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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 5. Unit 4: For a better community

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 announcement and locate specific information (number of volunteers, arrival time, leader of each session, deadline);
  • recognise contrasts and conditions in a recording, such as 'Four positions are announced' versus a different time, and 'Students do not supervise alone';
  • pronounce two-syllable noun-verb pairs with the correct stress (A RE-cord / to re-CORD; A PRE-sent / to pre-SENT);
  • use the new vocabulary: volunteer, donation, community, reliable, benefit, grateful.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the type of information needed from each question before listening, replay the audio on their own when needed, and check their answers against the key only after they finish.
  • Communication and collaboration: Ss work in pairs to compare answers and justify them with evidence from the recording, and practise asking for repetition or confirmation in a short role-play.
  • Problem-solving and creativity: Ss separate similar numbers (meeting time and departure time), explain why a distractor is wrong, and choose suitable clarification phrases in a new situation.

b) Specific competences

  • Communicative competence in English: Ss listen to an en-US announcement for gist and specific information, including contrasts and conditions, and respond orally and in writing to show understanding.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce noun-verb stress pairs correctly, use five to six key words accurately in context, and recognise the contrast between a single correct detail and a distractor.

3. Personal qualities

  • Diligence: Ss replay the recording at least twice and complete all nine items before checking the key.
  • Responsibility: Ss record only the information required and double-check numbers and days before reporting.
  • Honesty: Ss admit when they did not catch a detail and ask for repetition instead of guessing.
  • Kindness: Ss speak politely and patiently when they ask a partner to repeat or confirm information.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the vocabulary list and the stress pairs
  • en-US audio recording for Unit 4 Listening (Exercises 1–9)
  • Answer key (kept hidden until Ss finish)
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Online lesson page: neoedu.vn/learn/10/english/unit-4-listening (lesson explanation and interactive exercises)

2. Students

  • Textbook Global Success 10, Unit 4
  • Notebook, pencil, pen, eraser
  • Earphones or a device to replay the audio if allowed by the teacher

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the Listening Task

a) Aims

Ss activate prior knowledge about volunteer activities in the community and predict the kind of information they will need to catch in the recording.

b) Content

T shows a photo-free list of three questions on the board: 'What do you know about volunteering in your community?', 'Why do schools ask students to volunteer?', 'If you hear an announcement about a volunteer event, what information do you need most?' Ss discuss in pairs for one minute, then T asks two or three pairs to share their predictions.

c) Expected outcomes

A list of predicted information types on the board, for example: number of people needed, time to arrive, who is in charge, and the deadline to apply. Ss realise that they should listen for these details rather than for every word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three questions on the board and says: 'Look at these questions. Work in pairs and think of the information you need to catch if you hear an announcement about a volunteer event.' T sets a time limit of one minute.

    Students

    Ss read the questions silently and understand the task.

  2. Teacher

    Step 2: Task performance

    T circulates and listens to pairs, giving help with vocabulary when needed (volunteer (tình nguyện viên), community (cộng đồng)).

    Students

    Ss discuss in pairs. Possible answers: 'We need to know how many people are needed.' 'We need the time and place.' 'We need to know who is in charge and when we must apply.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share. T writes the predicted information types on the board in four columns: number, time, person, deadline.

    Students

    Ss report their predictions. For example: 'We should listen for the number of volunteers.' 'We should check the arrival time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant predictions and says: 'Good. Before you listen, always predict the type of information. This helps you listen for gist and specific information.'

    Students

    Ss copy the four types of information into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key Vocabulary and Noun-Verb Stress

a) Aims

Ss understand and pronounce the six key words and recognise that some noun-verb pairs change stress.

b) Content

T presents the vocabulary: volunteer (tình nguyện viên), donation (khoản quyên góp), community (cộng đồng), reliable (đáng tin cậy), benefit (lợi ích), grateful (biết ơn). Then T presents the stress pairs: A RE-cord /ˈrekərd/ – to re-CORD /rɪˈkɔrd/; A PRE-sent /ˈprezənt/ – to pre-SENT /prɪˈzent/. Ss complete Worksheet 1, Part A (matching words with meanings and marking the stressed syllable).

c) Expected outcomes

Ss complete Worksheet 1, Part A. Expected answers: volunteer – a person who works for others without pay; donation – money or goods given to help; community – people who live and work in the same area; reliable – can be trusted; benefit – something good that you gain; grateful – feeling thankful. Stress: RE-cord (noun), re-CORD (verb); PRE-sent (noun), pre-SENT (verb). Sentence: 'We record each present in a notebook.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the six words on the slide. Match each word with its meaning in Worksheet 1, Part A. Then mark the stressed syllable of the words in the stress box.'

    Students

    Ss take Worksheet 1 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of each word and of the stress pairs. Ss repeat in chorus, then in pairs. T asks: 'Is the noun pronounced with stress on the first syllable or the second?'

    Students

    Ss complete the matching and mark the stress. Ss answer: 'The noun is stressed on the first syllable: RE-cord. The verb is stressed on the second: re-CORD.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read the matching answers and the stress pairs aloud. T checks the sentence 'We record each present in a notebook' and asks Ss to identify which word is a noun and which is a verb.

    Students

    Ss report: 'volunteer – a person who helps without pay'; 'record (noun) – RE-cord'; 'present (verb) – pre-SENT.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and notes: 'Not every two-syllable word changes stress. Only some noun-verb pairs do, so check the dictionary when you are unsure.'

    Students

    Ss correct their worksheet and write the six words with meanings in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Listening for Gist, Specifics, and Conditions

a) Aims

Ss distinguish between gist and specific information and identify contrasts and conditions in an announcement.

b) Content

T explains the listening strategy: listen once for gist (what the announcement is about), then listen again for specific details, corrections, contrasts and conditions. T plays the recording once with Ss listening for gist only. Then T asks Ss to complete Worksheet 2 with the gist and the four types of specific information: number of volunteers, arrival time, person leading each session, and deadline. T reminds Ss that numbers can refer to different things: a meeting time and a departure time are not the same. Ss also note the contrast or condition words they hear (for example: 'before', 'by', 'do not').

c) Expected outcomes

Ss complete Worksheet 2. Expected notes: Gist – an announcement about volunteer positions for a community programme. Specific details – number of positions: four; arrival time: before the public session (preparation starts earlier); session leader: a librarian, not a student working alone; deadline: Thursday, applications go to the school office. Strategy summary: 'Listen once for gist, then listen again for specific details, contrasts and conditions.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'You will listen to the recording once. Do not write details yet. Just tell me what the announcement is about.' T distributes Worksheet 2.

    Students

    Ss read Worksheet 2 and prepare to listen for gist only.

  2. Teacher

    Step 2: Task performance

    T plays the recording once. Then T plays it a second time and pauses after each key part if needed. T asks: 'What word tells you the time condition?' and 'What is the difference between a meeting time and a departure time?'

    Students

    Ss listen and write the gist in one sentence. On the second listening, Ss note specific details in Worksheet 2. Possible answers: 'It is about volunteer positions.' 'Preparation starts before the public session.' 'Applications go to the school office by Thursday.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to share their gist sentence and one specific detail. T writes on the board two contrasts: 'Four positions' vs 'Preparation starts before' and one condition: 'Students do not supervise alone.'

    Students

    Ss report: 'The gist is about volunteering for a community event.' 'The deadline is Thursday.' 'Students do not supervise alone; a librarian leads each session.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Gist tells the main purpose. Specific information gives the details you need. Always look for contrasts and conditions because they change the answer.' T shows the strategy on the slide.

    Students

    Ss write the listening strategy in their notebooks and tick the steps they used.

Activity 3: Practice · 15 minutes

Listen and Choose the Correct Answer

a) Aims

Ss answer the multiple-choice questions and explain their choices with evidence from the recording.

b) Content

Ss complete Exercises 2–5 in Worksheet 1, Part B. Ss listen to the recording and choose A, B, C or D: 2) How many volunteers are needed? 3) When should volunteers arrive? 4) Who leads each session? 5) What is the deadline? Ss may replay the audio. After answering, Ss complete Exercises 6–9: they explain in one or two sentences why each answer fits the recording, without merely repeating a single word. Ss compare their answers in pairs before checking the key.

c) Expected outcomes

Answer key: 2 – A (Four positions are announced.); 3 – D (Preparation starts before the public session.); 4 – C (Students do not supervise alone.); 5 – B (Applications go to the school office by Thursday.). Explanations for Exercises 6–9 (teacher's sample, accepted with equivalent wording): 6 – Four. Four positions are announced. 7 – 8:30. Preparation starts before the public session. 8 – A librarian. Students do not supervise alone. 9 – Thursday. Applications go to the school office by Thursday.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the questions in Part B. Listen and choose the answer. You may replay the audio. Do not look at the key until you have finished all answers and explanations.'

    Students

    Ss read Questions 2–9 silently and underline the key words in each question.

  2. Teacher

    Step 2: Task performance

    T plays the recording in full and replays it for Exercises 6–9 if needed. T walks around to monitor and reminds Ss to listen for conditions such as 'before' and 'by'. In pairs, Ss compare answers and discuss the reasons.

    Students

    Ss listen, choose answers and write short explanations. Possible student answer for Exercise 3: 'I chose D because preparation starts before the public session, so volunteers arrive at 8:30, not 10:30.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers and explanations for each item. T writes the correct answers on the board and asks: 'Why is 10:30 not correct for Question 3?' or 'Why is Sunday wrong for Question 5?'

    Students

    Ss report their answers. For example: 'Question 2 is A, four positions.' 'Question 5 is B, Thursday, because applications go to the school office by Thursday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key and explains any remaining errors. T emphasises: 'The distractors are times and numbers from other parts of the announcement. Listen for the detail that answers the exact question.' T opens the online lesson page for extra exercises if time allows.

    Students

    Ss check their answers, correct mistakes in a different colour and note the strategy for future listening tasks.

Activity 4: Application · 7 minutes

Role-play: Confirming Volunteer Information

a) Aims

Ss use clarification language to ask for repetition and confirmation when time, permission or safety information is unclear, in a realistic situation.

b) Content

Ss work in pairs. One student plays a volunteer who has just heard a short announcement about a school volunteer programme (T dictates a new short announcement in the role-play card). The other student plays a classmate who must confirm the time, the deadline and who leads the session. Ss use the phrases: 'Could you say that again, please?', 'Do you mean Thursday or Tuesday?', 'Who will be in charge of the session?', 'Is it the arrival time or the departure time?'

c) Expected outcomes

Each pair produces a short dialogue of four to six lines in which at least two clarification phrases are used correctly and at least one detail is confirmed. Example: A: 'Could you say the deadline again, please?' B: 'Thursday. Applications go to the school office by Thursday.' A: 'Thank you. Do you mean the arrival time is 8:30?' B: 'Yes, preparation starts before the public session.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'In pairs, one of you is a volunteer and the other is a classmate. Use the phrases on the slide to confirm the time, the deadline and the session leader. You have three minutes to prepare.'

    Students

    Ss read the role cards and the phrases, and decide who plays which role.

  2. Teacher

    Step 2: Task performance

    T circulates and helps Ss with pronunciation of stressed words such as RE-cord and pre-SENT. T encourages Ss to ask politely.

    Students

    Ss practise the dialogue and switch roles. Possible line: 'Excuse me, could you repeat the arrival time, please? Is it 8:30 or 10:30?'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to perform in front of the class. T gives feedback on language use and politeness.

    Students

    Ss perform their dialogues and listen to classmates' feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'When information is unclear, always ask politely for repetition or confirmation. This helps you avoid mistakes about time, safety or permission.'

    Students

    Ss note two useful clarification phrases in their notebooks.

Worksheets

Worksheet 1: Vocabulary and Listening Practice

Part A: Match each word with its meaning and mark the stressed syllable.

  • volunteer ___ a. money or goods given to help others
  • donation ___ b. people who live and work in the same area
  • community ___ c. can be trusted
  • reliable ___ d. something good that you gain
  • benefit ___ e. a person who works for others without pay
  • grateful ___ f. feeling thankful
    Stress box: A RE-cord (noun) / to re-CORD (verb); A PRE-sent (noun) / to pre-SENT (verb). Mark the stress on the words: record, present.

Part B: Listen to the recording and choose A, B, C or D.

  • 2. How many volunteers are needed? A. Four B. Three C. Eight D. Eleven
    1. When should volunteers arrive? A. 9:00 B. 11:00 C. 10:30 D. 8:30
    1. Who leads each session? A. A parent chosen at random B. The youngest reader C. A librarian D. An unsupervised student
    1. What is the deadline? A. Sunday B. Thursday C. Saturday D. Monday

Part C: Listen again and explain why each answer fits the recording. Write one or two sentences for each question.

  • 6. How many volunteers are needed?
    1. When should volunteers arrive?
    1. Who leads each session?
    1. What is the deadline?

Worksheet 2: Gist and Specific Information

Step 1: Listen once. Write the gist in one sentence.

  • Gist: ______________________________

Step 2: Listen again. Complete the specific information.

  • Number of volunteer positions: ______
  • Arrival time for volunteers: ______
  • Person leading each session: ______
  • Deadline and where to apply: ______

Step 3: Note contrasts and conditions.

  • Contrast (two different times or numbers): ______________________
  • Condition (words such as 'before', 'by', 'do not'): ______________________

Step 4: Summarise the strategy.

  • Listen once for ______, then listen again for ______, contrasts and conditions.

Homework

  • Write a short text message of four to five sentences to a friend who wants to join a volunteer event. Include the number of positions, the arrival time, the person in charge and the deadline. Use at least one clarification phrase such as 'Do you mean…?'
  • Practise the stress pairs record (RE-cord / re-CORD) and present (PRE-sent / pre-SENT) aloud five times each. Record yourself and listen to check your stress.
  • Revise the six key words (volunteer, donation, community, reliable, benefit, grateful) and write one original example sentence for each word.
  • Visit the online lesson page neoedu.vn/learn/10/english/unit-4-listening and complete the interactive listening exercises. Note any question you answered incorrectly and explain why in your notebook.

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