Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Communication: Making complaints and responding to them; Culture / CLIL: Urbanisation in Malaysia and Australia

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: URBANISATION

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES 

1. Knowledge and skills 

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

• Learn and use appropriate expressions for making complaints and responding to them in everyday contexts.
• Read and understand information about the history and current status of urbanisation in Malaysia and Australia.
• Compare the urbanisation process in Viet Nam with that in Malaysia and Australia. 

2. Competences 

General competences:

• Self-control and independent learning: actively participate in reading and speaking tasks.
• Communication and collaboration: work effectively in pairs and groups to role-play conversations and discuss comparative data. 

Specific competences:

• Use functional language to complain and respond politely and effectively.
• Extract specific information from a reading text to complete a data table.
• Synthesize information and apply geographical knowledge to make cross-cultural comparisons. 

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.2.NC1a]: Assess the reliability and credibility of data, information, and digital content sources.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
• [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.
• [3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Empathy: Understand and empathize with people experiencing urban problems.
• Civic awareness: Show interest in the development, living conditions, and social issues arising from urbanisation in their country and around the world.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Live interactive poll (e.g., Padlet, Google Forms...), collaborative cloud tools (e.g., Google Sheets), cloud platform (e.g., Google Drive).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access.
• AI Voice Chatbot apps (e.g., ChatGPT app), collaborative apps (Google Docs/Sheets).

III. PROCEDURES 

1. WARM-UP

a. Objective: To activate students' prior knowledge, introduce the topic of urban problems, and create a need for the language of complaining.

b. Content: Teacher organizes an activity called "The Urban Dilemma".

c. Product: Students' spoken ideas about urban problems and how they would express dissatisfaction.

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 shows 2 pictures on the screen: one of a massive traffic jam and one of a noisy construction site next to a residential area.

- Teacher asks the class: If you lived in these situations, how would you feel? What exactly would you say to the local authorities or the people causing the noise?

- Teacher provides a QR code for a live interactive poll (e.g., Padlet,...) on the screen.

Step 2: Students perform learning tasks

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

- Students look at the pictures and think about their reactions.

- Students use their smartphones to scan the QR code and submit their initial short complaints to the live word cloud/poll.

- The teacher observes and encourages students to think of formal ways to express their annoyance. 

Step 3: Reporting and Discussion

- Teacher projects the live poll results. Calls on 3-4 students to expand on their submitted sentences (e.g., I am very angry. / Please stop the noise. / Traffic is too bad.) 

Step 4: Evaluation

- Teacher acknowledges their ideas and leads into the lesson: In an urbanised city, we face many of these problems. Today, we will learn the formal and polite English expressions to make complaints and respond to them, and then we will look at how urbanisation is happening in other countries.

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

[6.2.NC1a]: Students use smartphones to access a live polling tool to instantly submit their reactions, while interacting with visual materials.

2. PRESENTATION

EVERYDAY ENGLISH – MAKING COMPLAINTS AND RESPONDING TO THEM

Activity 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. 

a. Objective: To provide a model conversation in which speakers make complaints and respond to them; to review expressions for making and responding to complaints.

b. Content: Students read incomplete conversations, listen to Track 29, complete the gaps, and practice speaking.

c. Product: Students fill in the correct expressions and read the dialogues with accurate intonation.

d. Organization:

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Activity 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of you is Student A, the other is B. Use the expressions to help you.

a. Objective: To help Ss practise making complaints and responding to them.

b. Content: Students role-play two situations regarding traffic jams and overcrowded living conditions using the Useful Expressions box.

c. Product: Students' paired role-play conversations.

d. Organization:

CULTURE/CLIL – URBANISATION IN MALAYSIA AND AUSTRALIA

Activity 1: Read the text and complete the table. 

a. Objective: To help Ss understand urbanisation in Malaysia and Australia.

b. Content: Students read a text about urbanisation rates and history in Malaysia and Australia, then fill in a comparison table.

c. Product: The completed table with accurate information from the text.

d. Organization:

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Activity 2: Work in groups. Compare urbanisation in Viet Nam with that in Malaysia and/or Australia. Use the information in Writing and Culture/CLIL and the questions below to help you.

a. Objective: To help Ss relate what they have learnt about urbanisation in Malaysia and Australia to their own country.

b. Content: Students use the guiding questions to discuss and compare Viet Nam's urbanisation with the other two countries.

c. Product: Spoken comparisons made by groups.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the functional language of making and responding to complaints, and to reinforce the vocabulary related to urbanisation (CLIL) through intensive written exercises.

b. Content: Students complete one unified mission containing two rigorous exercise tasks (Error Correction and Sentence Transformation).

c. Products: Students' written answers with correct grammar, vocabulary, and functional structures.

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the functional language of making and responding to complaints, along with their knowledge of urbanisation issues, in a creative, real-life spoken context.

b. Content: Students carry out a take-home multimedia project: "The Urban Voice" Video Role-play. 

c. Product: A 1-to-2-minute video clip (or audio podcast) created by the students.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework mission: "The Urban Voice".

- Task details:

1. Work in pairs (or individually by playing two different roles using props/different camera angles).

2. Choose ONE real urban problem that exists in your local area or city (e.g., severe traffic jams, noise pollution from construction, flooded streets after rain, lack of green spaces).

3. Film a short video (1 - 2 minutes) simulating a brief interview or a meeting.

+ Role A (The Citizen): Make a formal complaint about the issue. You must use at least TWO expressions for making complaints learnt in Activity 1 & 2.

+ Role B (The Local Official): Respond to the complaint. You must use at least ONE expression for positive/negative responses. Briefly mention how this issue is handled in highly urbanised countries like Australia or Malaysia (to integrate CLIL knowledge).

4. Students must edit the video, add AI-generated subtitles (e.g., using CapCut), use only copyright-free background music, and upload it to a designated cloud folder (e.g., Google Drive,...) with correct viewing permissions. 

Step 2: Students perform learning tasks

- Students brainstorm ideas, write a short script, use their smartphones to record and edit the video at home.

- The teacher is available via the class group chat if students have questions about vocabulary or pronunciation.

Step 3: Reporting and Discussion

- In the next class, the teacher selects 2 to 3 of the most creative or well-spoken videos to project on the screen for the whole class to watch.

- Other students listen and note down which "complaining" and "responding" expressions their classmates used.

- Example Video Script Outline:

Citizen (A): Excuse me, I want to complain about the serious flooding on Nguyen Trai street every time it rains. It is ruining our motorbikes and making it impossible to get to work.

Official (B): I'm so sorry to hear that. I can assure you that we are working on this problem by upgrading the drainage system next month. As you know, with our rapid urbanisation compared to places like Australia, our infrastructure is struggling to keep up, but we promise to improve it.

Step 4: Evaluation

- Teacher praises the students' creativity and effort.

- Teacher grades the videos based on 3 criteria:

1. Language: Accurate use of the target expressions.

2. Pronunciation & Fluency: Clear delivery, natural intonation.

3. Content & Creativity: Relevance to urbanisation and creative presentation.

[3.1.NC1a]: Students apply video editing software and AI subtitle generators to create and refine their multimedia content in different formats.

[3.3.NC1a]: Students apply copyright rules by selecting royalty-free music and properly citing any external data used in their video.

[2.2.NC1a]: Students evaluate and select the most appropriate cloud platform (e.g., Google Drive) to share their final video, adjusting access permissions correctly.

* HOMEWORK

- Complete "The Urban Voice" video project and submit it online.

- Review all vocabulary and grammar points of Unit 4.

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