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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 3. Unit 3: Cities of the future

Giáo án Listening

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • extract the gist of an original interview recording about city services.
    • identify specific information, including contrasts (e.g., earlier nine, now seven) and conditions (e.g., safeguards for data).
    • pronounce linked final consonants and initial vowels smoothly (e.g., turn off, an office, clean air).
    • give short reasons that justify an answer with evidence from the recording.

2. Competences

a) General competences

  • Self-control and independent learning: Ss replay the recording on their own, record only the information required and check their answers before reading the explanations.
  • Communication and collaboration: Ss compare answers in pairs, ask for repetition or confirmation politely, and explain their choices to the class.
  • Problem-solving and creativity: Ss predict the information needed from each question, distinguish similar details (meeting time vs. departure time) and apply the strategy to a new situation.

b) Specific competences

  • Communicative competence in English through listening: Ss extract gist and specific information from an original en-US recording and explain why an answer fits the recording.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the key words livable, infrastructure, sensor, privacy, pedestrian and efficient correctly, and read linked final consonants and initial vowels naturally.

3. Personal qualities

  • Diligence: Ss listen to the recording at least twice and do not open the explanation until they have finished each answer.
  • Responsibility: Ss record only the information required, avoid guessing and take responsibility for their own answers in pair work.
  • Honesty: Ss admit when they did not catch a detail and ask for replay instead of copying a classmate's answer.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers
  • Audio of the Unit 3 Listening exercises (en-US) from Tiếng Anh 11 Global Success, Unit 3 (Cities of the future)
  • NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/11/english/unit-3-listening
  • Worksheet No. 1 and answer key (Exercises 2–9)
  • Vocabulary list on the board: livable, infrastructure, sensor, privacy, pedestrian, efficient

2. Students

  • Textbook, notebook and pen
  • Pencil (bút chì) and eraser
  • Earphones or headphones (if available)
  • Printed Worksheet No. 1

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the information

a) Aims

Ss activate background knowledge about city services and learn to predict the kind of information needed from the questions before listening.

b) Content

Ss look at the vocabulary words (livable, infrastructure, sensor, privacy, pedestrian, efficient) and the five questions in Exercises 2–5. Ss discuss in pairs: What kind of information do you need to answer 'When does the desk now open?' – a time, a place or a reason? Ss predict the kind of information for each question, not the answer.

c) Expected outcomes

A short list of predictions for each question in Exercises 2–5, for example: 'Question 2: a difficulty (reason) – a problem with the app or ticket.' 'Question 3: a time – check numbers carefully.' Ss also recall one everyday example of a livable city feature.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Cities of the future' on the board and asks: 'What makes a city livable?' T shows the six vocabulary words and asks Ss to read them aloud. T explains: 'Before you listen, look at the question and decide what kind of information you need: a time, a reason, a problem or a condition.'

    Students

    Ss read the words aloud after T and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T puts Ss in pairs and gives them one minute to predict the kind of information each question asks for. T monitors and helps with vocabulary meaning when needed.

    Students

    Ss discuss in pairs. Possible answers: 'Q2: a difficulty – probably a problem with using the app.' 'Q3: a time – I must separate the new time from the old one.' 'Q4: a remaining problem – maybe a schedule conflict.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to share predictions. T asks: 'Why is it important to know the kind of information before listening?'

    Students

    Some Ss answer: 'It helps me focus on the right detail and not waste time.' Other Ss add predictions for the remaining questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that predicting the type of information helps with listening for gist first, then for specific details. T reminds Ss that numbers can refer to different things, so they must separate a meeting time from a departure time.

    Students

    Ss write the key tip in their notebooks: 'Predict the kind of information; listen for gist first, then for details.'

Activity 2: Knowledge formation · 8 minutes

Listening strategies and linking sounds

a) Aims

Ss learn the listening strategy (gist first, then details, contrasts and conditions) and practise linking final consonants to initial vowels.

b) Content

T plays the recording once and asks Ss to listen for gist only. Then T models linking sounds with the examples: Turn off /tɜrn‿ɔf/; an office /ən‿ɔfɪs/; clean air /kliːn‿er/. Ss repeat in chorus and then in pairs, reading the sentence: 'An efficient city needs clean air and open spaces.'

c) Expected outcomes

Ss can state the gist of the recording in one sentence (a resident comments on a city service: access, schedule and data). Ss read the linked examples smoothly without inserting an extra vowel and without adding an /r/ where neither word has one.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'First listen for the gist only. Do not write details yet. Then we will practise how the sounds link together.' T writes the three linking examples on the board.

    Students

    Ss prepare to listen and look at the three examples.

  2. Teacher

    Step 2: Task performance

    T plays the recording once. T models the linked examples and asks Ss to repeat. T walks around and checks pronunciation, especially the final consonant linking to the next vowel.

    Students

    Ss listen for gist and then repeat the examples: 'turn off', 'an office', 'clean air'. Ss read the sentence 'An efficient city needs clean air and open spaces' in pairs.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the gist of the recording?' and 'Which sound is linked in clean air?'

    Students

    Ss answer: 'A resident talks about a city service – access, opening hours and data.' 'In clean air, the /n/ links to /er/.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the gist and the linking rule: the final consonant links smoothly to the following vowel, with no extra vowel inserted. T reminds Ss to keep the accent and wording variants that preserve meaning.

    Students

    Ss note the linking rule and the listening strategy in their notebooks.

Activity 3.1: Practice · 10 minutes

Listening for specific information

a) Aims

Ss listen for specific information, including contrasts and conditions, and choose the correct answer for each question.

b) Content

Ss do Exercises 2–5 in Worksheet No. 1. Ss listen to the recording (replay as needed) and choose A, B, C or D. Ss must answer first and check the explanation only after they finish.
Exercise 2: What difficulty does the mother have?
Exercise 3: When does the desk now open?
Exercise 4: What problem remains?
Exercise 5: What does the resident want for data?

c) Expected outcomes

Answer key:

  • Exercise 2: A. Small text in the app (Access depends on readability.)
  • Exercise 3: D. 7:00 (Seven replaces the earlier nine.)
  • Exercise 4: C. The desk closes before the resident finishes work (Opening earlier does not solve every schedule need.)
  • Exercise 5: B. Clear limits (The final message links benefits to safeguards.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and says: 'Listen once to choose your answer. You may replay the recording. Do not look at the explanation until you have answered.' T reminds Ss to use the predictions from the warm-up.

    Students

    Ss receive the worksheet and read Exercises 2–5 quietly.

  2. Teacher

    Step 2: Task performance

    T plays Exercise 2, then pauses. T plays Exercises 3–5 in order, allowing replays. T monitors Ss who are struggling with the number 'seven' and 'nine'.

    Students

    Ss listen and mark their answers. Ss may ask 'Can you play it again?' Ss may guess at first: 'I think it is A because of the small text.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare answers in pairs, then T asks: 'Which detail in the recording helped you choose the answer?' T calls on individuals for Exercises 3 and 4.

    Students

    Ss answer: 'Exercise 3 – the speaker says seven replaces the earlier nine, so the answer is D.' 'Exercise 4 – the desk closes before the resident finishes work, so C.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains the contrast in Exercise 3 (nine vs. seven) and the condition in Exercise 5 (benefits linked to safeguards). T stresses: 'Numbers can refer to different things; read the context.'

    Students

    Ss check and correct their answers, then write the correct answer for each question in their notebooks.

Activity 3.2: Practice · 10 minutes

Explaining the answer with evidence

a) Aims

Ss explain why an answer fits the recording by pointing out the key information and the distinguishing point, not by repeating one isolated word.

b) Content

Ss do Exercises 6–9 in Worksheet No. 1. Ss listen again and write a two-part explanation for each question: (1) the key information from the recording and (2) the distinguishing point that shows why the other options are wrong. Example for Exercise 6: 'The mother cannot access the service because the text in the app is small. Access depends on readability, not on the bus ticket or the battery.'

c) Expected outcomes

Model answers (teacher assesses; accept equivalent wording that preserves meaning):

  • Exercise 6: Small text in the app. Access depends on readability.
  • Exercise 7: 7:00. Seven replaces the earlier nine.
  • Exercise 8: The desk closes before the resident finishes work. Opening earlier does not solve every schedule need.
  • Exercise 9: Clear limits. The final message links benefits to safeguards.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: 'Give the answer, then one sentence that shows the key evidence and one sentence that explains why the answer is different from the others.' T models Exercise 6 with the example above.

    Students

    Ss listen to the model and read Exercises 6–9 on the worksheet.

  2. Teacher

    Step 2: Task performance

    T plays the recording again for Exercises 6–9 and asks Ss to write their explanations. T monitors and suggests more precise words where needed.

    Students

    Ss write their explanations. Some Ss write only 'Small text' and T asks them to add the explanation sentence.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read their explanations aloud. T asks the class: 'Does this explanation match the recording? Is it clear?'

    Students

    Ss read, e.g., 'The desk closes before the resident finishes work. Opening earlier does not solve every schedule need.' Other Ss comment on the clarity.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the model answers and emphasises the three criteria: correct information (5), distinguishing explanation (4), clear expression (1). T reminds Ss: 'Do not turn an example into a claimed observation.'

    Students

    Ss compare with the model, revise their explanations and keep the final version in their notebooks.

Activity 4: Application · 12 minutes

Role-play: asking for clarification at a city service desk

a) Aims

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

b) Content

In pairs, Ss role-play a conversation between a resident (A) and a staff member at a city service desk (B). The resident needs to know the opening time and whether the desk can help after work. Ss must use at least two of these phrases: 'Could you repeat the time, please?' 'Just to confirm, the desk opens at 7:00, not 9:00?' 'Is it all right if I come after my shift?' Pairs present one short dialogue to the class. Homework: Ss write a 60–80 word paragraph about one feature that makes a city livable, using at least three words from the vocabulary list.

c) Expected outcomes

A short dialogue (6–8 lines) with correct use of at least two clarification phrases and the correct opening time (7:00). A homework paragraph of 60–80 words that uses at least three of: livable, infrastructure, sensor, privacy, pedestrian, efficient.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the situation and writes the three clarification phrases on the board. T says: 'In real life, ask for repetition or confirmation when time or permission is unclear.'

    Students

    Ss read the situation and copy the useful phrases into their notebooks.

  2. Teacher

    Step 2: Task performance

    T puts Ss in pairs and gives them 4 minutes to prepare and practise. T walks around, checks pronunciation of linked sounds (e.g., 'an office', 'turn off') and corrects the time expressions.

    Students

    Ss practise the dialogue. Example: 'A: When does the desk open now? B: At seven o'clock. A: Just to confirm, seven, not nine? B: Yes, seven.'

  3. Teacher

    Step 3: Report and discussion

    T calls 2–3 pairs to perform. The class listens and gives feedback on the clarification phrases and the time.

    Students

    Pairs perform. Other Ss answer T's question: 'Why did the resident ask for confirmation?' – 'Because the time was important for her work.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective use of clarification and reminds Ss that numbers can refer to different things. T assigns the homework paragraph and explains the criteria.

    Students

    Ss write down the homework and the criteria in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet No. 1 – Listening: Cities of the future

Part A – Gist (after the first listening)

  • In one sentence, what is the recording about?

Part B – Specific information (Exercises 2–5)
Choose the correct answer: A, B, C or D.

  • Exercise 2: What difficulty does the mother have? A. Small text in the app; B. No bus ticket; C. A broken phone battery; D. No evening job
  • Exercise 3: When does the desk now open? A. 9:00; B. 6:00; C. 11:00; D. 7:00
  • Exercise 4: What problem remains? A. Maps are illegal; B. No one uses the service; C. The desk closes before the resident finishes work; D. All buses stopped
  • Exercise 5: What does the resident want for data? A. No explanation; B. Clear limits; C. Unlimited collection; D. Public passwords

Part C – Explain the answer (Exercises 6–9, listen again)
For each question, write:
(1) the key information from the recording;
(2) one sentence that explains why the answer is different from the others.

  • Exercise 6: What difficulty does the mother have?
  • Exercise 7: When does the desk now open?
  • Exercise 8: What problem remains?
  • Exercise 9: What does the resident want for data?

Part D – Linking sounds
Read aloud and link the final consonant to the next vowel:

  • Turn off
  • an office
  • clean air
  • An efficient city needs clean air and open spaces.

Homework

  • Write a paragraph of 60–80 words about one feature that makes a city livable (for example: clean air, safe pedestrian areas, or efficient public services). Use at least three words from the vocabulary list: livable, infrastructure, sensor, privacy, pedestrian, efficient.
  • Listen to the Unit 3 Listening recording again on the NeoEdu page (neoedu.vn/learn/11/english/unit-3-listening) and check your answers to Exercises 2–9. Write one new sentence with a linked final consonant and initial vowel, and read it aloud to a family member.

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