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

Giáo án Writing

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the purpose, audience, opening sentence, supporting details and closing sentence of a description of a line graph about urbanisation trends
    • use the present perfect, for/since, double comparatives and correlative comparatives to describe urban trends
    • distinguish percentage points from percentage change when describing urban shares
    • write a short coherent description of the national urban-share graph with specific figures and a relevant condition

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own draft against a three-part checklist (opening, specific details, closing) and revise it without teacher help.
  • Communication and collaboration: Ss discuss answers in pairs, exchange paragraphs with another pair and give constructive feedback using complete sentences.
  • Problem-solving and creativity: Ss select relevant figures from the line graph and organise them into a coherent message with a suitable register for the readers.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model text, describe the upward trend orally, and write a paragraph with a clear message, specific support and an appropriate register.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary urbanisation, urban share, infrastructure, congestion, housing and percentage point, apply the target grammar, and stress content words while keeping function words weak in connected speech.

3. Personal qualities

  • Honesty: Ss report the figures exactly as shown (24.4%, 30.3%, 35.6%, 38.5%) and do not invent results, causes or data that the graph does not show.
  • Diligence: Ss complete all tasks on the worksheets and revise their paragraph at least once after feedback.

II. Teaching aids and materials

1. Teacher

  • Projector and slides showing the line graph of Viet Nam's urban share of total population (2000, 2010, 2020, 2024)
  • Slide with the model description text
  • Worksheet No. 1 and Worksheet No. 2 (printed or projected)
  • Slide with the writing checklist
  • NeoEdu learning page for the lesson, with lesson text and interactive exercises: neoedu.vn/learn/12/english/unit-4-writing
  • Timer and sticky notes

2. Students

  • Student's book, Unit 4 (Writing)
  • Notebook, pen and pencil
  • Worksheet No. 1 and Worksheet No. 2
  • Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Urban growth in Viet Nam

a) Aims

Ss activate prior knowledge of urbanisation and key vocabulary, and predict the trend shown in the line graph before reading the model.

b) Content

T shows the line graph and asks: What is the trend of Viet Nam's urban share from 2000 to 2024? Ss guess the meaning of the key words urbanisation, urban share, infrastructure, congestion, housing and percentage point from the graph and make one sentence with each word.

c) Expected outcomes

Ss predict that the urban share increases over the period. Sample answer: 'I think the urban share is rising because more people move to cities.' Ss give at least three sentences using the key words, for example: 'Rapid urbanisation can cause congestion.' 'Better infrastructure is needed for growing cities.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the line graph and asks the question: What is the trend of Viet Nam's urban share from 2000 to 2024? T writes the six key words on the board.

    Students

    Ss look at the graph and listen to the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for two minutes, guessing the trend and the meaning of each key word.

    Students

    Ss discuss in pairs and write one sentence with each key word. Expected answer: 'The urban share goes up every period.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their predictions and sentences, and gently corrects word forms.

    Students

    Pairs read out their predictions. Expected answer: 'Urbanisation means that more people live in cities.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the urban share rose in every period shown and introduces the aim: Today we will write a description of a line graph about urbanisation trends.

    Students

    Ss write the lesson title in their notebooks and note the aim.

Activity 2.1: Knowledge formation · 12 minutes

Analysing the model: purpose, structure and support

a) Aims

Ss identify the genre features of a description of a line graph: a clear purpose and audience, a specific opening, supporting details and a closing that qualifies the message.

b) Content

Ss read the model description on the slide or in the student's book (about 3 minutes), then answer Questions 1 to 4 in Worksheet No. 1 in pairs.
Question 1: Who is the audience and what is the purpose of this description?
Question 2: Which sentence is the substantive opening? Why does it matter?
Question 3: Give two specific details from the model.
Question 4: Which sentence closes the description and what condition does it state?

c) Expected outcomes

Expected answers:

  • Audience: readers interpreting the displayed national graph. Purpose: to describe the national urban-share graph with accurate years, values, trend and percentage-point comparisons.
  • Opening: 'The line graph shows Viet Nam's urban population as a share of its total population in selected years, using World Bank indicator SP.URB.TOTL.IN.ZS as accessed on 3 November 2026.' It names the specific subject and source before the details.
  • Two details: the rounded figures 24.4% in 2000, 30.3% in 2010, 35.6% in 2020 and 38.5% in 2024; and the rise of 2.9 points from 2020 to 2024.
  • Closing: 'Later database revisions may differ from older textbook figures.' It states a limit of the data and does not make unsupported promises.
    Key knowledge: a good description has a coherent message, specific support and a closing that qualifies the data.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1, asks Ss to read the model and answer Questions 1 to 4 with their partner, and sets a time limit of 9 minutes.

    Students

    Ss read the model silently and receive the worksheet.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that pairs find the opening sentence and the figures, and prompts pairs who only say 'the topic is important'.

    Students

    Pairs read, underline the opening and the figures, and write answers. Expected answer: 'The audience is readers who look at the national graph.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers to Questions 2 and 4 and asks the class whether they agree.

    Students

    Pairs report, for example: 'The opening names the subject, the years and the source.' Other pairs add or agree.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains the difference between a greeting, a title or a source credit and the main message. T notes that the closing gives a condition instead of an unsupported promise.

    Students

    Ss copy the key features into their notebooks: purpose and audience, specific opening, specific details, qualifying closing.

Activity 2.2: Knowledge formation · 8 minutes

Language focus: trend language and comparatives

a) Aims

Ss recognise and use the present perfect, for and since, double comparatives, correlative comparatives and percentage points to describe urban trends accurately.

b) Content

T presents four structures from the model and the key distinction:

  • Present perfect for past change to now: The area has become busier.
  • for/since: for continuing periods (for a long time), since with a starting point (since 2000).
  • Double comparatives: busier and busier, more and more crowded, less and less quiet.
  • Correlative comparatives: The more people travel, the more capacity is needed.
  • Percentage points vs percentage change: the share rose by 14.1 percentage points, not a 14.1% relative increase.
    Ss read aloud the sentence 'The share has risen since 2000', stressing the content words and keeping the, to and the auxiliary weak, as in /ðə/ and /tə/.

c) Expected outcomes

Ss record in their notebooks, for each structure, one form and one example from the model or from the graph, for example: 'The urban share has risen from 24.4% in 2000 to 38.5% in 2024.' 'The more people move to cities, the more housing is needed.' Ss state the difference: 5.9 percentage points is an absolute change, not a percentage change.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four structures and the percentage-point distinction on the board and asks Ss to find one example of each in the model.

    Students

    Ss read the model again and look for examples.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of the sentence with weak forms and asks Ss to repeat chorally, then individually.

    Students

    Ss copy the structures, write one example each, and practise the sentence aloud.

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read their examples aloud and corrects the stress and weak forms.

    Students

    Ss read their examples. Expected answer: 'The area has become busier.' 'The share rose by 5.9 percentage points from 2000 to 2010.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four structures and emphasises that for is used with a duration, since with a starting point, and percentage points for changes in shares.

    Students

    Ss check their notes and correct any mistakes.

Activity 3: Practice · 10 minutes

Practice: complete the trend sentences

a) Aims

Ss apply the present perfect, for/since, double comparatives, correlative comparatives and percentage points in controlled sentences based on the lesson data.

b) Content

Ss complete Tasks A to D in Worksheet No. 2 individually (4 minutes), then check with a partner (2 minutes).
Task A: Fill in for or since.
Task B: Write the double comparative of the adjective in brackets.
Task C: Complete the correlative comparative.
Task D: Rewrite the sentence using percentage points correctly.

c) Expected outcomes

Answers to Worksheet No. 2:
Task A: 1. since 2000 (The urban share has risen since 2000.) 2. for (The city has been growing for a long time.)
Task B: 3. heavier and heavier (Traffic in the city is getting heavier and heavier.) 4. more and more crowded (The streets are becoming more and more crowded.)
Task C: The more people move to cities, the more housing is needed.
Task D: The share rose by 14.1 percentage points over the period, not by 14.1 per cent.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the four tasks and sets a time limit of 4 minutes for individual work.

    Students

    Ss receive Worksheet No. 2 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors, and checks Ss who confuse for with since or write percentage change for percentage points.

    Students

    Ss complete the tasks individually, then compare answers with a partner. Expected difficulty: Ss may write since with a duration.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers to Tasks A to D and invites one pair to read Task C aloud.

    Students

    Ss give answers, for example: 'Since 2000, because it is a starting point.' 'The more people move to cities, the more housing is needed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the common mistakes: since with a starting point, for with a duration, double comparatives with two-syllable adjectives such as crowded, and percentage points with changes in shares.

    Students

    Ss correct their worksheets and note the key points.

Activity 4: Application · 10 minutes

Application: write your own description

a) Aims

Ss write a coherent description of the national urban-share line graph with a clear message, specific support, a relevant condition and an appropriate register for the readers.

b) Content

Ss write a paragraph of about 80 to 100 words about the national urban-share graph, following the checklist: (1) an opening sentence that names the graph, the subject, the source and the years; (2) two or three specific details, including at least one percentage-point comparison and one use of the present perfect or a comparative; (3) a closing sentence that states a limit or condition. Ss use only the figures in the graph. Any proposal or example data must be labelled as example data.

c) Expected outcomes

A paragraph of about 80 to 100 words that meets the checklist. Example of a complete product:
'The line graph shows Viet Nam's urban population as a share of its total population in selected years. The share rose from 24.4% in 2000 to 30.3% in 2010, an increase of 5.9 percentage points. Over the following decade it increased by 5.3 points, and from 2020 to 2024 it rose by a further 2.9 points, reaching 38.5%. The more the share grows, the more housing and infrastructure will be needed. The graph describes the national urban share only and does not explain the causes of the change. Later database revisions may differ from older textbook figures.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the checklist and the sample sentence structure on the slide, and gives Ss 7 minutes to write.

    Students

    Ss read the checklist and plan their paragraph in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write individually, then exchange their paragraph with another pair and check it against the checklist.

    Students

    Ss write their paragraph, then check and comment on another pair's paper using the checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites two Ss to read their paragraphs aloud and asks the class to judge whether the message is clear and the figures are accurate.

    Students

    Ss read aloud. Classmates comment, for example: 'Your closing gives a condition, so it is honest.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the message, the accuracy of figures, the register and the linking words, and reminds Ss to finish the paragraph at home if needed.

    Students

    Ss revise their paragraph based on the feedback and record what they have improved.

Worksheets

Worksheet No. 1

Read the model description of the line graph about Viet Nam's urban share. Answer the questions with your partner.

  • Question 1: What is the audience and purpose of this description?
  • Question 2: Which sentence is the substantive opening? Why does it matter?
  • Question 3: Give two specific details from the model.
  • Question 4: Which sentence closes the description? What condition or limit does it state?

Worksheet No. 2

Task A: Fill in for or since.

    1. The urban share has risen ___ 2000.
    1. The city has been growing ___ a long time.

Task B: Write the double comparative of the adjective in brackets.

  • 3. Traffic in the city is getting ___ (heavy).
    1. The streets are becoming ___ (crowded).

Task C: Complete the correlative comparative.

  • 5. ___ people move to cities, ___ housing is needed. (Use the more ... the more.)

Task D: Rewrite the sentence using percentage points correctly.

  • 6. The share rose by 14.1% over the period. (Use the correct unit for the total rise shown in the graph.)

Homework

  • Revise your paragraph from the Application activity using the checklist: opening sentence, at least two specific details, one comparison, and a closing that states a limit. Write the final version of about 100 words.
  • Read the model description aloud at least twice. Stress the content words and keep the, to and auxiliaries weak in connected speech.
  • Find one line graph in a newspaper or textbook and write three sentences describing its trend, using for/since, a double comparative and percentage points correctly. Label any example data as example data.

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