Giáo án Listening

Ss activate prior knowledge about mass media and learn to predict the kind of information needed from the questions before listening.

Ss look at the five questions in Exercises 2 to 5 (not the answers) and discuss in pairs: What kind of information do you need to answer each question? Ss also answer: How do people usually check whether a news headline is true?

Ss write two predictions on the board, for example: 'We need a reason or event (what the old post was about).' and 'We need the source and the date to check a claim.'

Ss understand the six key words of the unit in context and learn how to separate gist from specific details and numbers that refer to different things.

Ss match the six key words with their Vietnamese meanings and then complete short sentences: mass media (truyền thông đại chúng), headline (tiêu đề tin), source (nguồn tin), verify (xác minh), misleading (gây hiểu lầm), audience (đối tượng tiếp nhận). Ss then read the strategy notes: 'Numbers can refer to different things: separate a meeting time from a departure time.' Ss use Worksheet No. 1, Part A.

Ss complete Worksheet No. 1, Part A with correct matches, for example: headline - tiêu đề tin; verify - xác minh; misleading - gây hiểu lầm. Ss write one example sentence for each word. Sample sentence: 'A misleading headline can confuse the audience.'

Ss pronounce linking /r/ in both accent patterns and recognise manner and result clauses that appear in the recording.

T models linking /r/ with far away /fɑːr‿əweɪ/ and share information /ʃeər‿ɪnfəmeɪʃən/ (British, non-rhotic), and explains that in American speech /r/ is already pronounced, so no extra sound is inserted. Ss then study the grammar patterns: 'Follow the procedure as the editor explained.' (manner); 'as if/as though' for appearance or comparison, not necessarily fact; 'The headline was so misleading that readers misunderstood.' and 'It was such a clear report that everyone followed.' (result). Ss complete Worksheet No. 1, Part B.

Ss repeat the linking /r/ examples correctly. Ss complete Worksheet No. 1, Part B with: 1. so misleading that; 2. such a clear report that; 3. as the editor explained; 4. as if it were true. Ss state the key difference: result (so/such...that) is not the same as purpose (so that).

Ss extract the gist and specific information from the original recording by answering multiple-choice questions after one or two listenings.

Ss listen to the en-US recording. Exercise 1: Listen to the recording; you may replay it. Exercises 2 to 5 (answer choices A to D): 2. What did the old post actually concern? 3. What was initially unchecked? 4. What did the student find? 5. How should an honest mistake be corrected? Ss record only the required information on Worksheet No. 1, Part C.

Answer key (listed for T): 2. D (The alarm came from misreading an old notice.); 3. D (Those checks would reveal context.); 4. D (Primary current information resolves the claim.); 5. D (Constructive correction supports understanding.). Ss write the letter of their answer for each question and check with the key only after they have finished.

Ss explain why each answer fits the recording, using precise information and clear reasons rather than repeating a single word.

Ss answer Exercises 6 to 9 in pairs. Each pair explains an answer in full sentences: Exercise 6: What did the old post actually concern? Exercise 7: What was initially unchecked? Exercise 8: What did the student find? Exercise 9: How should an honest mistake be corrected? Ss use the prompt on Worksheet No. 1, Part D.

Model answers (for T to check; equivalent wording with the same meaning is accepted): 6. A one-day repair. The alarm came from misreading an old notice. 7. Date and source. Those checks would reveal context. 8. The current library announcement. Primary current information resolves the claim. 9. With evidence, not insults. Constructive correction supports understanding.

Ss apply listening strategies in a realistic situation by asking for repetition or confirmation when time, permission or safety is unclear.

Ss role-play in pairs. Situation: A friend says, 'The library meeting is at 2 o'clock, and we leave at 3 o'clock.' Ss must confirm which time is which. Ss use phrases: Could you repeat that, please? Do you mean the meeting time or the departure time? Is it confirmed? Ss then discuss: Why is it important to confirm a headline before sharing it?

Each pair produces a short dialogue of 6 to 8 turns. Sample dialogue: A: The library meeting is at 2 o'clock. B: Do you mean the meeting time or the departure time? A: The meeting is at 2 o'clock, and we leave at 3 o'clock. B: Thanks, could you confirm the library address too? Ss write one sentence about verifying information before sharing it.