Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Writing: Description of a line graph

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: URBANISATION

LESSON 6: WRITING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Understand the structure and language used in describing a line graph.
• Write a description of a line graph (130-180 words) about population trends in urban and rural areas.

2. Competences 

General competences:

• Self-control and independent learning: actively participate in reading and analyzing the graph.
• Communication and collaboration: work in pairs or groups to discuss graph trends, organize paragraphs, and peer-review writing. 

Specific competences:

• Identify upward trends, downward trends, and stable periods on a line graph.
• Use appropriate vocabulary (verbs, adverbs, adjectives, nouns) to describe changes and linking words to compare or contrast data.

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.
• [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.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.

3. Attributes

• Hard work: Be focused and actively complete the writing tasks.
• Awareness: Develop an understanding of urbanization trends and demographic shifts in Viet Nam.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital tools: Mentimeter/Slido (for live polling), ChatGPT/Gemini (for AI-generated texts), Google Forms (for online worksheets), Padlet (for project submission).

2. Students' aids

• Textbook, notebooks, pens, draft paper.
• Smartphones, tablets, or laptops with Internet connection.

III. PROCEDURES

1. WARM-UP 

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2. PRESENTATION 

DESCRIPTION OF A LINE GRAPH

Activity 1: Work in pairs. Look at the line graph. Match the sentences with the information in the graph. 

a. Objective: To familiarise Ss with the language used in a line graph description. 

b. Content: Students look at the line graph showing the percentage of population in urban and rural areas over a long period, and match the sentences with the correct boxes A, B, and C. 

c. Product: Students' correct matching answers. 

d. Organization:

Activity 2: Look at the line graph and put the paragraphs in the correct order. 

a. Objective: To familiarise Ss with the structure and language of a line graph description. 

b. Content: Students study three paragraphs and put them in the correct order to form a complete graph description. 

c. Product: The correct logical order of the paragraphs (Introduction - Main Body 1 - Main Body 2). 

d. Organization:

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Activity 3: The line graph below illustrates population trends in Viet Nam from 1960 to 2020. Write a description (120-150 words) of the graph. Use the expressions in 1, the model and tips in 2, and the suggestions below to help you. 

a. Objective: To help Ss practise writing a description of a line graph independently. 

b. Content: Students write a full description based on a graph illustrating population trends in Viet Nam from 1960 to 2020. 

c. Product: Students' completed writing drafts. 

d. Organization:

3. PRACTICE 

a. Objective: To deeply consolidate the lexical and grammatical structures used for describing line graphs, enhancing sentence variety. 

b. Content: Students complete a mission consisting of 2 exercise-based tasks focusing on syntax transformation and error correction. 

c. Products: Students' correct rewritten sentences and corrected paragraphs. 

d. Organization:

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4. APPLICATION 

a. Objective: To help students apply graph writing skills to a real-life, practical, and highly engaging research context at home.

b. Content: Students act as demographic researchers to track and describe the population trends of their own province/hometown. 

c. Product: A hand-drawn line graph and a short descriptive paragraph. 

d. Organization: 

Step 1: Teacher assigns learning tasks

- Teacher assigns the "Local Demographics Project" to be done at home.

- Task instructions:

1. Search the Internet for the population data of your hometown (or any chosen province in Viet Nam) for three specific years: 2000, 2010, and 2020.

2. Draw a line graph showing this trend (using Excel/Google Sheets or hand-drawn).

3. Write a short paragraph (about 80-100 words) describing the line graph, making sure to use at least 3 trend verbs/adverbs (e.g., rose sharply, remained stable) and 1 comparison linking word (e.g., However, By contrast). 

4. Upload the graph and text to the class's shared Padlet link.

Step 2: Students perform learning tasks 

- Students use search engines to retrieve data, use software to create the graph, write the description, and upload their final project to the Padlet board.

Step 3: Reporting and Discussion 

- In the next lesson, teacher opens the class Padlet on the smart TV.

- Students do a "Digital Gallery Walk" on their devices, reading peers' reports and leaving constructive comments/likes on the platform.

Step 4: Evaluation

- Teacher notes that this homework will be graded based on data presentation (the graph) and grammatical accuracy (the writing).

[1.1.NC1b]: Students use laptops or smartphones to apply search techniques on the Internet to retrieve specific demographic data of their hometown.

[2.2.NC1a]: Students use digital devices to share their data, information, and digital content by uploading their final projects to a collaborative platform like Padlet.

* HOMEWORK

- Complete the "Local Demographics Project" in the Application section.

- Review vocabulary and structures for describing line graphs.

- Write a short comparison between the population trends in Fantasia (a fictitious place) and Viet Nam, as suggested in the textbook extension.

- Prepare for the next lesson: Lesson 7 - Communication and Culture / CLIL.