Giáo án Listening

Ss activate prior knowledge about festivals, traditions and cultural differences, and preview the six key words before listening.

T shows the six words: diversity (sự đa dạng), identity (bản sắc), culture shock (sốc văn hoá), tradition (truyền thống), adapt (thích nghi), respect (tôn trọng). T asks: 'What does a festival tell us about a community's tradition?' and 'What can help a newcomer adapt to a new culture?' Ss discuss in pairs for one minute, then share with the class.

A short list of ideas on the board, for example: a festival shows the community's tradition and identity; a newcomer can adapt by asking questions and showing respect; culture shock can be reduced by learning the background of local customs. Ss also state the purpose of the lesson: to listen for gist, specific details, contrasts and conditions.

Ss learn how to predict the information needed from a question, listen once for gist and again for details, and separate different meanings of numbers in context.

T presents three steps: (1) Predict the kind of information needed from the question, not from its answer. (2) Listen once for gist. (3) Listen again for corrections, contrasts, sequence and conditions. T gives an example: 'A meeting at 9.00 and a departure at 9.30 are two different times; we must separate them.' T also explains: 'Do not read the solution until after answering. Record only the information required.' Ss copy the steps and make a short note on the meaning of contrast and condition.

Ss write in their notebooks:

• Step 1: Predict the type of information (a preference, an alternative, a need for more information, an attitude).
• Step 2: Gist = the main idea of the recording.
• Step 3: Specific information = details that answer the question, including contrasts (but, instead) and conditions (if, unless).
• Numbers: separate a meeting time from a departure time.

Ss recognise contrast and condition signals in speech and practise the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ in the target sentence.

T models the words and the sentence: choice /tʃɔɪs/, time /taɪm/, crowd /kraʊd/. T reads: 'We enjoyed the lively crowd outside.' T asks Ss to notice that each diphthong glides within one syllable and that the final consonants must be clear: choice should not become joy, and crowd should keep its /d/. T then gives a short gist example: 'The festival is open to everyone, but participation is optional.' Ss identify the contrast (but) and the condition (if, unless) in a prepared sentence.

Ss can say the three words with the correct diphthongs and clear final consonants. Ss identify one contrast signal and one condition signal in the example sentence, for example: 'but' shows contrast; 'if' shows condition.

Ss listen to the en-US recording and choose the correct answer for gist and specific information in Exercises 2 to 5.

Ss listen to the recording for Exercise 2: 'What does the student prefer?' A. No creative work; B. A compulsory purchase; C. An expensive new costume; D. A costume from reused materials.
Exercise 3: 'What alternative is offered?' A. A paid trip; B. No activity; C. Story writing; D. A punishment.
Exercise 4: 'What does the student want more of?' A. Price comparisons only; B. Frightening scenes; C. Pressure to join; D. Background about the festival.
Exercise 5: 'What attitude is recommended?' A. Curiosity and respect; B. Public judgement of non-participants; C. Competition between beliefs; D. Identical behaviour.
Ss do not open the answer key until they have answered.

Answer key:

• Exercise 2: D (A costume from reused materials. The preference concerns reuse and cost.)
• Exercise 3: C (Story writing. Participation has an inclusive alternative.)
• Exercise 4: D (Background about the festival. Context supports cultural learning.)
• Exercise 5: A (Curiosity and respect. The closing statement rejects pressure.)

Ss listen again to Exercises 6 to 9 and explain, in their own words, why each answer fits the recording.

Ss use Worksheet 1. For each item, Ss listen again and write one sentence that names the answer and explains the key evidence:

• Q6: What does the student prefer?
• Q7: What alternative is offered?
• Q8: What does the student want more of?
• Q9: What attitude is recommended?
  T says: 'Do not merely repeat one word. Use your own words and show the evidence.' Teacher marks the explanations; the answer key is a reference only, and paraphrase is accepted if the meaning is accurate.

Model explanations:

• Q6: A costume from reused materials. The preference concerns reuse and cost.
• Q7: Story writing. Participation has an inclusive alternative.
• Q8: Background about the festival. Context supports cultural learning.
• Q9: Curiosity and respect. The closing statement rejects pressure.
  Accepted paraphrases convey the same meaning, for example: 'The student would rather use cheap, recycled materials than buy something new.'

Ss use the listening strategies and the target vocabulary to discuss how to respect other people's traditions in a real-life situation.

Pairs role-play a situation: a new classmate from another country invites you to a festival you do not celebrate. Ss use the vocabulary diversity, identity, culture shock, tradition, adapt, respect. Each pair follows the model: (1) Ask one question to get specific information. (2) Give one condition, using if or unless. (3) Show an attitude of curiosity and respect. Sample lines: 'Could you tell me more about the festival?' / 'I would like to join if it is open to everyone.' / 'I respect your tradition, and I am curious about it.' Ss pronounce the sentence 'We enjoyed the lively crowd outside.' before they start.

Each pair produces a four-line dialogue and performs it for the class. Example:
A: Could you tell me more about the festival?
B: It is a tradition for our family, and everyone is welcome.
A: I would like to join if I can adapt to the customs.
B: Of course. Show respect and ask questions; that's what matters.
Class feedback: the dialogue includes one question, one condition and one attitude.