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

Giáo án Speaking

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the purpose, audience and structure (opening, body, closing) of a model spoken contribution on urbanisation.
    • Explain how a clear position, a concrete example, an acknowledged limitation and an invitation to respond work together in a spoken report.
    • Use useful interaction phrases to report a problem politely and respond to a partner.
    • Apply weak forms of function words in connected speech to make their speaking sound natural.

2. Competences

a) General competences

  • Self-control and independent learning: Ss prepare their own notes for a 1–2 minute talk, check their evidence and revise their script without relying on a fully written text.
  • Communication and collaboration: Ss work in pairs to deliver their viewpoint, ask a real follow-up question and respond politely to their partner.
  • Problem-solving and creativity: Ss separate local evidence from national statistics, decide which data source suits each claim and propose a fictional example with clearly labelled figures.

b) Specific competences

  • Communicative competence in English through speaking: Ss develop and defend a topic-related viewpoint on urbanisation, support it with a concrete example, acknowledge a limitation and respond to a partner's follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary urbanisation, urban share, infrastructure, congestion, housing and percentage point accurately, apply present perfect to describe change, and stress content words while weakening function words.

3. Personal qualities

  • Responsibility: Ss label the source, area and time period of every figure they mention and do not present one person's comment as the view of all residents.
  • Honesty: Ss state the limits of their evidence openly and do not invent results or data in their talk.
  • Kindness: Ss listen patiently to their partner, respond courteously to complaints and give constructive feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board to display the model speaking text and the sample interaction (in large print)
  • Timer and speaking-task cards
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • NeoEdu lesson page for Unit 4 Speaking: neoedu.vn/learn/12/english/unit-4-speaking (model, examples and interactive exercises)
  • Audio recording of the model speaking text for pronunciation listening

2. Students

  • Student's Book Grade 12, Unit 4
  • Notebook, pen and highlighter
  • Blank paper cards for notes (about 5 cards per pair)
  • Smartphone or device for accessing the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Spotting the problem: a busier neighbourhood

a) Aims

Ss activate prior knowledge of urbanisation and recognise that a local problem needs local evidence.

b) Content

T shows a short description of a fictional neighbourhood: "The road outside our school has become much busier in the last five years. Cars, buses and new housing blocks have all increased." Ss discuss in pairs: What changes do you notice in a busy neighbourhood? What questions would you ask before you complain about it?

c) Expected outcomes

Ss list at least three changes linked to urbanisation (e.g. more traffic, more housing, more demand for schools) and at least two questions to check before making a claim (e.g. Where? When? Who collected the data?).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the description on the board and asks: "What is happening in this neighbourhood?" T introduces the lesson aim: develop and defend a viewpoint and respond to a partner.

    Students

    Ss read the description silently and listen to T's instructions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to discuss the two questions and monitors, giving help with vocabulary such as urbanisation, housing and congestion.

    Students

    Pairs discuss. Expected answers: "More cars and buses." "More housing blocks." "Where is the road?" "When did the change happen?"

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share and writes the questions on the board.

    Students

    Representative pairs report, e.g. "We would ask which road and which time period." "We need to know who collected the figures."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant answers and says: "A good speaker always checks the evidence first. Today we will learn how to do that in a spoken report."

    Students

    Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the complete speaking model

a) Aims

Ss identify the structure and key features of a complete spoken contribution on urbanisation, and recognise the role of each part.

b) Content

Ss read the model speaking text ("For a report on a fictional neighbourhood that is becoming busier...") and complete Worksheet 1. T plays the audio once, then Ss read along and underline the opening sentence, the example, the limitation and the closing sentence. Then T presents the follow-up exchange: "Can the national graph show that this neighbourhood's road is safer?" "No. A local safety claim needs appropriate local evidence, not a national population share."

c) Expected outcomes

Ss complete Worksheet 1 with these answers:

  • Opening sentence: "For a report on a fictional neighbourhood that is becoming busier, I would begin with a clear question rather than a dramatic photograph."
  • Concrete example: comparing the same road section and time period, and considering walking safety and access to services.
  • Limitation: "The report should include residents' concerns without pretending that one comment represents everyone."
  • Invitation to respond / open question: "Our conclusion should explain the evidence and the questions still open."
  • Key idea: a national urban-share graph and a local access survey answer different questions, so they must be labelled separately.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: "Read the model. Find the four parts and complete the table. Then answer the follow-up question."

    Students

    Ss receive Worksheet 1 and read the model text.

  2. Teacher

    Step 2: Task performance

    T plays the audio once and monitors. T prompts: "What is the purpose of the opening sentence?" "Which sentence shows a limitation?"

    Students

    Ss work individually for 3 minutes, then compare with a partner. Expected answer to "Why is the national graph not enough?": "Because it answers a different question from a local survey."

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read their answers aloud and asks the class to agree or disagree.

    Students

    Ss report, e.g. "The opening is the clear question, not the photograph." Others add: "The limitation is about residents' comments."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four-part structure: position, supporting example, limitation, invitation to respond. T stresses: "Local claims need local evidence."

    Students

    Ss copy the structure into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Interaction phrases and weak forms

a) Aims

Ss use polite phrases to report a problem and respond to a partner, and pronounce weak forms in connected speech.

b) Content

T presents the interaction:
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.
T models the sentence "The bus can take us to the centre" and asks Ss to identify weak forms (the /ðə/, can /kən/, to /tə/) and to stress can when correcting someone.

c) Expected outcomes

Ss can name two polite expressions for reporting a problem ("I'm afraid...", "Thank you...") and one for responding ("I'm sorry about that...", "I'll..."). Ss pronounce the weak forms /ðə/, /kən/, /tə/ and stress the content words, e.g. "The bus CAN take us to the CENTRE."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the interaction on the board and asks Ss to read it silently. T asks: "What does speaker A want?"

    Students

    Ss read the dialogue. Expected answer: "Speaker A wants to see the labels clearly."

  2. Teacher

    Step 2: Task performance

    T models the dialogue, then drills the weak forms. T says "can" in both weak and strong forms and asks which one corrects someone.

    Students

    Ss repeat in chorus, then in pairs read the dialogue. Expected answer: "The strong form CAN corrects someone who says it cannot."

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform the dialogue and gives feedback on stress and intonation.

    Students

    Two pairs perform. Others listen for the weak forms and comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: "Use polite phrases to report and respond. Weak forms make speech natural; keep the meaning clear."

    Students

    Ss write the phrases in their notebooks.

Activity 3: Practice · 10 minutes

Checking the model: questions and answers

a) Aims

Ss apply their understanding of the model to answer comprehension questions and summarise accurately.

b) Content

Ss complete Worksheet 2 in pairs. Tasks:

  1. State the purpose and audience of the spoken contribution.
  2. Explain how the opening introduces the topic.
  3. Select two useful details from the model and explain why they are better than only saying the topic is important.
  4. Write a three-sentence summary using only information in the model, keeping the condition "fictional" and the limitation.
  5. Choose one sentence from the middle of the model and explain its contribution.

c) Expected outcomes

Answer key (teacher marks; accept equivalent wording):

  • Purpose and audience: to explain how to investigate a fictional neighbourhood without confusing local conditions with national statistics; the audience is classmates and a partner who asks a follow-up question.
  • Opening: the substantive opening is "For a report on a fictional neighbourhood that is becoming busier, I would begin with a clear question rather than a dramatic photograph." It establishes the specific subject.
  • Two details: "I would compare the same road section and time period" and "Our conclusion should explain the evidence and the questions still open." They are concrete and show how the claim is checked.
  • Summary: the speaker would start with a clear question, compare the same road and time period, and label each figure's source, area and boundaries, while stating the limits of the evidence.
  • Middle sentence: "I would ask who collected each figure, what geographic area it covers and whether the boundaries changed." It gives the listener concrete criteria for checking evidence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: "You have 6 minutes. Answer in complete sentences. Remember: the answers must come from the model."

    Students

    Pairs read the five tasks and clarify any unknown words.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss do not invent data. T prompts: "Where is that information in the text?"

    Students

    Pairs write their answers. Ss may ask: "Can we quote the model?" T replies: "Yes, but explain why it matters."

  3. Teacher

    Step 3: Report and discussion

    T reads the answer key aloud, pausing for pairs to compare. T asks 2 pairs to read their summary in task 4.

    Students

    Pairs check their answers and report. Expected summary check: "Our summary must keep 'fictional' and the need for local evidence."

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises: "A summary keeps the essential condition and does not add results." T notes common mistakes: treating an illustrative example as a real observation.

    Students

    Ss correct their worksheets and record the key lesson.

Activity 4: Application · 12 minutes

Defending my viewpoint on urbanisation

a) Aims

Ss develop and defend their own viewpoint on urbanisation in a 1–2 minute spoken contribution, then respond to a partner's follow-up question.

b) Content

Each pair receives a topic card: a fictional neighbourhood that is becoming busier, with a new housing block and more traffic on the main road. Each S prepares a 1–2 minute spoken contribution for classmates and the partner. The talk must contain: a clear opening question, a position, a concrete example (labelled as a proposal or illustration if it is not real data), an acknowledged limitation and an invitation to respond. Partner asks one real follow-up question.

c) Expected outcomes

Each S gives a complete spoken contribution with:

  • A clear opening question or statement about the neighbourhood
  • One concrete example with its source, area and time period clearly stated
  • One limitation of the evidence
  • A closing sentence that invites a response
  • An answer to one follow-up question, e.g. "Can the traffic count prove that housing caused the congestion?" Expected response: "No. We need evidence about the causes, not only the timing."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives each pair a topic card and explains the criteria: position, example, limitation, invitation, follow-up. T says: "Prepare notes only, not a full script."

    Students

    Ss read the topic card and note their position on a paper card.

  2. Teacher

    Step 2: Task performance

    T sets 3 minutes for preparation and 4 minutes for pair speaking. T monitors and notes pronunciation and interaction phrases.

    Students

    Ss prepare notes, then take turns speaking for 1–2 minutes. The listener asks one real follow-up question and the speaker responds, e.g. "Does the new housing mean every resident benefits?" Expected response: "Not necessarily. More homes do not automatically mean benefits for everyone."

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to present to the class. T asks the class to evaluate the clarity of the evidence.

    Students

    Volunteers present. Classmates comment, e.g. "Your example is labelled as a proposal, which is clear."

  4. Teacher

    Step 4: Conclusion and assessment

    T comments on content, language and interaction, and gives 1–2 specific praises and one improvement point for each group. T says: "A strong viewpoint needs evidence and honesty about its limits."

    Students

    Ss note their feedback and set one goal for the next speaking task.

Worksheets

Worksheet 1: Analysing the speaking model

Read the model speaking text and complete the table.

  • Opening sentence (copy the exact words): ...
  • Position of the speaker: ...
  • Concrete example (what and where): ...
  • Limitation acknowledged (copy the exact words): ...
  • Invitation to respond or open question: ...

Answer the follow-up question:

  1. Can the national graph show that this neighbourhood's road is safer?
  2. Why is the answer no? Give the reason in one sentence.

Choose the correct answer:

  • A national urban-share graph and a local access survey: (a) answer the same question (b) answer different questions (c) should be combined without labels

Worksheet 2: Questions about the model

Work in pairs. Answer in complete sentences, using only information from the model.

  1. State the purpose and audience of the spoken contribution on "Urbanisation". Support your answer with one detail.
  2. Explain how the opening introduces the topic. Identify the actual opening sentence.
  3. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  4. Write a three-sentence summary of the model. Keep any condition or limit that is essential to its meaning.
  5. Choose one sentence from the middle of the model and explain what it contributes to the message.

Vocabulary check: urbanisation, urban share, infrastructure, congestion, housing, percentage point. Write one example sentence for each word about your neighbourhood.

Homework

  • Write a script of 120–150 words for your spoken contribution on the topic card. Include: a clear opening question, one concrete example with its source, one limitation and one invitation to respond.
  • Practise the weak forms /ðə/, /kən/, /tə/ and the stress on content words by reading the sentence "The bus can take us to the centre" aloud five times.
  • Go to neoedu.vn/learn/12/english/unit-4-speaking and complete the interactive exercises on the speaking model. Note two questions you still have for the next lesson.
  • Record your 1–2 minute talk on your phone and listen to it. Check whether you labelled every figure and stated the limits of your evidence. Bring the recording or your notes to the next lesson.

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