Giáo án Listening

Ss activate prior knowledge about lifelong learning and make predictions about the topic of the listening.

Ss look at the phrase "lifelong learning (học tập suốt đời)" on the board and brainstorm in pairs: Why do people keep learning after school? What difficulties do learners often face? What helps them keep going? T asks: "What kind of information do you need to answer a question before you listen?"

A short mind map on the board with at least three reasons for lifelong learning (e.g. curiosity, adaptability, new goals) and at least two difficulties (e.g. time, lack of motivation). Ss state the prediction: the recording is about a learner's experience with time, schedule, support and planning.

Ss pronounce and understand the six key words of the unit and use them to describe learning.

Ss learn: lifelong learning (học tập suốt đời), curiosity (tính ham học hỏi), adaptability (khả năng thích nghi), goal (mục tiêu), feedback (phản hồi), persistence (sự bền bỉ). Ss match each word with its Vietnamese meaning, then complete the sentence: "A learner with ______ keeps going when a course is hard."

Ss match the words with their meanings: lifelong learning – học tập suốt đời; curiosity – tính ham học hỏi; adaptability – khả năng thích nghi; goal – mục tiêu; feedback – phản hồi; persistence – sự bền bỉ. Sentence completion answer: persistence.

Ss predict the information needed from the questions, listen once for the gist and then identify the kind of details required.

T says: "Do not read the solution yet. Listen once for the gist: What is the recording about?" Then T asks: "Which details do the questions ask for?" Ss read Questions 2 to 5 in the student's book, and predict the kind of information required (a difficulty, a change, a way of helping, a factor for planning). Ss record only the required information. T reminds Ss: "Numbers can refer to different things. Separate a meeting time from a departure time."

Gist: a learner describes a difficulty with learning, a change in study habits, the help from a classmate and the factors a plan should consider. Ss note the key information for each question, for example: "difficulty: time (not intelligence)"; "change: a manageable schedule"; "help: checked understanding"; "plan: access and support."

Ss recognise intonation patterns in questions and report orders, requests, offers and advice with the correct structure.

Intonation: T models the questions and asks Ss to repeat with the correct contour. "What would you like to learn?" ↘ "Can you join the workshop?" ↗ "Would you prefer a talk ↗ or a practical session ↘?" "You have checked the date, haven't you?" ↗ (when genuinely unsure) or ↘ (when expecting agreement). Reported speech: "Please wait." → She asked us to wait. "Do not share it." → She told us not to share it. "I can help." → He offered to help. "She advised me to check." Ss transform the sentences in Worksheet 2.

Ss complete Worksheet 2 with the correct forms: She asked us to wait. / She told us not to share it. / He offered to help. / She advised me to check. Ss state that intonation depends on the meaning and context, and that not every question mark has the same contour.

Ss answer the multiple-choice questions 2 to 5 by identifying the specific information in the recording.

Ss listen to the recording and answer Questions 2 to 5 (see Worksheet 1). Ss do not open the explanation until they have answered. Question 2: What was the main initial difficulty? Question 3: What replaced two hours every night? Question 4: How did the classmate help? Question 5: What should plans consider besides goals?

Answer key:

• Question 2: D. Time. (The speaker explicitly contrasts time with intelligence.)
• Question 3: C. Three short sessions and a review slot. (A manageable schedule replaced an unrealistic one.)
• Question 4: A. Checked understanding without doing the tasks. (Support preserved the learner's responsibility.)
• Question 5: B. Access and support. (Resources differ among learners.)

Ss justify their answers from the recording by explaining the difference between the correct answer and the distractors.

Ss listen again and explain why each answer fits the recording (Questions 6 to 9). Ss do not merely repeat a single word. Question 6: What was the main initial difficulty? Question 7: What replaced two hours every night? Question 8: How did the classmate help? Question 9: What should plans consider besides goals?

Model explanations:

• Question 6: Time. The speaker explicitly contrasts time with intelligence.
• Question 7: Three short sessions and a review slot. A manageable schedule replaced an unrealistic one.
• Question 8: Checked understanding without doing the tasks. Support preserved the learner's responsibility.
• Question 9: Access and support. Resources differ among learners.
  Accept equivalent answers that are correct in meaning.

Ss apply listening strategies in a realistic situation and ask for confirmation when the time, safety or permission is unclear.

In pairs, Ss role-play a phone call. Student A is a learner who receives a message about a workshop. Student B is the organiser. The message contains a meeting time and a departure time. Ss must confirm the time and the condition (e.g. "Can you join the workshop?" ↗ and "Would you prefer a talk ↗ or a practical session ↘?"). Ss use the reported structures to report what the organiser said, for example: "The organiser asked us to arrive early." Homework: Ss write a short paragraph about a learning goal and a way to keep going.

A short role-play with at least two confirmation questions and one reported sentence, for example: "Did you say the meeting is at 8 and the bus leaves at 9?" and "The organiser asked us to bring a notebook." Ss write a homework paragraph of 60 to 80 words on their own learning goal, using at least one of the words: goal, persistence, feedback.