Giáo án NLS Tiếng Anh 10 Global Success Unit 5 Communication: Making and responding to requests; CLIL: Computer hardware

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 5: INVENTIONS

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES

1. Knowledge and skills 

By the end of the lesson, students will be able to:

• Make and respond to requests in everyday conversations, specifically in the context of a computer store.
• Understand and use content vocabulary related to computer hardware (Computer Science) such as processor, RAM, and storage space.
• Read for specific information and relate what they have learnt to a problem-solving task.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and complete tasks independently.
• Communication and collaboration: work in pairs or groups to role-play conversations and solve problems. 

Specific competences:

• Listen to and complete a conversation with expressions for making and responding to requests.
• Identify computer parts and match vocabulary with their definitions.
• Analyze technical specifications to recommend suitable electronic devices for different users.

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3.  Attributes

• Hard work: Be actively involved in class activities and complete assigned tasks.
• Responsibility: Be practical and responsible consumers when evaluating and choosing technological devices based on actual needs.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 10, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Printed worksheets.

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' background knowledge about electronic devices, create a lively atmosphere, and lead into the topic of making requests at a store.

b. Content: Teacher organizes a quick brainstorming activity called "Tech Buyer's Checklist".

c. Product: Students' ideas and vocabulary about what to consider when buying a device.

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher divides the class into 4 groups.

- Teacher asks the groups: Imagine you are going to buy a new smartphone or laptop. What features or information do you need to check before buying?

- Teacher sets a 2-minute time limit.

- Teacher encourages students to use their smartphones and ask a Generative AI tool (e.g., ChatGPT, Gemini) to quickly generate a comprehensive checklist of tech specs.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it. 

- Students discuss and use their mobile devices to prompt AI chatbots (e.g., "What are the most important specs to check when buying a laptop?").

- Students filter the AI's response and write down the best features (e.g., price, battery, screen size, memory, camera, brand).

- The teacher observes and encourages students to think of as many words as possible.

Step 3: Reporting and Discussion

- Time is up. Teacher asks groups to share their lists and mention which AI tool they used to support their brainstorming.

- Other students can add more ideas.

Step 4: Evaluation

- Teacher praises the groups with the most relevant vocabulary.

- Teacher leads into the lesson: When you go to a store, you need to ask the shop assistant about these features. Today, we will learn how to make and respond to requests when buying devices, and we will also look deeper into computer hardware.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Integrate Generative AI tools (e.g., ChatGPT, Gemini) on mobile devices into the brainstorming workflow to quickly generate and explore a tech buyer's checklist.

2. PRESENTATION 

EVERYDAY ENGLISH – Making and responding to requests

Activity 1: Listen and complete a conversation at a computer store with the expressions in the box. Then practise it in pairs. 

a. Objective: To provide students with an example conversation in which people make and respond to requests, and to review related expressions.

b. Content: Students listen to a recording between Tim and a shop assistant and fill in the blanks using options A-E.

c. Product: Correctly completed conversation.

d. Organization:

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Activity 2: Work in pairs. Role-play similar conversations about other devices you want to buy. Use the example in 1 and the expressions below to help you.

a. Objective: To help students practise making and responding to requests in different contexts.

b. Content: Students role-play buying another electronic device using the provided expressions.

c. Product: Students successfully role-play a shopping conversation.

d. Organization:

CLIL - COMPUTER HARDWARE 

Activity 1: Read the text below. Match the highlighted words and phrase with their meanings. 

a. Objective: To help students learn about computer hardware through CLIL and learn some content vocabulary.

b. Content: Students read a text about computer hardware and match terms (processor, RAM, displayed, storage space, store) with their definitions.

c. Product: Correct vocabulary matching.

d. Organization:

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Activity 2: Look at the advertisements. Decide which one is most suitable for each person below. 

a. Objective: To help students relate what they have learnt to a problem-solving task and make connections.

b. Content: Students read the profiles of Anne and Bob and analyze a table of computer specifications to choose the best computer for them.

c. Product: The correct computer recommendation for Anne and Bob with justifications.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the target expressions for making/responding to requests and check students' comprehension of device specifications.

b. Content: Students complete a written worksheet consisting of two tasks (Sentence Completion and Short Writing).

c. Products: Students' written answers on the worksheet.

d. Organization:

…………………………………………..

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4. APPLICATION

a. Objective: To encourage students to apply the vocabulary of computer hardware and expressions of request/recommendation in a creative, real-world context at home.

b. Content: Students complete a home-based mini-project called "Tech Reviewer".

c. Product: A short written review/script or a mini-poster describing a chosen electronic device.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: Pretend you are a tech vlogger or a tech store assistant. Choose one electronic device you own (or want to buy). Create a "Device Profile" mini-poster or write a short script (about 80-100 words).

- Your work must include:

+ The name and type of the device.

+ Its key hardware specifications (Processor, RAM, Storage, Battery).

+ A recommendation: Who is this device most suitable for and why?

- Teacher requires students to use digital design tools (e.g., Canva) for posters, or video editing apps (e.g., CapCut) for vlogs. Students can also use AI grammar checkers to proofread their scripts before submitting.

Step 2: Students perform learning tasks

- Students note down the requirements of the task to do at home.

- The teacher provides an example: This is the AlphaBook. It has 16GB of RAM and 1000GB of storage space. I highly recommend it for video editors because...

Step 3: Reporting and Discussion

- In the next lesson, students will share their digital products (posters/vlogs) via the class's digital platform (e.g., Padlet).

Step 4: Evaluation

- Teacher reminds students of the grading criteria (creativity, accurate use of CLIL vocabulary, and clarity of recommendation).

[3.1.NC1a]: Apply various digital tools (e.g., Canva, CapCut) to create and edit digital content in different formats (digital posters or vlogs) to express technological recommendations.

[6.2.NC1a]: Integrate AI tools (e.g., AI grammar checkers or GenAI) to proofread and optimize the vlog script/content before final production.

* HOMEWORK

- Review the vocabulary about computer hardware at home.

- Complete the "Tech Reviewer" mission in the Application section.

- Prepare for the next lesson: Lesson 8 - Looking Back & Project.