Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Listening: A radio talk about urbanisation

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 4: URBANISATION

LESSON 5: LISTENING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Listen for specific information in a radio talk about the advantages and disadvantages of urbanisation.
• Understand and use vocabulary related to the topic of urbanisation, such as rapidly, decreasing, and reliable.
• Express their own opinions on the biggest advantages and disadvantages of urbanisation.

2. Competences

General competences:

• Self-control and independent learning: actively listen to the recording and take notes.
• Communication and collaboration: work in pairs or groups to discuss the impacts of urbanisation and share opinions.

Specific competences:

• Develop listening comprehension skills (listening for main ideas and specific details/numbers).
• Formulate arguments with supporting reasons regarding urban living.

Digital competences:

• [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [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.
• [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.

3. Attributes

• Responsibility: Develop an awareness of social and environmental issues caused by rapid urbanisation (e.g., pollution, traffic).
• Hard work: Actively participate in listening tasks and class discussions.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Links to digital collaborative boards (e.g., Padlet) and digital assessment platforms (e.g., Google Forms/Quizizz).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge, introduce words to help them understand the listening, and set the context of the listening task. 

b. Content: Teacher organizes a "Word Web" brainstorming activity about Urbanisation. 

c. Product: Students' vocabulary related to city life, urban development, and urban issues. 

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 writes the word 'Urbanisation' on the board and projects a QR code/link to a collaborative digital whiteboard (e.g., Padlet).

- Teacher divides the class into 4 groups.

- Teacher asks students to elicit what they have learnt about the topic so far (e.g., urbanisation in Ha Noi, urban development in a small area) and use their smartphones to input related words/phrases into the digital whiteboard within 2 minutes.

Step 2: Students perform learning tasks

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

- Students in each group use their smartphones to simultaneously submit and organize their ideas on the shared digital platform.

- The teacher observes and encourages a fast-paced environment.

Step 3: Reporting and Discussion

- Teacher calls time out and reviews the words displayed on the smart TV.

- Expected vocabulary: high-rise buildings, traffic jams, pollution, better facilities, overpopulation, etc.

Step 4: Evaluation

- Teacher corrects any spelling mistakes and praises the groups with the most relevant words.

- Teacher leads into the new lesson: You already know a lot about city life. Today, we will listen to a radio talk to learn about other aspects of urbanisation.

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

[2.4.NC1a]: Students propose and use collaborative digital tools (e.g., Padlet or Miro) on their smartphones to simultaneously brainstorm, share, and organize vocabulary related to urbanisation.

2. PRESENTATION

A RADIO TALK ABOUT URBANISATION 

Activity 1: Choose the correct meanings of the underlined words. 

a. Objective: To introduce words to help Ss understand the listening, and set the context of the listening task. 

b. Content: Students read sentences containing underlined words (rapidly, decreasing, reliable) and choose their correct meanings (A or B). 

c. Product: Students' correct choices for the word meanings.

d. Organization:

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Activity 2: Listen to a radio talk about urbanisation. Choose the correct answer A, B, or C.

a. Objective: To help Ss practise listening for specific information. 

b. Content: Students listen to the audio and answer 5 multiple-choice questions about the talk. 

c. Product: Students' correct answers for the multiple-choice questions. 

d. Organization:

Activity 3: Listen to the talk again and answer the questions. Use no more than THREE words and/or a number.

a. Objective: To help Ss practise listening for specific information. 

b. Content: Students listen again and write short answers to 4 specific questions. 

c. Product: Correct short answers written by students. 

d. Organization:

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Activity 4: Work in groups. Discuss the following question: What do you think is the biggest advantage of urbanisation? 

a. Objective: To give Ss an opportunity to use the language and ideas from the listening to express opinions. 

b. Content: Students list the advantages mentioned in the recording and discuss what they think is the biggest advantage. 

c. Product: Group discussions and verbal presentations of opinions with supporting reasons. 

d. Organization:

3. PRACTICE 

a. Objective: To consolidate listening comprehension, reinforce grammar structures, and practice vocabulary collocations from the audio script, which are highly relevant for Grade 12 examinations. 

b. Content: Students complete one comprehensive mission consisting of two exercise-based tasks: Task 1 (Sentence Transformation) and Task 2 (Error Identification & Correction). 

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

d. Organization:

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4. APPLICATION 

a. Objective: To help students apply the concepts of urbanisation learned in the lesson into a practical, real-world context suitable for 12th graders. 

b. Content: Students perform a creative writing and problem-solving task at home called "Urban Planner for a Day". 

c. Product: A short paragraph (100-120 words) proposing a solution to a specific urban problem. 

d. Organization:

Step 1: Teacher assigns learning tasks 

- Teacher introduces the homework task: "Urban Planner for a Day".

- Task instruction:Assume you are an urban planner for a major city in Vietnam (e.g., Hanoi or Ho Chi Minh City). Choose ONE major disadvantage of urbanisation mentioned in today's lesson (e.g., traffic jams, air pollution, high cost of living). Write a short paragraph (100-120 words) proposing a practical solution to solve or reduce this problem.

- Instructs Ss to draft paragraph on a shared digital workspace (e.g., Google Docs, class blog).

Step 2: Students perform learning tasks

- Students type their paragraphs at home using laptops/tablets. They utilize AI writing assistants (e.g., Grammarly) to check for spelling and grammar, but must critically evaluate the AI's suggestions to maintain their original voice and strictly avoid plagiarism of ideas.

Step 3: Reporting and Discussion

- Teacher will select 2-3 students to present their solutions to the class.

- The class will vote on the most practical and creative solution.

Step 4: Evaluation

- Teacher will grade the digital writings based on vocabulary, grammar, logical flow, and original thinking.

[3.1.NC1a]: Applying various ways to create and edit digital content (a paragraph) in different formats using digital word processing tools.

[1.2.NC1b]: Evaluating and mitigating legal and ethical risks (e.g., plagiarism) when integrating AI writing assistants into the digital content creation process.

* HOMEWORK

- Learn the new vocabulary by heart.

- Complete the "Urban Planner for a Day" mission in Application.

- Prepare for the next lesson: Lesson 6 - Writing.