Giáo án Listening

Ss activate prior knowledge about learning with technology and learn to predict the kind of information they need from a question before listening.

Ss look at the vocabulary words blended learning, face-to-face, download, distraction, feedback and access, and answer the warm-up question: "Which is better for you, face-to-face or blended learning? Why?" Then T shows Question 2 (How long is the reading sheet?) and asks Ss what kind of information they need to listen for (a length or number).

Ss match the six words to short meanings, for example: download = tải xuống; distraction = sự xao nhãng; feedback = phản hồi. Ss state that the question "How long is the reading sheet?" requires a number and a unit, so they should listen for numbers and units.

Ss understand the listening strategies (listen for gist, then for specific information; separate numbers that refer to different things) and explain how sentence stress shows contrast and corrected information.

Ss listen to the teacher's explanation of the strategies in Prepare to listen and Check meaning, not isolated words. Then T models sentence stress with the sentence "We DOWNLOAD the NOTES before CLASS." and the contrast "I downloaded the NOTES, not the video." Ss read both versions aloud and explain what is corrected. Ss note that a meeting time and a departure time are different numbers.

Ss write in their notebooks:

• Strategy 1: Listen once for gist, then again for corrections, contrasts, sequence and conditions.
• Strategy 2: Numbers can refer to different things; a meeting time is not a departure time.
• Stress: In the contrast sentence, the stressed word NOTES shows that the notes were downloaded, not the video; the corrected information is the object (notes instead of video).
• Capitals show stress only; they are not instructions to shout.

Ss identify defining and non-defining relative clauses and use who, which, whose and that correctly.

T presents two example sentences: "The student who lent me a tablet is absent." (defining) and "Lan, who sits beside me, shared her notes." (non-defining). Ss complete Worksheet 2 by choosing who, which, whose or that in the sentences, and explain why commas are needed in the non-defining sentence.

Ss write in their notebooks:

• Defining clause: no commas; identifies which person or thing (The student who lent me a tablet is absent).
• Non-defining clause: separated by commas; adds information (Lan, who sits beside me, shared her notes).
• Use who for people, which for things, whose for possession; that can replace who/which only in defining clauses, not after a comma.
• Do not repeat the subject after the relative pronoun.

Ss listen to the recording and select the correct answers to Exercises 2 to 5, using the strategies from the lesson.

Ss listen to the en-US recording and answer Worksheet 1 (Questions 2, 3, 4 and 5). Ss may replay the recording but must not open the explanation until they have answered.
Question 2: How long is the reading sheet? A. Two pages; B. Five pages; C. One page; D. Ten pages.
Question 3: What should learners underline? A. Every unfamiliar word; B. Only the title; C. The teacher's name; D. Two claims needing evidence.
Question 4: When is the group conclusion written? A. At home tonight; B. During the optional video; C. After classroom discussion; D. Before reading.
Question 5: Is the video compulsory? A. It replaces the sheet.; B. No, it is optional.; C. Yes, for every student.; D. Only for offline students.

Answers:

• Question 2: A (Two pages is stated.)
• Question 3: D (The task focuses on evidence.)
• Question 4: C (It must follow discussion.)
• Question 5: B (Optional is explicitly contrasted with required work.)

Ss explain why each answer fits the recording, using specific evidence and clear reasoning.

Ss answer Exercises 6 to 9 on Worksheet 1 by writing an explanation for each answer. Ss listen again if necessary. Each explanation must include the correct information and the distinguishing point.
Question 6: Explain why the answer fits the recording: How long is the reading sheet? Do not merely repeat a single word.
Question 7: Explain why the answer fits the recording: What should learners underline?
Question 8: Explain why the answer fits the recording: When is the group conclusion written?
Question 9: Explain why the answer fits the recording: Is the video compulsory?

Model explanations (accept equivalent wording with the same meaning):

• Question 6: Two pages. Two pages is stated.
• Question 7: Two claims needing evidence. The task focuses on evidence.
• Question 8: After classroom discussion. It must follow discussion.
• Question 9: No, it is optional. Optional is explicitly contrasted with required work.
  Note for T: Teacher checks and scores each explanation (information, distinguishing point, clarity). Do not mark automatically.

Ss apply listening strategies to a real-life announcement, separating numbers and conditions, and ask for confirmation when information is unclear.

T reads a short school announcement aloud (only once) and Ss note the meeting time, departure time, and the condition (for example: "Students who have a permission form may join the trip"). Then Ss practise asking for confirmation: "Could you repeat the departure time, please?" and "Is the permission form compulsory?"

Ss write a short note with two numbers that refer to different things (meeting time and departure time), one condition, and one confirmation question. Example: Meeting time: 7 a.m. at the school gate. Departure time: 7.30 a.m. Condition: students with a signed permission form. Question: Is the form compulsory for all students?