Giáo án Tiếng Anh 12 Global Success Unit 6 Speaking

Form

Pronunciation

Meaning

Vietnamese equivalent

1. ready-made (adj)

/ˌredi ˈmeɪd/

prepared in advance so that you can eat or use it immediately

làm sẵn

2. feedback (n)

/ˈfiːdbæk/

advice, criticism or information about how good or useful something or somebody’s work is

nhận xét

3. virtual reality (n)

/ˌvɜːtʃuəl riˈæləti/

images and sounds created by a computer that seem almost real to the user, who can interact with them by using sensors

thực tế ảo

4. critical thinking (n)

/ˌkrɪtɪkl ˈθɪŋkɪŋ/

the process of analysing information in order to make a logical decision about the extent to which you believe something to be true or false

tư duy phản biện

Anticipated difficulties

Solutions

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.

- Give short, clear instructions and help if necessary.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Video watching

- Teacher divides the class into 2 groups.

- Before playing the video, teacher asks Ss to watch carefully and try to remember as many details as possible. Ss can take notes if they want.

- Teacher shows questions one by one, Ss raise their hands and say BINGO to grab the chance to answer.

- If the answer is correct, they get one point for their team.

- The team with the higher score will be the winner.

- Teacher leads in the lesson.

- Students work in groups to do the activity.

- Students watch the video and take notes.

- Students raise their hands to answer the questions.

Link: https://www.youtube.com/watch?v=1UjXNTyTTvc

Questions:

1. What is the robot called?

DTR (Dance Teaching by a Robot)

2. Where was it invented?

Japan

3. For beginners, what does the robot do?

It guides the dance with low compliance, leading the motion in the correct direction.

4. Can it evaluate the partner’s performance?

Yes. And it can modify its guidance based on it.

5. What kind of interaction does the robot combine when it supports the skill learning process?

Cognitive and physical interaction

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

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 applications of AI in education around the world (digital porfolio, educational chatbots, VR, personalised learning app).

- Ask, Do you know other applications of AI in learning? What are their purposes?; and encourage Ss to come up with as many points as they can (robots, AI games, speech recognition…)

- Then ask Ss to look at the table to see if any of their points are included there. Have them work in pairs and match each AI application with its purposes on learning.

- Check answers as a class. Ss may add more purposes to the given applications.

- Students recall information from reading lesson about AI in education around the world (digital porfolio, educational chatbots, VR, personalised learning app).

- Students answer the teacher’s questions.

- Work in pairs and match each AI application with its purposes of learning.

- Check answers and add more purposes.

Suggested answer:

1. a, c

2. a, d, f

3. a, f

4. b, f

5. a, e, f

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary with different techniques (pictures, actions, synonyms …)

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher asks Ss to take notes on their notebooks.

- Students listen to the teacher’s explanation and guess the words.

- Students write down the new words in their notebook.

New words:

1. ready-made (adj)

2. feedback (n)

3. virtual reality (n)

4. critical thinking (n)

Task 2: Work in groups. Discuss the questions.

- Put Ss in pairs and have them discuss the two given questions. Remind them to take notes of their discussion.

- In weaker classes, write some guiding questions on the board and ask Ss to think of the answers to these questions. E.g. What applications will you choose in your class/school? ; What are their advantages/ How can they support your study? What difficulties/challenges you may have when using this app?...

- Ask Ss to look at some useful expressions for discussion in the appendix of their book if they need help.

- Walk around and provide help if necessary.

- Students work in pairs to discuss the two given questions.

- Look at some useful expressions for discussion in the appendix of the book.

Suggested answer:

A: What do you think about chatbots?

B: I think a chatbot app is an effective

application because it can help students

understand difficult concepts and provide instant and personalised support throughout the course.

C: I agree. If available, we can use it during

and after classes to clarify points and get

feedback on homework.

A: Yes, but there are also disadvantages. Chatbots may not be able to answer complex questions that need making decisions.

B: In addition, if learners always wait for

ready-made answers, they may become

lazy and may not develop critical thinking

skills.

C: That’s a good point. Chatbots can’t replace human interaction and lack personal connections.