Tiếng AnhLớp 11Phần 1. Unit 1: A long and healthy life

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.
- Distinguish the strong and weak forms of auxiliary verbs (have, can) in questions and short answers.
- Separate a meeting time from a departure time and identify the day, time, equipment and activity stated in a recording.

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 explanations after they have answered.
Communication and collaboration: Ss work in pairs to compare answers, justify their choices with evidence from the recording, and practise asking for repetition or confirmation in English.
Problem-solving and creativity: Ss decide which information is relevant to each question, explain why distractors are wrong, and apply listening strategies to a new real-life situation.

b) Specific competences

Communicative competence in English through listening: Ss identify the gist and specific details (day, time, equipment, activity) in an en-US recording and respond to five-question comprehension tasks with at least 80% accuracy.
Language knowledge (pronunciation, vocabulary, grammar): Ss recognise and produce weak and strong forms of have and can, and use the six target words (balanced diet, fitness, routine, nutrient, infection, regular) correctly in context.

3. Personal qualities

Diligence: Ss replay the recording carefully and do not open the answer key until they have finished each question.
Responsibility: Ss take responsibility for their own answers and explain their reasoning clearly when they compare with classmates.
Honesty: Ss report what they actually heard in the recording and do not guess or add information that the recording does not contain.

II. Teaching aids and materials

1. Teacher

Audio player and speakers with the en-US listening recording for Unit 1 (Global Success Grade 11)
Projector or board to display questions, target vocabulary and the listening strategy steps
Phiếu học tập số 1 (printed copies, one per pair)
Timer
NeoEdu learning page with the interactive listening exercises: neoedu.vn/learn/11/english/unit-1-listening

2. Students

Textbook Global Success Grade 11, Unit 1 Listening
Notebook, pen and pencil
Phiếu học tập số 1 (shared with a partner)
Earphones (optional) for individual replay

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: What helps us live a long and healthy life?

a) Aims

Ss activate prior knowledge about healthy habits and predict the kind of information each listening question asks for.

b) Content

Ss look at the picture and the title 'A long and healthy life'. In pairs, Ss brainstorm habits that support health (for example, eating a balanced diet, doing regular exercise, keeping a good routine). T then asks: 'Before you listen, what kind of information does the question 'When is the cooking session?' ask for?' and 'What should pupils bring?'

c) Expected outcomes

A list of at least three healthy habits (for example: balanced diet, regular exercise, enough sleep)
A prediction: 'When...?' needs a day and a time; 'What should...?' needs an item or object; 'What will...?' needs an activity.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title and picture, then asks: 'What do you do to stay healthy?' T sets a 1-minute pair brainstorm and introduces key words: balanced diet, fitness, routine, nutrient, infection, regular.
Students
Ss listen to the instructions and prepare to share ideas with a partner.
Teacher
Step 2: Task performance
T monitors pairs and prompts with 'Can you give an example?' T displays three sample questions and asks Ss to predict the type of answer each needs.
Students
Pairs write their habits on a scrap of paper. Ss predict: 'Question 3 needs a day and a time.' Possible answers: 'Eating vegetables, sleeping eight hours, walking every day.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their habits and asks: 'Why is it important to predict the answer type before listening?'
Students
Pairs report. Possible answer: 'Because we know what to listen for, so we don't waste time on unnecessary details.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Questions tell us what to listen for. Predicting the answer type helps us listen for gist first, then specific information.' T writes the key words on the board.
Students
Ss copy the key words and the prediction tip into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Strong and weak forms of auxiliary verbs

a) Aims

Ss recognise and produce weak and strong forms of have and can in questions and short answers.

b) Content

T models the sentences from the lesson:

'Have you finished?' with have as weak /həv/ or /əv/
'Yes, I have.' with final have as strong /hæv/
'Can you walk there?' with can as weak /kən/
'Yes, I can.' with can as strong /kæn/
T explains that weak does not mean missing; a contrastive auxiliary in a short answer is stressed. Ss repeat in chorus, then in pairs, one asking and one answering.

c) Expected outcomes

Ss can say the question with a weak form and the short answer with a strong form.
Key rule written in notebooks: In questions, have and can are usually weak. In short answers ('Yes, I have' / 'Yes, I can'), the auxiliary is strong because it is contrastive.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes four sentences on the board and says: 'Listen to my pronunciation of have and can. Notice the difference between the question and the short answer.'
Students
Ss listen carefully and focus on the vowel sound of have and can.
Teacher
Step 2: Task performance
T models each sentence twice and asks Ss to repeat in chorus. Then T asks pairs to practise: 'Have you finished?' / 'Yes, I have.' and 'Can you walk there?' / 'Yes, I can.'
Students
Ss repeat and practise in pairs. Possible difficulty: Ss stress have in the question; T corrects by saying 'Weak /həv/, please.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to perform their dialogue in front of the class and asks: 'Which word is strong in 'Yes, I can'?'
Students
Pairs perform. Possible answer: 'Can is strong in the short answer because it is the contrastive word.'
Teacher
Step 4: Conclusion and assessment
T confirms the rule and reminds Ss that in the recording they may hear weak forms; they should listen for meaning, not for every single sound.
Students
Ss write the rule in their notebooks and note one example of each form.

Activity 2.2: Knowledge formation · 8 minutes

Listening strategies: gist, specific information, contrasts and conditions

a) Aims

Ss apply a three-step listening strategy: gist, specific information, and attention to contrasts, sequence and conditions.

b) Content

T explains the strategy:

Listen once for gist.
Listen again for specific information, corrections, contrasts, sequence and conditions.
Separate a meeting time from a departure time and check whether both day and time are stated.
T introduces the six target words: balanced diet (chế độ ăn cân đối), fitness (thể lực), routine (nếp sinh hoạt), nutrient (chất dinh dưỡng), infection (sự nhiễm trùng), regular (đều đặn). Ss complete Phiếu học tập số 1 in pairs before listening.

c) Expected outcomes

Completed Phiếu học tập số 1: each target word matched with its meaning, and a prediction for each question.
Strategy chart in notebooks: gist (first listen), specific information (second listen), and warning sign (time vs departure time, correction words such as 'Actually', 'Not... but').

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 and gives 3 minutes for pairs to match the six words with their meanings. T reminds Ss not to read the answer key yet.
Students
Pairs work on the phiếu and discuss unknown words with each other.
Teacher
Step 2: Task performance
T plays the recording once and asks: 'What is the main topic?' Then T plays it again and asks Ss to note specific details. T monitors and checks understanding of 'contrast' and 'condition'.
Students
Ss listen and note key words. Possible gist answer: 'A cooking and nutrition session for pupils.' Possible detail: 'The session is at 3:30 on Thursday.'
Teacher
Step 3: Report and discussion
T asks: 'What is the difference between a meeting time and a departure time?' and 'Which word signals a correction?'
Students
Pairs share. Possible answers: 'A meeting time is when we start; a departure time is when we leave.' 'Words such as actually or instead signal a correction.'
Teacher
Step 4: Conclusion and assessment
T summarises the three-step strategy on the board and reminds Ss to record only the information required by the question.
Students
Ss copy the strategy chart and tick the steps they used.

Activity 3.1: Practice · 10 minutes

Listening for specific information (Exercises 2–5)

a) Aims

Ss answer four multiple-choice questions by listening for specific information and eliminating distractors.

b) Content

Ss listen to the recording for Exercises 2 to 5 in the textbook. Each question has four options (A, B, C, D).

Ex 2: What does the guest emphasise?
Ex 3: When is the cooking session?
Ex 4: What should pupils bring?
Ex 5: What will pupils compare?
Ss choose one answer for each question without opening the answer key. Ss may replay the audio once.

c) Expected outcomes

Ex 2: A (Variety). Variety is the main point.
Ex 3: D (Thursday at 3:30). Both day and time are stated.
Ex 4: C (A clean container). Equipment is provided; a container is requested.
Ex 5: B (Two sample lunches). The activity is comparison, not individual treatment.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the four questions aloud and asks Ss to read the options silently. T reminds them: 'Do not open the answer key yet.'
Students
Ss read the questions and options and predict the answer type for each.
Teacher
Step 2: Task performance
T plays the recording for Exercises 2 to 5 and pauses after each question. T allows one replay if needed and monitors individual work.
Students
Ss listen and choose their answers. Possible difficulty: confusing Thursday at 3:00 with Thursday at 3:30; T suggests re-checking the time.
Teacher
Step 3: Report and discussion
T calls on individual Ss to give their answers and asks the class to vote with hands for each option.
Students
Ss report: 'Ex 2: A. Ex 3: D. Ex 4: C. Ex 5: B.' Ss who chose differently explain their reasoning.
Teacher
Step 4: Conclusion and assessment
T reveals the answer key and explains the distractors: 'B in Ex 3 is a time, not the full answer, because the day is also required.'
Students
Ss check their answers, correct mistakes in pencil and write the reason for each correct option.

Activity 3.2: Practice · 9 minutes

Explaining why an answer fits the recording (Exercises 6–9)

a) Aims

Ss justify their answers with a clear reason that matches the recording and distinguishes the correct option from the distractors.

b) Content

Ss listen again to the recording and explain why each answer fits:

Ex 6: What does the guest emphasise?
Ex 7: When is the cooking session?
Ex 8: What should pupils bring?
Ex 9: What will pupils compare?
For each question, Ss write one sentence that gives the answer and one sentence that explains the key distinction. Ss must not simply repeat a single word.

c) Expected outcomes

Ex 6: Variety. Variety is the main point.
Ex 7: Thursday at 3:30. Both day and time are stated.
Ex 8: A clean container. Equipment is provided; a container is requested.
Ex 9: Two sample lunches. The activity is comparison, not individual treatment.
Acceptable answers may use different wording if the meaning is correct.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task: 'Give the answer and explain why it fits. Do not just repeat a single word.' T models Ex 6 with a think-aloud.
Students
Ss listen to the model and ask questions if needed.
Teacher
Step 2: Task performance
T plays the recording again. Pairs compare notes and write their explanations, then check each other's sentences.
Students
Pairs write two sentences for each question. Possible explanation for Ex 8: 'The container is requested, but the equipment is provided, so students don't need to bring a cooker.'
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read one explanation each and asks the class: 'Is this explanation clear and accurate?'
Students
Pairs read their explanations. Classmates give feedback on accuracy and clarity.
Teacher
Step 4: Conclusion and assessment
T gives the model answers and emphasises that a good explanation names the evidence from the recording and the difference from the distractor. T praises Ss who used precise wording.
Students
Ss revise their explanations and write the best version in their notebooks.

Activity 4: Application · 5 minutes

Confirming information in a real-life situation

a) Aims

Ss use listening strategies and polite confirmation phrases in a real-life situation involving time, place and permission.

b) Content

In pairs, Ss role-play a conversation about joining a school cooking session. Student A gives a time and a place. Student B must ask for repetition or confirmation because the information is unclear, for example: 'Could you say that again, please?' or 'Just to confirm, is it Thursday at 3:30?' Pairs swap roles.

c) Expected outcomes

A short dialogue with at least two confirmation questions and one request for repetition.
Example: A: 'The session is on Thursday at 3:30 in the kitchen.' B: 'Sorry, could you repeat the time? Just to confirm, is it 3:30 or 3:00?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the confirmation phrases on the board and sets the role-play situation.
Students
Ss read the phrases and prepare their roles in pairs.
Teacher
Step 2: Task performance
T monitors and listens for correct use of confirmation phrases and stress on key words.
Students
Pairs perform the role-play twice, switching roles. Ss who finish early write one more confirmation question.
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform in front of the class and asks: 'Why is it important to confirm the time and place?'
Students
Pairs perform. Possible answer: 'Because if we misunderstand the time, we may miss the session.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'In real communication, listening for gist and details is not enough; we must ask for confirmation when safety, time or permission is unclear.' T sets homework.
Students
Ss note the useful phrases in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match each word with its meaning.

balanced diet
fitness
routine
nutrient
infection
regular

Meanings (scrambled):

a usual order of daily activities
a substance in food that the body needs to grow and stay healthy
physical ability to do exercise well
happening at fixed or even intervals
a condition when germs enter the body and cause illness
a way of eating that includes foods in suitable amounts

Part B. Before listening, predict the type of answer.

Question: When is the cooking session? Predicted answer type: ______
Question: What should pupils bring? Predicted answer type: ______
Question: What will pupils compare? Predicted answer type: ______

Part C. Listening strategy chart.

First listen (gist): The recording is about ______
Second listen (specific information): Key details are ______
Warning signs: Look for contrast words (actually, not... but), corrections, and conditions. Separate the meeting time from the departure time.

Part D. Confirmation phrases.

Could you say that again, please?
Just to confirm, is it ______?
Sorry, I didn't catch the time. Could you repeat it?

Homework

Listen to the recording for Exercises 2 to 5 once more at home and write down the day, time and item mentioned. Check your answers with the explanations on the NeoEdu page neoedu.vn/learn/11/english/unit-1-listening.
Practise saying the sentences 'Have you finished?' / 'Yes, I have.' and 'Can you walk there?' / 'Yes, I can.' aloud five times each, focusing on weak and strong forms. Record yourself if possible and compare with the model.
Write a short message of about 4 to 5 sentences to a classmate about a healthy routine you follow. Use at least two of these words: balanced diet, fitness, routine, nutrient, regular. Bring it to the next lesson.

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