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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 1. Unit 1: Life stories we admire

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 gist and specific information from an original recording, including contrasts and conditions.
    • Pronounce the diphthongs /eɪ/ and /əʊ/ (or /oʊ/ in American English) within one syllable.
    • Use the vocabulary: achievement, biography, determination, career, admire, collaboration.
    • Distinguish the use of the past simple and the past continuous in a life story.

2. Competences

a) General competences

  • Self-control and independent learning: Ss replay the recording on their own, answer before checking the explanation, and self-check their answers against the key.
  • Communication and collaboration: Ss work in pairs to compare answers and explain why each answer fits the recording, and they listen to peers' reasons.
  • Problem-solving and creativity: Ss separate similar numbers and dates in the recording, rule out distractors by chronology, and justify their choices.

b) Specific competences

  • Communicative competence in English through listening: Ss catch the gist and the specific details (birthplace, dates, events, reasons) from an en-US interview.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /eɪ/ and /əʊ/ correctly, use the key vocabulary, and recognise the past simple and past continuous in life-story contexts.

3. Personal qualities

  • Diligence: Ss replay the recording patiently and complete all listening tasks before checking the key.
  • Honesty: Ss report their own answers truthfully and admit when they are unsure, instead of copying a peer's answer.
  • Responsibility: Ss take turns in pair work and take care of their own worksheet and listening task.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers
  • En-US audio recording of the interview (Unit 1 Listening)
  • Textbook Tiếng Anh 12 (Global Success), Unit 1 Listening
  • Vocabulary flashcards and the pronunciation sentence on the board
  • Worksheet 1 (printed for each pair)
  • NeoEdu digital lesson: neoedu.vn/learn/12/english/unit-1-listening (lesson notes, examples and interactive exercises)

2. Students

  • Textbook, notebook, pen and pencil
  • Worksheet 1
  • Earphones or access to the NeoEdu lesson (optional, for self-replay)

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the Life Story

a) Aims

Ss activate prior knowledge about life stories and predict the kind of information they will hear, so they can listen for gist and specific details.

b) Content

T shows the title 'Life stories we admire' and the words admire, biography and career on the board. T asks: 'Who is a person you admire? What do you know about his or her life?' Ss then predict the questions they will hear: where, when, what event, why.

c) Expected outcomes

Ss write 2–3 predictions in their notebooks, for example: 'Where was he born?', 'When did he become famous?', 'What did he achieve?' Ss understand that the question tells them what information to listen for, not the answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a photo or name of a famous person and asks: 'Who do you admire? Why?' T introduces the lesson goal: listen to an interview about a life story.

    Students

    Ss listen to the teacher and look at the title and the words on the board.

  2. Teacher

    Step 2: Task performance

    T asks Ss to predict in pairs what kind of information the interview will give (birthplace, dates, achievements, reasons). T monitors and helps with vocabulary.

    Students

    Ss discuss in pairs and write 2–3 predictions. Expected answers: 'It will talk about where he was born.' 'It will give dates.' 'It will mention his achievements.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share predictions and writes useful ones on the board. T asks: 'Do you think the answer is in the question or in the recording?'

    Students

    Ss share their predictions. Expected answer: 'The answer is in the recording; the question only tells us what to listen for.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that predicting the kind of information helps listening, and explains the two listening stages: listen once for gist, then listen again for specific information.

    Students

    Ss note the two-stage listening strategy in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key Vocabulary and Diphthong Pronunciation

a) Aims

Ss understand and use the six key words and pronounce the diphthongs /eɪ/ and /əʊ/ as one smooth glide within a syllable.

b) Content

Vocabulary: achievement (thành tựu), biography (tiểu sử), determination (sự quyết tâm), career (sự nghiệp), admire (ngưỡng mộ), collaboration (sự cộng tác).
Pronunciation: age /eɪdʒ/, brave /breɪv/, wrote /roʊt/, hero /ˈhɪroʊ/. Sentence: 'The brave hero wrote a page about hope.'

c) Expected outcomes

Ss can match each word with its Vietnamese meaning and read the sentence with a single glide on /eɪ/ and /oʊ/ (or /əʊ/). Ss understand that both /əʊ/ and /oʊ/ are accepted in American English.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and asks Ss to match them with their meanings in Vietnamese, using their textbooks or dictionaries.

    Students

    Ss work individually to match the words with their meanings for one minute.

  2. Teacher

    Step 2: Task performance

    T models the words and the diphthongs: 'age – /eɪ/' (one glide, not two vowels), 'wrote – /roʊt/'. T asks Ss to repeat chorally, then read the sentence 'The brave hero wrote a page about hope.' Ss practise in pairs.

    Students

    Ss repeat after T and practise reading the sentence in pairs. Expected problem: Ss pronounce two separate vowels; T corrects with a smooth glide.

  3. Teacher

    Step 3: Report and discussion

    T calls on some Ss to say a word with their meaning and read the sentence. T asks: 'Which words use the diphthong /eɪ/? Which use /oʊ/?'

    Students

    Expected answers: 'age, brave use /eɪ/; wrote, hero use /oʊ/.' Ss make a sentence with one of the words, for example 'Her determination helped her achieve her career goals.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and notes that /əʊ/ is commonly pronounced /oʊ/ in American English, and both are valid. T reminds Ss not to grade a narrator against one British vowel.

    Students

    Ss write the key words and their meanings in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Listening Strategies and Past Tenses in Life Stories

a) Aims

Ss learn how to listen for gist, then for contrasts, sequence and conditions, and understand when to use the past simple and the past continuous in a life story.

b) Content

Listening strategies: (1) predict the information from the question; (2) listen once for gist; (3) listen again for corrections, contrasts, sequence and conditions; (4) separate a meeting time from a departure time, or a birth year from a career date.
Grammar: Past simple for completed events, e.g. 'He moved to Hollywood in 1923.' Past continuous for an action in progress or background, e.g. 'While the team was testing the design, the director called.' Ss decide the meaning, not just the word 'when' or 'while'.

c) Expected outcomes

Ss can state two strategies for listening and explain the difference: the past simple gives completed events in a life story; the past continuous gives background or an action in progress. Ss note: 'When and while do not decide the tense automatically.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence 'While the team was testing the design, the director called.' on the board and asks: 'Which action is in progress? Which action is completed?'

    Students

    Ss look at the sentence and think about the question individually.

  2. Teacher

    Step 2: Task performance

    T guides Ss to compare: 'He moved to Hollywood in 1923' (completed event) and 'He was working at the studio when the call came' (background). T asks Ss to make one past simple and one past continuous sentence about a famous person.

    Students

    Ss work in pairs and write two sentences. Expected answers: 'Walt Disney moved to Hollywood in 1923.' 'He was working on a film when the phone rang.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to read their sentences and checks the tense choice. T asks: 'Why did you choose the past continuous here?'

    Students

    Ss read their sentences and explain their choice: 'The past continuous shows the action was in progress at that moment.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the listening strategies and the tenses. T reminds Ss: 'Choose the tense by meaning, not by the word when or while.'

    Students

    Ss copy the strategies and the tense rule into their notebooks.

Activity 3.1: Practice · 12 minutes

Listening for Specific Information

a) Aims

Ss listen to the original recording and choose the correct answers to specific-information questions about Disney's birthplace, his move, the 1955 event and his death.

b) Content

Ss complete Worksheet 1, Questions 1–5. Ss listen once for gist, then listen again to answer each question. Ss do not open the explanation until they have answered.
Questions: (2) Where was Disney born? (3) When did he move to Hollywood? (4) Which event occurred in 1955? (5) Why could he not attend the 1971 opening?

c) Expected outcomes

Answer key (for T's checking):

  • Q2: C (Chicago)
  • Q3: A (1923)
  • Q4: A (Disneyland opened)
  • Q5: C (He died in 1966)
    Explanation for T: Chicago is the birthplace, not his later workplace; 1923 comes before the later film milestones; the two parks opened on different dates; chronology rules out attendance in 1971.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives out Worksheet 1 and says: 'Listen once for the gist, then listen again to choose the answers. Do not check the key until you finish.' T plays the audio.

    Students

    Ss read the questions and options, then listen to the recording.

  2. Teacher

    Step 2: Task performance

    T plays the audio again, pauses if needed, and lets pairs compare their answers. T monitors and reminds Ss to separate similar numbers and dates.

    Students

    Ss listen again and choose answers. Ss discuss with their partners. Expected answers: 2 – C; 3 – A; 4 – A; 5 – C.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to report answers. T asks: 'Why is B not correct in question 2?' and 'Why is D not correct in question 5?'

    Students

    Ss report answers. Expected explanations: 'Hollywood was where he later worked, not where he was born.' 'He had died in 1966, so he could not attend in 1971.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and the explanation for each question. T praises Ss who used the listening strategy and reminds them: 'Record only the information required.'

    Students

    Ss check their answers, correct mistakes and write the key answers in their worksheets.

Activity 3.2: Practice · 8 minutes

Explaining the Answers

a) Aims

Ss explain why an answer fits the recording, using a distinguishing reason and clear wording, not just one isolated word.

b) Content

Using Worksheet 1, Questions 6–9: 'Explain why this answer fits the recording. Do not merely repeat a single word.'
6. Where was Disney born?
7. When did he move to Hollywood?
8. Which event occurred in 1955?
9. Why could he not attend the 1971 opening?

c) Expected outcomes

Sample answers:

  • Q6: Chicago. Chicago is the birthplace, not his later workplace.
  • Q7: 1923. 1923 precedes the later film milestones.
  • Q8: Disneyland opened. The two parks have different dates.
  • Q9: He died in 1966. Chronology rules out attendance.
    Equivalent wording with the same meaning is accepted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads Questions 6–9 aloud and asks Ss to write one answer and one reason for each question, in complete sentences.

    Students

    Ss read the questions and begin writing in their worksheets.

  2. Teacher

    Step 2: Task performance

    T asks Ss to exchange worksheets with a partner and check whether the reason is clear. T says: 'Is the reason a fact from the recording, or just a repeated word?'

    Students

    Ss peer-check and give feedback. Expected feedback: 'Your reason is clear.' or 'Please explain why the other option is wrong.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to read their answers aloud and asks the class to judge whether the reason is accurate.

    Students

    Ss read their answers. The class says whether the explanation is accurate and clear.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the sample answers and reminds Ss that a good explanation shows the difference between options, for example chronology or a different date.

    Students

    Ss revise their answers if needed and keep the correct sample in their worksheets.

Activity 4: Application · 5 minutes

My Own Life Story Interview

a) Aims

Ss apply the listening strategies and past tenses to talk about a person they admire, using key vocabulary and correct diphthong pronunciation.

b) Content

Ss work in pairs. One S is the interviewer and asks: 'Where were you born?' 'When did you start your career?' 'What achievement are you most proud of?' The other S answers with a short life story using the past simple and past continuous, for example 'I was studying in Hanoi when I got the news.' Then they switch roles. Homework: Ss write a short biography (80–100 words) of a person they admire.

c) Expected outcomes

Each pair completes one short interview (4–5 questions and answers). Each S writes 4–5 sentences in the past simple and past continuous and uses at least three key words: achievement, biography, determination, career, admire, collaboration.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models a short interview with a volunteer S and writes the three questions on the board. T explains the task and sets a 3-minute time limit.

    Students

    Ss listen to the model and note the questions.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns as interviewer and interviewee. T monitors pronunciation of /eɪ/ and /oʊ/ and tense use.

    Students

    Ss interview each other. Expected answers: 'I was born in Da Nang.' 'I started my career in 2015.' 'I admire my grandmother because of her determination.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to present their interviews to the class and asks peers to comment on one correct use of tense and one key word.

    Students

    Ss present their interviews and peers give one positive comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the main points of the lesson and assigns the homework. T reminds Ss that in real communication, they can ask for repetition or confirmation if the information is unclear.

    Students

    Ss note the homework and the reminder in their notebooks.

Worksheets

Worksheet 1: Listening – Life stories we admire

Part A. Listen to the recording. You may replay it. Do not check the key until you have answered.
Question 2. Where was Disney born?

  • A. London
  • B. Hollywood
  • C. Chicago
  • D. New York
    Question 3. When did he move to Hollywood?
  • A. 1923
  • B. 1955
  • C. 1928
  • D. 1901
    Question 4. Which event occurred in 1955?
  • A. Disneyland opened
  • B. Disney was born
  • C. Walt Disney World opened
  • D. Snow White premiered
    Question 5. Why could he not attend the 1971 opening?
  • A. The park opened in 1937
  • B. He was born later
  • C. He died in 1966
  • D. He had not moved to Hollywood
    Part B. Explain why each answer fits the recording. Do not merely repeat a single word.
    Question 6. Where was Disney born?
    Question 7. When did he move to Hollywood?
    Question 8. Which event occurred in 1955?
    Question 9. Why could he not attend the 1971 opening?
    Part C. Write one sentence about a person you admire, using the past simple and the past continuous.
  • Sentence 1 (past simple): ..................
  • Sentence 2 (past continuous): ..................
  • Key words used: ..................

Answer key (T only): 2 – C; 3 – A; 4 – A; 5 – C. Explanations are in the Practice activities.

Homework

  • Replay the Unit 1 Listening recording on NeoEdu (neoedu.vn/learn/12/english/unit-1-listening) and do the interactive exercises.
  • Write a short biography (80–100 words) of a person you admire. Use at least four key words: achievement, biography, determination, career, admire, collaboration.
  • Use the past simple for completed events and the past continuous for background actions in your biography. Read your biography aloud and practise the sounds /eɪ/ and /oʊ/ in words such as age, brave, wrote and hero.

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