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Ss predict the problem in a short everyday conversation and activate their prior knowledge about urban life and public information displays.

T plays the audio of the four-line exchange and asks Ss three questions: 1) What is A's problem? 2) What does B offer to do? 3) What might the display be showing?

Ss can say that A finds the display text too small to read, that B offers a larger-print version and will place the readable copy beside the graph, and that the display is probably showing data about cities or population, such as a graph.

Ss identify the intention behind each line of the exchange and learn the useful language for complaining politely, apologising, offering and thanking.

Ss work in pairs with Worksheet No. 1. They read the four-line exchange and match each line with its intention: 1) complaining politely; 2) apologising; 3) thanking; 4) offering a solution; 5) promising an action. Then they underline the useful phrases: I'm afraid..., I'm sorry about that, We can provide..., I'll place...

Key: A: 'I'm afraid the display's text is too small to read.' = complaining politely. B: 'I'm sorry about that.' = apologising. B: 'We can provide a larger-print version.' = offering a solution. A: 'Thank you. The data are useful; I just need to see the labels.' = thanking and stating a need. B: 'I'll place the readable copy beside the graph.' = promising an action. Useful language: I'm afraid..., I'm sorry about that, We can provide..., I'll place...

Ss understand the meaning and use of the present perfect for change and experience, for/since, double comparatives and correlative comparatives in the context of urbanisation.

T shows the sentences 'The area has become busier.', 'It is the first time I have visited this district.', 'The streets are becoming busier and busier.' and 'The more people travel, the more capacity is needed.' T asks: 1) Is the change finished or does it continue to now? 2) Do we use for or since before a period of time or a point in time? 3) What does 'busier and busier' show? Then Ss complete Part A of Worksheet No. 2.

Ss can state the rules: the present perfect connects past change to now (The area has become busier); use for with a period (for ten years) and since with a point in time (since 2015); use this is the first time + present perfect for experience; double comparatives show progressive change (busier and busier, more and more crowded, less and less quiet); correlative comparatives show association (The more people travel, the more capacity is needed). Ss also note that percentage points and percentage change are different measures, so they must not be confused when describing urban shares.

Ss recognise weak forms of unstressed words in connected speech and understand that stress changes meaning when focus changes.

T models the sentence 'The bus can take us to the centre.' with weak forms: the /ðə/, can /kən/, to /tə/. Content words bus, take and centre carry the main beats. T then stresses can: 'The bus CAN take us to the centre.' to correct someone who says it cannot. Ss repeat in chorus and then in pairs.

Ss can identify the weak forms (the /ðə/, can /kən/, to /tə/) and the content words that carry the stress (bus, take, centre). Ss can explain that stressing can changes the meaning from a neutral statement to a correction.

Ss match the topic expressions with their meanings and choose the correct grammar forms in the context of urbanisation.

Ss do Exercises 2 to 5 from the student's book. Exercise 2: match the topic expressions with their meanings. Exercise 3: choose the correct present perfect form for 'The area ___ busier over the last decade.' Exercise 4: choose the correct form for 'It is the first time I ___ this district.' Exercise 5: complete 'The streets are becoming ___ .' (busy).

Key: Exercise 2: 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. Exercise 3: B. has become (a change continuing to now takes the present perfect). Exercise 4: A. have visited (first-time experience takes the present perfect). Exercise 5: C. busier and busier (short adjective progressive comparative uses -er and -er).

Ss analyse the purpose, audience and opening sentence of the exchange and write a three-sentence summary using only information in the model.

Ss do Exercises 6 to 9. Exercise 6: state the purpose and audience of the exchange and support the answer with one detail. Exercise 7: identify the opening sentence and explain how it introduces the topic. Exercise 8: select two useful details and explain why they are better than saying the topic is important. Exercise 9: write a three-sentence summary using only the model, keeping any essential condition.

Sample answers (teacher scores using the criteria, not automatically): Ex 6: Audience: the two speakers in the exchange. Purpose: to handle a problem with a display and state the solution. Detail: A: 'I'm afraid the display's text is too small to read.' Ex 7: The opening sentence is 'A: I'm afraid the display's text is too small to read.' It establishes the specific problem before the supporting detail 'A: Thank you.' Ex 8: Detail 1: 'B: I'm sorry about that. We can provide a larger-print version.' Detail 2: 'B: I'll place the readable copy beside the graph.' Both give concrete information the audience can use. Ex 9 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 plan a short report on a fictional neighbourhood that is becoming busier, using the target grammar and choosing appropriate evidence for each claim.

In groups of three, Ss plan a short report on a fictional neighbourhood that is becoming busier. The plan must include: 1) a clear question to begin; 2) a comparison of the same road section in the same time period; 3) walking safety and access to services; 4) a note on new housing and its effect on schools or drainage; 5) labels for each source (a national urban-share graph or a local access survey), with who collected it and what area it covers; 6) at least two sentences with the present perfect or double/correlative comparatives. Ss answer the group question: Can the national graph show that this neighbourhood's road is safer? Why or why not?

Each group produces a short plan on A4 paper with a question, two comparison points, one labelled source and three sentences using the target language. Sample sentences: 'The neighbourhood has become busier since 2020.' 'The more homes we build, the more schools are needed.' Answer to the group question: No. A local safety claim needs appropriate local evidence, not a national population share.