Title KHBD_Global12_ Unit 4. Urbanisation (CV5512 - 2 cột).docx ✅

UNIT 4: URBANISATION Lesson 1: Getting Started – Urban development I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Get an overview of the topic of Urban development; - Use vocabulary to talk about urban development. 2. Competences - Develop communication skills and creativity; - Be collaborative and supportive in pair work and teamwork. 3. Personal qualities - Be proud and respectful of the country’s development; - Actively join in class activities. II. MATERIALS - Grade 12 textbook, Unit 4, Getting Started - Computer connected to the Internet - Projector / TV III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To introduce the topic of the unit; - To set the context for the listening and reading part. b. Content: - Mini game: Lucky Wheel c. Expected outcomes: - Students can answer some open questions about urbanisation. d. Organisation: TEACHER-STUDENTS’ ACTIVITIES CONTENTS Lucky Wheel - Ss work in 4 groups. - Answer the questions and turn the wheel to get a bonus. - Students answer the questions. - The team has the most correct answers is the winner. Questions: 1. A 2. B 3. A 4. C 5. B 6. B 7. C 8. A 9. B e. Assessment - T observes and gives feedback. 2. ACTIVITY 1: PRESENTATION (5 mins) a. Objectives: - To provide students with new words related to the topic of Urbanisation; - To help students be well-prepared for the listening and reading tasks.   b. Content: - Vocabulary pre-teaching. c. Expected outcomes: - Students can identify some new words related to urbanisation. d. Organisation
TEACHER-STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching - Teacher gives the meaning of the new words and asks students to guess the words. - Teacher explains more by showing pictures or giving explanations. - Students listen to the teacher’s explanation and guess the words. - Teacher asks students to give the Vietnamese meanings of the words. New words: 1. afford (v) 2. colonial (adj) 3. concern (n) 4. decrease (v) 5. expand (v) 6. gradually (adv) 7. housing (n) 8. leisure (n) 9. proportion (n) rapidly (v) reliable (adj) resident (n) rush hour seek (v) unemployment (n) e. Assessment - Teacher checks students’ pronunciation & understanding and gives feedback. 3. ACTIVITY 2: PRACTICE (30 mins) a. Objectives: - To help students know how to read for main ideas and specific information in an article about the urbanisation of Ha Noi. - To check students’ comprehension of the conversation. - To introduce words and phrases related to urban development. - To help students identify the use of present perfect tense and double comparatives. b. Content: - Task 1: Listen and read. (p.48) - Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). (p.49) - Task 3: Match the words to make phrases mentioned in Task 1. (p.49) - Task 4: Complete the sentences using phrases from Task 1. (p.49) c. Expected outcomes: - Students can understand the lesson and do the tasks successfully. d. Organisation TEACHER-STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read. (8 mins) - Set the context for listening and reading the conversation. Have students look at the picture and ask questions about it. - Students look at the picture and answer the questions. - Play the recording twice for students to listen and read along. - Students listen to the recording. Have students underline words and phrases related to the topic of urbanisation (high-rise buildings, urban areas, public parks,…) - Students read the conversation aloud. - Put students in pairs and have them compare the words and phrases they have underlined and discuss their meaning. Then check comprehension as a class. - Call on some students to read the conversation aloud. Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). (7 Answer key: 1. T
mins) - Ask students to work in pairs and read each statement carefully. Ask them to identify and underline the keywords in the statements, then read the conversation and locate the part of the conversation that has the corresponding information for Mark and Mai. - Students work and compare the answers in pairs. - Have students share their answers with the class. - Confirm the correct answers. 2. F 3. F 4. T Task 3: Match the words to make phrases mentioned in Task 1. (8 mins) - Tell students that they will have to match words (1-4) with words (a-d) to make phrases that are used in the conversation. - Ask students to look at the two sets of words and match them. Tell students to refer to the conversation and check. - Students read the conversation again and work individually to do the activity. - Have students compare their answers in pairs. - Students share and check the answers. - Confirm the correct answers as a class. Answer key: 1. c: urban areas 2. d: leisure activities 3. a: local residents 4. b: rush hour Task 4: Complete the sentences using phrases from Task 1. (7 mins) - Have students read each sentence individually. Encourage them to try to complete it with an appropriate phrase without referring to the conversation. Then ask them to find the answers in the conversation. - Students work individually to find and underline the phrases used to give directions in the conversation. - Check answers by first asking the class to call out the correct phrase only, then by calling on individual students to read the complete sentences. - Students match each direction with the diagram. - Call out each phrase and elicit what students know about its use. - Tell students that they will learn more about the grammar points in the next lesson. Answer key: 1. have built 2. bigger and bigger 3. It’s the first time 4. The more… the worse e. Assessment - Teacher checks students’ exercises individually and gives feedback. 4. ACTIVITY 3: PRODUCTION (10 mins) a. Objectives: - To help students practise talking about urbanisation. b. Content: - Role play - Task 5: Work in pairs. Student A has just returned to the neighbourhood. You don’t know much about the area because everything has changed. You ask for more information about the town. Student B poses as a local to introduce the neighbourhood. c. Expected outcomes: - Students can understand the lesson and do the tasks successfully. d. Organisation TEACHER-STUDENTS’ ACTIVITIES CONTENTS Task 5: Work in pairs. Student A has just returned to the neighbourhood. You don’t know much about the area because everything has changed. You ask for more Suggested answer: A: Can you show me the way to the nearest bus stop? It used to
information about the town. Student B poses as a local to introduce the neighbourhood. (10 mins) - Ask students to work in pairs. - Students work in pairs to follow teacher’s instructions. - Elicit some places that can be different from the past in the neighbourhood. - Tell students to look at the conversation in Task 1 again to look for the sample sentences. -Ss practice in pairs. - When they know exactly what to do, ask them to work in pairs. Teacher may go around to observe and offer help if necessary. - Ss perform in front of the class. - Invite some pairs to perform in front of the class. be here three years ago, but I can’t find it now. B: It was relocated to the corner of Cach Mang Thang Tam Street and Bac Hai Street last year. That place is now a busy street. Things have changed rapidly. e. Assessment - Teacher and other Ss listen to the instructions and comment.  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. - Start preparing for the Project of the unit: •Ask Ss to open their books on the last page of Unit 4, the Project section, look at the picture and say what the topic of the project is (An urban area) •Explain the project requirements: Ss will have to do research on an urban area in Viet Nam that has been created through urbanisation and then give an oral presentation to report the results of their research. Ss should interview three people from different generations and ask the questions on the table. In stronger classes, they can add more questions. Ss can choose different ways to present their findings (e.g. PPT presentation, poster presentation, video recording). Encourage Ss to use photos and / or illustrations to support their ideas. •Put Ss into groups, and have them choose their group leader. Then ask them to assign tasks to each group member (e.g. doing the research, combining the collected information, combining and synthesising the information, writing the scripts, preparing the slides, and delivering the presentation), making sure that all group members contribute to the project. •Help Ss set deadlines for each task and support them throughout the process. •In each of the next lessons, spend a few minutes checking Ss progress, helping them with any topic-related or functional language they need, (e.g., words and phrases to describe features of an area: remote, disadvantaged, poor infrastructure, modern, living conditions, job opportunities,…) and solving any other problems that may arise with their projects. UNIT 4: URBANISATION Lesson 2: Language I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic of urbanisation. - Use Present Perfect (review and extension) and double comparatives to show changes in a neighbourhood. - Use unstressed words in connected speech. 2. Competences - Develop communication skills. - Be collaborative and supportive in pair work and teamwork.