UNIT 3: CITY SOLUTIONS

1. Objectives
After the lesson, students will be able to:
a. Knowledge:
 Widen and apply vocabulary about urban planning and solutions for
sustainability development.
 Distinguish, and evaluate the positive and negative impacts of urbanization
on society and the environment.
b. Core competence:
 Enhance critical thinking skills by defining urbanization and identifying its
key characteristics.
 Strengthen collaborative problem-solving through peer interaction and
teamwork.
 Engage actively and contribute to class discussions.
c. Personal Qualities
 Cultivate accountability for considering multiple perspectives on a complex issue
and demonstrating a willingness to engage with differing viewpoints.
 Promote contributing to shared reasoned judgments based on evidence and
respecting diverse perspectives.
2. Materials
- Grade 10 book: Pathways, Unit 3 City Solutions, Reading 1 (pages 49-58)
- Computer connected to the Internet
- Whiteboard/Projector for displaying content.

Language analysis

Form Pronunciation Meaning

1. suburb (n) /ˈ sʌbɜːrb/ an area where people live that is outside the
center of a city

2. rural (n) /ˈ rʊrəl/ connected with or like the countryside

3. endangered /ɪnˈdeɪndʒəd/ in danger of

(a) being harmed, lost, unsuccessful, etc.

4. income /ˈ ɪnkʌm/ the money that a person, a region, a

country, etc. earns from work, from
investing money, from business, etc.

5. spread out /spred aʊt/ to cover a larger area. Ex: Dark clouds
 (phrasal began to spread out across the sky.
verb)

6. concentration / ˌ kɒnsn ˈtreɪʃn/ the ability to direct all your effort and
attention on one thing, without thinking of
other things.

7. productive /prə ˈdʌktɪv/ resulting in or providing a

large amount or supply of something

8. dense /dens/ containing a lot of people, things, plants,

etc. with little space between them.

9. urbanization / ˌ ɜːbənaɪ ˈ the process in which towns, streets,

zeɪʃn/ factories, etc. are built where there was
once countryside.

Assumptions
Anticipated difficulties Solutions
- Students may not know the urban - Use a mindmap and images of some major
problems and solutions. environmental issues and solutions to show
- Students may not know how to analyze in the class.
visual information. - Give short, clear instructions and help if
necessary.

Board Plan
Date of teaching: 22/10/2024
Unit 3: City Solutions – Reading 1
* Warm-up
Game: Picture word hunt
Display new words
Explore the theme
Preparing to read
Understanding the reading
Developing reading skills
* Homework

3. Procedure
 Board Plan
Stage Stage aim Procedure Interaction Time
Warm- up - To engage students Game: Picture word hunt T-S 10
and prepare them for - Divide the class into 2 groups, mins
the reflection and - Introduce the rules of the game:
review process. In 5 minutes, find the 4 words given based
on the suggestion from the photos. If any
team finishes first, win the right to respond
by raising your hand. The team with the
most correct answers wins.

- Students look at the pictures and

guess words

S-S

 Urban

 Dense

 Growth
 Pre- -To introduce key Part A - Work individually T-S 20
reading vocabulary for the The words in blue below are used in mins
reading passage and Reading 1. Read the sentences. Then match
activate students' the correct form of each word to its
background definition. (p.52)
knowledge - Students present their answers: S-T
- To engage students 1. aspect
in a discussion and 2. spread out
elicit opinions on city 3. income (Income can be hourly, daily,
life weekly, yearly, etc.)
4. productive
5. tend to
6. concentration (Another common meaning
of concentration is focus.)
7. suburb
Part B - Work in groups T-S
Discuss these questions with a partner.
(p.52)
1. Would you rather live in a city center, a
suburb, or a rural area? Why?
2. What aspects of city life appeal to you?
Which aspects don't you like?
- Students discuss with a partner the S-S
following questions
- Students present their answers S-T
- To check students’ PART A - WORK INDIVIDUALLY 40
understanding of the Read the first sentence of a summary of mins
While Living on an Urban Planet. " Check (v) four T-S
text and key concepts
of the reading other sentences to complete the summary.
Answer:
- To help students 1. Urbanization has a lot of benefits, such as
retrieve specific the easy exchange of ideas and the reduction
information from the of human impact on the environment.
text (See Paragraph C.); S-T
3. Seoul's successful urbanization is an
example of how urbanization can bring
positive impacts to cities and countries.(See
Paragraph G.);
4. Although some cities have managed to
urbanize well, urban planners today are
concerned with managing the expansion of
large cities.
(See Paragraph H.)
6. Careful long-term planning is key to
 growing cities that can accommodate the
world’s future population.
(See Paragraph K.)
PART B - WORK IN GROUPS
Match each section of the reading passage to
its main idea
Answer:
1– d; 2 – b; 3 – a; 4 – f; 5 – e; 6 – c
T-S
PART C - WORK IN GROUPS
Answer the questions below with
information from the reading passage. S-T
Answer:
1. reduced cost of transporting goods,
people, and ideas; easier to share T-S
information and learn from one another
2. less impact on the environment (example:
half of the world's population lives on only 4
percent of land / fewer resources needed to
maintain city infrastructure/city apartments
use lesser energy / fewer cars) S-T
3. managing urban growth
PART D - WORK IN GROUPS
Read the following quotes from the passage. T-S
Which main or supporting idea from the
paragraph does each quote support? Discuss S-S
with a partner. S-T
Students discuss and answer the question
Post - To deepen students’ “Do you think that city life is mainly T-S 20
understanding of key beneficial? Why or Why not?” mins
ideas and encourage
Students think and present their answers.
critical thinking S-T
Developing reading skills
- To develop students’
reading and analytical A. Work with a partner. Look at the graph
skills by interpreting T-S
below and answer the question
graphical data 1. Look at the title, subtitle, and legend.
What is the main purpose of the
graph?
2. Underline the sentence in the reading
passage that the graph relates to.
3. How does the graph support the
sentence in the reading passage?
Students think and present their answers.
B. Look at the infographic in the reading
passage and answer the questions. Discuss
your answers with a partner.
What do the red and green colors indicate?
2. What is the main purpose of the chart?
a. to show the emissions goals of certain S-T
cities and countries
b. to show how some countries have reduced
their emissions in the last 25 years T-S
c. to show how most cities have lower per
capita emissions than their countries
3. Which paragraph in the passage does the
graph support? _ :
Students think and present their answers.
S-T