TA12 - Unit 6

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

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School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 6: ARTIFICIAL INTELLIGENCE

Lesson 1: Getting started – A visit to a high-tech centre
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Artificial intelligence;
- Gain vocabulary to talk about robots and Artificial intelligence;
- Get to know the language aspects: Active and Passive Causatives.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of the advantages of AI applications like robots and stimulate creativity of
students;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. virtual (adj) /ˈvɜːtʃuəl/ made to appear to exist by the use of ảo
computer software, for example on the
internet
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2. exhibition (n) /ˌeksɪˈbɪʃn/ a collection of things, for example triển lãm

works of art, that are shown to the
public
3. activate (v) /ˈæktɪveɪt/ to make something such as a device or kích hoạt

chemical process start working
4. facial /ˌfeɪʃl rekəɡ technology that allows a computer to nhận diện

recognition (n) ˈnɪʃn/ identify a person by their face khuôn mặt
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver a
speech. - Provide vocabulary and useful language
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Crossword
c. Expected outcomes:
- Students can revise vocabulary related to the topic and guess the keyword.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Crossword (PPT slides) - Students work in groups. 1. ARTIFICIAL
- Teacher divides the class into - Students work together and 2. TECHNOLOGY
four teams. solve the crossword. 3. LABORATORY
- Teacher gives each team a
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handout of a crossword for them - Students check the answers. 4. AUTOMATIC

to solve. Take notes the important 5. INTELLIGENCE
- The first team to finish the task words. 6. SCIENTIST
and get the correct keyword will 1. not real , made or produced to
be the winner of the game. copy something natural
- Teacher checks each word. Give 2. scientific knowledge used in
further explanation if necessary. practical ways in industry, for
- Teacher leads in the lesson. example in designing new
machines
3. a room or building used for
scientific research, experiments,
testing, etc.
4. having controls that work
without needing a person to
operate them
5. the ability to learn, understand,
and make judgments or
have opinions that
are based on reason
6. a person who studies or is an
expert in one or more of the natural
sciences
=> Keyword: ROBOTS
e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related the topic;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words related to the topic.
d. Organisation

Vocabulary pre-teaching - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. virtual (adj)
- Teacher explains the meaning of the new guess the words. 2. exhibition (n)
vocabulary by pictures. - Students write down the new 3. activate (v)
- Teacher checks students’ understanding words in their notebook. 4. facial recognition (n)
with the “Rub out and remember”
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technique.
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:
- To introduce the unit topic (Artificial Intelligence);
- To introduce some vocabulary and the grammar point to be learnt in the unit;
b. Content:
- Task 1: Listen and read. (p.76)
- Task 2: Read the conversation again and answer the questions. (p.77)
- Task 3: Find words in Task 1 with the following meanings (p.77)
- Task 4: Complete the sentences with words or a phrase from Task 1 (p.77)
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

Task 1: Listen and read. (6 mins)
- Set the context for listening and reading - Students look at the picture Questions:
the conversation. Have Ss look at the and answer the questions. 1. What can you see in the
pictures, the heading and the speakers’ - Students listen to the two photos?
names. Ask Ss questions about them, e.g. recording. 2. Which activity do you
What can you see in the two photos? - Students underline think the students are
(photo 1: a technology center; photo 2: a words/phrases related to attending?
robot and a student); Which activity do artificial intelligence in the 3. Who might be the tour
you think the students are attending? (a conversation. guide?
field trip to a high-tech centre); Who - Students compare the words
might be the tour guide? (The robot) and phrases with their Suggested answers:
Encourage Ss to use their imagination partners. 1. photo 1: a technology
and accept all answers. Then explain that center; photo 2: a robot and
- Students read the
they are visiting a high-tech centre. a student
conversation aloud.
2. a field trip to a high-tech
- Play the recording twice for Ss to listen centre
and read along. Have Ss underline 3. The robot
words / phrases related to artificial
intelligence in the conversation.
- Have Ss compare the words they have
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underlined in pairs and discuss their

meaning. Then check comprehension as
a class.
- Call on three Ss to read the
conversation aloud.
- Note: We’d normally use ‘it’ for a
robot, unless it is given a male or female
name.
Task 2: Read the conversation again and answer the questions. (5 mins)
- Ask Ss to work in pairs and look at the - Students work Answer key:
four questions carefully. Ask them to independently to do the 1. Because he has never met
underline the keywords in each question activity. a talking robot before.
(E.g: 1-Why, Nam, excited; 2- What, - Students compare the 2. He can answer questions
robots, do; 3 –What, examples, AI answers in pairs. and translate from different
applications; 4- Where, Mai, see, facial languages.
recognition screen). Then read the 3. Facial recognition and
conversation and locate the part of the virtual assistants.
conversation that contains the 4. At the entrance of the
information. centre.
- Call out each blank and have different
pairs provide their answers.
- Confirm the correct answers.
Task 3: Find words in Task 1 with the following meanings (6 mins)

- Ask Ss to read the given meanings and - Students read the Answer key:
suggested letters to identify the type of conversation again and work 1. capable
words (adjective, verb or nouns) independently to do the 2.recognition
activity. 3.activated
- Have Ss read the conversation quickly - Students share and check
again, and find words which contain the 4.applications
the answers.
suggested letter and have the same or
similar mearning to the given meanings.
- Call on individual S to write the
answers on the boards. Check answers as
a class.
Task 4: Complete the sentences with words or a phrase from Task 1 (5 mins)
- Have Ss read the four sentences and - Students work individually Answer key:
to complete the sentences 1. taken
check understanding. Ask them to focus - Students share and check 2. take
on the phrases before each blank the answers. 3. activated
(have/get + Object) and types of words 4. checked
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they need to fill in each blank.
- In weaker classes, encourage Ss to read

the conversation again and underline the
sentences which have the same
information. Then try to fill in the correct
verbs.
- Check answers by calling on individual

Ss to read out each sentence.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss memorize the key information about the science and technology;
- To get Ss to speak about the main features of Jessica – the robot in the reading text.
b. Content:
- Role-play: Jessica - the AI robot
- Ss can talk about the main features of Jessica – the robot in the reading text and some
science and technology knowledge related to AI.
d. Organisation

Role-play: Jessica - the AI robot (10 mins)
- Teacher lets Ss work in groups of 4. In each - Students work in groups to Students’ own
group, one student plays the role of Jessica – the follow teacher’s instructions. creativity
robot, others are students who visit the high-tech - Students perform in front of
centre. the class.
- Give instructions to students.
- Ask students to do a role-play, others students
may ask Jessica about what she can do.
- Some cues questions to ask Jessica:
+ Which special abilities do you have?
+ What are your strengths and weaknesses?
+ Which AI technology will be popular in the
future?
- Teacher asks to use their imagination and
creativity in the role play together with the
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information provided in the reading text.

- Teacher calls on some groups to present their
stories.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the
best group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8
Board plan
Date of teaching
Unit 6 Artificial Intelligence
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. virtual (adj)
2. exhibition (n)
3. activate (v)
4. facial recognition (n)
- Task 1: Listen and read.

- Task 2: Read the conversation again and answer the questions.
- Task 3: Find words in Task 1 with the following meanings.
- Task 4: Complete the sentences with words or a phrase from Task 1.
Role-play
*Homework
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Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- identify and pronounce the homophones in words and sentences correctly.
- understand and use words and phrases related to science and technology.
- understand and use active and passive causatives correctly.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
II. MATERIALS
- Grade 12 textbook, Unit 6, Language
- Projector / TV
- hoclieu.vn
Language analysis
Active and passive causatives
• The active causative is used when the subject causes the object to do something. The
pattern means ‛to cause someone to do something’.
have + someone + bare infinitive
get + someone + to-infinitive
Example: The AI expert had his assistant activate the new robot. I will get more people to join
the technology club.
• The passive causative is used when the thing is done for the subject by someone else.
The pattern means ‛to cause something to be done’.
have/get + something + past participle
Example: The AI expert had/got the new robot activated.
Assumption
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - Encourage students to work in pairs, in groups
so that they can help each other.
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Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Homophone game
- Students can get ready to know about homophones.
d. Organisation:

Game: Homophone game - Students work in groups to do Suggested cards:
- Let Ss work in groups of 4. the activity.
- Give each group a worksheet, in - Students check the answers.
which Ss have to write the suitable
words under the pictures. The
words are also provided in the
worksheet.
- The first group to complete the
task successfully is the winner.
- Teacher goes around to help Ss
when necessary.
- Teacher checks the answer for
each group which finishes the task
early.
- Teacher checks the answer with
the whole class and leads in the
lesson.
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e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise homophones;
- To help Ss practise identifying homophones.
b. Content:
- Task 1: Listen and repeat the following homophones. (p.78)
- Task 2: Choose the correct words to complete the sentences. Listen and repeat. Then
practise saying the sentences in pairs. (p.78)
- Students can distinguish homophones and use the correct words in a complete sentence.
d. Organisation

Task 1: Listen and repeat the following homophones. (6 mins)
Audio script
- Write two ‘buy, bye’ on the board and
- Answer teacher’s question, to two
call on one or two Ss to read it. Ask Ss to
identify the similarity and where wear
identify the similarity and differences
differences between these two hour our
between these two words. Refer to the
words. know no
Remember box to introduce
there their
homophones.
board bored
Homophones are words that have the
allowed aloud
same pronunciation but different spelling
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and meanings. wright write

Example: I have two books, too.
/tu:/ /tu:/
- Play the recording and ask Ss to listen
and repeat, paying attention to the words. - Students listen to the
recording, and then repeat the
Play the recording two or three times.
words.
- For strong classes, cover the second
column and ask Ss to find the
homephones to the words in the first
column.
Task 2: Choose the correct words to complete the sentences. Listen and repeat. Then practise
saying the sentences in pairs. (6 mins)
- Ask Ss to read the sentences. Check - Students read the sentences Answer key:
and underline suitable words. 1. There are more than two
comprehension.
Then listen to the recording. types of robots.
- Have Ss underline the suitable words to - Students check answers. 2. We want to know where
make a complete sentence individually. - Students read the whole text AI technologies are used
Then ask them to work in pairs to aloud. today.
compare their answers. 3. There have been some
- Check answers as a class by playing the worries about AI taking
recording. Pause after each sentence and over the world.
confirm the answers. 4. Robots can work for long
hours without feeling tired.
- Put Ss in pairs and have them practise 5. We have no idea about
reading the sentences aloud. the future of AI in space
Extension: Ss work in pairs and make up exploration.
new sentences using words which
contain homophones. Then they take
turns to read out their sentences and the
other S has to tell which words are
homophones and write down the two
words.
e. Assessment
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to the topic Science and technology.
- To help Ss practise the words in meaningful contexts.
b. Content:
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- Task 1: Match the words with their meanings. (p.78)

- Task 2: Complete the sentences using the correct forms of the words from Task 1. (p.79)
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

Task 1: Match the words with their meanings. (6 mins)
- Ask Ss to work in pairs, read five words - Students match each Answer key:
word/phrase on the left with 1. c
and do the matching.
the one on the right 2. a
- Check answers as a class. Call on one - Students study the meanings
student to read aloud a word and on another and underline key words. 3. e
student to read its definition. 4. d
5. b
- In stronger classes, show Ss the meanings,
the number of letters in those words/phrases
and the beginning letter, and ask them to
guess. They can do that in pairs or small
groups.
- In weaker classes, do the first one as an
example before asking Ss to match the rest
individually or in pairs.
Task 2: Complete the sentences using the correct forms of the words from Task 1. (6 mins)
- Ask Ss to work individually. Tell them to - Students read the sentences Answer key:
read the sentences carefully to decide which carefully and decide which 1. Artificial intelligence
word in 1 can be used to complete each of words can be used. 2. advanced
- Students explain the 3.programmed
the sentences. Remind them to use the
contextual clues to decide on the meaning of each phrase. 4.analyse
- Students read the complete 5. chatbots
word/phrase as well as the correct forms.
sentences.
E.g. 3. Needs a plural noun after “many”.
- Have Ss compare their answers in pairs.
Check answers as a class. Have individual
Ss call out the word they have used for each
sentence first.
- Confirm the correct answers. In stronger
classes, ask Ss to explain why they have
chosen the word for each sentence using
contextual clues, e.g. The first sentence
needs a noun and it refers to a part of
people’s life. The second sentence needs an
adjective to go with 'type of robot’, and the
word ‘advanced’ is the best choice.
e. Assessment
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4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss review how to use active and passive causatives;
- To help Ss practise using causatives in a speaking activity.
b. Content:
- Task 1: Rewrite the sentences using active or passive causatives. (p.79)
- Task 2: Work in pairs. Make predictions about applications of robots in the future, using
causatives. (p.79)
- Students know how to use active and passive causatives and can apply it to give a short talk
on the given topic.
d. Organisation

Task 1: Rewrite the sentences using active or passive causatives. (6 mins)
- Tell Ss to look at the sentences using - Students read the notes in Answer key:
active and passive causatives in Activity 4 the Remember box. 1. I have a robot clean
in GETTING STARTED. Elicit the active - Students rewrite the my house every day./ I
and passive causative, e.g. What is the type sentences using the given have my house cleaned
of object after “have/get”? What are the subjects. every day (by a robot).
- Students explain their 2. My dad had / got our
forms of verbs after these objects?
answers. robot vacuum cleaner
- Have Ss read the explanation and repaired.
examples in the Remember! box. Check 3. We had a robot put
understanding and provide more examples together our new
if necessary. furniture in 10 minutes. /
We got a robot to put …
- Ask Ss to work individually to rewrite the
4. He will have / get his
sentences using the given subjects. Remind
computer upgraded to
Ss that they can write the sentences using
improve its performance.
active or passive causatives.
- Call on individual Ss to write their
answers on the board. Check answers as a
class.
Task 2: Work in pairs. Make predictions about applications of robots in the future, using
causatives. (7 mins)
- Have Ss read the instruction and example, - Students work in pairs and Suggested answers:
make sure they all understand the context make predictions about the People/We will have
and what they have to do. future applications of robots robots do the housework
- Point to the example and the causative in in their life, using active orfor them/ us.
these sentences. Ask: Which sentence uses passive causatives. People will have some
active causative and which uses passive dangerous jobs done by
- Present their ideas in front of robots.
causative?
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- Put Ss in pairs to make predictions about class. People will have robots
do operations / take care
the future applications of robots in their life,
of patients in the
using active or passive causatives.
hospital.
- In stronger classes, set a time limit of four Students will have their
minutes and have pairs come up with as homework done by
many sentences as they can. robots.
- Invite pairs to share their sentences with
the whole class.
e. Assessment
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for Lesson 3 - Reading.
Board plan
Date of teaching
Unit 6: Artificial Intelligence
Lesson 2: Language
* Warm-up
Game: Homophone game
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Choose the correct words to complete the sentences.
* Vocabulary
- Task 1. Match the words with their meanings.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Rewrite the sentences using active or passive causatives.
- Task 2. Work in pairs. Make predictions about applications of robots in the future.
* Homework
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Lesson 3: Reading – AI applications in education
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information in an article about AI
applications in education.
2. Competences
- Develop presentation skills;
II. MATERIALS
- Grade 12 textbook, Unit 6, Reading
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. portfolio (n) /pɔːtˈfəʊliəʊ/ a collection of photographs, bộ tài liệu
drawings, etc. that you use as an
example of your work
2. effortlessly (adv) /ˈefətləsli/ in a way that needs little or no effort, không tốn sức
and that seems easy
3. concept (n) /ˈkɒnsept/ an idea or a principle that is khái niệm

connected with something abstract
4. (to) personalise /ˈpɜːsənəlaɪz/ personalise something to mark cá nhân hóa

something in some way to show that
it belongs to a particular person
5. conversational /ˌkɒnvə not formal; as used in conversation trong giao tiếp

(adj) ˈseɪʃənl/ thông thường
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Assumption
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are going
to learn about in the lesson;
- To set the context for the reading part;
b. Content:
- Reveal the secret word
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Reveal the secret word - Students work in Reading passage:
- Teacher lets Ss work in groups. groups to do the In the rapidly evolving world of
- Teacher delivers a handout to each activity. education, technology has become a
group, in which students have to fill in - Students raise their (1) ________ behind innovation and
the blanks with suitable words. hands to answer the transformation. Among the many (2)
- Teacher asks students to guess the questions. ________ technologies making
secret key word after they have waves in the educational landscape
is KEY WORD HERE. It has
completed the task.
emerged as a powerful tool for
- The first group to do the task
transforming learning experiences
successfully ang get the correct key through AI conversations. an
word is the winner of the game. advanced natural language
- Teacher leads in the lesson. processing model, is designed to
understand and generate (3)
________ text based on the input it
receives. It operates on the principles
of deep learning, leveraging large-
scale datasets to pre-train its
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language comprehension abilities.

By employing this (4) _______ AI
conversational tool in education, the
learning process is elevated to new
heights, offering students and
educators unique (5) ________ for
growth and collaboration.
Answer key:
1. driving force
2. cutting-edge
3. human-like
4. sophisticated
5. opportunities
KEY WORD: Chat
GPT (Generative Pre-trained
Transformer)
e. Assessment
2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in groups. Discuss what the pictures in the article below show and where you
might see them. (p.80)
- Pre-teach vocabulary
- Students can identify some vocabulary related to the topic.
d. Organisation

Task 1. Work in groups. Discuss what the pictures in the article below show and where you might
see them. (4 mins)
- If possible, play video clips showing - Students work in pairs and Suggested answers:
answer the questions. Pic 1. Chatbots
different applications of AI in life (robots,
- Students discuss the two Pic 2. Virtual reality
speech recognition…) to spark Ss’ interest
in the topic and ask them what they are given pictures. We may see the first
going to read. - Students share their applications on laptops or
smartphones. We may
- Put Ss into pairs to discuss the two given answers. see the second one in
pictures (what they are; where they might tech centre, classrooms,
see them) museums….
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- Call on some pairs to share their answers.

- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. portfolio (n)
vocabulary by pictures. guess the words. 2. effortlessly (adv)
- Teacher checks students’ understanding - Students write down the 3. concept (n)
with the “Rub out and remember” new words in their notebook. 4. (to) personalise
technique. 5. conversational (adj)
- Teacher reveals that these five words will
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2: Read the article. Choose the correct meanings of the highlighted words. (p.81)
- Task 3: Read the article again and choose the correct answer A, B, C, or D (p.81)
- Task 4: Complete each of the following sentences with one word from the article. (p.81)
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

Task 2: Read the article. Choose the correct meanings of the highlighted words. (6 mins)
- Have Ss look through the four words, - Students read the text and Answer key:
identify their part of speech (1.a noun; 2. locate the highlighted words 1.C 2.B 3.A 4.B
an adjective; 3. an adjective; 4. a noun) individually. Strategy: Reading for
and guess their meanings first. Then - Students study the context vocabulary
locate the words in the article. and do the tasks as required. To read and understand the
meanings of words/phrases
- Ask them to study the context including
the sentences contaning the words as well in context, students
as neighbouring sentences carefully. They should:
may replace the word with each choice to 1. Locate the word or
see which one best replaces the word. phrase in the text.
- Call on individual Ss to say out their 2. Study the context
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answers. Check answers as a class. (including the sentence

containing the word/phrase
as well as neighbouring
sentences) carefully.
3. Try to replace the
word/phrase with each
choice to see which one
best replaces the
word/phrase.
Task 3: Read the article again and choose the correct answer A, B, C, or D (7 mins)
- Ask Ss to read the questions and four - Students read the questions Answer key:
options, and underline the key words in and four options, and 1.C
underline the key words in 2.B
each of them, e.g. Question 1: What,
students, Singapore, upload, digitial each of them. 3.A
- Students scan the text to 4.B
portfolio; Question 2: Which, AI chatbos,
NOT do; Question 3: Which, one benefit, locate the key words, as well 5.D
as paraphrases of these key
using VR, Hong Kong schools; Question
4: Which group, NOT benefitted, words.
Personalised learning app; Question 5: - Students choose the option
Which AI applications, helpful, students, that matches the information
in the text
need, additional tutoring.
- Students check answers with
- Check whether Ss have got the right key the whole class and give
words. explanations for their choice.
- Ask Ss to scan the text to locate the key
words, as well as paraphrases of these key
words. Then choose the option that
matches the information in the text.
Remind them to watch out for question 2
and question 4 (negative facts) where they
have to eliminate the options contaning
correct information mentioned in the
article.
- Have Ss work in pairs or groups to
compare answers.
- In weaker classes, check answers as a
class and give the clues by highlighting
the phrases or sentences that contain the
information in the article. E.g, the answer
to question 1 is in fourth sentence of
paragraph A, “This app collects data from
the learning and work experience that
students upload onto the app”. “learning
and work experience that students upload
onto the app” is similar to option C “their
study and work experience”. For question
2, students will eleminate all the options
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that are mentioned in paragraph B

( Option A. explain lessons = explain
concepts clearly; Option C. answer
questions; Option D. comment on
homework = give feedback on homework)
and choose B as the answer.
- In stronger class, ask Ss to explain their
answers by providing clues from the text.
Task 4: Complete each of the following sentences with one word from the article. (7 mins)
- Ask Ss to read the four sentences, and - Students read the four Answer key:
identify the part of speech that is needed sentences and identify the part 1. students
to fill in each blank, e.g. Question 1: a of speech that is needed to fill 2. chatbots
noun as subject 2: a noun of place after in each blank. 3. history
- Students scan each 4. platform
the preposition “on”; Question 3: a noun
paragraph to locate the
after “the”; Question 4: a noun that goes
with distance-leaning to form a missing words
meaningful phrase. Then identify the - Students compare their
paragraph where they can find the missing answers with partners then
words. E.g. Question 1: paragraph A, check with the whole class.
question 2: paragraph B; question 3:
paragraph C; question 4: paragraph D.
- Ask Ss to scan each paragraph to locate
the missing words.
- Have Ss work in pairs or groups to
compare answers. Chesk answers as a
class.
e. Assessment
4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in groups. Discuss the following question. Which of the AI applications do
you think your school can adopt? (p.81)
- Students can use the language and ideas from the unit to talk about the use of AI
applications in their own school.
d. Organisation

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Task 5: Work in pairs. Discuss the following question. Which of the AI applications do you think
your school can adopt?
- Put Ss into pairs. Have - Students practise speaking in Suggested answers:
pairs. In my opinion, educational
them discuss the question.
- Students share their answers chatbots can be of great use at my
- Invite some pairs to share their
with the whole class. school as they provide additional
answers with the whole class.
- Students listen and give support to students before and
- Ask other Ss to give comments
feedback. after class. They can also help
and correct any mistakes if
tutor weak students to keep up
possible.
with the class progress and reduce
- Praise for interesting ideas and
the workload for many teachers.
fluent delivery.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson – Speaking.
Board plan
Date of teaching
Lesson 3: Reading
* Warm-up
Reveal the secret word
Vocabulary
1. portfolio (n)
2. effortlessly (adv)
3. concept (n)
4. (to) personalise
5. conversational (adj)
- Task 1: Work in groups. Discuss the pictures in the article.

- Task 2: Choose the correct meanings of the highlighted words. (p.81)
- Task 3: Choose the correct answer A, B, C, or D (p.81)
- Task 4: Complete each of the following sentences with one word from the article. (p.81)
- Task 5: Discussion.
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* Homework
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Lesson 4: Speaking – Applications of AI in education
I. OBJECTIVES
1. Knowledge
- Gain an overview about applications of AI in education;
- Memorise vocabulary to talk about applications of AI in education.
2. Competences
- Develop communication skills;
- Be aware of the advantages of AI applications in education and stimulate creativity of
students;
II. MATERIALS
- Grade 12 textbook, Unit 6, Speaking
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. ready-made /ˌredi ˈmeɪd/ prepared in advance so that you can eat làm sẵn
(adj) or use it immediately
2. feedback (n) /ˈfiːdbæk/ advice, criticism or information about nhận xét

how good or useful something or
somebody’s work is
3. virtual reality /ˌvɜːtʃuəl ri images and sounds created by a thực tế ảo

(n) ˈæləti/ computer that seem almost real to the
user, who can interact with them by
using sensors
4. critical thinking /ˌkrɪtɪkl ˈθɪŋkɪŋ/ the process of analysing information in tư duy phản
(n) order to make a logical decision about biện
the extent to which you believe
something to be true or false
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Assumption

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the speaking part.
b. Content:
- Watch a video
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

Video watching - Students work in groups to do Link:
- Teacher divides the class into 2 the activity. https://www.youtube.com/watc
groups. - Students raise their hands to h?v=1UjXNTyTTvc
- Before playing the video, teacher answer the questions. Questions:
asks Ss to watch carefully and try 1. What is the robot called?
to remember as many details as DTR (Dance Teaching by a
possible. Ss can take notes if they Robot)
want. 2. Where was it invented?
- Teacher shows questions one by Japan
one, Ss raise their hands and say 3. For beginners, what does the
BINGO to grab the chance to robot do?
answer. It guides the dance with low
- If the answer is correct, they get compliance, leading the
one point for their team. motion in the correct direction.
- The team with the higher score 4. Can it evaluate the partner’s
will be the winner. performance?
- Teacher leads in the lesson. Yes. And it can modify its
guidance based on it.
5. What kind of interaction that
the robot combines when it
supports the skill learning
process?
Cognitive and physical
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interaction
e. Assessment
2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task;
- To help Ss practise talking about applications of AI in education.
b. Content:
- Task 1: Work in pairs. Match each AI application (1–5) with its purpose in learning (a–f).
There can be multiple correct answers (p.82)
- Pre-teach vocabulary
- Task 2: Work in groups. Discuss the questions. (p.82)
- Students can identify and gain some vocabulary to complete speaking tasks.
- Students have an overview about the applications of AI in education..
d. Organisation

Task 1: Work in pairs. Match each AI application (1–5) with its purpose in learning (a–f). There
can be multiple correct answers (10 mins)
- Remind Ss of the reading text about - Students recall information
Suggested answer:
applications of AI in education around the from reading lesson about AI
1. a, c
world (digital porfolio, educational in education around the world
2. a, d, f
chatbots, VR, personalised learning app). (digital porfolio, educational
3. a, f
chatbots, VR, personalised
- Ask, Do you know other applications of AI 4. b, f
learning app).
in learning? What are their purposes?; and 5. a, e, f
- Students answer the
encourage Ss to come up with as many
teacher’s questions.
points as they can (robots, AI games, speech
- Work in pairs and match
recognition…)
each AI application with its
- Then ask Ss to look at the table to see if purposes of learning.
any of their points are included there. Have - Check answers and add
them work in pairs and match each AI more purposes.
application with its purposes on learning.
- Check answers as a class. Ss may add
more purposes to the given applications.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. ready-made (adj)
vocabulary with different techniques guess the words. 2. feedback (n)
(pictures, actions, synonyms …) - Students write down the 3. virtual reality (n)
- Teacher checks students’ understanding new words in their notebook. 4. critical thinking (n)
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with the “Rub out and remember”

technique.
- Teacher asks Ss to take notes on their
notebooks.
Task 2: Work in groups. Discuss the questions.
- Put Ss in pairs and have them discuss the - Students work in pairs to Suggested answer:
two given questions. Remind them to take discuss the two given A: What do you think
questions. about chatbots app?
notes of their discussion.
1. How can each application B: I think it is an
- In weaker classes, write some guiding in Task 1 be used in effective application
questions on the board and ask Ss to think education? because it can help
of the answers to these questions. E.g. What 2. What are the advantages students understand the
applications will you choose in your and disadvantages of each lessons better and
class/school? ; What are their advantages/ application? provide instant support
How can they support your study? What - Look at some useful throughout the course.
difficulties/challenges you may have when expressions for discussion in A: When should we use
using this app?... the appendix of their book if this app to enhance our
- Ask Ss to look at some useful expressions they need help. learning experience ?
for discussion in the appendix of their book B: You can use it during
if they need help. and after the teachers’
lectures to clarify some
- Walk around and provide help if confusions and queries.
necessary. A: Does it have any
disadvantages?
B: Of course. Using
chatbots too often may
make the students lazy
and reduce their self-
study time as they have
no desire to discover the
topic. All the answers
will be answered and
explained by the app.
e. Assessment
- Teacher gives corrections and feedback.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

a. Objectives:
- To give Ss an opportunity to present their group discussion to the class;
- To help some students enhance presentation skills.
b. Content:
- Task 3. Prepare a summary of your discussion and report to the whole class. (p.82)
- Students can use the language and ideas from the unit to talk about advantages and
disadvantages of each AI application in education.
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d. Organisation

Task 3: Prepare a summary of your discussion and report to the whole class.
- Have a representative from - Students share their Suggested answer:
some pairs briefly share their discussion in front of the class. My pair wants to use a chatbot app
discussion in front of the class. class. at our school because it can help
- Praise for good effort, well- us understand the lessons better
structured responses and fluent and provide instant support
delivery. throughout the course. We can use
it during and after the teachers’
lectures to clarify some confusions
and queries. However, this app has
some disadvantages. It can make
us lazy and reduce our self-study
time as we have no desire to
discover the topic. All the answers
will be answered and explained by
the app.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson – Listening.
Board plan
Date of teaching
Unit 6: Artificial intelligence
Lesson 4: Speaking
* Warm-up
Watch a video
* Vocabulary
1. ready-made (adj)
2. feedback (n)
3. virtual reality (n)
4. critical thinking (n)
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Task 1: Match each AI application (1–5) with its purpose in learning (a–f).
Task 2: Work in groups. Discuss the questions.
Task 3: Prepare a summary of your discussion and report to the whole class.
* Homework
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Lesson 5: Listening – Operating a home robot
I. OBJECTIVES
1. Knowledge
- Gain an overview about a home robot;
- Memorize vocabulary to talk about how to operate a home robot.
2. Competences
- Develop presentation skills.
- Develop self-study skills;
II. MATERIALS
- Grade 12 textbook, Unit 6, Listening
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. command (n) /kəˈmɑːnd/ an order given to a person or an animal mệnh lệnh
2. monitor (n) /ˈmɒnɪtə(r)/ a screen that shows information from a màn hình
computer; a television screen used to điều khiển
show particular kinds of information
3. station (n) /ˈsteɪʃn/ a place where somebody/something has to nơi chờ

wait and watch or be ready to do work if
needed
4. function (n) /ˈfʌŋkʃn/ a special activity or purpose of a person or chức năng

thing
Assumption
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
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- Encourage students to work in groups so that they

can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Watch a video
- Students can join the game and gain knowledge on the topic.
d. Organisation

- Teacher divides the class into 2 groups. the activity. https://www.youtube.com/
- Before playing the video, teacher asks - Students raise their hands to watch?v=R4RXsBxiQIw
Ss to watch carefully and try to answer the questions. Questions:
remember as many details as possible. Ss 1. What is it?
can take notes if they want. A robotic vacuum cleaner
- Teacher shows questions one by one, Ss 2. Do you have this at
raise their hands and say BINGO to grab home?
the chance to answer. 3. Do you think it is a
- If the answer is correct, they get one useful invention? Why?
point for their team. - It can do almost all the
- The team with the higher score will be work of cleaning, which
the winner. frees your hands and can
- Teacher leads in the lesson. give you more time to do
other, more interesting
things.
- Compared to traditional
vacuums, robotic vacuums
are much quieter.
- The mobile application,
as a remote-control
device, can be used to
control the robot, and no
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extra manual operation is

needed.
- Robotic vacuums are
self-charging.
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
b. Content:
- Task 1: Work in pairs. Discuss the following questions. (p.82)
- Vocabulary pre-teaching
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
Task 1: Work in pairs. Discuss the following questions. (4 mins)
- Ask Ss to work in pairs, and discuss - Work in pairs, and discuss Questions:
the two questions. Explain that a type the two questions. 1. Would you like to have a
of robot will be introduced in the - Share the answers. robot to help you in
recording. - Share what they know about your daily life?
- Call on some pairs to share their a home robot and their 2. What would you like it to do
answers. experience if any. for you?
- Have Ss share what they know about
a home robot and their experience if
any.
Vocabulary teaching (5 mins)

- Teacher introduces the vocabulary. - Students say the meaning of New words:
- Teacher explains the meaning of the the words. 1. command (n)
new vocabulary with different - Students write new words 2. monitor (n)
techniques (pictures, actions, on their notebook. 3. station (n)
synonyms …) 4. function (n)
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
e. Assessment
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3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information and how to use a home robot.
b. Content:
- Task 2: Listen to the first part of a conversation between Nam and an AI expert. Decide whether the
following statements are true (T) or false (F) (p.82)
- Task 3: Listen to the second part of the conversation and complete each gap in the diagram with no
more than TWO words (p.82)
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
Task 2: Listen to the first part of a conversation between Nam and an AI expert. Decide whether the
following statements are true (T) or false (F). (10 mins)
- Have Ss read four statements, and make - Students make predictions
guesses before listening. Ss can also before listening. Answer key:
underline other key words besides the two - Listen and check the 1. F
options in each statement to have more clues. answer. 2. T
E.g. 1. Talking, an educational robot; 2. Ally, 3. T
most advanced, robot, AI; 3. Ally, see, hear, 4. F
speak, teach maths, science; 4. robot, runs,
batteries.
- Play the recording and tell Ss to listen, pay
attention to the key words and decide if the
statement is true or false. For this kind of
question – True/False, remind Ss to pay
attention to the key words or expressions the
speaker use in their recording and their
synonyms or paraphrases in each statement.
E.g. Question 1. Minh says “I’d like to know
more about the home robots at the New Tech
Centre.”; so they are talking about home
robot, not an educational robot; so the
question 1 is false.
- Have Ss compare their answers in pairs /
groups.
- Check answers as a class and confirm the
correct ones. Invite individual Ss to explain
why they have chosen that option and give
evidence from the listening.
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- In weaker classes, play the recording again

pausing at the places where they can get the
information.
Task 3: Listen to the second part of the conversation and complete each gap in the diagram with no more
than TWO words. (10 mins)
- Have Ss look at the diagram, read each of - Students read the questions Answer key:
the statements, underline key words, and and underline the key words 1. voice commands
identify the part of speech to fill in each and identify the part of 2. serial number
blank; e.g. 1. (a noun/ noun phrase) use, speech to fill in each blank. 3. Hey Ally
control; 2.(a noun/ noun phrase) log - Students fill in the missing 4. monitor screen
in,printed, back head; 3.(a command) say, words with no more than
ask questions; 4. (a a noun) open, choose. TWO words for each blank.
Remind Ss that the statements may include
paraphrased from what they hear in the
recording so they should listen for synonyms,
or phrases with similar meanings.
- In stronger classes, ask Ss to complete the
sentences based on what they remember from
the first listening.
- Play the recording and have Ss fill in the
missing words. Remind them not to exceed
the word limit (no more than TWO words for
each blank)
- Have Ss compare their answers in pairs /
groups.
- Check answers as a class. Invite individual
Ss to say out the word/phrase for each blank.
- Let Ss listen again, pausing at the places
where Ss can find the information.
e. Assessment
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To help Ss use the language and ideas from the listening to share opinions about Walt
Disney’s life and achievements.
b. Content:
- Task 4: Work in pairs. Discuss the following questions.
Do you want to have the same type of robot? Why/Why not? (p.82)
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- Students can use the language and ideas from the unit to talk about Walt Disney.
d. Organisation
Task 4: Work in pairs. Discuss the question.
- Ask Ss to work in pairs and - Students work in pairs and Suggested answer:
discuss.
discuss the question. Walk I would like to have a robot like Ally
Students share their ideas to
round the class and offer help. at home because it can become my
the whole class. friend and help me to study. And it
- Call on Ss from different
also can take care of my
groups to share their ideas with
grandparents as they are old and
the class.
need medical support.
I want to have a home robot but I
want it to have more functions than
Ally such as cleaning house, cooking
meals or even going to the
supermarket to buy food.
e. Assessment
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson – Writing.
Board Plan
Date of teaching
Lesson 5: Listening
*Warm-up
Watch a video
* Listening
- Task 1: Work in pairs. Discuss the following questions.
- Vocabulary
1. command (n)
2. monitor (n)
3. station (n)
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4. function (n)
- Task 2: Decide whether the following statements are true (T) or false (F)
- Task 3: Listen and complete each gap in the diagram with no more than TWO words
- Task 4: Work in pairs and discuss.
*Homework
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Lesson 6: Writing – An essay about the advantages and disadvantages of
home robots
I. OBJECTIVES
1. Knowledge
- Write an essay to present about the advantages and disadvantages of home robots.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Develop self-study skills;
II. MATERIALS
- Grade 12 textbook, Unit 6, Writing
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Listen to music. Fill in the lyrics of a song.
- Students can fill in the blanks to complete the lyrics of a Disney song and get ready for the
lesson.
d. Organisation
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- Teacher divides the class into 2 the activity. https://www.youtube.com/watc
groups. - Students raise their hands to h?v=sj1t3msy8dc
- Before playing the video, teacher answer the questions. Questions:
asks Ss to watch carefully and try to What can the robot in the video
remember as many details as do?
possible. Ss can take notes if they Suggested answers:
want. - listen and follow the user’s
- Teacher shows the question, Ss commands;
write down all the answers, as many - make video calls;
as possible. - remind people what to do
- The team with more correct everyday;
answers will be the winner. - self-charge automatically;
- Teacher leads in the lesson. - detect unusual situations,
- etc…
e. Assessment
2. ACTIVITY 1: PRE-WRITNG (9 mins)
a. Objectives:
- To help Ss generate ideas for their writing
b. Content:
- Task 1: Work in pairs. Decide whether the following ideas (a–d) are advantages (+) or
disadvantages (–) of home robots. Then complete the notes using the sentences (a–d) in the
box. (p.83)
- Students can select the appropriate information and have ideas to write about the advantages
and disadvantages of home robots in the next part.
d. Organisation
Task 1: Work in pairs. Decide whether the following ideas (a–d) are advantages (+) or
disadvantages (–) of home robots. Then complete the notes using the sentences (a–d) in the box.
- Have Ss work in pairs and discuss the - Students work in pairs and Answer key:
advantages and disadvantages of having a discuss the advantages and Advantages: A,D
home robot. Tell them to refer to the ideas in disadvantages of having a Disadvantages: B,C
the listening section (a home robot). home robot. 1.b
- Ask Ss to look at the tables and check if - Students look at the tables 2.a
their ideas are included. Give them some and check if their ideas are 3.d
minutes to complete the notes and decide on included. 4.c
the advantages and disadvantages of home - Students complete the notes
robots. and decide on the advantages
- Call on some pairs to share their answers. and disadvantages of home
- Check answers as a class. robots.
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e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:
- To help Ss practise writing an essay about the advantages and disadvantages of home
robots.
b. Content:
- Task 3: Write an essay (180–200 words) about the advantages and disadvantages of home
robots, using the ideas in task 1 and the suggested outline below. (p.83)
- Students can write an essay about the advantages and disadvantages of home robots.
d. Organisation

Task 2: Write an essay (180–200 words) about the advantages and disadvantages of home robots,
using the ideas in task 1 and the suggested outline below.
- Ask Ss to study the outline and - Students brainstorm for the Suggested answer:
the useful expressions and check ideas and the language AI technologies have given us many
necessary for writing amazing opportunities. One of them
understanding.
- Students write the first draft is using smart robots to perform
- Review the structure of an individually using the ideas in different tasks at home. People are
essay. Write its parts on the task 1. beginning to use home robots, but
board, but jumbled up, and ask we need to consider both the
Ss to put them in the correct advantages and disadvantages that
order. Have Ss refer to the they bring.
Writing section in Unit 2 to Using home robots has several
check their answers if possible. advantages. First, they can clean
- Put Ss into groups and have our houses, do the laundry and
them brainstorm ideas for their water the plants. They will never
essays. Encourage Ss to use the complain about doing all the
ideas in 1 and think of repetitive and boring tasks. Robots
supporting ideas and examples. can also help us spend more quality
time with our families. We will have
- Walk round the class to give more time for leisure activities and
further support if needed. family bonding. Second, home robots
- When Ss finish writing, give can provide information and
them time to check their essays. entertainment. They are
- Give Ss a time limit. In weaker programmed to answer questions
classes, put Ss in pairs or groups about many topics. They can also
to help each other. Walk around keep us entertained by performing
the class to provide help when music or playing games with us.
necessary. However, there are also
disadvantages of having a home
robot. First, all the robots and other
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intelligent machines are designed by

human beings. They need to be pre-
programmed by engineers and can
only follow a set of instructions. If a
robot breaks down, it will be
expensive to repair. In addition, we
may start relying on home robots too
much. We may become lazy and use
our brains less and less. This way we
may lose our ability to think
critically.
In conclusion, home robots are
designed to make our lives easier
and happier. However, we should
not become too dependent on them if
we don’t want to lose important life
skills.
e. Assessment
- Teacher gives corrections and feedback.
4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing TOTAL: …/50
and gives feedback on it as a model.
- Teacher chooses some useful or excellent
words/ phrases/ expressions/ word choices Ss
have used to give suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without nominating
NỘI
the Ss’ names.

e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the essay in the notebooks.
Board Plan
Date of teaching
Lesson 6: Writing
*Warm-up
Watch a video
- Task 1: Complete the notes using the sentences in the box.

- Task 2: Write an essay (180–200 words) about the advantages and disadvantages of
home robots.
- Peer review
*Homework
NỘI

Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Gain knowledge about the evolution of robots;
- Review expressions for getting attention and interrupting.
2. Competences
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
- Be polite when getting attention and interrupting;
II. MATERIALS
- Grade 12 textbook, Unit 6, Communication and Culture / CLIL
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. evolution /ˌiːvəˈluːʃn/ the slow steady development of tiến hóa
(n) something
2. stimulus (n) /ˈstɪmjələs/ something that helps chất xúc tác

somebody/something to develop better
or more quickly
3. (to) provoke /prəˈvəʊk/ to cause a particular reaction or have a kích thích

particular effect
4. slope (n) /sləʊp/ a surface or piece of land that slopes sườn núi
(= is higher at one end than the other)
5. (to) imitate /ˈɪmɪteɪt/ to copy somebody/something bắt chước
Assumption
NỘI

- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
Students may lack vocabulary to
- Provide vocabulary and useful language before
deliver a speech.
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Watch a video
- Students can get knowledge about a modern robot in the world.
d. Organisation

Video watching - Students work in groups to Link:
- Before playing the video, do the activity. https://www.youtube.com/watch?
teacher asks Ss to watch carefully - Students raise their hands to v=Q1d5aiBFNpM
and try to remember as many answer the questions. Questions:
details as possible. Ss can take What’s your impression on Ameca
notes if they want. – the robot?
- Teacher shows the question, Ss Suggested answers:
raise their hands to grab the (students’ own impression)
chance to answer.
- Teacher leads in the lesson.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers get attention and interrupt;
- To review how to get attention and interrupt;
- To help Ss practise getting attention and interrupting.
NỘI
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in pairs (p.84)
- Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these
situations. One of you is A, the other is B. Use the expressions below to help you. (p.84)
- Students can use appropriate language to get attention and interrupt in certain situations.
d. Organisation
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs. (6 mins)
- Ask Ss to read through the two - Students listen to the recording. Answer key:
incomplete conversations. Check - Students complete the 1.C
conversation with words in the
comprehension by asking 2.B
questions, e.g. Who are the box.
speakers? What are they talking - Students practise the 3.D
conversation in pairs.
about? What is the difference 4.A
between conversation 1 and
conversation 2?
- Give Ss a few minutes to read
the expressions in the box and
check understanding.
- In stronger classes, encourage Ss
to fill in the gaps based on context
clues.
- Have Ss listen and complete the
conversation with the words from
the box.
- Check answers by asking two Ss
to read out the conversations.
- Have Ss underline expressions
used to get attention (Hey, May I
have your attention) and interrupt
(Do you mind, I’m sorry for
interrupting)
- Put Ss in pairs and have them
practise the conversation.
- Invite some pairs to role play the
conversation in front of the class.
Useful expressions (7 mins)
- Teacher gives students a list of - Ss work in groups to do the task. * Getting attention
expressions which are mixed • May I have your attention,
please?
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together. Ss have to classify them • Could I ask you a question?

into 2 groups: get attention and • Can I have a few seconds/a
interrupt. moment of your time?
- Teacher asks Ss to classify the • Look!/Listen!/Watch!
expressions into two groups. • Excuse me!
- Check as a class. • Sorry to bother you.
• Hey!
- T asks if Ss can add some more
expressions.
* Interrupting
• I'm sorry for interrupting/to
interrupt, but I don't quite
understand ...
• Sorry for the interruption, but
could you(repeat) ...
• This will only take a minute. •
Would you mind (telling me) ...
• I apologise for the interruption,
but I have an important question
about ...
• Pardon me/Excuse me, I have …
• Hold on!
• Just a second
Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations.
One of you is A, the other is B. Use the expressions below to help you. (6 mins)
- Ask Ss to read through the - Make a plan for the Suggested answer:
conversation. a.
situations and check
understanding. Ask them if they - Practise the role-play Student A: Hey, Long. Are you
conversation, based on the two also attending the exhibition:
have been in similar situations,
situations. Robots in the 21st century ?
e.g. if they go to a museum and
robot exhibition, see a friend and - Swap the role and continue Student B: Hi, Mai. Yes, I have
practising. just arrived.
want to get his/her attention, how
they can interrupt a speaker in a - Perform in front of class. Student A: Sorry to bother you.
Do you want to join me on a VR
talk on AI.
trip?
- Have Ss work in pairs. In weaker Student B: Definitely.
classes, underline words and
phrases in the model conversation b.
that Ss can replace with Student A: …So I have talked
information from the new about the use of AI in education.
situations. You can also write Now, let’s move to the application
some prompts on the board. of AI in the workplace.
Student B: Excuse me, Dr Peter.
- Go through the Useful
Would you mind telling me more
expressions in the box and remind
about the challenges of using AI
Ss to use them in their
chatbots in the classroom?
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Student A: That’s a good

conversations.
question. Well,….
- Give Ss a few minutes to plan
their conversations. Have them
write down some prompts to help
them, e.g. how they are going to
get the attention of a friend, how
they are going to interrupt a
speaker to ask a question…
- Walk around the class and
provide help if needed.
- Call on some groups to role play
their conversations in front of the
class. Praise for good effort,
appropriate use of the expressions
for getting attention and
interrupting, clear pronunciation
and fluent delivery.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To introduce words / phrases related to the topic;
- To help Ss learn about the evolution of robots;
- To help Ss relate what they have learnt about AI robots in the world to the context of their
own country.
b. Content:
- Task 1. Read the text and complete the timeline showing the evolution of robots (p.85)
- Task 2. Work in groups. Discuss the questions. (p.85)
- Students understand the meaning of words, memorise the information, and relate what they
have learnt about AI robots in the world to the context of their own country.
d. Organisation

Task 1: Read the text and complete the timeline showing the evolution of robots. (10 mins)
- Ask Ss some questions to find out what - Students answer questions Suggested answers:
to find out what they already 1. 1959
they already know about the topic, e.g.
Have you ever had/met a robot? When did know about the topic. 2.Kismet
- Students work in pairs and 3.2005
the first robot appear? How have robots
read the text and complete 4. visual-recognition
changed ?
the timeline illustrating the
NỘI
- Ask Ss what they want to know about evolution of robots with

the topic. Write their questions on the suitable numbers or words.
board, e.g. What type of robots were first
introduced? In which field are robots
being used? Can you list some examples
of robots?
- Put Ss into pairs. Ask them to read the
text and complete the timeline illustrating
the evolution of robots with suitable
numbers or words. Walk round the class
and offer help, explaining unfamiliar
words or answering questions.
- Check answers as a class calling on pairs
to write their answers on the board. Have
Ss provide evidence from the text for each
answer.
- Go back to the questions on the board,
i.e., the things Ss wanted to know about
the topic. Ask which of the questions they
can answer now and cross them out.
Assign the rest for homework.
Task 2: Work in groups. Discuss the questions. (5 mins)
- Ask Ss to work in groups to - Students work in groups to Suggested answers:
discuss the two questions. discuss the question. Artificial intelligence (AI)
- In weaker classes, ask questions to - Students share their ideas in and machine learning (ML)
brainstorm ideas as a class, e.g. Is AI front of class. have become more popular
being used in Viet Nam? What are they? in Vietnam with a large
- To answer the first question, proportion of young people
encourage Ss to think of some fields having experimented in
which are applying AI, e.g: education these fields after realizing
(Google search, ChatGPT, Grammarly), their potential. There are
workplace (facial recognition, Auto- three commonly used AI
answer box), home (robot cleaner, facial types – face recognition,
recognition), entertainment (VR). Then voice recognition and
they come up with some ideas about how image analysis. In the
robots and AI will be in the future ( AI future, AI will replace
will replace tedious or dangerous tasks, tedious or dangerous tasks.
AI will treat, and largely eliminate, It also will treat, and largely
neurological disorders like Alzheimer's, eliminate, neurological
Parkinson's, most birth defects, and disorders like Alzheimer's,
spinal cord injuries as well as blindness Parkinson's, most birth
and deafness, robots will be controlled by defects, and spinal cord
our minds) injuries as well as blindness
- Invite some groups to present a and deafness. Moreover,
summary of their discussion to the class.
NỘI
robots will be controlled by

our minds and have more
emotions and feelings.
e. Assessment
- Teacher corrects the students as a whole class.
a. Wrap-up
b. Homework
- Prepare for Lesson 8 – Looking back and project.
Board Plan
Date of teaching
Lesson 7. Communication and Culture / CLIL
*Warm-up
Watch a video
*Communication
Task 1: Listen and complete the conversations.
Task 2: Make similar conversations.
*CLIL
Task 1: Read the text and complete the timeline showing the evolution of robots.
Task 2: Discussion
* Homework
NỘI

Lesson 8: Looking back and project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project;
- Propose a way to use AI in daily lives and give a group presentation about it.
2. Core competence
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Be proud and respectful of famous people in Viet Nam and in the world
II. MATERIALS
- Grade 12 textbook, Unit 6, Looking back and project
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Continue to explain task expectations in small
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Lucky number
NỘI
- Students can recall the vocabulary they have learnt in Unit 1.
d. Organisation

Game: Lucky number - Students join the game and Suggested words:
- Ss work in 2 teams. guess the words. 1. Chatbots
- There are 7 numbers, 1 of which are lucky ones. 2. Personalize
- If Ss choose a lucky number, they get one point 3. Portfolio
without answering the question. 4. Virtual
- If they choose the other numbers, Ss have to 5. Platform
rearrange the letters in the word to make a correct 6. Robotic
one. (scramble words)
- One point for a correct answer.
- The group with the most points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review the pronunciation of the homophones.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the Active and Passive Causatives.
b. Content:
- Pronunciation: Listen and underline the homophone of the word in bold in each sentence.
Then practise saying the sentences in pairs. (p.86)
- Vocabulary: Complete the sentences using the correct forms of the words in the box (p.86)
- Grammar: Choose the option A, B, C, or Dthat is closest in meaning to each of the given
sentences. (p.86)
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
Pronunciation: Listen and underline the homophone of the word in bold in each sentence. Then
practise saying the sentences in pairs. (4 mins)
- Tell Ss to listen and underline the - Listen and underline the Answer key:
homophone of the bold word in each homophone of the bold word 1. allowed
sentence, then compare their answers in each sentence, then 2. board
in pairs. compare their answers in 3. wear
4. No
- Play the recording once for Ss to pairs.
check their answers. - Practise saying the 1. People are not allowed to
NỘI
talk aloud in the library.

- Have Ss practise saying the sentences out loud in pairs.
2. Students felt very bored
sentences out loud in pairs, paying
when their teacher kept writing
attention to the homephones.
on the board.
3. Where can I buy some new
clothes to wear to the party?
4. Robots don’t know how to
say ‘No’.
Vocabulary: Complete the sentences using the correct forms of the words in the box ( 4 mins)
- Ask Ss to read each sentence and - Read each sentence. Answer key:
- Study the context carefully 1. applications
check comprehension.
and decide on the suitable 2. artificial intelligence
- Tell Ss to study the context carefully word to complete each 3.activate
and decide on the suitable word to sentence. 4. virtual
complete each sentence. - Check answers in pairs /
- Have Ss check their answers in groups.
pairs / groups.
- Check answers as a class by asking
individual Ss to read the sentences.
Grammar: Choose the option A, B, C, or D that is closest in meaning to each of the given
sentences. (4 mins)
- Ask Ss to read sentences and choose - Read sentences and choose Answer key:
the correct answer for each sentence. the correct answer for each 1. A
2. C
- Have Ss check their answers in sentence. 3. D
pairs / groups. - Check answers in pairs / 4. B
- Check answers by asking individual groups.
Ss to read each sentence and elicit the - Explain the answers.
type of causative (active or passive) in
each blank.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a presentation.
b. Content:
- Presentation: AI in our lives
- Students practice giving a presentation.
d. Organisation

NỘI
- As Ss have prepared for the project throughout - All groups exhibit their Students’
the unit, the focus of this lesson should be on the posters and make presentations
presentations.
final product, which is a poster/ leaflet.
- When one group makes a
- Have Ss work in their groups. Give them a few presentation, others listen
minutes to get ready for their poster/ leaflet and complete the evaluation
presentation. Ask them to decide who is going to sheet.
stand by the group poster/ display their leaflet, and
answer questions about it, and what questions the
rest of the group can ask as they walk around the
classroom and view other groups’ posters/ leaflets.
- Give Ss a checklist for peer and self-assessment.
Explain that they will have to tick appropriate
items while studying their classmates’ posters and
asking questions about them. They should also
write comments if they have any. The group
representatives should also complete their self-
assessment checklist.
- If necessary, go through the assessment criteria
to make sure Ss are familiar with them.
- Have groups display their posters/ leaflets. Ask
the group representative to stand next to their
posters/ display their leaflet while the rest of the
class walk around, study the posters/ leaflet and
ask questions about them. In stronger classes, you
can have group members take turns to stand by the
poster/leaflet and answer questions.
- Give Ss enough time to study all posters/leaflets
and complete the checklists. Then have them sit
down and vote for the best poster/ leaflet.
- You can also give Ss marks for their posters/
leaflets and poster/leaflet presentations as part of
their continuous assessment.
e. Assessment
- Teacher gives comments and feedback to all presentations.
a. Wrap-up
b. Homework
- Prepare for Unit 7.
NỘI
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: AI in our daily lives
*Homework

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

UNIT 6: ARTIFICIAL INTELLIGENCE

2. exhibition (n) /ˌeksɪˈbɪʃn/ a collection of things, for example triển lãm

3. activate (v) /ˈæktɪveɪt/ to make something such as a device or kích hoạt

4. facial /ˌfeɪʃl rekəɡ technology that allows a computer to nhận diện

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

handout of a crossword for them - Students check the answers. 4. AUTOMATIC

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: PRACTICE (22 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

underlined in pairs and discuss their

Task 3: Find words in Task 1 with the following meanings (6 mins)

they need to fill in each blank.

- In weaker classes, encourage Ss to read

- Check answers by calling on individual

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

information provided in the reading text.

- Task 1: Listen and read.

UNIT 6: ARTIFICIAL INTELLIGENCE

- Provide feedback and help if necessary.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRONUNCIATION (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

and meanings. wright write

3. ACTIVITY 2: VOCABULARY (12 mins)

- Task 1: Match the words with their meanings. (p.78)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

UNIT 6: ARTIFICIAL INTELLIGENCE

3. concept (n) /ˈkɒnsept/ an idea or a principle that is khái niệm

4. (to) personalise /ˈpɜːsənəlaɪz/ personalise something to mark cá nhân hóa

5. conversational /ˌkɒnvə not formal; as used in conversation trong giao tiếp

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

language comprehension abilities.

2. ACTIVITY 1: PRE-READING (9 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Call on some pairs to share their answers.

3. ACTIVITY 2: WHILE-READING (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

answers. Check answers as a class. (including the sentence

that are mentioned in paragraph B

4. ACTIVITY 3: POST-READING (8 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Task 1: Work in groups. Discuss the pictures in the article.

UNIT 6: ARTIFICIAL INTELLIGENCE

2. feedback (n) /ˈfiːdbæk/ advice, criticism or information about nhận xét

3. virtual reality /ˌvɜːtʃuəl ri images and sounds created by a thực tế ảo

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

with the “Rub out and remember”

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS