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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 5. Unit 4: Urbanisation

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 · 2 tiết (90 phút)

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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 recording about urbanisation statistics and a workshop announcement.
  • identify contrasts (total number versus percentage) and conditions (a cause besides births and migration, the task requirement) in the recording.
  • recognise weak forms of unstressed words in connected speech (the /ðə/, can /kən/, to /tə/) and use stress on content words.
  • use the present perfect with for/since, double comparatives (busier and busier) and correlative comparatives (The more…, the more…) to describe urban change.

2. Competences

a) General competences

  • Self-control and independent learning: Ss answer each question before checking the explanation, replay the audio on their own when needed, and record only the information the question asks for.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, justify their choices with evidence from the recording and ask for repetition or confirmation in role-play.
  • Problem-solving and creativity: Ss predict the kind of information needed from each question, explain why an answer fits the recording and apply the listening skills to a real-life situation.

b) Specific competences

  • Communicative competence in English through listening: Ss listen for gist, specific information, contrasts and conditions from an en-US recording and give reasoned answers.
  • Communicative competence in English through speaking and writing: Ss explain their answers in full sentences and write short notes of key information during the listening.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise weak forms in connected speech, use six key vocabulary items on urbanisation and use the present perfect and comparative structures accurately.

3. Personal qualities

  • Diligence: Ss replay the audio patiently, listen again for corrections and details, and complete all nine exercises without skipping the explanation steps.
  • Responsibility: Ss take responsibility for their own answers, check their work honestly and bring the required data table and source link for the class task.
  • Honesty: Ss do not read the solution before answering, and they explain their answers truthfully, without copying a model answer word for word.

II. Teaching aids and materials

1. Teacher

  • Audio recording (en-US) for Unit 4 Listening, Tiếng Anh 12 Global Success
  • Projector or interactive whiteboard
  • NeoEdu online lesson page with the lecture, examples and interactive exercises: neoedu.vn/learn/12/english/unit-4-listening
  • Worksheets No. 1 and No. 2 (printed or projected)
  • Speakers, timer, marker and board

2. Students

  • English textbook Tiếng Anh 12 (Global Success), Unit 4
  • Notebook, pen, pencil and eraser
  • Earphones or a device to access the NeoEdu page (if available)
  • Small pieces of paper or sticky notes for pair work

III. Procedures

Activity 1: Warm-up · 8 minutes

Predicting the Listening Content

a) Aims

Ss activate prior knowledge about urbanisation and predict the kind of information needed in the recording.

b) Content

Ss look at the key words on the board: urbanisation, urban share, infrastructure, congestion, housing, percentage point. Ss discuss in pairs: 'What changes come with urbanisation in a city?' and 'What kind of information would a talk about urban population include?'
T asks Ss to read the three questions in Exercises 2 to 5 and to predict the kind of information needed (a cause, a distinction, a date and time, an item to bring) without looking at the answers.

c) Expected outcomes

Ss write down a list of two or three predictions on their notebooks, for example: 'The talk may mention a cause of population change', 'The talk may compare numbers and percentages', 'The talk may give a day and time for an event'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six key words and asks: 'What do you know about urbanisation? What happens to a city when more people move in?' T explains the task: predict the kind of information needed, not the answer.

    Students

    Ss read the key words and listen to T's instructions. Ss keep their books closed.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and gives prompts such as 'What kind of information do the questions ask for?'

    Students

    Ss discuss in pairs. Expected answer: 'The urban share will increase because more people move to cities.' 'Congestion and housing are problems in big cities.' Ss write two or three predictions.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share predictions and writes them on the board.

    Students

    Pairs report. Expected answer: 'We think the talk will mention a cause of growth, a comparison of numbers and a time for a workshop.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that predicting the kind of information helps Ss focus during listening, and states that they will listen for gist first and then for specific details.

    Students

    Ss copy the key point into their notebooks: 'Predict the kind of information needed from the question.'

Activity 2.1: Knowledge formation · 15 minutes

Vocabulary and Weak Forms in Connected Speech

a) Aims

Ss understand six key words on urbanisation and recognise weak forms of unstressed words in connected speech.

b) Content

T presents the vocabulary: urbanisation (đô thị hoá), urban share (tỉ lệ dân thành thị), infrastructure (cơ sở hạ tầng), congestion (ùn tắc), housing (nhà ở), percentage point (điểm phần trăm).
T models the sentence 'The bus can take us to the centre' and asks Ss to listen for the weak forms: the /ðə/, can /kən/, to /tə/. T then says: 'The bus CAN take us to the centre' to show how stressing can corrects someone who says it cannot.
Ss complete Phiếu học tập số 1 (matching words with meanings and marking weak and strong words).

c) Expected outcomes

Ss complete Phiếu học tập số 1 with these answers:

  • urbanisation = đô thị hoá
  • urban share = tỉ lệ dân thành thị
  • infrastructure = cơ sở hạ tầng
  • congestion = ùn tắc
  • housing = nhà ở
  • percentage point = điểm phần trăm
    Weak forms: the /ðə/, can /kən/, to /tə/. Content words carry the main beats: BUS, CAN, TAKE, CENTRE.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 1 and explains: 'Match each word with its meaning, then underline the stressed words in the sentence.'

    Students

    Ss receive the worksheet and read the task silently.

  2. Teacher

    Step 2: Task performance

    T plays the model sentence twice and asks: 'Which words are weak? Which words are strong?' T monitors and helps Ss who struggle with the matching.

    Students

    Ss work individually for 3 minutes, then compare with a partner. Expected answer: 'The word 'the' is weak, /ðə/, and the word 'can' is weak, /kən/, unless it is stressed.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read the sentence with weak forms, then asks one S to stress 'can' to correct someone who says it cannot.

    Students

    Ss read the sentence aloud. Expected answer: 'The bus CAN take us to the centre.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings of the six words and explains that weak forms depend on focus; the message must stay intelligible.

    Students

    Ss write the six words and their Vietnamese meanings in their notebooks and mark the weak forms in the model sentence.

Activity 2.2: Knowledge formation · 15 minutes

Listening for Gist and Specific Information

a) Aims

Ss extract the gist and specific information (cause, distinction, day and time, required item) from the original recording.

b) Content

Ss listen to the recording once for gist. T asks: 'What is the talk about?' Then Ss listen again and complete Phiếu học tập số 2 with specific information: the cause of change besides births and migration, the important distinction, the day and time of the workshop and the item students should bring.
T reminds Ss: 'Numbers can refer to different things. Separate a meeting time from a departure time.' Ss do not open the explanation until they have answered.

c) Expected outcomes

Ss record the following information in Phiếu học tập số 2 (after listening):

  • Gist: a talk on urbanisation data, population counts and shares, and a class workshop.
  • Cause besides births and migration: reclassification of places (urban classification can change counts).
  • Important distinction: total number versus percentage (counts and shares answer different questions).
  • Workshop: Thursday at 2:00 (day and time are stated).
  • Students should bring: a data table and source link (the task requires reproducible data).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen once for the gist. Then listen again and write only the information the question asks for.' T distributes Phiếu học tập số 2.

    Students

    Ss read the questions on the worksheet and prepare to listen.

  2. Teacher

    Step 2: Task performance

    T plays the recording (en-US). T allows one replay for each part and gives a 2-minute time limit for note-taking. T monitors pairs who ask for clarification.

    Students

    Ss listen individually and write short notes. Expected answer for gist: 'The talk is about urbanisation data and a workshop on it.' Ss may replay the audio once for each part.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare their notes with a partner. T asks: 'Which information is the time of the workshop? Which is the time of departure?'

    Students

    Pairs discuss and correct their notes. Expected answer: 'The workshop is on Thursday at 2:00.' 'Students should bring a data table and a source link.'

  4. Teacher

    Step 4: Conclusion and assessment

    T plays the relevant part again if needed and confirms the answers. T reminds Ss that they should record only the required information.

    Students

    Ss correct their worksheet and write the final answers in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Contrasts, Conditions and Comparative Structures

a) Aims

Ss identify contrasts and conditions in the recording and use the present perfect and comparative structures to describe urban change.

b) Content

T writes the grammar points on the board:

  • Present perfect connects past change to now: 'The area has become busier.'
  • for/since with continuing periods; 'This is the first time + present perfect' for experience.
  • Double comparatives: busier and busier, more and more crowded, less and less quiet.
  • Correlative comparatives: 'The more people travel, the more capacity is needed.'
    T asks Ss: 'Is the statement about a total number or a percentage?' and 'What happens if the number of people grows?'

c) Expected outcomes

Ss make accurate sentences, for example:

  • The city has grown rapidly since 2010.
  • The streets have become more and more crowded.
  • The more people move to the city, the more housing is needed.
    Ss understand that a percentage point is not the same as a number of people.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four grammar points and gives two examples. T asks Ss to find the same structures in the recording transcript or the NeoEdu lecture page.

    Students

    Ss read the grammar points and copy the examples into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks pairs to make one sentence for each structure about their own city. T monitors and corrects tense use.

    Students

    Pairs write four sentences. Expected answer: 'Our city has become busier since the new road opened.' 'The more cars there are, the more congestion we have.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read their sentences aloud and asks the class to identify the structure used.

    Students

    Pairs read their sentences. Class responds: 'That is the present perfect with since.' 'That is a correlative comparative.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar points and reminds Ss not to confuse a number with a percentage. T warns: 'Do not turn an illustrative example into a claimed observation.'

    Students

    Ss note the four structures and the warning in their notebooks.

Activity 3: Practice · 25 minutes

Checking Answers and Explaining Evidence

a) Aims

Ss answer the listening exercises, check their answers against the recording and explain why each answer fits the recording.

b) Content

Ss answer Exercises 2 to 5 (multiple choice) after listening, without opening the explanation. Then Ss complete Phiếu học tập số 2 part 2: they explain why each answer fits the recording, using evidence from the recording.
Questions for Ss:

  • Which cause besides births and migration is mentioned?
  • Which distinction is important?
  • When is the workshop?
  • What should students bring?

c) Expected outcomes

Answer key:

  • Exercise 2: A. Reclassification of places. Explanation: Urban classification can change counts.
  • Exercise 3: B. Total number versus percentage. Explanation: Counts and shares answer different questions.
  • Exercise 4: C. Thursday at 2:00. Explanation: Day and time are stated.
  • Exercise 5: C. A data table and source link. Explanation: The task requires reproducible data.
    Explanation quality: Ss' answers must include the correct information and a reason that matches the recording. Accept equivalent wording that keeps the same meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Answer Exercises 2 to 5 first. Do not read the explanation. Then explain each answer with evidence from the recording.' T distributes Phiếu học tập số 2 part 2.

    Students

    Ss read the questions and prepare to listen for the last time.

  2. Teacher

    Step 2: Task performance

    T plays the recording for each question and allows a replay if needed. T monitors and checks that Ss do not repeat only a single word.

    Students

    Ss choose their answers and write a one-sentence explanation for each. Expected answer: 'C, because the talk says the workshop is on Thursday at 2:00 and it states the day and time.'

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to compare answers. T chooses one question and asks: 'Why is B the answer to Exercise 3, and why not A or C?'

    Students

    Pairs compare answers and discuss. Expected answer: 'B is correct because the talk compares total number and percentage. A, C and D do not appear in the recording.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key and checks the explanations. T reminds Ss that the explanations are graded by evidence, not by copying a model answer.

    Students

    Ss check their answers, correct mistakes and record the final answers in their notebooks.

Activity 4: Application · 15 minutes

Role-play: Asking for Confirmation in a Workshop Call

a) Aims

Ss apply listening skills in a real-life situation by asking for repetition or confirmation when time, safety or permission is unclear.

b) Content

Ss work in groups of three. Each group role-plays a phone call between a student (S1), a teacher (S2) and a classmate (S3). The call is about the urbanisation workshop: time, day and what to bring.
Ss use the phrases: 'Could you repeat that, please?', 'Do you mean Thursday at 2:00?', 'Just to confirm, we need a data table and a source link, right?'
Task: S1 must confirm the day and time, S2 must give the information clearly and S3 must check what to bring.

c) Expected outcomes

Each group performs a 1-minute role-play with correct information: Thursday at 2:00; bring a data table and source link. Ss use at least two confirmation phrases and at least one weak-form sentence with a stressed content word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play and writes the three roles and the confirmation phrases on the board.

    Students

    Ss read the roles and the phrases. Each group decides who plays which role.

  2. Teacher

    Step 2: Task performance

    T monitors groups, helps with pronunciation and reminds Ss to stress content words. T prompts: 'Can you check the time with your partner?'

    Students

    Groups practise for 5 minutes and then perform. Expected answer: 'Do you mean Thursday at 2:00?' 'Yes, we need a data table and a source link.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to perform in front of the class and asks the class to note the information given.

    Students

    Groups perform. Classmates answer the question: 'What time is the workshop and what should we bring?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective confirmation and reminds Ss that in real communication they should ask for repetition when safety, time or permission is unclear.

    Students

    Ss note the useful phrases for future communication.

Worksheets

Phiếu học tập số 1

Part 1. Match each word with its Vietnamese meaning.

  • urbanisation
  • urban share
  • infrastructure
  • congestion
  • housing
  • percentage point

Meanings:

  • nhà ở
  • ùn tắc
  • đô thị hoá
  • cơ sở hạ tầng
  • tỉ lệ dân thành thị
  • điểm phần trăm

Part 2. Read the sentence: 'The bus can take us to the centre.'

  • Mark the weak forms: the /ðə/, can /kən/, to /tə/.
  • Mark the content words that carry the main beats.
  • Read the sentence again, stressing 'can', to correct someone who says it cannot.

Phiếu học tập số 2

Part 1. Listen once for gist. What is the talk about?

Part 2. Listen again and write the specific information.

  • Cause of change besides births and migration: ...
  • Important distinction: ...
  • Day and time of the workshop: ...
  • What students should bring: ...

Part 3. Answer Exercises 2 to 5. Then explain each answer with evidence from the recording.

  • Exercise 2: Which cause besides births and migration is mentioned?
  • Exercise 3: Which distinction is important?
  • Exercise 4: When is the workshop?
  • Exercise 5: What should students bring?

Explanation (write one sentence for each): ...

Homework

  • Replay the Unit 4 Listening recording on the NeoEdu page (neoedu.vn/learn/12/english/unit-4-listening) and check the answers to Exercises 2 to 9 again.
  • Write a short paragraph (about 80 words) describing urban change in your city or town. Use the present perfect with for/since, one double comparative (for example, busier and busier) and one correlative comparative (The more…, the more…).
  • Mark the weak forms in five sentences from your textbook and read them aloud, stressing content words.
  • Prepare a data table and a source link on the population of your city for the next lesson, as required in the workshop task.

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