Giáo án Listening

Ss activate background knowledge about ecosystems and predict the kind of information the listening will contain.

T shows two pictures: a stream with plants along the bank, and the same stream with the bank bare and eroded. T asks: 'What may happen to the stream if the plants on the bank disappear?' Ss discuss with a partner and list two or three possible effects.

A list of 2–3 predictions on the board, for example: 'soil washes into the water', 'the bank collapses', 'fish and insects lose their habitat'. These predictions are kept on the board and checked at the end of the lesson.

Ss understand the six key words and the listening strategy of predicting from the question and separating forecast from observation.

Ss complete Worksheet 1 by matching each key word with its Vietnamese meaning and an example phrase: ecosystem (hệ sinh thái), food chain (chuỗi thức ăn), habitat (môi trường sống), native species (loài bản địa), restore (phục hồi), nature reserve (khu bảo tồn thiên nhiên). T then reminds Ss of three strategies: predict the kind of information from the question, listen once for gist and again for details, and separate forecast from observation.

Completed Worksheet 1 with six correct matches. Ss note the three strategies in their notebooks.

Ss extract the gist and specific information, including contrasts and conditions, from an original en-US recording.

Step 1 (gist): Ss listen once and answer: 'What is the recording mainly about?' Step 2 (details): Ss listen again and complete Worksheet 2, Part A, noting three contrasts: (a) a likely outcome vs. a measured result, (b) a claim that is true vs. a claim that is false, (c) a condition under which something works. T uses the NeoEdu page for a replay if needed.

Gist: the recording is about ecosystems: how to protect them, monitor them and restore them, and how pressures can affect them. Worksheet 2, Part A completed with three contrasts: (1) removing streamside plants may lead to more bank erosion (a prediction, not yet observed); (2) monitoring must record dates and conditions so observations can be interpreted; (3) restoration requires ecological suitability, so any tree anywhere does not automatically restore an ecosystem.

Ss select the correct answer to specific-information questions after listening, without looking at the explanation.

Ss listen to the recording for each question (Items 2–5 on Worksheet 2, Part B) and choose A, B, C or D. They may replay the audio. They do not open the answer key until they finish.
Question 2: What may follow loss of streamside plants? A. More bank erosion; B. Guaranteed cleaner water; C. A longer day; D. No possible change.
Question 3: What should monitoring record? A. Only the most attractive photo; B. No method; C. Private visitor names; D. Dates and conditions.
Question 4: How should a consequence not yet observed be labelled? A. As an official law; B. As a completed survey; C. As a prediction; D. As a measured result.
Question 5: Which claim is rejected? A. Monitoring needs a method; B. Any tree anywhere automatically restores an ecosystem; C. Pressures can interact; D. Species can respond differently.

Answer key (shown by T only after Ss respond): 2 – A (Plants can help stabilise banks.); 3 – D (Context makes observations interpretable.); 4 – C (The recording distinguishes forecast from observation.); 5 – B (Restoration requires ecological suitability.). Ss mark their own answers in Worksheet 2, Part B.

Ss justify an answer by naming the correct information and the detail that rules out the distractors.

Ss work in pairs. For Questions 6–9 (Worksheet 2, Part C), Ss explain why each answer fits the recording. Each explanation must do two things: (1) name the correct information, (2) state the distinguishing point. Example for Question 6 (loss of streamside plants): 'More bank erosion is correct because plants can help stabilise banks; without them, the bank is more likely to erode.'

Model explanations (accept equivalent wording): 6 – 'More bank erosion. Plants can help stabilise banks.' 7 – 'Dates and conditions. Context makes observations interpretable.' 8 – 'As a prediction. The recording distinguishes forecast from observation.' 9 – 'Any tree anywhere automatically restores an ecosystem is rejected. Restoration requires ecological suitability.'

Ss apply the listening strategy in a real-life role-play by asking for repetition or confirmation when time, permission or safety is unclear.

Pairs role-play a phone call. Student A is a visitor to a nature reserve who wants to join a stream monitoring trip. Student B is a park staff member who gives the time and rules. Student A must ask for confirmation of the meeting time and departure time, and check whether permission or safety equipment is needed. Useful phrases: 'Could you repeat the time, please?' 'Is that the meeting time or the departure time?' 'Do I need permission to enter the stream area?'

A short dialogue of 5–6 exchanges in which the visitor asks at least two clarifying questions, and the staff member gives clear answers, e.g. 'The meeting time is 7:30, and we leave at 8:00.'