Giáo án Listening

Ss activate their background knowledge about Viet Nam and international organisations and learn to predict the kind of information needed from a question before listening.

T shows the title Viet Nam and international organisations on the board and asks Ss to brainstorm names of international organisations Viet Nam belongs to, and what kind of information (a date, a name, a reason, a source) they would expect from questions such as 'In which year did Viet Nam join the UN?' Ss then discuss in pairs: 'Which question words tell you the kind of answer needed?'

• A list of 3–4 organisations that Ss know (e.g., the UN, ASEAN).
• Key idea written on the board: the question tells us the kind of information needed (a year, a date, a source, a condition), not the answer itself.
• Ss predict the type of answer for Exercises 2–5: a year, a date, a source and a condition.

Ss learn how to listen for gist first and then for specific information, including contrasts, sequence and conditions, and learn key vocabulary from the lesson.

T presents the six key words: cooperation (hợp tác), organisation (tổ chức), education (giáo dục), access (khả năng tiếp cận), participate (tham gia), support (hỗ trợ). T explains the two-step listening: (1) listen once for the gist; (2) listen again for corrections, contrasts, sequence and conditions. Ss complete Worksheet 1, Part A (vocabulary matching).

• Ss match the six words with their meanings and write example sentences: e.g., 'Viet Nam participates in many international organisations.'
• Two-step strategy written in notebooks:
  • Step 1: Listen for the gist (What is the recording about?).
  • Step 2: Listen again for specific information, contrasts and conditions.
• Reminder: 'Numbers can refer to different things: separate a meeting time from a departure time.'

Ss pronounce long words with correct primary stress and use comparatives and superlatives to compare items with a stated criterion.

T models the stress patterns: inter-NA-tion-al, organi-SA-tion, edu-CA-tion-al, oppor-TU-ni-ty, and the sentence 'International cooperation creates educational opportunities.' T then presents the comparative and superlative forms: smaller than, more effective than, the smallest, the most effective of the three; and irregular forms good–better–best, bad–worse–worst. T warns: do not double-mark comparison (not 'more better'), and a comparison needs a criterion (a cheaper programme is not automatically more effective).

• Ss repeat the four words and the sentence with correct primary stress.
• Ss complete the model sentences in their notebooks, e.g.:
  • 'This programme is more effective than the last one.' (Criterion: effectiveness.)
  • 'Of the three organisations, this one has the most members.' (Superlative of a stated group.)
  • 'Access to education is better in urban areas.' (Irregular form 'better'.)
• Ss state the rule: 'A comparison needs a criterion.'

Ss answer multiple-choice listening questions (Exercises 1–5) and explain their answers with evidence from the recording (Exercises 6–9).

T plays the en-US audio for Exercise 1 and asks Ss to listen for the gist. T then plays the recording for Exercises 2–5 (Listen. In which year did Viet Nam join the UN? / Which date is given for ASEAN membership? / Which sources does the student plan to use? / What should be added beyond dates?). Ss choose A, B, C or D and record only the information required on Worksheet 1, Part B. Ss then replay the recording for Exercises 6–9 and write a short explanation for each answer (about 2 sentences). Ss check their answers with the key only after they finish.

Worksheet 1, Part B (answer key, shown after Ss finish):

• Exercise 2: A. 1977. The UN membership date is 20 September 1977.
• Exercise 3: D. 28 July 1995. The recording distinguishes the two organisations.
• Exercise 4: C. The organisations’ member pages. Primary member pages verify dates.
• Exercise 5: B. An example and field of cooperation. The partner asks for meaningful context.
• Exercises 6–9 (teacher marks the explanation; accept equivalent wording with the correct information): Ss give the correct information and explain the distinguishing point, e.g. 'The recording distinguishes the two organisations' or 'Primary member pages verify dates.'

Ss apply listening strategies to a real situation by asking for repetition or confirmation when time, safety or permission is unclear.

T sets a role-play: one student is a volunteer for an international cooperation programme at school, and the partner gives a meeting time and a departure time for a field trip. T asks Ss to work in pairs, listen to the partner (T reads a short script), and ask for confirmation of the time and the place. Ss then write three useful questions for real-life communication: 'Could you repeat that, please?', 'Do you mean the meeting time or the departure time?', 'Is it allowed to bring a camera?'

• A short dialogue (4–6 lines) in which Ss confirm the meeting time and the departure time separately, e.g.:
  A: 'The meeting is at 7.30.' B: 'Do you mean the meeting time or the departure time?' A: 'The meeting time. The departure is at 8.00.'
• Three polite requests for repetition or confirmation written in notebooks.
• Homework: Ss record one short announcement in English and write down the gist and two details.