Giáo án Listening

Ss activate prior knowledge about environmental events and predict the kind of information a listening announcement contains.

T shows a picture of students picking up litter in a schoolyard and asks: 'What do you think this announcement is about? What information do you expect to hear: the day, the time, the equipment, or something else?' Ss list the kinds of information they expect, then discuss the words carbon footprint, reusable, recycle, reduce and litter using the picture.

• A class list of predicted information types: day of the event, meeting time, departure time, things provided, what to do if the weather is bad.
• Ss can explain the meaning of litter (rác vứt bừa bãi), recycle (tái chế) and reduce (giảm) by example, e.g. 'Students reduce waste by using reusable bottles.'

Ss recognise and pronounce consonant blends /kl/, /pl/, /gr/, /pr/ and keep both consonant sounds clearly.

T models the words clean plates, green grass, a practical plan and the sentence 'Our group plans to protect the green playground.' T explains that /k/ is released into /l/ without an extra vowel and that /p/ is kept before /l/ and /r/. Ss then listen, repeat and mark the blends.

• Ss can identify the blends in the words: /kl/ in clean, /pl/ in plates and plan, /gr/ in green and grass, /pr/ in practical and protect.
• Ss read the sentence 'Our group plans to protect the green playground.' with clear blends and no extra vowel sound.

Ss distinguish will and be going to, and change active clauses into passive clauses while keeping the tense of be.

T presents the grammar with the following points:

• Will + base verb: a decision made now or a prediction. Example: 'Someone will clean the park tomorrow.'
• Be going to + base verb: a prior intention or a prediction based on present evidence. Example: 'Look at those clouds. It is going to rain.'
• Passive: the receiver becomes the subject. People collect paper → Paper is collected. will collect → will be collected.
  The agent with by is optional when it is unimportant. Ss complete Worksheet 2.

• Ss complete Worksheet 2 correctly. Expected answers: 1. will be collected; 2. is going to be recycled; 3. will be reduced; 4. is going to be cleaned by volunteers.
• Ss can state the difference: will for a decision made now (e.g. 'I will bring gloves.') and be going to for a plan already made or evidence now (e.g. 'The sky is dark, so it is going to rain.').

Ss apply listening strategies to extract gist and specific information, including contrasts (Saturday corrected to Sunday; eight vs seven forty-five) and conditions (heavy rain).

T explains the strategy: listen once for gist; listen again for corrections, contrasts, sequence and conditions. Numbers can refer to different things: separate a meeting time from a departure time. T plays the recording once for gist and asks Ss: 'What is the announcement about?' Then T plays it again and asks Ss to note the correction of the day, the two times and the contingency plan.

• Gist: an announcement about a school environmental event (a clean-up activity) for students.
• Contrast: the announcement corrects Saturday to Sunday.
• Two times: 7:45 is the meeting time; 8:00 is the departure time.
• Condition: if heavy rain occurs, the visit is replaced by a library workshop.

Ss choose the correct answers to specific listening questions and check them with the audio.

Ss listen to the recording and answer questions 2 to 5 from the textbook (Listening exercises 2 to 5). T asks Ss to answer without opening the explanation. Ss may replay the audio. Questions: 2. Which day is the event? 3. What time do students meet? 4. What is supplied? 5. What happens in heavy rain?

Answer key:

• Question 2: A. Sunday. The announcement explicitly corrects Saturday to Sunday.
• Question 3: D. 7:45. Eight is departure; seven forty-five is meeting.
• Question 4: C. Gloves. The organiser provides gloves.
• Question 5: B. A library workshop replaces the visit. The conditional contingency is an indoor workshop.
  Ss record the answers on Worksheet 1.

Ss justify their answers by naming the correct information and explaining the distinguishing point in clear English.

Ss answer exercises 6 to 9 by explaining why each answer fits the recording. T reminds Ss: 'Do not merely repeat a single word.' Each explanation should include the correct information and the distinguishing point. Questions: 6. Which day is the event? 7. What time do students meet? 8. What is supplied? 9. What happens in heavy rain?

Model explanations (accept equivalent wording):

• Question 6: Sunday. The announcement explicitly corrects Saturday to Sunday.
• Question 7: 7:45. Eight is departure; seven forty-five is meeting.
• Question 8: Gloves. The organiser provides gloves.
• Question 9: A library workshop replaces the visit. The conditional contingency is an indoor workshop.
  T assesses by the criteria: correct information (5), distinguishing point (4), clear expression (1).

Ss simulate a real-life situation in which they listen to a short announcement and ask for repetition or confirmation when time, safety or permission is unclear.

Ss work in groups of four. Each group receives a card with a short announcement about a school clean-up event (e.g. a meeting time, a departure time, equipment provided, and a plan for heavy rain). One student reads the announcement once quickly. The others listen, note the key information and ask questions to confirm, using phrases such as 'Could you repeat the time, please?' and 'Do we need to bring our own gloves?' Groups then decide what they will do if it rains. Possible question for discussion: 'What will we do to reduce litter and recycle at our school?'

• Each group produces a completed information card (day, meeting time, departure time, equipment, rain plan) and at least three confirmation questions in English.
• Each group writes one prediction sentence using will or be going to, e.g. 'We are going to collect plastic bottles this month' or 'Our class will recycle paper every Friday.'