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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 12. Unit 9: Protecting the environment

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:
    • extract the gist and specific information from an original recording about protecting wildlife;
    • identify contrasts and conditions in the recording (e.g., 'instead of', 'if', 'the final contrast');
    • use the key vocabulary: biodiversity, habitat, endangered, conservation, pollution, restore;
    • give short evidence-based answers, explaining why an option fits the recording.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the type of information needed before listening, replay the audio on their own to check answers, and review their answers against the explanations after they have answered.
  • Communication and collaboration: Ss compare answers in pairs, justify their choices to classmates, and take part in a role-play asking for repetition or confirmation when information is unclear.
  • Problem-solving and creativity: Ss decide which information is needed for a given situation (e.g., an injured bird) and propose safe, suitable actions in a realistic conversation.

b) Specific competences

  • Communicative competence in English through listening: Ss extract gist and specific information, including contrasts and conditions, from an original en-US recording and explain their answers in English.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the sentence stress and rhythm in 'We can protect the forest if we work together', use the six key words accurately, and recognise the contrast and condition structures used in the recording.

3. Personal qualities

  • Responsibility: Ss take care to record only the information required and to pass sensitive information (exact locations) only to the appropriate people.
  • Kindness: Ss show concern for wild animals by understanding why visitors should give animals space, avoid touching nests and not buy wildlife-based souvenirs.
  • Honesty: Ss check their answers honestly against the audio and admit when they need to listen again instead of guessing.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, speakers with en-US audio for the Listening recording of Unit 9
  • NeoEdu learning page (neoedu.vn/learn/10/english/unit-9-listening) with the lesson explanation, examples and interactive exercises
  • Board, markers, sticky notes
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Timer

2. Students

  • English 10 (Global Success) student book, Unit 9
  • Notebook, pen, pencil, highlighter
  • Headphones or earphones (optional, for individual replay on NeoEdu)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Our Planet and Its Wildlife

a) Aims

Ss activate prior knowledge about biodiversity and wildlife protection and predict the topic of the recording.

b) Content

T asks Ss to brainstorm words related to the topic 'protecting the environment'. Ss then think about what visitors should or should not do when they meet wild animals, for example: Can you take an animal home as a souvenir? What should you do if you find an injured wild bird?

c) Expected outcomes

A word web on the board with ideas such as biodiversity, habitat, endangered animals, pollution, conservation, and a short prediction: 'The recording is about how visitors can protect wildlife.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'Protecting the environment' in the centre of the board and asks: 'What comes to your mind when you hear this topic?' T gives one example: 'forest – trees – animals – habitat'.

    Students

    Ss look at the board and think about the topic for about 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and write as many related words as possible in 2 minutes. T monitors and prompts with questions: 'What do wild animals need to live?' and 'What can harm them?'

    Students

    Ss work in pairs and note words in their notebooks. Expected words: forest, river, animals, birds, habitat, pollution, endangered, protect, rescue.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to add words to the web. T asks: 'What do you think this listening is about?'

    Students

    Ss add words to the web and give predictions. Expected answers: 'It is about protecting animals when we travel.' / 'It is about what tourists should do with wildlife.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic and says: 'Today we will listen to an interview about protecting wildlife. Listen for the main idea first, then for details.' T writes the lesson aim on the board.

    Students

    Ss copy the aim into their notebooks: 'Extract gist and specific information from an original recording, including contrasts and conditions.'

Activity 2.1: Knowledge formation · 8 minutes

Key Vocabulary and Rhythm

a) Aims

Ss understand the six key words and recognise the stress and rhythm pattern of a sentence from the lesson.

b) Content

Part A: Ss match six key words (biodiversity, habitat, endangered, conservation, pollution, restore) with their Vietnamese meanings and with short English definitions. Part B: T models the rhythm of 'PROTECT the FOREST', 'KEEP the RIVER CLEAN' and 'We can protect the forest if we work together', and Ss clap or tap the stressed words.

c) Expected outcomes

Vocabulary matching:

  • biodiversity (đa dạng sinh học) – the variety of living things in an area
  • habitat (môi trường sống) – the natural home of an animal or plant
  • endangered (có nguy cơ tuyệt chủng) – at risk of disappearing completely
  • conservation (bảo tồn) – protecting nature and natural resources
  • pollution (ô nhiễm) – harmful substances that make air, water or land dirty
  • restore (phục hồi) – to bring something back to its former good condition

Rhythm: stressed words are PROTECT, FOREST, KEEP, RIVER, CLEAN, WORK. Unstressed words such as 'can', 'if' and 'the' are short and quick.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the board, without meanings, and says: 'Match each word with its meaning. Then listen to me and tap the stressed words.'

    Students

    Ss look at the words and the definitions on the handout.

  2. Teacher

    Step 2: Task performance

    T gives Ss 2 minutes to match individually, then asks them to compare answers with a partner. T models the rhythm sentences three times, first slowly and then at normal speed. T asks: 'Which words are the main beats?'

    Students

    Ss match the words in pairs. Ss tap or clap while repeating after T. Expected answer: 'The content words are the main beats: PROTECT, FOREST.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read the matches aloud and asks: 'Can you use habitat in a sentence?'

    Students

    Ss give answers. Expected sentence: 'Pollution can destroy the habitat of many animals.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and says: 'Stress falls on content words; short function words fit between them. Do not delete meaningful syllables just to make the timing equal.' T writes the rhythm sentence on the board.

    Students

    Ss repeat the sentence 'We can protect the forest if we work together' with clear rhythm and record the key words in their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Listening for Gist, Specific Information, Contrasts and Conditions

a) Aims

Ss extract the gist from one listening and then the specific information from a second listening, paying attention to contrasts and conditions.

b) Content

Step 1: Ss read the questions in Worksheet 1 and predict the kind of information needed (for example, a souvenir, a person, a reason, an action). Step 2: Ss listen once for the gist. Step 3: Ss listen again and fill in Worksheet 1, noting signposts of contrast (e.g., 'instead', 'but', 'not') and condition (e.g., 'if', 'unless'). Ss do not open the explanation until they have answered.

c) Expected outcomes

Gist: The interview is about how visitors can protect wildlife during trips.

Specific information (Worksheet 1):

  • Alternative souvenir: a local craft without wildlife materials (contrast: not a live bird, an animal tooth or a nest).
  • Injured wild bird: handled by a qualified rescue service (condition: untrained handling can harm people and animals).
  • Exact location: kept private because it could attract crowds or collectors.
  • Protection requirement: giving animals space (contrast: not taking close photographs, feeding or touching nests).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the questions. Predict what kind of information you need to listen for. Then listen once to get the gist.' T plays the recording once.

    Students

    Ss read the questions silently and predict the information needed, for example: 'a souvenir', 'a rescue service', 'a location', 'an action'.

  2. Teacher

    Step 2: Task performance

    T plays the recording a second time and asks Ss to answer the gist question on the worksheet. Then T plays it again in two parts and reminds Ss: 'Note the words that show a contrast or a condition. Record only the information required.' T monitors and helps weaker Ss with pausing.

    Students

    Ss write the gist in one sentence and then complete the specific-information boxes. Ss may replay the audio on NeoEdu individually if needed.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to compare answers. T asks: 'Which word showed the contrast in question 2? Which word showed the condition in question 3?' T invites two pairs to report their answers.

    Students

    Ss compare answers and report. Expected answers: 'The alternative souvenir is a local craft, not a live bird.' / 'Untrained handling can harm both people and animals.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the gist and the answers. T explains: 'Gist = main idea. Specific information = details. Contrast and condition signposts help us choose the right option.' T writes the three-step strategy on the board: predict, listen for gist, listen for details.

    Students

    Ss note the strategy and check their own answers, correcting any mistakes in a different colour.

Activity 3: Practice · 12 minutes

Checking Answers and Explaining Choices

a) Aims

Ss consolidate the specific information by choosing the correct options and explaining why each answer fits the recording.

b) Content

Exercise 1 (Q2–Q5): Ss listen and choose the correct option for four questions: the alternative souvenir, who should handle an injured wild bird, why a public exact location should be avoided, and what protection may require. Exercise 2 (Q6–Q9): Ss listen again and explain why each answer fits the recording, using at least one piece of evidence and one contrast or condition. Ss do not merely repeat a single word.

c) Expected outcomes

Exercise 1 answers:

  • Q2: A. A local craft without wildlife materials. (The alternative avoids wildlife demand.)
  • Q3: D. A qualified rescue service. (Untrained handling can harm both people and animals.)
  • Q4: C. It could attract crowds or collectors. (Sensitive information should go privately to rescuers.)
  • Q5: B. Giving animals space. (The final contrast supports non-disturbance.)

Exercise 2 model explanations (teacher accepts equivalent answers with the same meaning):

  • Q6: A local craft without wildlife materials. The alternative avoids wildlife demand.
  • Q7: A qualified rescue service. Untrained handling can harm both people and animals.
  • Q8: It could attract crowds or collectors. Sensitive information should go privately to rescuers.
  • Q9: Giving animals space. The final contrast supports non-disturbance.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and choose A, B, C or D for questions 2 to 5. Replay the audio as needed. Do not check the explanation until you have answered.' T reminds Ss to write only the answer, not the explanation, in this step.

    Students

    Ss read the four questions and their options silently before listening.

  2. Teacher

    Step 2: Task performance

    T plays the recording. T pauses after each question to give Ss time to write. In Exercise 2, T says: 'Listen again and explain why each answer fits. Use one piece of evidence and one contrast or condition.' T monitors and gives support with sentence frames: 'The answer is ___ because the recording says ___.'

    Students

    Ss choose answers individually, then explain Q6–Q9 in pairs. Some Ss may listen twice.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers for Q2–Q5 with a show of hands and then reveals the answers. T invites 2 Ss to read explanations for Q6 and Q8. T asks: 'Is this explanation the same as the model? Is it correct in meaning?'

    Students

    Ss give answers and read explanations aloud. Expected responses: 'Q4 is C because the recording says it could attract crowds or collectors.' Ss compare with peers and accept equivalent wording.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms all answers and explains: 'Check the answer against the audio, not against your memory. An explanation must give evidence and state the difference from other options.' T notes: Keep legitimate accent and wording variants when they preserve meaning.

    Students

    Ss correct their work and write the correct answers and one explanation for each question in their notebooks.

Activity 4: Application · 8 minutes

Role-play: Rescue Hotline Call

a) Aims

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

b) Content

Ss work in pairs. Student A plays a visitor who has found an injured wild bird in a national park and calls a rescue hotline. Student B plays the rescue operator who must get the exact information (location, time, safety instructions) and confirm it. Ss must use phrases such as 'Could you repeat that, please?', 'Do you mean ___?' and 'Please don't touch the bird until the rescue team arrives.' Ss also suggest one souvenir alternative and one way to give animals space.

c) Expected outcomes

A short role-play (about 1 minute) in which:

  • the operator advises the caller to keep distance and not to touch the bird, and asks for confirmation of the location, which the caller shares only with the hotline;
  • the caller asks for repetition of one instruction;
  • the pair ends with a suggestion, for example: 'Let's buy a craft made from recycled materials instead of a souvenir made from animal parts.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the scenario aloud and writes the useful phrases on the board. T says: 'Ss A is the visitor, Ss B is the operator. Ask for confirmation if information is unclear.'

    Students

    Ss read the scenario and note the phrases. They decide their roles.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to prepare and practise. T moves around and helps with pronunciation and rhythm, asking Ss to stress the key words.

    Students

    Ss prepare and practise the dialogue. Expected sample line: 'Could you repeat the location, please? I want to be sure.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 to 3 pairs to perform for the class. T asks the class: 'Did the operator ask for confirmation? Was the bird handled safely?'

    Students

    Pairs perform. The class gives feedback: 'The operator asked the visitor to repeat the location. Good job.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on language and content and summarises: 'Safety and privacy come first. In real communication, ask for repetition or confirmation when information is unclear.' T links back to the aim of the lesson.

    Students

    Ss note the key phrases and reflect on how they used listening strategies in their role-play.

Worksheets

Worksheet 1: Listening for Gist and Specific Information

Part A – Gist

  • In one sentence, what is the recording about?

Part B – Specific information (listen and tick ONE answer)

  • Q2. What alternative souvenir is suggested?
    • A. A local craft without wildlife materials
    • B. A live bird
    • C. An animal tooth
    • D. A nest
  • Q3. Who should handle an injured wild bird?
    • A. Any visitor
    • B. A pet owner
    • C. A crowd of pupils
    • D. A qualified rescue service
  • Q4. Why avoid a public exact location?
    • A. Rescuers cannot read locations.
    • B. The bird needs visitors.
    • C. It could attract crowds or collectors.
    • D. Maps never work.
  • Q5. What may protection require?
    • A. Taking close photographs
    • B. Giving animals space
    • C. Feeding every wild animal
    • D. Touching nests

Part C – Signposts

  • Write one contrast word and one condition word you heard in the recording.
  • Contrast word: ________
  • Condition word: ________

Worksheet 2: Explaining My Answer

Listen again and complete the table.

  • Question 6: What alternative souvenir is suggested?
    • My answer: ________
    • Evidence from the recording: ________
    • Why the other options do not fit: ________
  • Question 7: Who should handle an injured wild bird?
    • My answer: ________
    • Evidence from the recording: ________
    • Why the other options do not fit: ________
  • Question 8: Why avoid a public exact location?
    • My answer: ________
    • Evidence from the recording: ________
    • Why the other options do not fit: ________
  • Question 9: What may protection require?
    • My answer: ________
    • Evidence from the recording: ________
    • Why the other options do not fit: ________

Sentence frame: 'The answer is ___ because the recording says ___. The other options do not fit because ___.'

Homework

  • Listen to the Unit 9 Listening recording on NeoEdu (neoedu.vn/learn/10/english/unit-9-listening) once more and check your answers to Questions 2 to 9.
  • Write a short paragraph (5 to 7 sentences) titled 'How I Protect Wildlife When I Travel'. Include at least one sentence with 'if' (condition) and one with 'instead' or 'but' (contrast).
  • Imagine a park ranger said: 'Visitors should not touch the nests.' Write one reported sentence using 'The ranger said that…' and change the tense and pronouns correctly.
  • Practise reading the sentence 'We can protect the forest if we work together' aloud five times, tapping the stressed words.

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