Giáo án NLS Tiếng Anh 12 Global Success Unit 6 Getting started: A visit to a high-tech centre

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 6: ARTIFICIAL INTELLIGENCE

LESSON 1: GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Identify and understand vocabulary related to the topic of Artificial Intelligence.

• Recognise and understand the grammar point: active and passive causatives (have/get).

• Read and listen for specific information in a conversation about a visit to a high-tech centre.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and the teacher.

• Communication and collaboration: work in pairs or groups to complete reading comprehension and vocabulary tasks.

Specific competences:

• Deduce the meaning of new words from the context.

• Answer comprehension questions accurately based on a text.

Digital competences:

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

• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 

• [3.1.NC1a]: Apply methods for creating and editing content in different formats.

• [6.1.NC1b]: Compare different AI systems and how they process data.

• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Hard work: Actively participate in class activities and complete given tasks.

• Curiosity: Show interest in modern technology, specifically how AI applications work in different fields.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.

• Computer, projector/smart TV, audio speakers.

• Digital collaborative tool (e.g., Padlet or MindMeister), interactive platform (e.g., Liveworksheets or Google Forms).

• Video clips showing robots and the use of AI in different fields.

2. Students' aids

• Textbook, notebooks, pens.

• Personal smartphones, tablets, or laptops connected to the Internet. 

• Dictionary apps (e.g., Cambridge, Oxford,...), digital document (e.g., Google Docs,...), Generative AI tool (e.g., ChatGPT/Gemini), AI image generator (e.g., Midjourney, Bing Image Creator)

III. PROCEDURES

1. WARM-UP 

a. Objective: To create a friendly and lively atmosphere in the classroom; to review target vocabulary students have learnt so far; and to lead into the unit. 

b. Content: Students complete a "Mind Map Challenge" mission to review previous units, then watch a video to guess the new topic. 

c. Product: Students' mind maps and correct identification of the new unit's theme. 

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 puts students into five groups.

- Teacher gives each group one of the five previous topics: Life stories we admire, Multicultural world, Green living, Urbanisation, The world of work.

- Teacher asks students to use a digital collaborative tool (e.g., Padlet or MindMeister) on their smartphones/tablets to brainstorm topic-related words within 3 minutes.

Step 2: Students perform learning tasks

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

- Students work collaboratively on their devices, inputting words simultaneously to build digital mind maps.

- The teacher observes, encourages, and ensures all members are participating.

Step 3: Reporting and Discussion

- When time is up, teacher has groups share their mind maps with the class.

- Teacher leads into the unit topic by playing some short video clips showing robots and the use of AI in different fields (youtube.com).

- Teacher asks students to describe the work robots can do in the videos and asks them to guess what they are going to learn in this unit.

Step 4: Evaluation

- Teacher confirms students' guesses and writes the unit title Artificial intelligence on the board.

- Teacher asks students to open their books at page 76, draws their attention to the Unit overview, and briefly introduces the language and skills points, the communication and CLIL topics, and the project.

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

[2.4.NC1a]: Students use their smartphones or tablets to access a collaborative platform (e.g., MindMeister or Padlet) to co-construct, organize, and share digital mind maps in real-time.

2. PRESENTATION

A VISIT TO A HIGH-TECH CENTRE

Activity 1: Listen and read. 

a. Objective: To introduce some vocabulary and the grammar point to be learnt in the unit. 

b. Content: Students look at the picture, listen to the recording, and read the conversation along. 

c. Product: Students understand the context, underline related vocabulary, and can read the conversation aloud. 

d. Organization:

Activity 2: Read the conversation again and answer the questions.

a. Objective: To check students' comprehension of the conversation. 

b. Content: Students read four questions, locate information in the text, and answer them. 

c. Product: Students' correct answers to the four questions. 

d. Organization: