Tiếng AnhLớp 11Phần 5. Unit 4: ASEAN and Viet Nam

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.
- Pronounce and understand the key words: ASEAN, exchange, cultural, participant, proposal, cooperate.
- Recognise optional elision of unstressed vowels in words such as different and family.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the information needed from the questions before listening, replay the recording on their own to check details, and check their own answers against the evidence in the recording.
Communication and collaboration: Ss work in pairs and groups to compare predictions, justify answers, and plan a welcome for ASEAN guests in English, asking for repetition or confirmation when information is unclear.
Problem-solving and creativity: Ss separate similar pieces of information (a meeting time and a departure time, an occupied hall and an available library) and decide on suitable arrangements for the visit.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to an original announcement, identify specific information and conditions, and explain their answers in clear English.
Language knowledge (pronunciation, vocabulary): Ss use the six key words correctly and read the sentence 'Different families will join the cultural programme' with optional elision of the unstressed vowel, without removing a stressed vowel.

3. Personal qualities

Responsibility: Ss record only the information required and check answers carefully before reporting them to the class.
Honesty: Ss admit when they cannot catch a detail, and they do not open the answer key until they have answered.

II. Teaching aids and materials

1. Teacher

Sách Tiếng Anh 11 (Global Success), Unit 4 ASEAN and Viet Nam, Listening section
Laptop, projector, speakers and the en-US audio for the Listening exercises
NeoEdu lesson page for Unit 4 Listening: neoedu.vn/learn/11/english/unit-4-listening (lecture, examples and interactive exercises)
Worksheets: Phiếu học tập số 1 and Phiếu học tập số 2 (printed, one set per pair)
Timer, whiteboard and markers

2. Students

Student's book, notebook, pen and pencil
Earphones (optional, for individual replay)
Bilingual dictionary or vocabulary list

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: What do we need to know before welcoming guests?

a) Aims

Ss activate background knowledge about ASEAN and about hosting visitors, and predict the kind of information a listening text will give.

b) Content

T writes ASEAN on the board and asks: 'What do you know about ASEAN?' Then T asks: 'If you are planning a welcome for foreign guests, what information do you need?' Ss work in pairs to list the information they would need, for example time, place, gift and end time. ASEAN means Hiệp hội các quốc gia Đông Nam Á (Association of Southeast Asian Nations).

c) Expected outcomes

Each pair lists at least three kinds of information needed for a welcome: time, place and gift or preparation.
Ss give a short correct meaning of ASEAN, for example: 'ASEAN is the Association of Southeast Asian Nations.'
Ss state that the questions tell them what to listen for before they listen.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes ASEAN on the board, asks the two questions above and tells Ss they have one minute to discuss in pairs.
Students
Ss listen to the questions and get ready to discuss with their partner.
Teacher
Step 2: Task performance
T walks around, helps pairs with vocabulary and reminds them to write the information in English.
Students
Ss discuss in pairs and note down ideas, for example 'time of arrival', 'place', 'gift'.
Teacher
Step 3: Report and discussion
T invites three pairs to share their lists and asks: 'Why is it useful to know what information we need before we listen?'
Students
Ss report their lists. Expected answer: 'We know what to listen for, so we can catch the important details quickly.'
Teacher
Step 4: Conclusion and assessment
T confirms that predicting from the questions helps listeners focus. T introduces the lesson aim: extracting gist and specific information from a recording.
Students
Ss write the lesson title and aim in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key words and pronunciation: ASEAN, exchange and vowel elision

a) Aims

Ss pronounce and understand six key words, and notice that an unstressed vowel may be omitted in natural speech.

b) Content

T models the words: ASEAN, exchange (giao lưu), cultural (văn hoá), participant (người tham gia), proposal (đề xuất), cooperate (hợp tác). Then T models two words with elision: different /ˈdɪfrənt/ and family /ˈfæmli/, and reads the sentence 'Different families will join the cultural programme.' Ss match each word with its Vietnamese meaning.

c) Expected outcomes

Ss match the six words with their meanings: ASEAN - Hiệp hội các quốc gia Đông Nam Á; exchange - giao lưu; cultural - văn hoá; participant - người tham gia; proposal - đề xuất; cooperate - hợp tác.
Ss read the sentence 'Different families will join the cultural programme' in two ways: with the careful forms /ˈdɪfərənt/ and /ˈfæməli/, and with elision in natural speech.
Knowledge: elision is optional, must not remove a stressed vowel, and must not make the word unclear.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models each word, asks Ss to repeat in chorus and then in individual turns. T explains: 'Some unstressed vowels can be dropped in natural speech.'
Students
Ss listen, repeat the words in chorus and then individually.
Teacher
Step 2: Task performance
T asks pairs to match the words with their meanings within two minutes and to practise reading the sentence in both forms.
Students
Ss match the words in pairs, then take turns reading the sentence with careful and natural (elided) pronunciation.
Teacher
Step 3: Report and discussion
T calls on several pairs to read the sentence aloud and asks: 'Which vowel is dropped in different?' Expected answer: 'The second /ə/ in different is dropped in natural speech.'
Students
Two or three pairs read the sentence. Ss answer: 'The unstressed vowel in the second syllable.'
Teacher
Step 4: Conclusion and assessment
T confirms the matches and stresses that elision is optional and never removes a stressed vowel. T asks Ss to keep both forms acceptable in listening.
Students
Ss correct any wrong matches in their notebooks and note the rule about elision.

Activity 2.2: Knowledge formation · 7 minutes

Listening strategies: predict, gist, contrasts and conditions

a) Aims

Ss apply a listening strategy: predict the needed information from the questions, listen once for gist, then listen for contrasts, sequence and conditions.

b) Content

T distributes Phiếu học tập số 1 and explains the strategy. Ss read questions 2 to 5 and decide what kind of information each question needs (time, place, gift, end time) before they listen. Ss listen once for gist. T reminds Ss that numbers can refer to different things, for example a meeting time and a departure time, and that some information depends on a condition, for example 'if the hall is unavailable'.

c) Expected outcomes

Ss complete Phiếu học tập số 1 with predicted information for each question.
Ss write the main gist of the recording in one English sentence.
Ss note one contrast and one condition they hear in the recording.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1, reads the strategy steps aloud and gives Ss two minutes to read questions 2 to 5.
Students
Ss read the questions and underline the kind of information each question asks for.
Teacher
Step 2: Task performance
T plays the recording once for gist. T asks Ss to note only the main idea, then discuss in pairs.
Students
Ss listen once, write the gist sentence and compare with their partner. Expected gist: 'The recording gives information about the arrival, the venue, a gift and the end of a visit for guests.'
Teacher
Step 3: Report and discussion
T asks: 'What is the difference between a meeting time and a departure time?' and 'What condition do you hear for the venue?'
Students
Ss answer: 'A meeting time is when people gather; a departure time is when they leave.' and 'The condition is that the hall is occupied, so the welcome is in another place.'
Teacher
Step 4: Conclusion and assessment
T summarises the strategy on the board: predict, listen for gist, listen for specific details, check contrasts and conditions. T reminds Ss that in real life they can ask for repetition or confirmation when safety, time or permission is unclear.
Students
Ss copy the four-step strategy into their notebooks.

Activity 3.1: Practice · 10 minutes

Listen and choose the best answer

a) Aims

Ss extract specific information from the recording and choose the correct option for four questions.

b) Content

Ss listen to the recording and answer questions 2 to 5 (multiple choice). Ss may replay the recording but must not open the explanation until they have answered. Questions: 2. When do guests arrive? A. Tuesday at 10:00; B. Monday at 10:00; C. Tuesday at noon; D. Friday at 9:00. 3. Where is the welcome? A. The occupied hall; B. A bus station; C. The playground only; D. The library. 4. What gift is sufficient? A. A uniform; B. A paid subscription; C. A handwritten card; D. An expensive device. 5. When should the visit end? A. Three o'clock; B. Noon; C. Two o'clock; D. Ten thirty.

c) Expected outcomes

Question 2: A. Tuesday at 10:00 (Tuesday ten is arrival.)
Question 3: D. The library (The hall is unavailable.)
Question 4: C. A handwritten card (Preparation should focus on communication.)
Question 5: B. Noon (Two hours after ten is noon.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the instructions and tells Ss: 'Answer first, then check the explanation.' T plays the recording for the first time.
Students
Ss listen and read the four questions and their options.
Teacher
Step 2: Task performance
T replays the recording once or twice. T walks around and checks that Ss are writing only the answer letters.
Students
Ss listen individually and write the letter for each question. They may replay the audio on their own device if allowed.
Teacher
Step 3: Report and discussion
T asks pairs to compare answers and calls on individuals to give the answer with the key words they heard, for example: 'Question 5 is B because the visit ends at noon.'
Students
Ss compare answers in pairs. Expected answers: 'Question 2 is A, question 3 is D, question 4 is C, question 5 is B.' If there is a disagreement, Ss replay the relevant part.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and asks Ss to show the key point that rules out the distractors (for example, 'Monday' is not the arrival day). T praises Ss who used the strategy correctly.
Students
Ss check their answers and correct any mistakes in their notebooks.

Activity 3.2: Practice · 7 minutes

Explain why the answer fits the recording

a) Aims

Ss justify their answers by naming the correct information and the point that separates it from the distractors, instead of only repeating a single word.

b) Content

Ss use Phiếu học tập số 2 to write a short explanation for questions 6 to 9 (Listen again). Each explanation has three parts: the correct information, the distinguishing point, and a clear sentence. Questions: 6. When do guests arrive? 7. Where is the welcome? 8. What gift is sufficient? 9. When should the visit end?

c) Expected outcomes

Question 6: 'Tuesday at 10:00. Tuesday ten is arrival.'
Question 7: 'The library. The hall is unavailable.'
Question 8: 'A handwritten card. Preparation should focus on communication.'
Question 9: 'Noon. Two hours after ten is noon.'
Teacher assesses with the rubric: correct information 5 points, distinguishing point 4 points, clear expression 1 point. Equivalent wording with the same meaning is accepted.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 2, shows the three-part format on the board and gives an example for question 6.
Students
Ss read the format and the example, then ask questions if anything is unclear.
Teacher
Step 2: Task performance
T plays the recording again for questions 6 to 9. T asks pairs to write their explanations and checks that each one has a distinguishing point.
Students
Ss listen again in pairs and write their explanations. Example for question 7: 'The library. The hall is unavailable.'
Teacher
Step 3: Report and discussion
T invites two pairs to read their explanations aloud and asks the class: 'Does this explanation show why the other options are wrong?'
Students
Two pairs read their answers. Other Ss say whether the distinguishing point is clear.
Teacher
Step 4: Conclusion and assessment
T gives feedback using the rubric (5 + 4 + 1) and reminds Ss that a good explanation names what is correct and why the distractor is not.
Students
Ss revise their explanations based on feedback and write the final version in their notebooks.

Activity 4: Application · 8 minutes

Planning a welcome for ASEAN guests

a) Aims

Ss use listening strategies and key vocabulary in a realistic planning task, and practise asking for confirmation when information is unclear.

b) Content

Groups of four role-play a planning meeting for a welcome programme for ASEAN student guests. They must decide: the arrival time, the venue (the hall is occupied, so they choose another place), a suitable gift, and the time the visit ends. One group member plays the coordinator and must confirm at least one unclear detail, for example by asking 'Could you repeat the arrival time, please?' Ss use the key words: exchange, cultural, participant, proposal, cooperate.

c) Expected outcomes

Each group writes a five-line plan in English: arrival time, venue, gift, end time and one cooperation idea.
Each group uses at least one confirmation question, for example 'Do you mean Tuesday at 10:00?'
Homework: each student writes a short email to a partner school confirming the arrival and end times.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the scenario, divides Ss into groups of four and assigns roles: coordinator, venue manager, gift manager and secretary. T sets a five-minute time limit.
Students
Ss read the scenario, choose roles and agree on the task.
Teacher
Step 2: Task performance
T monitors groups, prompts with useful phrases and corrects pronunciation of the key words.
Students
Ss discuss and write the plan. Expected decision: 'Arrival at 10:00 on Tuesday, a welcome in the library, a handwritten card as a gift, and the visit ends at noon.'
Teacher
Step 3: Report and discussion
T invites two groups to present their plans and asks the class to check whether the times and places match the recording.
Students
Two groups present. Other Ss ask one confirmation question each.
Teacher
Step 4: Conclusion and assessment
T praises the use of confirmation questions and summarises the lesson: predict, listen for gist and details, justify answers, and confirm unclear information.
Students
Ss write the key learning point of the lesson in one sentence in their notebooks.

Worksheets

Phiếu học tập số 1

Listening strategy: predict, gist and specific information

Step 1: Read questions 2 to 5. Write the kind of information each question needs (time, place, gift or end time).
- Question 2: ___________
- Question 3: ___________
- Question 4: ___________
- Question 5: ___________
Step 2: Listen once for gist. Write the main idea in one English sentence: ___________
Step 3: Listen for contrasts and conditions. Write one contrast you hear (for example, two different times): ___________
Write one condition you hear (for example, a place that is not available): ___________
Remember: numbers can refer to different things. Separate a meeting time from a departure time.

Phiếu học tập số 2

Explain why the answer fits the recording
Use this format: (1) the correct information; (2) the distinguishing point; (3) a clear sentence.

Question 6: When do guests arrive?
- Correct information: ___________
- Distinguishing point: ___________
Question 7: Where is the welcome?
- Correct information: ___________
- Distinguishing point: ___________
Question 8: What gift is sufficient?
- Correct information: ___________
- Distinguishing point: ___________
Question 9: When should the visit end?
- Correct information: ___________
- Distinguishing point: ___________
Rubric: correct information (5 points), distinguishing point (4 points), clear expression (1 point).

Homework

Write a short email (about 80 words) to a partner school in ASEAN, confirming the arrival time, the place of the welcome and the time the visit ends. Use at least two key words: exchange, cultural, participant, proposal, cooperate.
Listen again to the recording on the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-4-listening). Complete the interactive exercises and check your answers. Write one sentence explaining the difference between a meeting time and a departure time.
Practise the pronunciation of the six key words and the sentence 'Different families will join the cultural programme', reading it in both careful and natural forms.

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