Giáo án Communication and Culture / CLIL

• Ss activate prior knowledge about urban life and the word urbanisation (đô thị hoá).
• Ss get ready to listen to an everyday exchange about urban life.

Ss look at the word URBANISATION written on the board and brainstorm words or phrases they connect with it. Possible prompts from T: 'What do you see in a big city?' 'What problems can a fast-growing city have?'

• A list of 6 to 8 words or phrases on the board, such as: busy roads, high-rise buildings, traffic jams, new housing, public transport, air pollution, infrastructure.
• Ss recognise that urbanisation brings both benefits and problems, which leads to the lesson.

• Ss understand and use the functions of reporting a problem, apologising, offering a solution and promising an action in an everyday exchange.
• Ss identify the purpose and roles of the speakers.

Ss listen to the recording (or read the model) twice and answer the questions:

1. Who are the two speakers, and where are they likely to be?
2. What is the problem that A reports?
3. What does B offer to do?
4. What does A say about the data, and what does B promise?
   Ss then practise the key phrases: I'm afraid..., I'm sorry about that, We can provide..., Thank you, I'll place...
   Model exchange:
   A: I'm afraid the display's text is too small to read.
   B: I'm sorry about that. We can provide a larger-print version.
   A: Thank you. The data are useful; I just need to see the labels.
   B: I'll place the readable copy beside the graph.

• Ss complete a function table in their notebooks:
  • Reporting a problem: I'm afraid the display's text is too small to read.
  • Apologising: I'm sorry about that.
  • Offering a solution: We can provide a larger-print version.
  • Promising an action: I'll place the readable copy beside the graph.
• Answers to the questions: A is a visitor at an exhibition; the problem is the text is too small; B offers a larger-print version; A needs to see the labels, and B will place the readable copy beside the graph.

• Ss recognise weak forms of unstressed words in connected speech.
• Ss stress content words and stress can when they need to correct someone.

T models the sentence 'The bus can take us to the centre' at normal speed. Ss listen and mark the words they think are weak. Then T models the sentence again and stresses can to correct a wrong idea: 'The bus CAN take us to the centre.'
Weak forms to focus on: the /ðə/, can /kən/, to /tə/. Content words to stress: bus, take, centre.

• Ss mark the sentence in their notebooks:
  • The bus can take us to the centre.
  • Weak forms: the /ðə/, can /kən/, to /tə/.
  • Content words (strong beats): bus, take, centre.
• Ss understand that stressing can changes the meaning to correct a statement that it cannot take them.

• Ss understand that urban shares must be compared using a common indicator and year, with a stated source and definition.
• Ss learn the vocabulary: urbanisation (đô thị hoá), urban share (tỉ lệ dân thành thị), infrastructure (cơ sở hạ tầng), congestion (ùn tắc), housing (nhà ở), percentage point (điểm phần trăm).

T introduces the vocabulary and reads the CLIL passage. Ss work in groups of 4 with Worksheet 1 and answer:

1. Why should Malaysia and Australia be compared using the same indicator and year?
2. What does the World Bank indicator SP.URB.TOTL.IN.ZS measure, and what is the reference year?
3. What are the 2024 values for Malaysia and Australia when rounded to one decimal place?
4. What is the difference between the rounded figures?
5. Does a higher urban share show better housing or quality of life? Why or why not?
   Also check: Both figures describe a national share, not a capital-city population.

• Worksheet 1 completed. Key answers:
  1. The same indicator and year make the comparison fair; mixing city totals and national shares is misleading.
  2. SP.URB.TOTL.IN.ZS measures the urban population as a share of the total; the reference year is 2024.
  3. Malaysia $76{,}9\%$; Australia $87{,}6\%$.
  4. $87{,}6 - 76{,}9 = 10{,}7$ percentage points.
  5. No. A higher urban share does not by itself establish better housing or access to services.
• Ss understand that both figures are national shares, not capital-city populations.

• Ss answer comprehension questions about the function and the model.
• Ss produce a short summary using only the information in the model.

Ss answer Exercises 2 to 5 from the model. Ss work in pairs.
2. State the purpose and audience of this everyday exchange on Urbanisation. 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 checking):
  • Ex 2: Audience: the two speakers. Purpose: to handle a display problem and respond with the stated conditions. Evidence: 'I'm afraid the display's text is too small to read.'
  • Ex 3: Opening sentence: 'I'm afraid the display's text is too small to read.' It introduces the specific problem before the supporting detail.
  • Ex 4: Detail 1: 'I'm sorry about that. We can provide a larger-print version.' Detail 2: 'I'll place the readable copy beside the graph.' These give specific actions the audience can use.
  • Ex 5 (sample): A finds the display labels too small to read. B apologises and offers a larger-print version. A values the data, and B will place the readable copy beside the graph.

• Ss calculate the difference between two shares in percentage points.
• Ss use the present perfect with for/since, double comparatives and correlative comparatives in sentences about urbanisation.

Ss do the following in pairs.

1. Using the rounded values 76.9% and 87.6%, calculate Australia's higher share in percentage points. Write only the number.
2. Complete the sentences using the language focus:
   a. The area ___ (become) busier since 2010. (has become)
   b. The city has grown ___ and ___ over the years. (more and more crowded / busier and busier)
   c. ___ people travel, ___ capacity is needed. (The more / the more)
3. Read aloud the opening and closing sentences of the model to a partner.

• Answer key:
  1. $10{,}7$ (87,6 − 76,9 = 10,7 percentage points)
     2a. has become
     2b. busier and busier / more and more crowded
     2c. The more; the more
  2. Ss read the sentences clearly, with the correct weak and strong forms.

• Ss produce a short, accurate CLIL explanation comparing urban shares in Malaysia and Australia.
• Ss present their explanation clearly, stating the source, year and conditions.

Groups of 4 prepare a 60-second explanation for a class exhibition on urbanisation. The explanation must:

• compare Malaysia and Australia using the same indicator and year (2024)
• state the source (World Bank, SP.URB.TOTL.IN.ZS)
• say what the figures measure (national shares)
• include one condition: a higher urban share does not by itself show better quality of life
• use at least one double comparative or correlative comparative and one present perfect with for/since
  Ss do not invent any new results. Groups then present and peers check the explanation against the criteria in Worksheet 2.

• A written group explanation of about 80 to 100 words on a poster or in notebooks, using only the supplied data.
• Example: 'Urbanisation in Malaysia and Australia can be compared using the same indicator and year. In 2024, the World Bank gives Malaysia 76.9% and Australia 87.6% as national urban shares. The difference is 10.7 percentage points. However, these are national shares, not capital-city populations, and a higher share does not by itself show better housing or services.'
• Peer feedback sheet completed for each group.