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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 1. Unit 1: Family life

Giáo án Listening

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 gist of an original interview recording about household chores in a family.
    • Extract specific information (days, roles, durations, reasons) from the recording, including contrasts and conditions.
    • Explain why a chosen answer fits the recording, using the key contrast or condition in the text.
    • Use the vocabulary of the unit: chore, responsibility, gratitude, routine, support, bond.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the type of information needed from each question before listening, replay the recording on their own to check answers, and check their answers against the key only after they have answered.
  • Communication and collaboration: Ss compare answers in pairs, justify their choices to a partner, and report the group's agreed answer to the class.
  • Problem-solving and creativity: Ss separate similar numbers and ideas in the recording (for example, a day for sorting versus a day for folding) and give a clear reason for each answer.

b) Specific competences

  • Communicative competence in English through listening: Ss listen to an original en-US interview for gist and for specific details, and note only the information the questions require.
  • Language knowledge (vocabulary): Ss recognise and use the six new words of the unit (chore, responsibility, gratitude, routine, support, bond) in the context of family life.

3. Personal qualities

  • Responsibility: Ss complete each listening task individually before checking the key and accept the teacher's feedback on their explanations.
  • Kindness: Ss show appreciation for family members' support when they talk about shared chores and the bond in their own families.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board, speakers
  • En-US audio recording of the Unit 1 listening interview (replay function)
  • Slides with the six new words and the listening question list
  • Worksheet 1 (printed copies or projected)
  • Timer
  • NeoEdu online learning page for Unit 1 Listening (neoedu.vn/learn/10/english/unit-1-listening): interactive exercises and lesson notes, used for the self-check after the practice activity

2. Students

  • Student's book Global Success 10, Unit 1
  • Notebook, pen, pencil, eraser
  • Headphones or earphones if available (for individual replay)

III. Procedures

Activity 1: Warm-up · 5 minutes

Chores at home: getting ready to listen

a) Aims

Ss activate prior knowledge about household chores and predict the kind of information the listening will contain.

b) Content

T shows the picture-based question: 'Who does the chores in your family?' T asks Ss to write three chores on the board, then predicts the listening topic. T shows the question list of the listening tasks and asks Ss to predict what kind of information each question requires (a day, a person, a duration, a reason).

c) Expected outcomes

  • A list of 3 to 5 household chores written by Ss, such as wash the dishes, sort the clothes, fold the clothes, clean the kitchen.
  • A prediction: the listening is an interview with a student about chores in his family; the questions ask for days, people, durations and reasons.
  • Ss understand that the question tells them what to listen for, not the answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'Who does the chores in your family? What chores do you do every day?' T shows the six new words and asks Ss to read them aloud with the correct /br/, /kr/, /tr/ blends in brother, crowded, try.

    Students

    Ss look at the picture and the words, then answer the question in pairs: 'I wash the dishes. My brother sweeps the floor.'

  2. Teacher

    Step 2: Task performance

    T shows the question list and asks: 'Which questions ask about a day? About a person? About a time? About a reason?'

    Students

    Ss predict in pairs. Expected answer: 'The question on day asks for a day of the week. The question on how long asks for a time. The question on what mattered asks for a reason.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share their predictions and writes the key ideas on the board.

    Students

    Representatives report. Expected answer: 'We think the listening is about chores in a family. The questions need days, people, durations and reasons.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic and explains: 'Read the question first, then decide what information to catch. Do not look at the answer options yet.' T introduces the aim of the lesson: to extract gist and specific information from an original recording.

    Students

    Ss write the aim and the strategy in their notebooks: 'Predict from the question; listen for the information needed.'

Activity 2.1: Knowledge formation · 8 minutes

New vocabulary of the unit

a) Aims

Ss understand the meaning and use of the six new words so that they can follow the recording and answer the questions.

b) Content

T presents the six words: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết). Ss match each word with its Vietnamese meaning and complete a sentence using the word. Use Worksheet 1, Part A.

c) Expected outcomes

  • Ss match the words correctly: chore - việc nhà; responsibility - trách nhiệm; gratitude - lòng biết ơn; routine - thói quen thường lệ; support - hỗ trợ; bond - mối gắn kết.
  • Sample sentences: 'Washing the dishes is my daily chore.' 'Taking care of my room is my responsibility.' 'I show gratitude when my sister helps me with homework.' 'Our evening routine is dinner and then cleaning the kitchen.' 'My parents give me support when I study.' 'Doing chores together builds a strong bond in a family.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and reads each word aloud, with the stress and the blends. T asks Ss to open Worksheet 1, Part A.

    Students

    Ss listen and repeat the words in chorus, then in individual turns.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: match each word with its meaning, then write one sentence with the word about their own family. T monitors and helps with pronunciation of the consonant blends.

    Students

    Ss match the words and write sentences in pairs. Expected sentence: 'Cleaning the bathroom is a chore in my house.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their sentences aloud and checks the meaning of each word with the class.

    Students

    Ss read their sentences. Other pairs give a thumbs up if the word is used correctly.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers on the slide and reminds Ss that responsibility and chore are related to family life, and that gratitude and bond are often used in the interview.

    Students

    Ss correct their worksheet and copy the key words with meanings into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Listening skills: gist, specific information and conditions

a) Aims

Ss know how to listen for gist first, then for specific information, contrasts, sequence and conditions, and how to separate similar numbers in a recording.

b) Content

T presents the listening strategy from the lesson notes:

  • Listen once for the gist.
  • Listen again for corrections, contrasts, sequence and conditions.
  • Numbers can refer to different things: separate a meeting time from a departure time.
  • Record only the information required.
    T gives the example: 'On Wednesday An sorts clothes, but on Saturday he folds them.' T asks Ss to identify the contrast in the example. Ss use Worksheet 1, Part B to note the strategy.

c) Expected outcomes

  • Ss identify the contrast in the example: sorting on Wednesday vs folding on Saturday.
  • Ss explain the two-step strategy: first listen for the gist (topic, who speaks, what the job is), then listen for details (days, durations, reasons).
  • Ss write the rule in their notebooks: 'Separate similar numbers and days, and check conditions such as because, but, not, not both.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four-step strategy on the board and reads it aloud. T asks Ss to open Worksheet 1, Part B.

    Students

    Ss read the strategy silently and copy the key words: gist, contrast, sequence, condition.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs: 'Why is it important to separate a day for sorting from a day for folding?' and 'What words signal a contrast or a condition?'

    Students

    Ss discuss in pairs. Expected answer: 'If we mix the two days, we choose the wrong answer.' 'Words such as but, because, not, each, both signal contrasts or conditions.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to share their answers and gives feedback on the reasons they give.

    Students

    Representatives report their answers to the class.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Listen for the gist first. Then listen for details, contrasts and conditions. Do not confuse similar numbers or days.' T reminds Ss that the answer must be supported by the recording, not by guesses.

    Students

    Ss note the strategy and the signal words in their notebooks.

Activity 3: Practice · 15 minutes

Listen and choose the correct answer

a) Aims

Ss apply the listening strategy to answer the four multiple-choice questions and explain why each answer fits the recording.

b) Content

Part 1 (Ss listen to the recording once, then answer questions 2 to 5):

  • Q2: On which day does An sort clothes? A. Wednesday B. Monday C. Friday D. Sunday
  • Q3: Who operates the machine? A. His sister B. An C. The host D. His father
  • Q4: How long does each job take? A. Two hours B. Five minutes C. About fifteen minutes D. About fifty minutes
  • Q5: What mattered more than a reward? A. Missing homework B. His sister thanking him C. Finishing first in class D. Buying a machine
    Part 2 (Ss listen again and explain the answers in Worksheet 1, Part C).
    Ss use the NeoEdu page for the interactive exercise after class if they want extra practice.

c) Expected outcomes

Answer key:

  • Q2: A. Wednesday. An separates sorting on Wednesday from folding on Saturday.
  • Q3: D. His father. His father uses the controls because An has not learned them.
  • Q4: C. About fifteen minutes. Each job, not both jobs together, takes about fifteen minutes.
  • Q5: B. His sister thanking him. He values recognition from his sister.
    Ss' explanations should contain: (1) the correct information, (2) the distinguishing point from the recording, and (3) a clear sentence. Accept equivalent wording with the same meaning. Ss are not required to copy the sample answers word for word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen once for the gist. Then answer Questions 2 to 5 without opening the answer key. Record only the information needed.' T plays the recording at a normal pace and asks Ss to take notes in the table in Worksheet 1, Part C.

    Students

    Ss listen individually and write their answers for Questions 2 to 5.

  2. Teacher

    Step 2: Task performance

    T plays the recording again for the specific details and reminds Ss of the strategy. T walks around to check for students who need help with the question on time. Then T asks pairs to compare answers and explain each choice using the phrase: 'The answer is ... because the recording says ...'

    Students

    Ss compare their answers in pairs. Expected discussion: 'I chose Wednesday. The recording says An separates sorting on Wednesday from folding on Saturday.' Ss replay the recording if they disagree.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give the answer and the explanation for each question. T records the correct answers on the board and asks the class to agree or disagree.

    Students

    Ss report: 'Question 4 is C. Each job takes about fifteen minutes, not both jobs together.' Other pairs add or correct the explanation.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains the points of difference: the day for sorting and the day for folding; the person who uses the controls; each job versus both jobs; recognition from the sister versus a reward. T gives feedback on the explanations, not only on the answers. T reminds Ss to check the NeoEdu exercise after class.

    Students

    Ss check their answers, correct mistakes and write the correct explanation in their notebooks.

Activity 4: Application · 10 minutes

Sharing chores and gratitude in my family

a) Aims

Ss use the listening content and the unit vocabulary to talk about their own family's chores, responsibilities and gratitude.

b) Content

T asks Ss to work in groups of four. Each S answers the questions:

  • What chores do you have every week? (routine)
  • Which responsibility is the most important for you at home? Why?
  • How does your family show support and gratitude when someone helps with chores?
  • What does a strong family bond mean to you?
    Each group chooses one idea to present. Ss may use the phrases from the interview: 'I value ...', 'It matters more than ...', 'Each job takes about ...'.

c) Expected outcomes

  • Each S answers at least two of the questions in complete sentences, using at least three words from the unit (chore, responsibility, gratitude, routine, support, bond).
  • Each group produces one short presentation (2 to 3 sentences) about how chores build a bond and show gratitude in a family. Sample: 'In our family, Mum cooks and I wash the dishes every evening. I value her support, and I show my gratitude by thanking her. Doing chores together makes our bond stronger.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four questions on the board and models one answer about a chore in T's own family. T explains the group task and the time limit.

    Students

    Ss listen to the model and note the useful phrases in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks groups to take turns answering the questions, then choose one idea to present. T monitors and corrects the use of the present simple for routines (for example, 'I wash the dishes every evening') and the present continuous for temporary activity (for example, 'My brother is washing the car today').

    Students

    Ss take turns answering in their groups. Expected answer: 'I sweep the floor every morning. My sister is cooking tonight, so I am washing the dishes.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 groups to present their ideas to the class and invites the class to ask one follow-up question.

    Students

    Groups present. Other Ss ask questions such as 'How long does it take?' or 'Why is that important to your family?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the use of the new vocabulary and the listening phrases, then gives brief feedback on the grammar. T summarises the lesson: listen for the gist, listen for specific details, separate similar numbers and days, and explain answers with evidence. T assigns the homework.

    Students

    Ss write down the lesson summary and the homework task.

Worksheets

Phiếu học tập số 1

Part A: Vocabulary
Match each word with its meaning.

  • chore
  • responsibility
  • gratitude
  • routine
  • support
  • bond
    Meanings (shuffled): thói quen thường lệ; hỗ trợ; việc nhà; mối gắn kết; trách nhiệm; lòng biết ơn
    Then write one sentence about your family with two of the words.

Part B: Listening strategy

  • Step 1: Listen once for the gist. Who speaks? What is the topic?
  • Step 2: Listen again for contrasts, sequence and conditions. Look for signal words: but, because, not, each, both.
  • Step 3: Separate similar numbers and days. Which day is for sorting? Which day is for folding? Is the time a meeting time or a duration?
  • Step 4: Record only the information the question requires.

Part C: Listen and answer
Question | Your answer | Reason from the recording (one sentence)

  • Q2: On which day does An sort clothes? A. Wednesday B. Monday C. Friday D. Sunday
  • Q3: Who operates the machine? A. His sister B. An C. The host D. His father
  • Q4: How long does each job take? A. Two hours B. Five minutes C. About fifteen minutes D. About fifty minutes
  • Q5: What mattered more than a reward? A. Missing homework B. His sister thanking him C. Finishing first in class D. Buying a machine

Homework

  • Listen to the Unit 1 listening recording again at home, at least two times: once for the gist, once for the specific details.
    • Write a short paragraph (about 60 to 80 words) titled 'Chores in my family', using at least four words from the unit: chore, responsibility, gratitude, routine, support, bond. Use the present simple for routines and the present continuous for one temporary activity.
    • Complete the interactive exercise on the NeoEdu page: neoedu.vn/learn/10/english/unit-1-listening. Write down the question you find most difficult and bring it to the next lesson.

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