Understand the concept and process of urbanisation.
Identify and use vocabulary and collocations related to urban development (e.g., high-rise buildings, urban areas, leisure activities, rush hour).
Recognize the grammar points to be learnt in the unit: the present perfect and double comparatives to show change.

2. Competences

General competences:

Self-control and independent learning: listen and extract specific information from a conversation, share personal opinions on urban changes.
Communication and collaboration: work in pairs or groups to discuss and complete reading, matching, and grammar tasks.

Specific competences:

Read and listen for specific information about changes in a neighborhood due to urbanisation.
Differentiate and apply collocations related to city life.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

Awareness: Develop an understanding of both the positive and negative impacts of urbanisation on daily life and the environment.
Responsibility: Formulate a responsible attitude towards sustainable community development.

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 platforms (Padlet/Google Workspace) and interactive polling tools (Mentimeter/Quizizz).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets connected to the Internet.
Google Earth Timelapse, Web browsers, collaborative apps, and Generative AI tools (e.g., ChatGPT, Microsoft Copilot).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge about city development, create a lively atmosphere, and smoothly lead into the concept of "urbanisation".

b. Content: Teacher organizes a "Then and Now" visual comparison activity.

c. Product: Students' spoken observations regarding the changes in infrastructure, population, and environment.

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 projects two photos of the same location in a major Vietnamese city (one taken 20 years ago, one taken recently).

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- Teacher asks students to work in pairs for 2 minutes to spot the differences and answer the questions: "What was this place like in the past?" and "How has it changed today?"

- Teacher asks students to use their smart devices and advanced search filters to access Google Earth Timelapse or search for historical and current images of their own local neighborhood to compare them with the present day.

Step 2: Students perform learning tasks

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

- Students look at the pictures, discuss with their partners, and note down key changes (e.g., taller buildings, more cars, fewer trees, wider roads).

- Students use their smartphones to apply advanced search techniques to retrieve historical and current images of their living area.

- The teacher observes and encourages students to use comparative forms.

Step 3: Reporting and Discussion

- Teacher invites some students to share their observations.

- Teacher invites some students to share their observations based on the photos they found.

- Teacher asks a follow-up question: What do we call this process of a place becoming more like a city?

- Other students can comment or offer alternative opinions.

Step 4: Evaluation

- Teacher acknowledges the answers and writes the word "URBANISATION" on the board.

- Teacher elicits the meaning (the process by which more and more people leave the countryside to live and work in towns and cities) and leads into the lesson: Today we will listen to a conversation between Nam and Mark to see how Nam's neighborhood has been affected by urbanisation.

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

[1.1.NC1b]: Apply search techniques to retrieve data, information, and content in the digital environment by using smart devices and advanced search filters to find historical and current images of local urban changes.

2. PRESENTATION

URBAN DEVELOPMENT

Activity 1: Listen and read.

a. Objective: To introduce some vocabulary and the grammar points to be learnt in the unit within a natural context.

b. Content: Students look at the picture, set the context, listen to the recording (Track 24), and read the conversation along.

c. Product: Students understand the context, underline key vocabulary related to urbanisation, and comprehend the general meaning.

d. Organization:

…………………………………………..

Activity 2: Read the conversation again. Decide whether the following statements are true (T) or false (F).

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

b. Content: Students read 4 statements, identify keywords, locate information, and decide if they are True or False.

c. Product: Students' correct T/F answers and corrections for the false statements.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to work in pairs.

- Teacher organizes this True/False activity via an interactive online quiz platform (e.g., Quizizz or Kahoot) accessible via students' smartphones to increase engagement.

- Teacher asks students to read each statement carefully, underline keywords, and locate the relevant information in the conversation.

Step 2: Students perform learning tasks

- Students use their smartphones to access the online quiz platform.

- Students read the text again, find evidence, and interact with the digital platform to select T or F.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher projects the quiz results and calls on students to share their answers with the class and provide evidence from the text.

- Teacher asks students to correct the false statements.

Step 4: Evaluation

- Teacher confirms the correct answers and explains any confusing points.

- Teacher moves on to the next content.

Students' answers:

1. T (Nam says: "It's been three years since your last visit.")

2. F (There used to be a rice field opposite Nam's house, not a park.)

3. F (There are new public parks and a big shopping centre.)

4. T (Nam says: "...the worse traffic jams get... The cost of living is also going up.")

[2.1.NC1a]: Use a variety of digital technologies to interact by using smartphones to participate in an interactive online quiz platform (e.g., Quizizz) for the reading comprehension task.

Activity 3: Match the words to make phrases mentioned in 1.

a. Objective: To introduce and consolidate collocations related to urban development.

b. Content: Students match adjectives/nouns in the first column (urban, leisure, local, rush) with nouns in the second column (residents, hour, areas, activities).

c. Product: Correct collocations formed from the text.

d. Organization:

…………………………………………..

Activity 4: Complete the sentences using phrases from 1.

a. Objective: To help students identify the present perfect and double comparatives to show change.

b. Content: Students complete 4 sentences using specific phrases extracted directly from the conversation.

c. Product: Completed sentences highlighting the target grammar points.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to read the 4 incomplete sentences and try to complete them without looking at the text first.

- If they cannot, teacher asks them to find the exact sentences in the conversation.

- Teacher instructs students to use a Generative AI tool (e.g., Copilot, ChatGPT) to generate 2 more example sentences using "double comparatives" and the new collocations.

Step 2: Students perform learning tasks

- Students work individually to fill in the blanks.

- Students open their AI apps, input a prompt, and review the sentences generated by the AI to see how the grammar is applied in new contexts.

- The teacher observes, guides, and supports the students.

Step 3: Reporting and Discussion

- Teacher asks the class to call out the correct missing phrases only.

- Teacher calls on individual students to read the complete sentences aloud.

- Teacher invites a few students to read the extra sentences generated by their AI tools and asks the class to check if the grammar is correct.

Step 4: Evaluation

- Teacher confirms the answers.

- Teacher moves on to the next content.

Students' answers:

1. have built (They have built several high-rise buildings...)

2. bigger and bigger (The city where Nam lives is getting bigger and bigger.)

3. It's the first time (It's the first time Mark has been on an electric bus.)

4. The more ... the worse (The more crowded the area becomes, the worse traffic jams get.)

[6.2.NC1b]: Students adjust and use Generative AI systems (e.g., ChatGPT) as a virtual assistant on their smartphones by prompting the AI to generate additional example sentences, tailoring the AI's output to fit their specific grammatical learning needs.

3. PRACTICE

a. Objective: To consolidate the vocabulary (collocations) and grammar (present perfect & double comparatives) learned in the lesson through rigorous, non-multiple-choice exercises.

b. Content: Students complete a two-task mission: a paragraph gap-fill focusing on vocabulary, and a sentence transformation task focusing on grammar.

c. Products: Students' written answers for the two tasks.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary, structures, and thematic knowledge of urbanisation to a real-life, personalized context, preparing them for the unit project.

b. Content: Students carry out a home-based writing and photography task: "A Glimpse of Change".

c. Product: A short investigative report (text and photos) highlighting urban changes in their own living area.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher assigns the homework task: "A Glimpse of Change".

- Task requirements:Use digital content creation tools (e.g., Canva, CapCut, PowerPoint) to design a short visual report combining a photo of a place in your neighborhood/city that clearly shows the impact of urbanisation (e.g., a new high-rise, a busy intersection, a newly built park) and a short paragraph (80-100 words) describing the change.

- Constraints:You must use at least THREE collocations from today's lesson and at least ONE double comparative sentence (e.g., The more... the more... or ...bigger and bigger).

Step 2: Students perform learning tasks

- Students note down the requirements and explore which digital design platforms (e.g., Canva, CapCut, PowerPoint) they will use for their multimodal report.

Step 3: Reporting and Discussion

- Teacher informs students that they will present their digital reports via the classroom projector in the next lesson.

Step 4: Evaluation

- Teacher emphasizes that this task will serve as foundational research for their final Unit Project.

- Teacher summarizes the core message of the lesson (urbanisation brings both positive development and challenges).

- Teacher dismisses the class.

[3.1.NC1a]: Students apply methods to create and edit digital content in various formats (e.g., using Canva or presentation tools) to produce a multimodal report for the homework project.

* HOMEWORK

- Learn by heart the new vocabulary and collocations.

- Complete the "A Glimpse of Change" application task.

- Prepare for the next lesson: Lesson 2 - Language.

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