NeoEdu
Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 3. Unit 3: Green living

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Extract the gist and specific information from an original recording, including contrasts and conditions.
    • Use the vocabulary: reuse, compost, disposable, packaging, contamination, prevention.
    • Use verb-preposition combinations: depend on, contribute to, deal with, apply for, protect from.
    • Use non-defining relative clauses with 'which' to refer to a whole preceding idea, with the comma placed correctly.
    • Pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in words such as near, care and tour.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the information needed from the questions, listen for the gist first and then for details, and check their own answers before reading the explanations.
  • Communication and collaboration: Ss work in pairs to compare answers, explain why an option fits the recording, and report their reasons clearly to the class.
  • Problem-solving and creativity: Ss separate similar pieces of information in the recording (for example, a meeting time and a departure time) and use the key language to talk about a green-living habit of their own.

b) Specific competences

  • Communicative competence in English: Ss listen to an original interview to get the gist and specific information, including contrasts and conditions, and give reasons for their answers in English.
  • Language knowledge: Ss use the new vocabulary, verb-preposition combinations, non-defining relative clauses with 'which' and the target diphthongs accurately in listening and speaking.

3. Personal qualities

  • Diligence: Ss replay the recording when needed and complete every question before checking the explanation.
  • Responsibility: Ss take responsibility for their pair's answers by checking each explanation against the recording and correcting it when necessary.
  • Honesty: Ss admit when they did not catch a detail, ask for repetition, and record only the information the recording actually gives.
  • Patriotism: Ss discuss how their families and school can protect the environment and show care for their local area.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector, speakers and the en-US audio for the Unit 3 Listening exercises (Global Success 12)
  • Worksheet 1 (printed or projected) for the explanation task
  • Flashcards with the six key words and their Vietnamese meanings
  • Interactive exercises on the NeoEdu learning page: neoedu.vn/learn/12/english/unit-3-listening (use for checking answers after students respond)

2. Students

  • Student's Book Global Success 12, Unit 3
  • Notebook, pen and pencil
  • Blank paper for note-taking during listening

III. Procedures

Activity 1: Warm-up · 5 minutes

Predicting the information

a) Aims

Ss activate their knowledge of green living and learn to predict the kind of information they need before listening.

b) Content

T asks Ss to read the five questions of Exercises 2 to 5 silently and to decide what kind of information each question asks for (a place, a material, a result, or an action). Ss then discuss with a partner: 'What is green living? Which green habits do you know at home or at school?'

c) Expected outcomes

Ss predict the kind of information needed, for example: Q2 asks for a sequence (the first layer); Q3 asks for an exclusion (which material is NOT allowed); Q4 asks for a true result (is finished compost made today?); Q5 asks for an action under a condition (what to do if conditions are unsafe).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question 'What is green living?' on the board and asks Ss to read Exercises 2 to 5 quietly. T says: 'Don't look for the answers yet. Ask yourself what kind of information each question wants.'

    Students

    Ss read the questions silently and note down the type of information each question needs.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and prompts with questions: 'Is this question asking for a place, a material, a time or an action?'

    Students

    Pairs discuss green habits and share their predictions. Possible answer: 'Q3 asks which material is excluded, so I need to listen for a word like not allowed or prohibited.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share one prediction each and writes the key words on the board.

    Students

    Representative pairs report, for example: 'Question 4 is about a result. I think the recording will say it takes time.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that predicting helps Ss listen for the right information and says: 'Today we will listen for the gist first, then for details, contrasts and conditions.'

    Students

    Ss write the lesson title and the objective in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary and pronunciation

a) Aims

Ss understand the meaning and pronunciation of the six key words and can pronounce the diphthongs /ɪə/, /eə/ and /ʊə/ in near, care and tour.

b) Content

Ss match each word (reuse, compost, disposable, packaging, contamination, prevention) with its meaning: reuse (tái sử dụng), compost (phân ủ hữu cơ), disposable (dùng một lần), packaging (bao bì), contamination (sự lẫn tạp, nhiễm bẩn), prevention (phòng ngừa). Then Ss practise the three diphthongs by repeating: near /nɪə/, care /keə/, tour /tʊə/ and the sentence: 'We care for the area near the school.'

c) Expected outcomes

Ss write the six words with their meanings in their notebooks. Correct matching: reuse - tái sử dụng; compost - phân ủ hữu cơ; disposable - dùng một lần; packaging - bao bì; contamination - sự lẫn tạp, nhiễm bẩn; prevention - phòng ngừa. Ss read the sentence with clear centring glides, for example: 'We care for the area near the school.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the board and reads them aloud. T says: 'Work in pairs. Match each word with its meaning. Then listen and repeat the three diphthongs.'

    Students

    Ss look at the board, read the words in pairs and prepare to match them with the meanings on the flashcards.

  2. Teacher

    Step 2: Task performance

    T gives out flashcards with meanings and monitors. T models the diphthongs: 'near, care, tour. Let the sound glide to the end.'

    Students

    Pairs match the words and meanings. Ss repeat near, care, tour and the sentence 'We care for the area near the school' after T.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 Ss to say a word and its meaning, and asks the class to check. T asks: 'Which word has the diphthong /eə/?' (care)

    Students

    Ss say, for example: 'Packaging means bao bì.' Ss answer: 'care has /eə/.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the correct matching on the board and points out that the recording may use American pronunciation, such as /nɪr/ or /ker/, but the meaning stays the same.

    Students

    Ss copy the correct meanings into their notebooks and note the pronunciation tip.

Activity 2.2: Knowledge formation · 7 minutes

Language for listening: verb-preposition and relative clauses

a) Aims

Ss understand how verb-preposition combinations and non-defining relative clauses with 'which' work, and how to listen for contrasts, conditions and the difference between a meeting time and a departure time.

b) Content

T presents the verb-preposition combinations as units: depend on, contribute to, deal with, apply for, protect from. T gives the example: 'We reused the boxes, which reduced waste.' T explains that the comma is needed and that 'which' refers to the whole idea before it. Ss must not use 'that' after the comma. Then T shows the listening strategy: listen once for gist, then again for corrections, contrasts, sequence and conditions.

c) Expected outcomes

Ss write in their notebooks:

  • Verb-preposition units: depend on, contribute to, deal with, apply for, protect from.
  • Sentence model: We reused the boxes, which reduced waste. (comma + which; no 'that')
  • Listening note: a meeting time and a departure time are different numbers; listen for the word that signals a contrast or a condition (for example: but, unless, if).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the board and asks: 'What does which refer to here?' T says: 'Look at the comma. What happens if we remove it?'

    Students

    Ss read the sentence and think about the comma and the word which.

  2. Teacher

    Step 2: Task performance

    T gives 3 quick questions: 'Complete: The school ___ (protect from) pollution. We ___ (apply for) a green club. Our plan will ___ (contribute to) cleaner air.' T circulates to check.

    Students

    Ss complete the sentences with the right prepositions, for example: 'protect from', 'apply for', 'contribute to'. Ss write one sentence with which and a comma.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read their sentences aloud and checks the comma and the prepositions with the class.

    Students

    Ss read their sentences. Possible answer: 'The group recycled the paper, which saved trees.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Combinations are learned as units. A non-defining relative clause with which needs a comma and refers to a whole idea. Listen for conditions and contrasts when you check answers.'

    Students

    Ss copy the summary and note the listening strategy in their notebooks.

Activity 3.1: Practice · 8 minutes

Listening for gist and specific information

a) Aims

Ss listen to the original recording and choose the correct answer for questions 2 to 5, identifying specific information, contrasts and conditions.

b) Content

Ss listen to the recording (en-US audio). They answer questions 2 to 5 in Exercises 2 to 5 of the Student's Book. Ss may replay the recording once. They do not read the answer key until they have answered. Questions:

  • Q2: What is the first layer? A. Dry leaves; B. Plastic film; C. Pet waste; D. Meat
  • Q3: Which material is excluded? A. Suitable plant scraps; B. Dairy products; C. Approved garden material; D. Dry leaves
  • Q4: Does the session make finished compost today? A. Yes, immediately.; B. No; composting takes time.; C. Only with packaging.; D. Only if pupils smell it.
  • Q5: What should happen if unsafe conditions appear? A. Stop and ask the gardener; B. Hide the problem; C. Handle it bare-handed; D. Add chemicals

c) Expected outcomes

Answer key:

  • Q2: A. Dry leaves (The demonstration begins with dry leaves.)
  • Q3: B. Dairy products (The recording explicitly prohibits dairy.)
  • Q4: B. No; composting takes time. (The recording rejects instant results.)
  • Q5: A. Stop and ask the gardener (Adult supervision governs the process.)
    Ss' notebooks show their answers for all four questions.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the recording and answer Questions 2 to 5. You may replay it once. Do not open the answer key yet.' T plays the audio.

    Students

    Ss listen and write down their answers. Ss use their predictions from the warm-up to focus.

  2. Teacher

    Step 2: Task performance

    T plays the audio again if needed and walks around to check that Ss are following the recording. T may pause to repeat a short section if many Ss are lost.

    Students

    Ss listen again, underline key words such as 'not', 'but', 'if' and choose their answers individually.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare answers in pairs first, then asks: 'What is the first layer?' and 'Which material is excluded?'

    Students

    Ss answer: 'The first layer is dry leaves.' 'Dairy products are excluded.' If Ss disagree, they replay the audio to check.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the board or on the NeoEdu page and confirms the answers. T reminds Ss to listen for contrasts and conditions.

    Students

    Ss check their answers, correct mistakes and write the right answers in their notebooks.

Activity 3.2: Practice · 9 minutes

Explaining the answers

a) Aims

Ss explain why each answer fits the recording, using specific information from the audio rather than repeating a single word.

b) Content

Ss work in pairs on Worksheet 1. They listen again to the recording and explain why the answer is correct for each question in Exercise 6 to 9:

  • Ex 6: What is the first layer?
  • Ex 7: Which material is excluded?
  • Ex 8: Does the session make finished compost today?
  • Ex 9: What should happen if unsafe conditions appear?
    T reminds Ss to use the structure: [answer] + [reason from the recording].

c) Expected outcomes

Model explanations (Ss may use equivalent wording):

  • Ex 6: Dry leaves. The demonstration begins with dry leaves.
  • Ex 7: Dairy products. The recording explicitly prohibits dairy.
  • Ex 8: No; composting takes time. The recording rejects instant results.
  • Ex 9: Stop and ask the gardener. Adult supervision governs the process.
    Each pair writes one explanation in complete sentences on Worksheet 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Explain each answer with a reason from the recording. Do not just repeat one word.'

    Students

    Ss read the four questions on Worksheet 1 and form pairs.

  2. Teacher

    Step 2: Task performance

    T plays the audio once more. T monitors and asks guiding questions, for example: 'Where in the recording does it say this?' or 'Is there a word that shows a contrast?'

    Students

    Pairs listen, discuss and write their explanations. Possible answer for Ex 8: 'No, composting takes time, because the recording rejects instant results.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read their explanation for Ex 9 and asks the class: 'Do you agree? Is the reason accurate?'

    Students

    Pairs read their explanations. Classmates give feedback and accept equivalent wording.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the model explanations and emphasises that a good answer includes the correct information plus a reason from the recording. T reminds Ss not to turn an example into an observation.

    Students

    Ss correct their worksheets and keep them for review.

Activity 4: Application · 8 minutes

My green-living habit

a) Aims

Ss use the new language (verb-preposition combinations and non-defining relative clauses with 'which') to talk about a green habit in real life.

b) Content

Each S prepares a 60-second talk about one green habit at home or at school (for example: reusing bottles, composting food waste, cutting disposable packaging). The talk must include at least two of the verb-preposition units (depend on, contribute to, deal with, apply for, protect from) and one sentence with 'which' and a comma. In pairs, Ss listen to each other and ask one clarifying question, for example: 'Could you repeat that, please?' or 'Is it on Saturday or on Sunday?'

c) Expected outcomes

Each S gives a short talk with at least 2 verb-preposition units and 1 non-defining relative clause. Example: 'Our class reuses paper boxes, which reduces waste. We contribute to cleaner air when we walk to school.' Pairs ask and answer one clarifying question.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Think of one green habit you do. Prepare a 60-second talk. Use at least two verb-preposition units and one sentence with which and a comma.'

    Students

    Ss think of their habit and write notes for 2 minutes.

  2. Teacher

    Step 2: Task performance

    T asks Ss to practise in pairs. T monitors for accuracy in the comma and the prepositions.

    Students

    Ss give their talk to a partner. The listener asks one clarifying question, such as: 'Could you repeat that, please?'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 Ss to present their talk to the class and gives praise and one suggestion for each.

    Students

    Selected Ss present. Example: 'We reuse glass jars, which saves money. My family composts food waste to protect the soil.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the main language points and asks Ss to note one green habit they will try this week.

    Students

    Ss write their chosen habit in their notebooks.

Worksheets

Worksheet 1

Explain why the answer fits the recording. Write one complete sentence for each question.

  • Ex 6: What is the first layer?
  • Ex 7: Which material is excluded?
  • Ex 8: Does the session make finished compost today?
  • Ex 9: What should happen if unsafe conditions appear?

Format: [Answer] + [Reason from the recording]

Example: Dry leaves. The demonstration begins with dry leaves.

Bonus: Complete the sentences with a verb-preposition unit (depend on, contribute to, deal with, apply for, protect from):

  • Our school garden helps ___ cleaner air.
  • Good compost ___ the quality of the materials.
  • We must ___ the waste every day.

Homework

  • Review the six key words (reuse, compost, disposable, packaging, contamination, prevention) and write one example sentence for each word.
  • Write five sentences about green living, using at least three verb-preposition units (depend on, contribute to, deal with, apply for, protect from) and at least two non-defining relative clauses with 'which' and a comma.
  • Listen to the Unit 3 Listening recording again at home. Write down the gist in one sentence and note one contrast or condition that you heard.
  • Practise the diphthongs /ɪə/, /eə/ and /ʊə/ by reading aloud: near, care, tour, and the sentence 'We care for the area near the school.'

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.