Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about cities and public services, and get ready for the topic 'Cities of the future'.

Ss look at the picture of a busy street and brainstorm in pairs: 'What makes a city livable?' Ss list ideas on the board, for example transport, clean air, lighting, parks and waste collection. T introduces the six key words: livable (đáng sống), infrastructure (cơ sở hạ tầng), sensor (cảm biến), privacy (sự riêng tư), pedestrian (người đi bộ), efficient (hiệu quả).

A class list of at least five ideas that make a city livable, and the six new words written on the board with their Vietnamese meanings. Example answers from Ss: 'Clean air, good public transport, safe streets for pedestrians, parks and waste collection.'

Ss understand and perform the everyday exchange about whether a new system will work and whether printed maps will remain, and recognise the function of each turn.

Ss listen to the exchange and read it in the book:
A: Will the new system remove every delay?
B: I'm not sure. It may help, but traffic can still change.
A: Are you certain printed maps will remain?
B: Yes. The plan explicitly includes them.
T asks Ss: 'Is B certain about the system? Is B certain about the maps? How do you know?' Ss then practise the exchange in pairs with a partner, switching roles.

Ss can state that the exchange asks about a future result (the new system), expresses uncertainty ('I'm not sure. It may help'), and gives certainty with evidence ('Yes. The plan explicitly includes them.'). Ss perform the exchange in pairs with correct intonation and linking.

Ss pronounce linked final consonants and initial vowels, and use stative verbs and linking verbs correctly.

Pronunciation: T models and Ss repeat: 'Turn off' /tɜrn‿ɔf/, 'an office' /ən‿ɔfɪs/, 'clean air' /kliːn‿er/. Ss then read the sentence: 'An efficient city needs clean air and open spaces.' Ss do not add an /r/ where neither word has one.
Grammar: T writes on the board: 'I know the route.' (stative, simple form) / 'I am thinking about the plan.' (considering, continuous form) / 'I think it is useful.' (opinion, simple form). Then: 'The square looks attractive.' / 'The air feels fresh.' T asks: 'Why is it fresh, not freshly?'

Ss can read the linking examples smoothly. Ss explain: 'Know', 'think' (opinion) and 'look', 'feel' are stative or linking verbs and are used in simple forms. 'Thinking' in 'I am thinking about the plan' means considering, a temporary active meaning. After a linking verb, an adjective is used: 'The air feels fresh' (adjective), not 'The air feels freshly'.

Ss read the CLIL text, identify the purposes and safeguards of data-based services, and explain why a named example needs a dated source and a limited claim.

Expert-group jigsaw. Group A reads paragraph 1 ('Smart-city projects around the world use data...' to '...explicitly fictional.') and completes Worksheet 2. Group B reads paragraph 2 ('A documented example is Punggol Northshore...') and completes Worksheet 2. Then Ss form mixed groups of two A and two B and share findings.
Key questions: 'What are the purposes of smart-city data?' 'What must a proposal explain?' 'Why is the Punggol example not proof for every installation?'

Worksheet 2 completed. Expected content:

• Purposes: transport, energy and waste management.
• Safeguards: data minimisation, access for non-digital users, a fallback when a system fails.
• Punggol Northshore: HDB's 2020/2021 annual report; common-area lighting brightness adjusted using movement sensors and analysis of traffic patterns; reduced unnecessary lighting.
• Limit: it is a dated report of that district, not proof that every smart-city installation has the same result.
• Fictional district: explicitly fictional, so no dated source is needed for it.

Ss answer the Everyday English exercises accurately and explain their answers using evidence from the exchange.

Ss complete Exercises 2 to 5 from the book, based on the exchange in the Everyday English explore activity. Exercises:
2. State the purpose and audience of this everyday exchange on 'Cities of the future'. Support your answer with one detail.
3. Explain how the opening introduces the topic. Identify the actual opening sentence.
4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Answer key for T's check:

• Ex 2: Audience = the two speakers. Purpose = to handle the concrete request, response and conditions in the exchange. Supporting detail = 'A: Are you certain printed maps will remain?' (it asks for confirmation of a specific detail).
• Ex 3: Opening sentence = 'A: Will the new system remove every delay?' It introduces the particular situation before the later detail.
• Ex 4: Detail 1 = 'B: I'm not sure. It may help, but traffic can still change.' Detail 2 = 'A: Are you certain printed maps will remain?' Both details say what is being agreed or limited, which is more specific than saying only that the topic matters.
• Ex 5: Summary: 'A asks whether a new system will remove all delays. B is uncertain because traffic can change. B is certain that printed maps remain because the plan explicitly includes them.'

Ss identify the opening, a middle sentence and the closing of the CLIL text, and explain the function of each part.

Ss complete Exercises 7 to 9 from the book:
7. Choose one sentence from the middle of the model and explain what it contributes to the message.
8. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
9. Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

Model answers:

• Ex 7: 'A documented example is Punggol Northshore in Singapore.' It contributes a concrete example rather than a new title. It is read with the opening, and the qualification 'Compare it with our fictional district' keeps the claim within limits.
• Ex 8: Opening = 'Smart-city projects around the world use data to support services such as transport, energy and waste management.' It sets the situation. Closing = 'Compare it with our fictional district: both need usable public services, while our proposal explicitly asks about access and privacy.' It completes and qualifies the message.
• Ex 9: 'Smart-city projects use data for transport, energy and waste services. A documented example, Punggol Northshore, shows adjusted lighting in one district, but it is a dated report and not proof for every installation. Our fictional district also needs usable services, and our proposal asks about access and privacy.'

Ss write and present a short proposal for a fictional district, applying the safeguards and the cautious tone of the CLIL text.

Groups of four design a short proposal for a fictional district (name it, for example, 'Riverside District', and label it as fictional). The proposal must include: one service (transport, energy or waste management), data minimisation, access for non-digital users (for example printed maps or phone-free help points), and a fallback when a system fails. Groups must avoid claiming real results and must label any expected outcome as a proposal goal.
Questions to guide groups: 'What data do we really need?' 'Who cannot use a digital app?' 'What happens if the sensor fails?'
Homework option: Ss write the final version of the proposal and read it aloud to a family member.

A poster or written paragraph of about 80 to 120 words, in English, with a clear title, labelled as fictional, containing the four required elements: service, data minimisation, access for non-digital users and a fallback. Example line: 'Riverside District is a fictional district. The proposal uses traffic sensors only to adjust street lighting, and collects no personal data. Residents without smartphones can still get printed maps and call a help desk. If the sensors fail, the lights switch to a fixed timetable.'