Tiếng AnhLớp 11Phần 12. Unit 9: Social issues

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 and specific information from an original interview recording, including contrasts and conditions.
By the end of the lesson, Ss will be able to explain why a given answer matches the recording, using the key detail and the distinguishing point.
By the end of the lesson, Ss will be able to use the intonation of choice questions and linking words (because, although, however, therefore, despite) to express meaning.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the kind of information needed from each question before listening, replay the audio on their own, and check their answers only after they have finished.
Communication and collaboration: Ss work in pairs to compare answers, justify their choices to each other, and practise choice questions with a supportive tone.
Problem-solving and creativity: Ss decide which information is required in a situation involving safety, time or permission, and suggest suitable ways to ask for confirmation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to an original recording for gist and specific details, and speak to give reasons and seek help in a realistic role-play.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary peer pressure, bullying, boundary, consent, evidence and support; use rising and falling intonation in choice questions; and use linking words correctly with punctuation.

3. Personal qualities

Responsibility: Ss avoid forwarding harmful material and understand that they should report danger to a trusted adult.
Kindness: Ss show empathy when discussing peer pressure and bullying, and they treat classmates' answers with respect.
Honesty: Ss admit when they did not catch a detail and replay the audio instead of guessing, and they check their answers against the recording.

II. Teaching aids and materials

1. Teacher

Audio recording (en-US) of the Unit 9 Listening exercises
Projector or screen, speakers, laptop
Worksheet 1 (printed or projected)
Board and coloured markers
Online learning page on NeoEdu: neoedu.vn/learn/11/english/unit-9-listening (lesson notes, examples and interactive exercises)

2. Students

Student book (Unit 9: Social issues, Listening)
Notebook, pen, pencil (bút chì) and eraser
Worksheet 1 (one per pair)
Small whiteboards or sticky notes for quick answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the information needed

a) Aims

Ss activate prior knowledge about social issues and learn to predict the kind of information needed from a question before listening.

b) Content

T shows the five key words on the board: peer pressure (áp lực đồng trang lứa), bullying (bắt nạt), boundary (ranh giới cá nhân), consent (sự đồng thuận), evidence (bằng chứng), support (hỗ trợ). Ss work in pairs to match each word with a short example from their own school life. Then T shows the question 'What should a friend avoid?' and asks Ss what kind of information they expect to hear (an action, a reason, a warning).

c) Expected outcomes

Ss' pairs produce a short list matching each word with an example, for example: peer pressure - being asked to skip class with friends; bullying - repeated mean messages online. Ss state that the answer to 'What should a friend avoid?' will be an action or a behaviour, not a person's name or a number.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Look at the six key words. In pairs, match each word with a situation from school life. Then look at the question and tell me what kind of information you need to listen for.
Students
Ss read the words and the question silently, and they listen to T's instructions.
Teacher
Step 2: Task performance
T monitors and helps pairs who are stuck with a hint (for example, ask: Can you give an example of bullying that is not physical?).
Students
Pairs discuss and write their examples on sticky notes. Expected answer: 'Bullying can be sending harmful messages again and again.'
Teacher
Step 3: Report and discussion
T invites 2-3 pairs to share examples and asks: What kind of answer do you expect for the question about a friend?
Students
Representative pairs read their examples aloud. Expected answer: 'I think the answer is an action, like sharing a video, because the question asks what to avoid.'
Teacher
Step 4: Conclusion and assessment
T confirms that predicting the type of answer helps Ss focus on the right information. T writes on the board: Predict the kind of information needed from the question, not its answer.
Students
Ss copy the key idea into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Listening strategies: gist, specific information and conditions

a) Aims

Ss learn the listening strategy of listening once for gist and again for specific details, contrasts, sequence and conditions, and they learn to separate similar numbers that refer to different things.

b) Content

T presents the strategy from the lesson notes: listen once for gist; listen again for corrections, contrasts, sequence and conditions. T gives an example: 'A meeting time' and 'a departure time' both use numbers, so Ss must check what each number refers to. T plays the audio once and asks Ss to identify the main topic (gist). Then T plays the recording again and Ss note only the information required by Worksheet 1, Part A.

c) Expected outcomes

Ss write the gist in one sentence, for example: The recording gives advice on how to support a friend who is facing bullying or peer pressure. Ss also list two conditions or contrasts they heard. Real-life tip: when safety, time or permission is unclear, Ss ask for repetition or confirmation, for example: Could you repeat that, please? Do you mean today or tomorrow?

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Listen once for the gist. Then listen again and write only the information in Part A of Worksheet 1. Do not read the solution until you have answered.
Students
Ss read Part A of Worksheet 1 and get ready to listen.
Teacher
Step 2: Task performance
T plays the audio once, then plays it again. T pauses after each contrast or condition and asks: Is this a reason, a contrast or a condition?
Students
Ss listen and note the gist and key details. Expected answer: 'It is about helping a friend in a dangerous or unfair situation.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to give the gist and one detail. T asks: How do you know this number refers to a time and not a place?
Students
Ss report orally. Expected answer: 'The word after the number is o'clock, so it means a time.'
Teacher
Step 4: Conclusion and assessment
T summarises the strategy on the board: Gist first, then details; separate numbers by their context; ask for confirmation when information is unclear.
Students
Ss write the strategy in their notebooks and repeat the real-life confirmation phrases after T.

Activity 2.2: Knowledge formation · 7 minutes

Intonation in choice questions and linking words

a) Aims

Ss recognise and produce rising and falling intonation in choice questions, and use linking words to express reason, concession, contrast and consequence correctly.

b) Content

T models the sentence: Would you rather speak to a teacher (rising) or a counsellor (falling)? T explains that non-final alternatives rise and the final alternative falls, and that a yes/no question containing or has a different meaning. T then presents the linking words: because/as/since (reason); although/even though (concession); however (contrast between sentences); therefore/as a result (consequence); despite/in spite of + noun or -ing phrase. T shows the punctuation example: Although he was nervous, he spoke. / He was nervous; however, he spoke.

c) Expected outcomes

Ss' correct answers for the sentence completion: 1. Ss feel nervous; ______, they should talk to a trusted adult. (Answer: however / therefore, depending on the context) 2. ______ the rain, the class went on a trip. (Answer: Despite) 3. She was afraid; ______, she told her teacher. (Answer: however) Ss also record the choice question pattern with correct intonation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Listen to my intonation. Then complete the linking words exercise in pairs and practise the choice question with your partner.
Students
Ss listen to T and read the sentences in pairs.
Teacher
Step 2: Task performance
T models choice questions and asks Ss to repeat with rising and falling tones. T monitors pairs and corrects the use of despite with a full clause.
Students
Pairs complete the sentences and practise the choice question. Expected error: 'Despite he was tired, he went' - T guides Ss to use 'Despite being tired' or 'Despite his tiredness'.
Teacher
Step 3: Report and discussion
T asks two pairs to read their answers aloud and asks the class to judge the intonation.
Students
Pairs read aloud. Other Ss give feedback on the pitch and the linking word.
Teacher
Step 4: Conclusion and assessment
T writes the key rules on the board, emphasising that despite and in spite of take a noun or -ing phrase, not a full clause, and that punctuation separates however from the clause.
Students
Ss copy the rules into their notebooks.

Activity 3.1: Practice · 12 minutes

Listen and choose the correct answer

a) Aims

Ss extract specific information from the recording to answer multiple-choice questions 2 to 5 and justify their choices.

b) Content

Ss listen to the recording and answer Questions 2 to 5 in Worksheet 1, Part B. Question 2: Which non-physical example is given? Question 3: What should a friend avoid? Question 4: What if there is immediate danger? Question 5: Why not promise total secrecy? Ss may replay the audio, but they must answer first before checking the explanation.

c) Expected outcomes

Answer key: Q2 - A (Repeated harmful messages; bullying is not limited to hitting). Q3 - D (Forwarding harmful material; forwarding can spread harm). Q4 - C (Seek appropriate adult or emergency help; safety takes priority). Q5 - B (Someone may be unsafe; support may require responsible disclosure).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Listen to the recording and choose A, B, C or D for Questions 2 to 5. You may replay the audio. Do not look at the answer key yet.
Students
Ss read the four questions and the options, and they predict the type of answer.
Teacher
Step 2: Task performance
T plays the recording. T walks around to check that Ss are not reading the key, and gives a hint if needed: Listen for the word not or the word safety.
Students
Ss listen and mark their answers individually. Expected answer for Q2: 'I think it is A, because the example is about messages, not hitting.'
Teacher
Step 3: Report and discussion
T asks individual Ss for answers and asks the class: Do you agree? Why?
Students
Ss give answers and reasons. Expected answers: Q2 A, Q3 D, Q4 C, Q5 B.
Teacher
Step 4: Conclusion and assessment
T checks the key, then points out the distractors: B in Q2 is neutral, C in Q3 is a positive action, D in Q4 is a risk, and A in Q5 is an exaggeration.
Students
Ss correct their answers in a different colour and note one reason for each correct answer.

Activity 3.2: Practice · 6 minutes

Explaining why an answer fits the recording

a) Aims

Ss justify an answer with both the key detail from the recording and the point that distinguishes it from the distractors.

b) Content

Ss listen again and explain Questions 6 to 9 in Worksheet 1, Part C. Each explanation must contain (1) the correct information from the recording and (2) a distinguishing point. Example for Question 6: Repeated harmful messages. Bullying is not limited to hitting. Ss may use their own wording if the meaning is accurate.

c) Expected outcomes

Model explanations: Q6 - Repeated harmful messages. Bullying is not limited to hitting. Q7 - Forwarding harmful material. Forwarding can spread harm. Q8 - Seek appropriate adult or emergency help. Safety takes priority. Q9 - Someone may be unsafe. Support may require responsible disclosure. Equivalent wording is accepted if it preserves the meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Listen again and write one correct detail and one distinguishing point for each of Questions 6 to 9. Use your own words where possible.
Students
Ss read Part C and listen to the audio again.
Teacher
Step 2: Task performance
T circulates and asks guiding questions: Why is this detail correct? What makes the other options wrong?
Students
Ss write their explanations. Expected answer for Q9: 'The answer is someone may be unsafe, because the recording says a secret can hide danger.'
Teacher
Step 3: Report and discussion
T asks pairs to exchange their explanations and read one aloud.
Students
Partners check each other's explanations against the model and give feedback.
Teacher
Step 4: Conclusion and assessment
T reminds Ss that good explanations combine evidence from the recording with a clear contrast, and that they should not turn an example into a general claim.
Students
Ss revise their explanations and write the final version in the worksheet.

Activity 4: Application · 7 minutes

Role-play: asking a trusted adult for help

a) Aims

Ss apply the listening content and the choice question intonation in a realistic situation about seeking help from a trusted adult.

b) Content

In groups of three, Ss role-play a conversation: Student A has seen a classmate being bullied online. Student B is a friend who wants advice. Student C is a trusted adult (teacher or counsellor). Ss must use at least one choice question (Would you rather speak to a teacher or a counsellor?), one linking word (because, although, therefore), and one request for confirmation (Could you repeat that, please?). Ss also state what should be avoided, such as forwarding the harmful messages.

c) Expected outcomes

Each group performs a 1-minute dialogue with correct choice-question intonation and at least three linking words, for example: 'You should not forward the messages, because they can spread harm. Although it is hard, you should talk to a counsellor.' The class gives feedback on the content and the intonation.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: In groups of three, make a short dialogue about a friend who sees bullying online. Use a choice question, two linking words and one confirmation phrase. You have three minutes to prepare.
Students
Ss form groups, assign roles and write a short script.
Teacher
Step 2: Task performance
T monitors the groups and gives help on linking words, punctuation and intonation.
Students
Ss rehearse and practise intonation. Expected dialogue: 'Would you rather tell a teacher or a counsellor? It is important to report it, because the bullying can continue.'
Teacher
Step 3: Report and discussion
T invites two groups to perform and asks the class to give feedback on intonation and content.
Students
Groups perform. Classmates say what was good and what could be improved.
Teacher
Step 4: Conclusion and assessment
T summarises the key points: seek a trusted adult in danger, save evidence safely, avoid forwarding harmful material, and use the right intonation in choice questions. T encourages Ss to share these tips with friends.
Students
Ss note the key points in their notebooks.

Worksheets

Worksheet 1: Listening for gist and specific information

Part A - Gist and details

Listen once. Write the gist in one sentence.
Listen again. Write two contrasts or conditions you hear.
Write one example of a number that refers to a time and one that refers to something else (if any).

Part B - Multiple choice (Questions 2 to 5)

2. Which non-physical example is given?
A. Repeated harmful messages
B. A single neutral timetable
C. A polite invitation
D. A supervised lesson
1. What should a friend avoid?
  A. Seeking help
  B. Saving relevant evidence safely
  C. Reporting
  D. Forwarding harmful material
1. What if there is immediate danger?
  A. Confront a group alone
  B. Promise silence
  C. Seek appropriate adult or emergency help
  D. Wait for a class vote
1. Why not promise total secrecy?
  A. Adults need every joke
  B. Someone may be unsafe
  C. Privacy never matters
  D. All messages are public

Part C - Explain your answer (Questions 6 to 9)

6. Which non-physical example is given? Explain.
1. What should a friend avoid? Explain.
1. What if there is immediate danger? Explain.
1. Why not promise total secrecy? Explain.
  (Each explanation must include the correct detail and a point that distinguishes it from the other options.)

Part D - Linking words

Complete with because, although, however, therefore or despite:
1. ______ it was raining, we went to the park.
2. She was tired; ______, she finished her homework.
3. He was worried; ______, he told his parents.
4. ______ the noise, she could concentrate.

Homework

Listen to the Unit 9 Listening recording again at least twice, and write a short summary (about 60 to 80 words) of the gist and two specific details, using at least two linking words (because, although, however).
Write two sentences using despite or in spite of with a noun or -ing phrase, and two sentences with although and however, using correct punctuation.
Practise one choice question with rising and falling intonation, for example: Would you rather speak to a teacher or a counsellor? Record yourself on your phone and listen to your pronunciation.
Visit neoedu.vn/learn/11/english/unit-9-listening and complete the interactive exercises. Note the questions you could not answer and bring them to the next lesson.

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