Tiếng AnhLớp 10Phần 6. Unit 5: Inventions

Giáo án Listening

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Extract gist and specific information from an original recording, including contrasts and conditions.
- Identify the correct sequence of steps, the purpose of each button, safety rules and the conditions for uploading in an instructional talk.
- Use the vocabulary: invention, device, portable, battery, benefit, prototype.

2. Competences

a) General competences

Self-control and independent learning: Ss listen once for gist and again for details, replay the audio only when needed, and check their own answers before reading the explanations.
Communication and collaboration: Ss work in pairs to compare answers, justify their choices and give short oral instructions about a device.
Problem-solving and creativity: Ss separate distractors from correct information, explain why an option fits the recording, and apply the listening strategies to a new instructional situation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss understand an original announcement about a document camera, answer multiple-choice questions and explain their answers in English.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the stress in three-syllable nouns (in-VEN-tion, BEN-e-fit, com-PU-ter), use the six target words correctly, and recognise contrast and condition signals in the recording.

3. Personal qualities

Diligence: Ss replay the recording patiently and listen again for corrections and conditions instead of guessing.
Responsibility: Ss record only the information required and check the accuracy of their answers before reporting to the class.
Honesty: Ss admit when they did not catch a detail and ask for repetition rather than inventing information.
Kindness: Ss give constructive feedback to their partners and help classmates who are still struggling with the listening task.
Patriotism: Ss show pride in Vietnamese students' creative use of technology by discussing how inventions can serve their school and community.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers with the en-US audio for Unit 5 Listening
Slides with the six target words, the stress patterns and the exercise questions
Worksheet No. 1 (printed or projected)
NeoEdu learning page for interactive exercises: neoedu.vn/learn/10/english/unit-5-listening

2. Students

Textbook Global Success 10, Unit 5
Notebook and pen
Worksheet No. 1
Earphones (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Talking about inventions

a) Aims

Ss activate prior knowledge about inventions and become familiar with the topic of the listening.

b) Content

T shows a picture of a portable device (e.g. a document camera) and asks Ss to name the invention, its use and one benefit. Ss then answer the question: 'What is the main purpose of this device?'

c) Expected outcomes

Ss name the device and state at least one benefit, for example: 'It helps teachers show documents to the whole class. It is portable, so it is easy to carry.' Ss write the word 'invention' and 'benefit' on the board with their own examples.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'What is this device? What is it used for?' T introduces the topic: 'Today we will listen to an announcement about a device.'
Students
Ss look at the picture and listen to T's question.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think individually, then monitors and prompts with questions such as 'Is it easy to carry?'
Students
Ss think individually and jot down their ideas in their notebooks. Possible answers: 'It is a document camera.' 'It shows documents on a big screen.' 'It is portable, so it is easy to move.'
Teacher
Step 3: Report and discussion
T invites 3 to 4 Ss to share their answers and writes key words on the board.
Students
Ss share their ideas. Possible answers: 'It saves time when teachers explain a lesson.' 'It has a battery, so it can be used without a plug.'
Teacher
Step 4: Conclusion and assessment
T confirms the ideas and introduces the topic of the lesson: 'Today we will listen to instructions for using this kind of device.' T says: 'Listening for gist first helps you understand the main idea.'
Students
Ss listen and take note of the lesson title.

Activity 2: Knowledge formation · 10 minutes

Knowledge formation: Vocabulary, pronunciation and listening strategies

a) Aims

Ss learn the six target words, practise the stress in three-syllable nouns and understand how to prepare for a listening task.

b) Content

T presents the vocabulary: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử). T models the stress patterns: in-VEN-tion, BEN-e-fit, com-PU-ter, and reads the sentence 'The invention brings benefits to computer users.' Then T explains the listening strategy: predict the kind of information needed from the question, listen once for gist, and listen again for corrections, contrasts, sequence and conditions. T reminds Ss to separate a meeting time from a departure time because numbers may refer to different things.

c) Expected outcomes

Ss can read the six target words with correct stress and write the Vietnamese meaning beside each word. Ss write a three-step listening plan in their notebooks: (1) predict the information from the question, (2) listen for gist, (3) listen for specific details, contrasts and conditions.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the six words on the board and asks Ss to predict the meaning of each word from its context in the sentence 'The invention brings benefits to computer users.' T says: 'Before you listen, read the questions and predict what kind of information you need.'
Students
Ss read the six words in their textbooks and look at the board. They listen to T's instructions.
Teacher
Step 2: Task performance
T models the pronunciation of each word and asks Ss to repeat chorally, then individually. T asks: 'Which syllable is stressed in benefit?' T monitors pair work where Ss mark the stressed syllables in capital letters.
Students
Ss repeat the words and mark stress in their notebooks. Ss answer: 'The stress is on the first syllable in benefit.' 'The stress is on the second syllable in invention.'
Teacher
Step 3: Report and discussion
T calls on some pairs to read the stress patterns aloud and asks: 'What should you do if you hear the numbers 7 and 17 in a recording?' T elicits: 'Check whether the number is a time of a meeting or a time of departure.'
Students
Ss read the words aloud. Possible answer: 'I need to check the context, because the number can refer to a meeting time or a departure time.'
Teacher
Step 4: Conclusion and assessment
T summarises the stress rule: 'The number of syllables does not decide the stress. You must learn the stress of each word.' T reminds Ss of the three-step listening plan and writes it on the board.
Students
Ss copy the three-step plan into their notebooks and check the stress of the target words.

Activity 3.1: Practice · 10 minutes

Practice: Listening for gist and specific information

a) Aims

Ss listen to the recording and choose the correct answers for specific information questions.

b) Content

Ss complete Worksheet No. 1, questions 2 to 5, after listening to the en-US audio. Ss may replay the recording once, but must not open the explanation until they have answered. Questions: 2. What is the first step? A. Place the page flat; B. Press capture; C. Upload an image; D. Pull the cable. 3. Which button saves an image? A. The red power button; B. The lamp switch; C. The cable holder; D. The blue capture button. 4. What must be covered? A. Only the page edges; B. The camera lens; C. Personal information; D. All letters. 5. Does the camera upload automatically? A. Only when the lamp is off; B. No; the teacher selects what to share; C. Yes, every page is public; D. Only at night.

c) Expected outcomes

Answer key: 2 - A (Positioning precedes lighting and focusing.); 3 - D (The two buttons have different purposes.); 4 - C (Names, addresses and marks should not be shared.); 5 - B (Uploading is not automatic.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'Listen once for gist. Then listen again for the specific information. Do not look at the answer key yet.' T plays the audio.
Students
Ss read the questions and options in Worksheet No. 1, then listen to the recording and mark their answers.
Teacher
Step 2: Task performance
T allows one replay if needed and monitors. T asks Ss who need help: 'What is the signal word for a contrast?' T prompts: 'Listen for words like but, however, instead.'
Students
Ss listen, replay the audio if needed and write their answers. Ss compare their answers with a partner in whispers.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers to questions 2 to 5 and asks: 'Why do you think this is correct?' T gives the correct answers after Ss respond.
Students
Ss report their answers. Possible answers: 'For question 2, I chose A because the teacher places the page flat first.' 'For question 5, I chose B because the teacher selects what to share.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers: 2-A, 3-D, 4-C, 5-B. T highlights the signal of a condition or contrast in the recording and reminds Ss to listen for specific information rather than single words.
Students
Ss check their answers and correct any mistakes in their worksheets.

Activity 3.2: Practice · 10 minutes

Practice: Explaining answers from the recording

a) Aims

Ss justify their answers in English by identifying the key information and the contrast that makes other options wrong.

b) Content

Ss listen again to the recording and answer the following questions in pairs, using complete sentences. Q1: Explain why this answer fits the recording: What is the first step? Q2: Explain why this answer fits the recording: Which button saves an image? Q3: Explain why this answer fits the recording: What must be covered? Q4: Explain why this answer fits the recording: Does the camera upload automatically? Ss must not merely repeat a single word.

c) Expected outcomes

Sample answers: Q1 - Place the page flat. Positioning precedes lighting and focusing. Q2 - The blue capture button. The two buttons have different purposes. Q3 - Personal information. Names, addresses and marks should not be shared. Q4 - No; the teacher selects what to share. Uploading is not automatic. Ss' answers may vary in wording but must keep the correct meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and models one answer: 'The first step is to place the page flat, because positioning comes before lighting and focusing.' T reminds Ss: 'Your explanation must give the correct information and the reason why the other options are wrong.'
Students
Ss listen to the model and read the four questions in Worksheet No. 1.
Teacher
Step 2: Task performance
T plays the audio again and monitors pairs. T asks guiding questions: 'What does the speaker say before the lamp?' 'Why are the other options wrong?'
Students
Ss listen, discuss in pairs and write complete explanations. Possible answer: 'Uploading is not automatic, because the teacher chooses what to share.'
Teacher
Step 3: Report and discussion
T asks a few pairs to read their explanations aloud and invites the class to comment: 'Is the explanation clear? Does it give a reason?'
Students
Pairs read their explanations. Classmates give feedback, for example: 'Your answer is correct, but you need to say why option C is wrong.'
Teacher
Step 4: Conclusion and assessment
T praises effective explanations and gives feedback on the language. T writes the key structures on the board: 'The first step is...', 'The ... button is used to...', 'Not automatic; ... selects...'
Students
Ss revise their explanations and write the key structures in their notebooks.

Activity 4: Application · 10 minutes

Application: Giving instructions for a device

a) Aims

Ss use the listening skills and target vocabulary to give short oral instructions about using a device, including sequence and conditions.

b) Content

In groups of four, Ss choose a device they know (for example a portable battery charger or a classroom projector). Each group prepares a 1-minute instruction talk with at least three steps, one benefit, one condition (If...) and one safety rule. Ss use the target words: invention, device, portable, battery, benefit, prototype. After the presentation, the listeners answer one gist question and one detail question about the talk.

c) Expected outcomes

Each group delivers a short instruction talk with the structure: 'First, ... Then, ... Finally, ...' 'If the battery is low, ...' 'This device is portable, so it is useful for ...' Listeners write the gist of the talk and one specific detail in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows a model: 'First, place the device on a flat surface. If the battery is low, charge it first. This device is portable, so it is useful for outdoor activities.' T reminds Ss to use sequence words and at least one condition.
Students
Ss listen to the model and ask questions if the task is unclear.
Teacher
Step 2: Task performance
T gives groups 5 minutes to prepare and monitors, helping with pronunciation of the stressed syllables (in-VEN-tion, BEN-e-fit).
Students
Ss prepare their talk, practise the stress of target words and write short notes. Ss decide who speaks each step.
Teacher
Step 3: Report and discussion
T invites two groups to present. After each talk, T asks the class: 'What is the main idea?' and 'What is the battery condition?'
Students
Groups present their talks. Listeners answer. Possible answer: 'The main idea is how to charge the device. The condition is: if the battery is low.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on gist, detail and pronunciation, then reminds Ss that in real communication they should ask for repetition or confirmation if the safety, time or permission is unclear.
Students
Ss note the feedback and the language point about conditions in their notebooks.

Worksheets

Worksheet No. 1: Listening - Using a Document Camera

Part A. Listen to the recording and choose the correct answer (A, B, C or D).

2. What is the first step?
A. Place the page flat.
B. Press capture.
C. Upload an image.
D. Pull the cable.
1. Which button saves an image?
  A. The red power button.
  B. The lamp switch.
  C. The cable holder.
  D. The blue capture button.
1. What must be covered?
  A. Only the page edges.
  B. The camera lens.
  C. Personal information.
  D. All letters.
1. Does the camera upload automatically?
  A. Only when the lamp is off.
  B. No; the teacher selects what to share.
  C. Yes, every page is public.
  D. Only at night.

Part B. Listen again and explain why each answer fits the recording. Do not just repeat a single word.

6. What is the first step?
1. Which button saves an image?
1. What must be covered?
1. Does the camera upload automatically?

Part C. Vocabulary. Match each word with its meaning.

invention / device / portable / battery / benefit / prototype
a. thiết bị b. có thể mang theo c. pin d. lợi ích e. mẫu thử f. phát minh

Homework

Write a short paragraph (about 60 to 80 words) describing a device you use at home. Include: the name of the device, its purpose, one benefit, one condition (If...) and one safety rule. Use at least three target words: invention, device, portable, battery, benefit, prototype.
Listen to an English instruction or announcement on NeoEdu (neoedu.vn/learn/10/english/unit-5-listening) or in your textbook audio. Write the gist in one sentence and note two specific details.
Mark the stressed syllable in these words and practise reading them aloud: invention, benefit, computer, device, portable, prototype.

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