not replace adult supervision), and a closing that links back to the opening. The essay uses a neutral or formal register suitable for households and learners.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the writing task and shows the peer-check checklist on the board. T reminds Ss to use the model's structure, not its sentences. T gives a time limit: 10 minutes for the outline, 20 minutes for the draft, 10 minutes for peer checking.
Students
Ss read the task and the checklist, and ask questions about the task if needed.
Teacher
Step 2: Task performance
T monitors pairs, asks guiding questions such as: 'What is your main message? Which detail is specific?' T checks that Ss do not invent results and asks them to label any example as an example.
Students
Ss plan the outline together, draft the essay, and exchange their drafts with another pair. Expected sentence: 'In my view, a home robot is useful when it solves a clear problem with understandable limits.'
Teacher
Step 3: Report and discussion
T invites two or three Ss to read their opening and closing sentences aloud and asks the class to judge whether the message is clear and the detail is specific.
Students
Ss read their sentences and give feedback. Expected feedback: 'Your closing repeats the main message, which makes the essay coherent.'
Teacher
Step 4: Conclusion and assessment
T praises good examples, points out common mistakes (such as general statements without support or unlabelled examples), and reminds Ss that a good essay has a clear message, specific support and an appropriate register.
Students
Ss revise their essays based on the feedback and write one improvement in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Analysing the Model Essay

Part 1: Purpose and audience

What is the purpose of the essay? (to evaluate home robots using convenience, failure, privacy and human-oversight considerations)
Who is the audience? (households and learners evaluating home robots)

Part 2: Opening and supporting details

Which sentence is the substantive opening? ('Home robots can make some routine tasks more convenient, but their benefits depend on safe and responsible use.')
Give one specific detail and explain why it is better than saying the topic is important. (for example: 'A cleaning robot may save time on a suitable floor.' It gives a specific example and a condition.)

Part 3: Limits and conditions

Which sentence gives a limit? ('It should not replace adult supervision or be relied on for critical care without an appropriate certified purpose.')
What does this sentence add to the opening? (It adds a concrete limit rather than repeating the title.)

Part 4: Closing and message

Which sentence is the closing? ('Convenience alone does not justify removing human oversight or treating an automated suggestion as certain.')
How does the closing link to the opening? (It completes the message: benefits depend on safe use and limits.)

Part 5: Summary

Write one sentence that explains why the essay is coherent. (Possible answer: The opening, details, limits and closing all support one message: home robots are useful only with clear limits.)

Phiếu học tập số 2

Worksheet 2: Homophones and Causatives

Part A: Choose the correct word from context.

Please ___ the instruction on the label. (right / write)
Choose the ___ setting for the robot. (right / write)
___ you how to check the sensor? (Know / No)
The answer is ___, the robot cannot climb stairs. (know / no)
Check the ___ of labels before you start. (pair / pear)

Part B: Rewrite the sentences with a causative structure.

We had the technician check the robot. → We got the technician ___ it.
We had the robot ___. (Use the past participle of check.)
We had it repaired. Rewrite the sentence with a different meaning: We had ___ ___. (had repaired it: past perfect, not the causative)

Part C: Answer key (for teacher use)
Part A: 1. write; 2. right; 3. Do; 4. no; 5. pair.
Part B: 1. to check; 2. checked; 3. had repaired it (past perfect: the action was completed before another past action).

Homework

Write a complete essay of about 150 words on the advantages and disadvantages of home robots, using the structure: opening sentence with topic and condition, two specific details, at least one limit, and a closing that links back to the opening.
Label any example as an example or proposal, and do not invent results or statistics.
Use at least one active or passive causative structure in your essay (for example: 'Owners should have the robot checked regularly.').
Review the homophones pair/pear, right/write and know/no and check that you use them with the correct meaning.
Read your essay aloud and check the register: it should be clear and suitable for households and learners.

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