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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 9. Unit 7: Education options for school-leavers

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 of an original recording (an adviser-student style interview about a college visit).
  • Extract specific information, including times, contrasts and conditions (e.g. 10:00 vs 9:00 vs 11:00; booking by Thursday; supervised demonstration only).
  • Use the vocabulary: vocational (dạy nghề), academic (học thuật), qualification (chứng chỉ, trình độ), apprenticeship (học nghề có thực hành), prospectus (tài liệu giới thiệu khoá học), tuition (học phí).
  • Recognise falling intonation in neutral Wh- questions and rising intonation in Yes/No questions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss answer each question before checking the explanation, and replay the audio on their own when they need to confirm a detail.
  • Communication and collaboration: Ss compare answers in pairs, explain their reasons to a partner and take turns in an adviser-student role-play.
  • Problem-solving and creativity: Ss separate similar numbers that refer to different events (meeting time, briefing time, booking deadline) and decide when to ask for repetition or confirmation in a real situation.

b) Specific competences

  • Communicative competence in English through listening: Ss listen once for gist and again for specific information, and give short spoken justifications for their answers.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly in context, and produce falling and rising intonation in Wh- and Yes/No questions.

3. Personal qualities

  • Honesty: Ss answer from what they hear and do not open the solution until they have finished each answer.
  • Responsibility: Ss record only the information required and check their own answers carefully before reporting.

II. Teaching aids and materials

1. Teacher

  • Textbook English 11 (Global Success), Unit 7 Listening, en-US audio recording
  • Projector or interactive board, speakers
  • Answer key and scoring notes (for teacher use only, shown after students answer)
  • NeoEdu online lesson page: neoedu.vn/learn/11/english/unit-7-listening (lesson notes, examples and interactive exercises)
  • Worksheet 1 (printed or projected)

2. Students

  • Textbook and notebook
  • Pencil and eraser
  • Earphones (optional)
  • Worksheet 1

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the information needed

a) Aims

Ss activate prior knowledge about college visits and learn to predict the type of information they need before listening.

b) Content

T writes three questions on the board: 'When is the training talk?', 'What can visitors do with equipment?', 'What is the booking deadline?'. Ss predict the kind of answer each question needs (a time, an action, a day) without knowing the answer. Ss then discuss in pairs: 'What events do you usually find at a college open day?'

c) Expected outcomes

Ss write down the kind of information each question needs: a time (e.g. a clock time), an action or permission (what visitors can or cannot do), and a day (the booking deadline). Ss list 2–3 events typical of a college visit, such as a talk, a demonstration, a briefing.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today you will listen to a college visit programme. Before listening, let's predict what information we need. Look at these three questions.' T shows the three questions on the board.

    Students

    Ss read the questions and listen to T's instruction.

  2. Teacher

    Step 2: Task performance

    T asks: 'What kind of answer does each question need: a time, an action, or a day?' T gives Ss 1 minute to discuss in pairs and asks: 'What events do you usually find at a college open day?'

    Students

    Ss discuss in pairs. Expected answers: 'The first question needs a time.' 'The second needs an action or a permission.' 'The third needs a day.' Events: 'a talk', 'a demonstration', 'a briefing about scholarships'.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share. T writes the events on the board and asks: 'Can one number mean two different things?'

    Students

    Representative pairs report. Expected answer: 'Yes, a time can be for a meeting or for a departure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Predicting the type of information helps you listen for the right detail. Numbers can refer to different events, so listen carefully to what each time belongs to.'

    Students

    Ss write the key idea in their notebooks: 'Predict the type of information needed, not the answer.'

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary and question intonation

a) Aims

Ss understand the six target words and recognise falling and rising intonation in Wh- and Yes/No questions.

b) Content

T presents the six words: vocational (dạy nghề), academic (học thuật), qualification (chứng chỉ, trình độ), apprenticeship (học nghề có thực hành), prospectus (tài liệu giới thiệu khoá học), tuition (học phí). T models two questions from the lesson: 'What will you study?' (falling ↘) and 'Have you visited the college?' (rising ↗). T asks Ss to repeat and explain which information each question seeks.

c) Expected outcomes

Ss match each word with a short meaning. Ss state that 'What will you study?' asks for specific information (falling intonation) and 'Have you visited the college?' asks for a yes/no answer (rising intonation).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the six words in the box. Match them with the meanings on the slide. Then listen to two questions and notice the pitch at the end.'

    Students

    Ss look at the words and the meanings on the slide.

  2. Teacher

    Step 2: Task performance

    T plays the words and models them. Ss match the words in pairs. T models the two questions with arrows and asks: 'Which question falls? Which rises?' T asks: 'Which question asks for information, and which asks for yes or no?'

    Students

    Ss match the words in pairs and repeat the questions after T. Expected answers: 'What will you study?' falls and asks for information. 'Have you visited the college?' rises and asks for yes or no.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to read out their matches and the intonation of each question. T corrects pronunciation of 'vocational', 'apprenticeship', 'prospectus'.

    Students

    Pairs report their matches. Expected answers: 'vocational – dạy nghề', 'apprenticeship – học nghề có thực hành', 'tuition – học phí'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Neutral Wh-questions usually fall, and Yes/No questions usually rise. A surprised echo may rise, so context matters.' T reminds Ss to note the six words in their vocabulary notebooks.

    Students

    Ss write the six words with meanings and two rules about intonation in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Listening for gist and sequence of the visit

a) Aims

Ss extract the gist of the recording and the order of events in the college visit programme.

b) Content

Ss listen once to the recording without looking at the answers and answer: 'What is the recording about?' Then Ss listen again and fill in the order of events on Worksheet 1: the opening, the training talk, the demonstration, the scholarship briefing and the booking deadline.

c) Expected outcomes

Gist: a college visit programme with a talk, an equipment demonstration, a scholarship briefing and a booking deadline. Sequence: opening (9:00), training talk (10:00), demonstration, scholarship briefing (11:00), booking deadline (Thursday).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Listen once for the main idea. Then listen again and complete the sequence of events. Write only what you hear.'

    Students

    Ss read Worksheet 1 and get ready to listen.

  2. Teacher

    Step 2: Task performance

    T plays the recording once. T asks: 'What is the recording about?' T plays the recording again and monitors Ss who need help.

    Students

    Ss listen and answer the gist question. Expected answer: 'It is about a college visit programme with a talk, a demonstration, a scholarship briefing and a booking deadline.' Ss write the sequence of events while listening again.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to read out the gist and the sequence. T writes the sequence on the board and checks Ss' ideas.

    Students

    Ss report: 'Opening at nine, then the training talk at ten, the demonstration, the scholarship briefing at eleven, and booking by Thursday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises: 'The gist is the overall topic. Specific information includes times, places and deadlines. Always check which event each time refers to.'

    Students

    Ss correct their worksheet and note the difference between gist and specific information.

Activity 3.1: Practice · 12 minutes

Answering listening questions

a) Aims

Ss answer the multiple-choice questions by listening for specific information and contrasts.

b) Content

Ss answer Exercises 1–5 from the textbook. They may replay the audio. They must not open the explanations until they have answered. Questions: (2) When is the training talk? A. 10:00 B. 9:00 C. 11:00 D. 12:00. (3) What can visitors do with equipment? A. Operate it alone B. Repair live wiring C. Take it home D. Watch a supervised demonstration. (4) When is the scholarship briefing? A. 9:00 B. Thursday morning C. 11:00 D. 10:00. (5) What is the booking deadline? A. Tuesday B. Thursday C. Saturday D. Sunday.

c) Expected outcomes

Answer key: 2 – A (10:00); 3 – D (Watch a supervised demonstration); 4 – C (11:00); 5 – B (Thursday). Explanations: 'Nine is opening and eleven the scholarship briefing.' 'The adviser prohibits visitor operation.' 'It follows the demonstration.' 'Preparation requires booking by Thursday.' Exercise 1 is the general instruction to listen and answer before checking.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer Exercises 2 to 5. Replay the audio if you need. Do not open the explanation until you have answered.'

    Students

    Ss read the questions and options silently.

  2. Teacher

    Step 2: Task performance

    T plays the recording. T pauses after each question to give Ss time to answer. T circulates to check that Ss are not reading the solutions.

    Students

    Ss listen and choose their answers individually. Ss may replay the audio once for each question.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Question 2? Why is 9:00 not correct?' T calls on different Ss to answer each question. T asks for the answer and the reason.

    Students

    Expected answers: 'Q2 – A, 10:00. Nine is the opening.' 'Q3 – D, a supervised demonstration. The adviser prohibits visitor operation.' 'Q4 – C, 11:00. It follows the demonstration.' 'Q5 – B, Thursday. Booking is required by Thursday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and the explanations. T highlights the contrast: 'Many times are mentioned. Only one time answers each question. Listen to what each time refers to.'

    Students

    Ss check their answers, correct mistakes and mark the key words in their books.

Activity 3.2: Practice · 8 minutes

Explaining why answers fit the recording

a) Aims

Ss justify their answers in clear English by naming the correct information and the detail that separates it from distractors.

b) Content

Ss answer Exercises 6–9 in pairs. For each item, Ss state the correct information and explain the distinguishing detail. Questions: 6) When is the training talk? 7) What can visitors do with equipment? 8) When is the scholarship briefing? 9) What is the booking deadline? Model answers (for teacher marking, not automatic): 6) 10:00. Nine is opening and eleven the scholarship briefing. 7) Watch a supervised demonstration. The adviser prohibits visitor operation. 8) 11:00. It follows the demonstration. 9) Thursday. Preparation requires booking by Thursday. Accept equivalent wording that keeps the same meaning.

c) Expected outcomes

Ss give a short justification for each answer, e.g. 'The training talk is at ten. The opening is at nine and the scholarship briefing is at eleven.' Teacher marks: correct information (5), distinguishing explanation (4), clear expression (1).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen again. For each question, say the correct answer and explain why it fits. Do not just repeat one word.'

    Students

    Ss read Exercises 6–9 and prepare their explanations in pairs.

  2. Teacher

    Step 2: Task performance

    T plays the recording again. Ss check and explain. T walks around and listens to how Ss justify their answers.

    Students

    Pairs listen, discuss and write short justifications. Expected sample: 'Exercise 6: The talk is at ten. Nine is the opening, eleven is the briefing.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to explain Exercise 7 and another pair to explain Exercise 9. T gives feedback on clarity.

    Students

    Pairs read out their explanations. Other Ss listen and decide whether the explanation is clear.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'A good justification names the correct information and the detail that rules out the distractors.' T reminds Ss that equivalent wording is acceptable if the meaning is correct.

    Students

    Ss self-assess their explanations with the three criteria: correct information, distinguishing detail, clear expression.

Activity 4: Application · 5 minutes

Asking for confirmation in a real adviser–student exchange

a) Aims

Ss use real communication strategies to ask for repetition or confirmation when time, booking or permission is unclear.

b) Content

Ss work in pairs in an adviser–student role-play based on the visit programme. Student asks: 'When is the training talk?' and 'Could you repeat the booking deadline, please?' Adviser answers using the information from the recording. Ss use falling intonation for Wh-questions and rising intonation for Yes/No confirmation questions, e.g. 'Is the booking deadline Thursday?' ↗ Ss then say which information each question seeks. Homework: Ss write a short email to an adviser asking to confirm one time or one deadline.

c) Expected outcomes

Ss perform a short role-play of 4–6 lines. Expected lines: 'When is the training talk? ↘' 'It's at ten o'clock.' 'Sorry, could you repeat the booking deadline? ↗' 'Yes, by Thursday.' Ss state: the first question asks for a time; the confirmation question asks for yes or no.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'You are a student visiting the college. Ask the adviser about the training talk and the booking deadline. If the information is unclear, ask for repetition or confirmation.' T models one line with the correct intonation.

    Students

    Ss listen to the model and assign roles in pairs (student and adviser).

  2. Teacher

    Step 2: Task performance

    T circulates, listens to intonation and corrects where needed.

    Students

    Pairs perform the role-play. Expected: 'When is the scholarship briefing?' 'It's at eleven, after the demonstration.' 'Is the booking deadline Thursday?' 'Yes, that's right.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform for the class. T asks the class: 'Which question asks for information, and which asks for confirmation?'

    Students

    Volunteer pairs perform. Classmates answer: 'The Wh-question asks for information. The yes/no question asks for confirmation.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'In real communication, ask for repetition or confirmation when time, safety or permission is unclear. Use falling intonation for Wh-questions and rising intonation for yes/no confirmation.' T sets the homework.

    Students

    Ss note the useful phrases and write the homework task in their notebooks.

Worksheets

Worksheet 1: Listening record

Part A – Gist

  • Listen once. What is the recording about?
  • Your answer (one sentence): ____________________

Part B – Sequence of events
Listen again and complete the order of events. Write only what you hear.

  • Opening: ______ (time)
  • Training talk: ______ (time)
  • Equipment demonstration: ______ (who can attend and what they can do)
  • Scholarship briefing: ______ (time and position in the programme)
  • Booking deadline: ______ (day)

Part C – Check meaning

  • Which time refers to a meeting and which refers to a departure? ____________________
  • Which activity do visitors NOT do with the equipment? ____________________

Part D – Your question
Write one Wh-question and one Yes/No question you would ask the adviser:

  • Wh-question: ____________________
  • Yes/No question: ____________________

Homework

  • Listen to the recording once more at home. Write down the three most important pieces of specific information (time, action or deadline) and check them against the answer key.
  • Write a short email (about 60–80 words) to the college adviser to confirm one time or one deadline from the visit programme. Use one Wh-question and one Yes/No confirmation question.
  • Practise the six target words aloud: vocational, academic, qualification, apprenticeship, prospectus, tuition. Write one sentence with each word.
  • Explore more practice on the NeoEdu page: neoedu.vn/learn/11/english/unit-7-listening.

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