NeoEdu
Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 3. Unit 3: Music

Giáo án Listening

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Extract the gist of an original interview about a music event.
  • Extract specific information, including times, sequence, contrasts and conditions, from the recording.
  • Separate a meeting time from a departure time when listening.
  • Pronounce word stress correctly in two-syllable words (TA-lent, SING-er, per-FORM, en-JOY).
  • Use coordinating conjunctions (and, but, or, so), want/hope/decide + to-infinitive, and let/make + object + bare infinitive, including the passive make construction.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the information needed from the questions before listening, replay the recording on their own and check their answers against the explanations only after answering.
  • Communication and collaboration: Ss compare answers in pairs and use polite requests such as 'Could you repeat that, please?' and confirmation questions in a role-play.
  • Problem-solving and creativity: Ss explain why an answer fits the recording and apply listening strategies to a new phone-call situation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to an original interview for gist and specific details, then speak and write to confirm information.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce stress in two-syllable words, use the six target words correctly, and recognise the grammar patterns in the lesson.

3. Personal qualities

  • Diligence: Ss replay the recording several times and complete every task without giving up when they find the audio difficult.
  • Responsibility: Ss record only the information the task requires, check their own answers honestly and explain their reasons clearly to their partners.

II. Teaching aids and materials

1. Teacher

  • Audio recording (en-US) for Exercises 1–9, with speakers
  • Projector and slides showing the target vocabulary, the stress patterns and the example sentences
  • Answer key and explanations (show them only after Ss have answered)
  • NeoEdu learning page with lesson notes, examples and interactive exercises: neoedu.vn/learn/10/english/unit-3-listening
  • Worksheet No. 1 (printed, one copy per pair)

2. Students

  • Student book, notebook and pencil
  • Earphones or headphones (if available)
  • Worksheet No. 1

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the Content of the Interview

a) Aims

Ss activate their prior knowledge of school music events and predict the kind of information the listening requires from the questions.

b) Content

T shows a picture of a school music festival and asks: What happens at a music festival? Who usually takes part? Ss then read the questions in Exercises 2–5 quietly and decide what information they need to catch, for example times, names of acts, favourite performances or future plans. Ss do not look for the answers yet.

c) Expected outcomes

A list of 3–4 predictions on the board, for example: - The time when the first act begins.

  • The name of the opening act.
  • The performance Minh likes most.
  • What Minh plans to do next year.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: What happens at a music festival? Who usually takes part? T asks Ss to read the questions in Exercises 2–5 silently and think about what information they must listen for.

    Students

    Ss look at the picture, answer the questions in whole-class discussion and read the questions silently.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to focus on the type of information (time, name, performance, plan), not on the answer options.

    Students

    Ss work in pairs and say what kind of information each question asks for, e.g. 'Question 2 asks for a time.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to report and writes their predictions on the board.

    Students

    Ss report, for example: 'We think they will talk about the time of the first act and the best performance.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that predicting the type of information helps Ss listen with a clear purpose and states that the listening will be checked later.

    Students

    Ss copy the key idea into their notebooks: Predict the information needed from the question, not from the answer.

Activity 2.1: Knowledge formation · 10 minutes

Listening for Gist and Specific Information

a) Aims

Ss understand the gist of the original interview and extract specific information, including times, sequence and contrasts, from the recording.

b) Content

Pre-teaching vocabulary: audience (khán giả), performance (buổi biểu diễn), contestant (thí sinh), judge (giám khảo), rehearse (tập dượt), traditional (truyền thống). Ss listen once for gist and say in one sentence what the interview is about. Then Ss listen again and complete Worksheet No. 1 with specific information: the time of arrival, the time the first act began, the opening act, the most impressive performance and Minh's plan for next year. Ss note which time refers to a meeting and which refers to a departure or start.

c) Expected outcomes

Gist: An interview with Minh about a music event, including the times, the acts, the performance he enjoyed most and his plan for next year.
Specific information recorded on Worksheet No. 1:

  • Arrival time: two o'clock.
  • Time the first act began: three o'clock, because rain delayed it.
  • Opening act: a youth choir.
  • Most impressive performance: bamboo flute.
  • Plan for next year: join the choir after practising.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the six words with the projector, models pronunciation, and gives Worksheet No. 1. T says: Listen once for the gist. Then listen again and note only the information in the worksheet.

    Students

    Ss repeat the words after T and read the worksheet questions silently.

  2. Teacher

    Step 2: Task performance

    T plays the recording once for gist, then plays it again. T lets Ss pause the audio to write, and reminds them not to open the explanations yet.

    Students

    Ss listen for gist and tell their partner the topic in one sentence. Then they listen again and fill in the worksheet individually before comparing with their partner. Possible answer: 'The arrival was at two, but the first act began at three.'

  3. Teacher

    Step 3: Report and discussion

    T asks: What time did the event arrive? When did the first act begin? Why was there a difference? T writes the key contrast on the board: arrival (two) / first act (three).

    Students

    Ss report: 'Arrival was at two. The first act began at three because of the rain.' Other Ss add the opening act and the favourite performance.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: A meeting time and a start time can differ, so Ss must check which time the speaker means. T reminds Ss that the explanation will be checked in the Practice activities.

    Students

    Ss underline the contrast words or time expressions in their worksheets and note the difference between the meeting time and the start time.

Activity 2.2: Knowledge formation · 8 minutes

Stress and Grammar in Context

a) Aims

Ss pronounce stress in two-syllable words correctly and recognise the grammar patterns that appear in the recording and the exercises.

b) Content

Pronunciation: T models TA-lent, SING-er, per-FORM, en-JOY, and says that the stressed syllable is more prominent, not simply louder. Ss repeat and then read the sentence: The singer will perform tonight. Grammar: T writes on the board and explains:

  • and adds, but contrasts, or offers a choice, so introduces a result.
  • want/hope/decide + to-infinitive: We hope to perform.
  • let/make + object + bare infinitive: They let us rehearse.
  • Passive make: We were made to wait.
    Ss complete a short sentence-building task with and, but, or, so, using the example pattern 'They rehearsed, but ...' (illustrative only, not a claim about the recording).

c) Expected outcomes

Stress: TA-lent, SING-er, per-FORM, en-JOY, with the stressed syllable in capitals in Ss' notebooks.
Grammar notes:

  • Coordinating conjunctions join two independent clauses; each side needs its own clause.
  • We hope to perform. (want/hope/decide + to-infinitive)
  • They let us rehearse. (let + object + bare infinitive)
  • We were made to wait. (passive make)
    Ss' sample sentence: 'They rehearsed for an hour, but the rain started.' (illustrative example for practice)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Listen and repeat the stress patterns. Then T shows the grammar examples and asks Ss to notice the structures.

    Students

    Ss listen and repeat the four words and the sentence The singer will perform tonight.

  2. Teacher

    Step 2: Task performance

    T asks Ss to clap the stressed syllable in each word and to find the grammar pattern in each example sentence. T monitors and gives feedback on stress.

    Students

    Ss clap and say the stressed syllables in pairs, then identify the pattern in each sentence, e.g. 'hope + to-infinitive' and 'let + object + bare infinitive'.

  3. Teacher

    Step 3: Report and discussion

    T calls on several Ss to say a word with its stress and to build one sentence with but or so.

    Students

    Ss report, e.g. 'PER-form' is wrong; the correct pattern is per-FORM. A possible sentence: 'We were tired, so we went home early.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the stress patterns and the four grammar structures, and reminds Ss that stress is not decided by word length alone.

    Students

    Ss write the rules and examples in their notebooks.

Activity 3.1: Practice · 6 minutes

Checking Answers to Exercises 2–5

a) Aims

Ss select the correct answers to the multiple-choice questions and check them against the recording.

b) Content

Ss answer Exercises 2–5 individually after listening to the recording. Then they open the explanations and compare their answers.
Exercise 2: When did the first act begin? A. 3 p.m.; B. 2 p.m.; C. 1 p.m.; D. 4 p.m.
Exercise 3: Who opened the event? A. A drum group; B. A flute soloist; C. The interviewers; D. A youth choir.
Exercise 4: Which performance impressed Minh most? A. Guitar; B. Violin; C. Bamboo flute; D. Drums.
Exercise 5: What does Minh hope to do next year? A. Cancel the event; B. Join the choir; C. Lead the sound team; D. Judge a contest.

c) Expected outcomes

Answer key:

  • Exercise 2: A (3 p.m.). Arrival was at two; rain delayed the act until three.
  • Exercise 3: D (A youth choir). Minh names the choir as the opening act.
  • Exercise 4: C (Bamboo flute). His expectation differs from his actual favourite.
  • Exercise 5: B (Join the choir). His closing intention is to join after practising.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Listen to the recording and answer Exercises 2–5 without opening the explanations. You may replay the audio.

    Students

    Ss listen and choose one answer for each question on their own paper.

  2. Teacher

    Step 2: Task performance

    T plays the recording as needed and reminds Ss to write only what they hear.

    Students

    Ss check their choices with a partner and replay the audio if they disagree.

  3. Teacher

    Step 3: Report and discussion

    T shows the answer key on the projector and asks: Which question was the most difficult? Why?

    Students

    Ss report: 'Question 2 was difficult because two times appear, two o'clock and three o'clock.'

  4. Teacher

    Step 4: Conclusion and assessment

    T points out that the correct answer for Question 2 depends on the time the act began, not the arrival time.

    Students

    Ss correct their answers and note the key words that helped them.

Activity 3.2: Practice · 6 minutes

Explaining Answers to Exercises 6–9

a) Aims

Ss explain why each answer fits the recording, using specific evidence rather than repeating a single word.

b) Content

Ss listen again to the recording and explain why the answers to Exercises 2, 3, 4 and 5 fit the recording. Each explanation must give the key information and the reason it is correct. T asks each pair to explain one answer and then the other pairs check the explanation.
Exercise 6: When did the first act begin? (3 p.m.)
Exercise 7: Who opened the event? (A youth choir)
Exercise 8: Which performance impressed Minh most? (Bamboo flute)
Exercise 9: What does Minh hope to do next year? (Join the choir)

c) Expected outcomes

Model explanations (teacher's assessment, accept equivalent wording):

  • Exercise 6: 3 p.m. Arrival was at two; rain delayed the act until three.
  • Exercise 7: A youth choir. Minh names the choir as the opening act.
  • Exercise 8: Bamboo flute. His expectation differs from his actual favourite.
  • Exercise 9: Join the choir. His closing intention is to join after practising.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: For each answer, give the key information and one reason why it matches the recording. Do not just repeat one word.

    Students

    Ss read the four questions and the criteria for a good explanation.

  2. Teacher

    Step 2: Task performance

    T plays the recording and monitors pairs, prompting them with questions such as: What is the difference between the two times? Which words signal the contrast?

    Students

    Ss listen again in pairs and write a one-sentence explanation for each question.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to explain Exercise 6 and another pair Exercise 8, then invites other Ss to comment.

    Students

    Ss report, e.g. 'The answer is three o'clock because the rain delayed the act. The arrival was at two, but the act began later.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the explanations and reminds Ss that a good answer shows the evidence, the reason and a clear statement.

    Students

    Ss revise their own explanations and add the evidence they missed.

Activity 4: Application · 10 minutes

Confirming Information in a Phone Call

a) Aims

Ss use listening skills in a realistic situation by asking for repetition or confirmation when a time or permission is unclear.

b) Content

Pairs role-play a phone call. Student A is a member of a school music club who calls Student B, the club leader, about the rehearsal time and the departure time for a performance. Student B gives two different times. Student A must ask for repetition or confirmation before writing down the information. Ss use expressions such as 'Could you repeat that, please?', 'So the rehearsal is at two, and we leave at three, right?' and 'Can we bring a friend to the performance?'

c) Expected outcomes

A short dialogue (6–8 lines) with at least three confirmation questions, one request for repetition, and a final summary of the correct meeting time and departure time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the situation, models a short call with a student volunteer, and reminds Ss that safety, time and permission must be checked.

    Students

    Ss listen to the model and note the confirmation expressions on the board.

  2. Teacher

    Step 2: Task performance

    T gives each pair the role cards and monitors, helping with pronunciation and stress in key words such as rehearsal and performance.

    Students

    Ss role-play the call twice, swapping roles. Possible line: 'Sorry, could you repeat the departure time?'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to perform in front of the class and asks the class to identify the meeting time and the departure time.

    Students

    Ss perform the dialogue. Listeners answer: 'The rehearsal is at two and the departure is at three.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: In real communication, confirming times and permission prevents mistakes. T gives feedback on the most useful expressions.

    Students

    Ss write two confirmation expressions they will use in their own calls.

Worksheets

Worksheet No. 1

Part A: Predict

  • What information do the questions ask for? Write one prediction for each: time, name of act, favourite performance, plan for next year.

Part B: Listen for gist

  • In one sentence, what is the interview about?

Part C: Listen for specific information

  • Arrival time: ______
  • Time the first act began: ______
  • Reason for the change in the start time: ______
  • Opening act: ______
  • Most impressive performance: ______
  • Minh's plan for next year: ______

Part D: Check

  • Which time is a meeting time and which is a start time? Underline the words that show the difference.

Homework

  • Write a paragraph of 80–100 words about a music performance you have attended or would like to attend. Use at least three of these: and, but, or, so, hope to, let, make.
  • Listen to the recording once more at the NeoEdu page neoedu.vn/learn/10/english/unit-3-listening and do the interactive exercises. Write down two new vocabulary words from the lesson and make a sentence with each.
  • Practise the stress patterns TA-lent, SING-er, per-FORM and en-JOY by reading the sentence The singer will perform tonight aloud three times.

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