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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 5. Unit 4: Urbanisation

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: (1) identify the main ideas and specific details of the text 'Urbanisation' about Hà Nội’s urban development; (2) make justified inferences from evidence in the text; (3) distinguish a stated fact, a reasonable inference and an unsupported claim; (4) use the target vocabulary (urbanisation, urban share, infrastructure, congestion, housing, percentage point) and the weak forms of unstressed words in connected speech; (5) use the present perfect, double comparatives and correlative comparatives to describe change in a city.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text individually first, locate the sentence that supports each answer, and check their own answers against the evidence before discussing with others.
  • Communication and collaboration: Ss work in jigsaw groups and pairs, explain their reasons clearly in English, and respond politely to classmates’ different answers.
  • Problem-solving and creativity: Ss decide whether a statement about urban change is a fact, an inference or an unsupported claim, and write an evidence-based summary for a school report.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the Hà Nội urbanisation text for main ideas, details and justified inference; discuss their answers orally; and write a short evidence-based summary.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly, pronounce weak forms such as the /ðə/, can /kən/ and to /tə/ in connected speech, and use the present perfect and comparative structures in context.

3. Personal qualities

  • Diligence: Ss complete the evidence table on Worksheet 1 carefully and reread the text to find exact supporting sentences.
  • Responsibility: Ss take an assigned part in their expert group and report accurately to the other members of the jigsaw group.
  • Honesty: Ss admit when a statement cannot be supported by the text and do not add information that is not in the passage.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 12 (Global Success), Unit 4: Urbanisation, Reading lesson
  • Projector or interactive whiteboard, slides with the reading text, vocabulary and exercises
  • Worksheet 1 (jigsaw evidence table) and Worksheet 2 (multiple-choice questions and answer key), printed for each group
  • Timer, colored markers, sticky notes
  • NeoEdu digital resource: neoedu.vn/learn/12/english/unit-4-reading (lesson, examples and interactive exercises) for checking answers and extra practice

2. Students

  • Textbook, notebook, pen, pencil, highlighter
  • Dictionary or vocabulary list (optional)
  • Small sheet of paper for jigsaw notes

III. Procedures

Activity 1: Warm-up · 8 minutes

Thinking about urban change

a) Aims

Ss activate prior knowledge about urbanisation and predict what a text about urban development in Hà Nội may include, so that they are ready to read for main ideas.

b) Content

Ss look at the title 'Urbanisation' and the question on the board: 'When a city grows, what changes besides the number of tall buildings?' Ss brainstorm in pairs and list their ideas in English, for example housing, roads, traffic, schools and water drainage. T then reveals the word 'urbanisation' and asks: 'Is urbanisation only about building more buildings?'

c) Expected outcomes

A class list on the board of at least five changes that come with urbanisation (for example: new housing, new roads, traffic congestion, schools, public services). Ss state the answer to the key question: 'Urbanisation is not only about building more buildings; it also changes transport, housing, jobs and services.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Urbanisation' on the board and asks: 'When a city grows, what changes besides the number of tall buildings?' T asks Ss to think for 30 seconds and then discuss with a partner.

    Students

    Ss listen to the question and think silently for 30 seconds, then prepare to share ideas with their partner.

  2. Teacher

    Step 2: Task performance

    T walks around the class, listens to pairs and helps them with vocabulary by giving the English word when Ss ask in Vietnamese.

    Students

    Pairs brainstorm and write their ideas in English on a sheet of paper, for example: 'new roads', 'more houses', 'traffic jams', 'schools near homes', 'drainage'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to report. T writes their ideas on the board in a column. T asks: 'Is urbanisation only about building more buildings?'

    Students

    Pairs report, for example: 'Urbanisation also means new roads and more traffic.' Other Ss answer: 'No, it also means schools, services and housing for people.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the ideas and says: 'Urbanisation is a social and spatial process. It changes housing, transport, jobs and public services. Today we will read a text to find the evidence for this.'

    Students

    Ss copy the key idea into their notebooks and write the title of today’s lesson.

Activity 2.1: Knowledge formation · 12 minutes

Vocabulary and weak forms in connected speech

a) Aims

Ss understand and pronounce the six target words and recognise weak forms of unstressed words in connected speech, so that they can read and say the text fluently.

b) Content

Part A: Ss match six target words with their Vietnamese meanings: 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). Ss then listen to T and repeat the words.
Part B: T writes the sentence 'The bus can take us to the centre' on the board. Ss listen and mark the weak forms: the /ðə/, can /kən/, to /tə/. T reads it again stressing 'can' to correct someone who says it cannot, and asks Ss to explain why the stress changes the meaning.

c) Expected outcomes

Ss complete the matching task correctly:

  • 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
    Ss mark the weak forms the /ðə/, can /kən/ and to /tə/, and state the rule: 'Content words carry the main beats; weak forms depend on focus, and the message must still be clear.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six target words on the projector without meanings and asks Ss to match them with the Vietnamese meanings in their textbook or the list on the board. T then writes the sentence 'The bus can take us to the centre' and asks: 'Which words are stressed? Which words are weak?'

    Students

    Ss read the words and the sentence silently and prepare to match and listen.

  2. Teacher

    Step 2: Task performance

    T models pronunciation of each word and the sentence. T plays the model reading (or reads aloud) and asks Ss to repeat chorally, then individually. T monitors and corrects stress patterns.

    Students

    Ss match the words in pairs, repeat the words after T, and mark the weak forms by underlining the stressed words in the sentence. Ss practise saying the sentence with the weak forms the /ðə/, can /kən/ and to /tə/.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their matching answers and says the sentence again, stressing 'can'. T asks: 'Why do we stress can here?' Expected answer: 'To correct someone who says the bus cannot go to the centre.'

    Students

    Ss read their answers aloud, for example: 'Urbanisation – đô thị hoá.' Ss answer: 'We stress can to show that the bus is able to take us there, not that it cannot.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching and the weak forms, and reminds Ss: 'Weak forms depend on focus. Keep the message clear.' T asks Ss to write the six words and their meanings in their vocabulary notebook.

    Students

    Ss write the words and meanings in their notebooks and repeat the rule about content words and weak forms.

Activity 2.2: Knowledge formation · 25 minutes

Jigsaw reading for evidence

a) Aims

Ss read the original text for main ideas, details and justified inferences, and distinguish a stated fact, a reasonable inference and an unsupported claim.

b) Content

Ss read the whole text once for the central question: 'Why is Hà Nội’s urban development more than taller buildings?'
The class is divided into four expert groups. Each group reads one part of the text and completes Worksheet 1:

  • Group A: sentences 1–2 (urban development has several dimensions)
  • Group B: sentences 3–4 (a new road and a residential area)
  • Group C: sentences 5–6 (photographs and administrative boundaries)
  • Group D: sentences 7–9 (reporting years, unit and source; urbanisation as a social and spatial process)
    Each group finds the exact sentence that supports each answer, and labels each statement as a fact, an inference or an unsupported claim.

c) Expected outcomes

Worksheet 1 completed by each group. Key answers include:

  • Main idea: Urban development includes housing, transport, employment and public services, not only taller buildings.
  • Stated fact: 'Changes in housing, transport, employment and public services affect how people use the city.'
  • Reasonable inference: Photographs can show physical change, but they cannot alone show whether residents can afford housing or reach services easily.
  • Unsupported claim example: 'Urbanisation is only a race to build more.' (The text says it is 'not simply a race to build more'.)
    Ss state that a statement needs evidence from the text before it can be accepted as a fact or a justified inference.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each member a letter (A, B, C, D). T hands out Worksheet 1 and explains: 'Read once for the central question. Then read your part again and find the exact sentence for each answer. Label each statement as fact, inference or unsupported claim.' T sets a time limit of 10 minutes.

    Students

    Ss read the whole text silently for the central question, then form expert groups by letter and read their assigned part carefully.

  2. Teacher

    Step 2: Task performance

    T moves around the groups, checks that Ss underline the supporting sentence, and asks guiding questions such as: 'Is this sentence a fact or a guess? Where is the evidence?'

    Students

    Expert groups complete Worksheet 1, discuss the labels together in English, and write the supporting sentence for each answer. Ss who finish early check whether their answer uses the words 'can', 'may' or 'should' for inferences.

  3. Teacher

    Step 3: Report and discussion

    T regroups Ss into jigsaw groups with one member from each expert group. Each member reports their part to the group. T then asks: 'Which statement in the text is only an example, not an observation?' and calls on 2 groups to present.

    Students

    Ss report their findings, for example: 'Group B: A new road may shorten one journey but create pressure at another junction. This is an inference, because the text says may.' Other Ss respond: 'I agree. The evidence is the word may.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains: 'A stated fact is written directly in the text. A reasonable inference is supported by the text, usually with words such as may or can. An unsupported claim has no evidence in the text.' T reminds Ss: 'Do not turn an illustrative example into a claimed observation.'

    Students

    Ss copy the three labels and their meanings into their notebooks and check their Worksheet 1 with the key.

Activity 2.3: Knowledge formation · 10 minutes

Language focus: change and comparison

a) Aims

Ss recognise and use the present perfect, double comparatives and correlative comparatives to describe progressive change and association in a city.

b) Content

T presents the three structures with examples from the lesson:

  • Present perfect for past change connected to now: 'The area has become busier.' Use for and since for continuing periods; use 'This is the first time + present perfect' for experience.
  • Double comparatives for progressive change: 'busier and busier', 'more and more crowded', 'less and less quiet'.
  • Correlative comparatives for association: 'The more people travel, the more capacity is needed.'
    Ss make one sentence about their own neighbourhood with each structure.

c) Expected outcomes

Ss write three correct sentences, for example:

  • The road has become busier since 2015. (present perfect with since)
  • Traffic is getting more and more crowded in the morning. (double comparative)
  • The more people live here, the more schools we need. (correlative comparative)
    Ss state the rule: 'Use the present perfect for past change connected to now; use double comparatives for progressive change; use correlative comparatives to show association.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three example sentences on the board and asks Ss to identify the structure in each sentence. T asks: 'What does the structure show: change, progression or association?'

    Students

    Ss read the sentences and think about the meaning of each structure.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to write one sentence about their neighbourhood for each structure. T monitors and corrects errors with the word order in correlative comparatives.

    Students

    Ss write three sentences individually and then exchange them with a partner to check.

  3. Teacher

    Step 3: Report and discussion

    T calls 3 Ss to read their sentences aloud and asks the class to give feedback. T asks: 'Is this sentence a claim about your neighbourhood or an example?'

    Students

    Ss read their sentences, for example: 'The area has become busier since I was a child.' Other Ss comment: 'Your sentence is correct. You used since for a continuing period.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three structures on the board and reminds Ss: 'Use an example to illustrate a point, but do not present it as an observed fact unless you have evidence.'

    Students

    Ss copy the summary into their notebooks and correct their sentences if needed.

Activity 3: Practice · 18 minutes

Checking comprehension with multiple-choice questions

a) Aims

Ss apply the reading strategies to answer comprehension questions 2 to 5 and justify each answer with the text.

b) Content

Ss answer questions 2 to 5 on Worksheet 2 individually, then check with a partner and find the supporting sentence in the text for each answer. Ss may use the NeoEdu interactive exercises to check their answers.
Questions 2–5 are:
2. What does the text include beyond buildings? A. Only tourist images; B. Only road names; C. Only building height; D. Housing, transport, work and services.
3. What can photographs not establish alone? A. Whether a building appears; B. Visible physical change; C. Affordability and service access; D. Whether a road is pictured.
4. Why keep boundaries consistent? A. Migration never matters; B. A changed area can alter totals without the same demographic cause; C. All cities have fixed borders forever; D. Maps cannot be compared.
5. What should precede interpretation? A. Only a slogan; B. A ranking without criteria; C. Years, geographic unit and source; D. An invented forecast.

c) Expected outcomes

Answer key with reasons:

  • Question 2: D. Urban development has several dimensions: housing, transport, employment and public services.
  • Question 3: C. Photographs need other evidence to support social conclusions such as affordability and service access.
  • Question 4: B. Boundary changes must be separated from population processes, so a changed area can alter totals without the same demographic cause.
  • Question 5: C. The report needs a defined evidence base: years, geographic unit and source.
    Ss can explain each answer by quoting the supporting sentence from the text.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and reminds Ss: 'Find the exact sentence that supports your answer before you choose.' T sets 8 minutes for individual work.

    Students

    Ss read questions 2 to 5 and scan the text to find the supporting sentences.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check answers in pairs. T walks around and listens for the evidence Ss quote. T gives help with difficult words.

    Students

    Pairs compare answers and explain their reasons, for example: 'I choose D because the text says urban development includes housing, transport, work and services.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and quote the evidence. T asks the class: 'Does anyone have a different answer? What is the evidence?'

    Students

    Ss answer, for example: 'Question 3 is C, because the text says photographs cannot by themselves show whether residents can afford housing or reach services easily.' Other Ss agree or ask questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers (2-D, 3-C, 4-B, 5-C) and explains why the distractors are incorrect. T reminds Ss to justify each answer with the text.

    Students

    Ss check their answers against the key, correct mistakes and note the evidence in their notebooks.

Activity 4: Application · 25 minutes

Writing an evidence-based summary for a school report

a) Aims

Ss apply the reading strategies to state the purpose, audience, opening sentence and key details of the text, and write a short summary using only information from the text.

b) Content

Ss answer questions 6–9 on Worksheet 2:
6. State the purpose and audience of this passage on 'Urbanisation'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.
8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
After that, Ss write a short paragraph for a school report about Hà Nội’s urban change, stating the years, the geographic unit and the source before they interpret a trend (only if the data is given by the teacher).

c) Expected outcomes

Model answers:
6. Audience: students reading about urbanisation. Purpose: to help students interpret Hà Nội’s urban development without confusing buildings, boundaries and social outcomes. Evidence: 'Hà Nội’s urban development can be understood as more than the construction of taller buildings.'
7. Opening sentence: 'Hà Nội’s urban development can be understood as more than the construction of taller buildings.' It introduces the particular subject, Hà Nội’s urban development, before the supporting details about photographs and housing.
8. Two details: (1) 'Changes in housing, transport, employment and public services affect how people use the city.' (2) 'Urbanisation is a social and spatial process, not simply a race to build more.' Both give specific information the reader can use, unlike a general claim that the topic is important.
9. Sample summary: Hà Nội’s urban development can be understood as more than the construction of taller buildings. Changes in housing, transport, employment and public services affect how people use the city. Urbanisation is a social and spatial process, not simply a race to build more.
Ss’ school report paragraphs must state the years, the geographic unit and the source before any interpretation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: 'Answer questions 6 to 9 with evidence. Then write a short paragraph for a school report. Remember: state the years, the geographic unit and the source before you interpret a trend.' T gives 10 minutes for individual writing.

    Students

    Ss read questions 6–9 and identify the evidence they need in the text for each answer.

  2. Teacher

    Step 2: Task performance

    T monitors Ss’ writing, checks that they quote the text accurately, and helps them shorten their summary to three sentences. T reminds Ss not to add results that are not in the text.

    Students

    Ss write their answers and summary individually, then exchange with a partner to check that each detail comes from the text.

  3. Teacher

    Step 3: Report and discussion

    T calls 3 Ss to read their summaries aloud and asks the class: 'Does this summary include only information from the text? Is any essential condition missing?'

    Students

    Ss read their summaries, for example: 'Changes in housing, transport, employment and public services affect how people use the city.' Other Ss comment: 'Your summary is correct, but you should keep the word not simply in the last sentence.'

  4. Teacher

    Step 4: Conclusion and assessment

    T presents the model answers and highlights the rule: 'A good summary keeps the main idea and the essential limits, and uses only the text. A good report states the years, unit and source before interpretation.' T asks Ss to revise their work.

    Students

    Ss compare their answers with the model, revise any sentence that adds unsupported information, and record the revised summary in their notebooks.

Worksheets

Worksheet 1: Jigsaw evidence table

Read your assigned part of the text again. Complete the table below.

  • Main idea of your part:
  • Sentence that states a fact (copy it exactly):
  • Sentence that gives a reasonable inference (copy it exactly, and underline the word showing possibility, such as may or can):
  • Statement that is an unsupported claim (write one example, or write 'none' if there is no claim):
  • Label for each statement: Fact / Inference / Unsupported claim
  • Reason for your label (one sentence in English):

Your assigned part:

  • Group A: sentences 1–2
  • Group B: sentences 3–4
  • Group C: sentences 5–6
  • Group D: sentences 7–9

Central question for the whole class: Why is Hà Nội’s urban development more than taller buildings?

Worksheet 2: Comprehension and writing

Part A. Choose the correct answer and copy the supporting sentence from the text.

  • 2. What does the text include beyond buildings? A. Only tourist images; B. Only road names; C. Only building height; D. Housing, transport, work and services.
    1. What can photographs not establish alone? A. Whether a building appears; B. Visible physical change; C. Affordability and service access; D. Whether a road is pictured.
    1. Why keep boundaries consistent? A. Migration never matters; B. A changed area can alter totals without the same demographic cause; C. All cities have fixed borders forever; D. Maps cannot be compared.
    1. What should precede interpretation? A. Only a slogan; B. A ranking without criteria; C. Years, geographic unit and source; D. An invented forecast.

Part B. Answer in complete English sentences.

  • 6. State the purpose and audience of this passage on 'Urbanisation'. Support your answer with one detail.
    1. Explain how the opening introduces the topic. Identify the actual opening sentence.
    1. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
    1. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Part C. School report paragraph.

  • Years studied:
  • Geographic unit:
  • Source:
  • Your interpretation (based only on the evidence above):

Homework

  • Read the text 'Urbanisation' again and write a three-sentence summary using only information from the text. Keep the essential condition in the sentence 'not simply a race to build more'.
  • Choose one sentence from the text that is a fact and one that is a reasonable inference. Write each sentence in your notebook and explain in one English sentence why it belongs to that category.
  • Write five sentences describing change in your neighbourhood using the present perfect (with for or since), a double comparative, and one correlative comparative (The more…, the more…).
  • Practise reading the text aloud, paying attention to the weak forms the /ðə/, can /kən/ and to /tə/. Record yourself and listen again.
  • Complete the interactive exercises on the NeoEdu page neoedu.vn/learn/12/english/unit-4-reading and note any question you could not answer with evidence from the text.

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