Tiếng AnhLớp 11Phần 10. Unit 8: Becoming independent

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 recording about managing self-study with a weekly plan.
By the end of the lesson, Ss will be able to locate specific information, including contrasts and conditions, in the recording (time of planning, purpose of a free slot, what the learner records, the goal of the method).
By the end of the lesson, Ss will be able to explain why an answer fits the recording by pointing out the distinguishing detail.

2. Competences

a) General competences

Self-control and independent learning: Ss replay the audio on their own, answer before checking the explanation, and record only the information the task requires.
Communication and collaboration: Ss compare answers in pairs, justify their choices to each other, and ask for repetition or confirmation politely in a short role-play.
Problem-solving and creativity: Ss use the question to predict the kind of information needed, separate similar details such as a planning day and a question day, and apply the listening strategy to a new real-life situation.

b) Specific competences

Communicative competence in English through listening: Ss listen for gist on the first listening and for specific details, contrasts and conditions on later listenings, then answer multiple-choice questions and give reasons in English.
Language knowledge (vocabulary): Ss understand and use the words independent, self-study, budget, priority, manage and self-motivated in context.

3. Personal qualities

Diligence: Ss replay the recording as many times as needed and keep trying before checking the answer key.
Responsibility: Ss record only the required information and take responsibility for their own answers in pair work.
Honesty: Ss admit when they did not catch a detail, ask for repetition instead of guessing, and check the explanation only after answering.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers for playing the en-US audio of the exercises
NeoEdu learning page with the lesson, examples and interactive exercises: neoedu.vn/learn/11/english/unit-8-listening
Worksheet 1 (printed or displayed), answer key for teacher use only
Board and markers

2. Students

Textbook English 11 (Global Success), Unit 8
Notebook, pen, pencil
Earphones (optional) for listening to the audio
Vocabulary notes from the warm-up

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about independent study

a) Aims

Ss activate prior knowledge about self-study and the new vocabulary, and get ready to predict the kind of information needed in the recording.

b) Content

Ss look at the words independent (tự lập), self-study (tự học), budget (ngân sách), priority (việc ưu tiên), manage (quản lí) and self-motivated (có động lực tự thân), then discuss in pairs: 'What helps a student study independently?' and 'What does a student need to manage a weekly study plan?'

c) Expected outcomes

A list of 4–5 ideas on the board, for example: a timetable, setting priorities, a realistic time budget, checking own mistakes, asking for help when stuck. Ss write the six key words and their Vietnamese meanings in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the board and reads them aloud. T asks: 'Who can manage their study time well? What does 'independent' mean here?' T gives the instruction: 'Work in pairs. Discuss what helps a student study independently. You have one minute.'
Students
Ss listen, repeat the words after T and ask about unknown meanings.
Teacher
Step 2: Task performance
T walks around, listens and helps pairs who are stuck with a prompt such as 'Is a timetable useful? Why?'
Students
Ss in pairs discuss and note 2–3 ideas. Expected ideas: 'Make a timetable.' 'Set priorities for the week.' 'Plan a budget of time for each subject.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share ideas and writes them on the board. T asks: 'Why is a weekly plan useful?'
Students
Pairs report. Expected answer: 'A weekly plan helps us see what is important and when we have time for it.'
Teacher
Step 4: Conclusion and assessment
T summarises the ideas and says: 'Today we will listen to a talk about managing self-study with a weekly plan. Before you listen, read the question carefully. It tells you what information to look for, not the answer.'
Students
Ss copy the key words into their notebooks and note the lesson focus.

Activity 2.1: Knowledge formation · 10 minutes

Listening for gist

a) Aims

Ss extract the general idea of the recording on the first listening, without focusing on single words.

b) Content

Ss listen once to the en-US recording from Exercise 1 of the textbook. T asks two gist questions: 'What is the recording mainly about?' and 'Which parts of a study routine does the speaker mention?' Ss do not open the explanation or the answer key.

c) Expected outcomes

Gist: the recording is about managing self-study through a weekly plan. It covers when the plan is made, why a free slot is kept, what the learner records when stuck, and the goal of studying, which is to explain the method independently.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen once only, for the gist. Do not write every word. Answer two questions: What is the recording mainly about? Which parts of a study routine are mentioned?' T plays the audio from the NeoEdu page or the textbook.
Students
Ss listen with their books closed or looking at the questions only, and note key ideas in their notebooks.
Teacher
Step 2: Task performance
T pauses after the audio and asks Ss to think silently for 30 seconds. T checks that Ss are not reading the solutions.
Students
Ss think and write 2–3 key words, for example 'plan', 'Sunday', 'questions', 'goal'.
Teacher
Step 3: Report and discussion
T asks: 'Who wants to share the main idea?' and writes correct ideas on the board.
Students
Expected answers: 'It is about planning and managing self-study.' 'It talks about a weekly plan, a free slot and asking for help.'
Teacher
Step 4: Conclusion and assessment
T confirms the gist: the recording is about managing self-study with a weekly plan. T reminds Ss: 'For gist, look at the overall idea, not single words.'
Students
Ss write the gist in one sentence in their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Listening for specific information and contrasts

a) Aims

Ss catch specific details, contrasts and conditions in the recording, and separate similar options, for example a planning day and a question day.

b) Content

Ss listen to the recording again to answer Questions 2 to 5 (multiple choice). T asks Ss to replay the audio if needed and to answer before checking. Ss use Worksheet 1 to record only the information required. Questions:

When is the weekly plan made? A. Sunday B. Tuesday C. Friday D. Monday night
Why leave a free slot? A. To avoid every lesson B. For copying answers C. To skip questions D. For unfinished work
What does the learner record? A. Other pupils' passwords B. A copied essay C. The exact point of difficulty D. Only a final mark
What is the goal? A. Copy complete answers B. Explain the method independently C. Finish without understanding D. Never ask questions

c) Expected outcomes

Answer key:
2 – A (Sunday). Sunday is the planning day; Tuesday is for questions.
3 – D (For unfinished work). The plan allows realistic adjustment.
4 – C (The exact point of difficulty). Specific questions support targeted help.
5 – B (Explain the method independently). The closing contrast emphasises understanding.
Worksheet 1 completed by each pair.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: 'Listen again for the details. Answer Questions 2–5. Do not open the answer key until you have answered. Pay attention to the contrasts: which day is for planning and which is for questions?'
Students
Ss read the four questions and options. Ss ask for clarification of any option words.
Teacher
Step 2: Task performance
T plays the audio. T allows one replay for each question. T monitors and notes pairs who mix up similar options.
Students
Ss work in pairs, listen, discuss and write their choices on the worksheet. Possible confusion: Sunday or Tuesday; for unfinished work or to skip questions.
Teacher
Step 3: Report and discussion
T asks each pair to report one answer and the detail that supports it. T asks: 'Why is Tuesday not correct for the planning time?'
Students
Expected answer: 'Tuesday is for questions. The plan is made on Sunday.' Pairs report the answers to Questions 2–5.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board. T highlights the contrasts: planning on Sunday versus questions on Tuesday; a free slot for unfinished work; the exact point of difficulty; understanding the method rather than copying answers. T reminds Ss: 'Separate similar details and check the condition or contrast in the sentence.'
Students
Ss compare with the key, correct their answers and note the key contrasts.

Activity 3: Practice · 10 minutes

Explaining why the answer fits

a) Aims

Ss justify their answers by naming the correct information and the distinguishing detail, not by repeating a single word.

b) Content

Ss answer Exercises 6–9 (listen again, then explain). Each answer needs: (1) the correct information, (2) the distinguishing detail, (3) a clear explanation in English.
Prompts:

Exercise 6: When is the weekly plan made? Explain why 'Sunday' fits. Do not merely repeat a single word.
Exercise 7: Why leave a free slot? Explain why 'For unfinished work' fits.
Exercise 8: What does the learner record? Explain why 'The exact point of difficulty' fits.
Exercise 9: What is the goal? Explain why 'Explain the method independently' fits.

c) Expected outcomes

Model explanations (accept equivalent wording with the same meaning):
6 – Sunday. Sunday is planning; Tuesday is questions.
7 – For unfinished work. The plan allows realistic adjustment.
8 – The exact point of difficulty. Specific questions support targeted help.
9 – Explain the method independently. The closing contrast emphasises understanding.
Ss write the explanations in full sentences in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'For each question, give the answer, then one sentence that shows the distinguishing detail. Use full sentences. Example: The answer is Sunday because Sunday is the planning day, while Tuesday is for questions.'
Students
Ss read Exercises 6–9 and prepare their explanations silently.
Teacher
Step 2: Task performance
T plays the audio once more. T checks that Ss write full sentences and that they do not copy the key before answering.
Students
Ss listen again, then write their explanations. Ss work in pairs to check that each explanation includes both the answer and the contrast.
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to read their explanations aloud. T gives feedback on clarity and accuracy, and accepts equivalent wording that keeps the meaning.
Students
Ss read their explanations. Expected: 'The learner records the exact point of difficulty, because specific questions support targeted help.'
Teacher
Step 4: Conclusion and assessment
T summarises: a good explanation names the correct information and the contrast that separates it from the other options. T says: 'Good listeners can explain why, not only what.'
Students
Ss correct their explanations and write the best version of Exercise 9 in their notebooks.

Activity 4: Application · 8 minutes

Asking for confirmation in a study situation

a) Aims

Ss use the listening strategy in a real-life situation: asking for repetition or confirmation when time, permission or safety is unclear.

b) Content

Ss work in pairs and role-play a short phone call. Student A is a classmate who gives the time and place of a study group meeting. Student B must confirm the meeting time and the permission to bring a friend. Ss use useful expressions: 'Could you repeat that, please?' 'Do you mean Sunday or Tuesday?' 'Is it all right if I bring a friend?'

c) Expected outcomes

A 4–6 line dialogue in which Ss confirm one time and one permission detail. Example: A: 'The group meets on Sunday at 8 a.m.' B: 'Could you repeat the time, please? Do you mean Sunday or Tuesday?' A: 'Sunday, at 8 a.m.' B: 'Is it all right if I bring a friend?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the situation and the useful expressions on the board. T says: 'Make a short dialogue. Confirm the time and ask for permission politely. You have three minutes to prepare, then you act it out.'
Students
Ss read the situation and the expressions and choose their roles.
Teacher
Step 2: Task performance
T monitors pairs and helps with pronunciation and polite questions. T encourages Ss to use the expressions naturally.
Students
Ss prepare and practise the dialogue, then act it out for the class or with another pair.
Teacher
Step 3: Report and discussion
T invites 2 pairs to perform. T asks the class: 'Did the speaker confirm the time? Did they ask for permission politely?'
Students
Pairs perform. Classmates answer: 'Yes, the speaker asked Do you mean Sunday or Tuesday?' 'Yes, they used Is it all right if...?'
Teacher
Step 4: Conclusion and assessment
T praises effective confirmation and reminds Ss: 'In real communication, ask for repetition or confirmation when time, permission or safety is unclear.'
Students
Ss note the useful expressions in their notebooks.

Worksheets

Worksheet 1: Listening for gist and specific information

Part A. Gist (listen once)

What is the recording mainly about?
Which parts of a study routine are mentioned? (Write 2–3 key words.)

Part B. Specific information (listen again and tick one answer)

2. When is the weekly plan made? ☐ A. Sunday ☐ B. Tuesday ☐ C. Friday ☐ D. Monday night
1. Why leave a free slot? ☐ A. To avoid every lesson ☐ B. For copying answers ☐ C. To skip questions ☐ D. For unfinished work
1. What does the learner record? ☐ A. Other pupils' passwords ☐ B. A copied essay ☐ C. The exact point of difficulty ☐ D. Only a final mark
1. What is the goal? ☐ A. Copy complete answers ☐ B. Explain the method independently ☐ C. Finish without understanding ☐ D. Never ask questions

Part C. Explain your answer (Exercises 6–9)

Question 6: When is the weekly plan made? Answer: ........ Reason (the contrast): ........
Question 7: Why leave a free slot? Answer: ........ Reason (the contrast): ........
Question 8: What does the learner record? Answer: ........ Reason (the contrast): ........
Question 9: What is the goal? Answer: ........ Reason (the contrast): ........

Part D. Teacher's answer key (for T only)

2 – A; 3 – D; 4 – C; 5 – B.

Homework

Listen again to the recording on the NeoEdu page (neoedu.vn/learn/11/english/unit-8-listening) at least twice. Write the gist of the recording in one English sentence.
Write a short weekly study plan of 5–6 sentences in English. Include one free slot for unfinished work and one time for asking for help. Use the words priority, budget and manage.
Write 3 sentences explaining how you would ask for repetition or confirmation when the time of a study meeting is unclear. Use the expressions from class.
Prepare for the next lesson by reading the Unit 8 Speaking section in the textbook.

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