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TRƯỜNG THPT BA ĐÌNH Độc lập-tự do-hạnh phúc

Họ và tên sinh viên: Nguyễn Thị Phương Thùy

Mã sinh viên: 215714023110341
Ngành thực tập: Sư phạm Tiếng Anh
Thực tập tại lớp: 11A9
Trường: THPT Ba Đình
GV hướng dẫn thực tập giảng dạy: Mai Thị Loan
Ngày soạn: 03/03/2025

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UNIT 8: BECOMING INDEPENDENT

Lesson 5: Listening – Becoming independent learners

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for main ideas and specific information in a conversation about becoming
independent learners.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of how to become independent learners;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 8, Listening
- Computer connected to the Internet
 - Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on becoming independent learners;
- To set the context for the listening part.
b. Content:
- Reorder steps when you want to learn a new thing.
c. Expected outcomes:
- Students gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link: https://www.youtube.com/watch?
- Ss work in 4 groups. Each group is given a big- v=VLCgMkTIdLA
sized piece of paper and markers. Suggested answers:
- Ss watch the video once and list out what to do to - Learn how to save
be independent.
- All teams stick the paper on the board. - Set rules for yourself
- Teacher checks answers of each group. - Cap your spending
- The group that has the most correct answers is the - Respect to be respected as an individual
winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (4 mins)

 a. Objectives:
- To introduce the topic of the listening and set the context.
b. Content:
- Task 1. Tick the columns to complete the following table about you. Compare your answers in
pairs. (p.91)
c. Expected outcomes:
- Students can classify characteristics of independent learners.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Tick the columns to complete the following table about you. Compare your answers in
pairs. (4 mins)

- Ask Ss to look at the title and the table.

- Have Ss read through the questions in the table and check Students’ answer.
comprehension. Explain or teach any difficult vocabulary.
- Ask Ss to tick the columns and compare their answers with
a partner. If Ss have 3 ‘yes’ answers or more, they have
characteristics of independent learners.
- Invite some pairs to share their answers with the whole
class, e.g. I can say that my partner / classmate / friend Ngoc
Minh has characteristics of an independent learner. She said
‘yes’ to questions all the 4 questions.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea and specific information
- To provide Ss with some basic information about becoming independent learners.
b. Content:
- Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers A, B,
or C. (p.91)
- Task 3. Listen to the conversation again and answer each of the following questions using no
more than THREE words or numbers. (p.92)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the
tasks successfully.
 d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or
C. (6 mins)
- Tell Ss that they are going to listen to a conversation between Answer key:
Mai and Mike. 1. C
- Ask Ss to read through the questions and the choices before 2. A
they listen to the talk. 3. B
- Make sure that Ss understand the vocabulary. Elicit or explain 4. B
any unfamiliar or difficult words.
- Play the recording and have Ss do the activity.
- Check answers as a class.
- If necessary, play the recording again, pausing at the places
where they can get the correct information. Remind Ss that
incorrect choices are often “irrelevant” (i.e., not meet the
requirements) or “too narrow” (i.e., only representing part of the
talk) or “too general” (i.e., too broad or too vague). In question
1, choices A and B are too narrow, while in question 4 (which
asks for the information not mentioned in the recording) choices
A and C are irrelevant as they are mentioned in the recording.
- In stronger class, invite some Ss to give answers and have the
rest of the class check if they are correct. Ask them to provide
explanations for their answers.
Task 3. Listen to the conversation again and answer each of the following questions using no
more than THREE words or numbers. (7 mins)

- Give Ss some time to read through the questions and underline

key words to help them work out the answers. Answer key:
1. Four / 4
- Focus Ss’ attention on the instruction ‘using no more than 2. Their own learning
THREE words or a number’.
3. (Detailed) study plans
- Ask Ss if they can answer any of the questions without 4. Asking difficult questions
listening to the recording again. Write their answers on the
board.
- Play the recording once in stronger classes and twice in weaker
classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the
places where Ss can hear the answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.92)
c. Expected outcomes:
- Students can use the language and ideas from the unit to become an independent learner.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the following questions.
- Ask Ss to work in groups. Have Ss decide which of the Suggested answer:
characteristics of independent learners mentioned in the Hi, I’m Khoi. There are three students
conversation they have. in our group: Minh, Quang, and me.
- Tell Ss to make a list and add the names of the people next We are all self-motivated, responsible,
to the relevant characteristics. hard-working, and curious. However,
- In stronger classes, have Ss discuss why they think they we think independent learners need
have these characteristics and note down the answers on the more skills. Minh wants to develop
list. critical thinking skills because these
- Brainstorm some more characteristics of independent skills will help her make better
learners and write them as prompts, e.g. critical thinking, decisions. Quang needs time-
self-confident, discipline, self-evaluation. Ask Ss to explain management skills to get more done in
each one or give examples, e.g. They think critically of a less time. I’d like to be more self-
situation, analyse all possible sides and come up with confident so as to deal with challenges,
different solutions. overcome difficulties, and better
- Give Ss some time to discuss and decide on the communicate with people.
characteristics they want to develop in the future. Encourage
them to provide reasons, e.g. I want to develop critical
thinking skills because these skills will help me make better
decisions.
- Invite Ss from each group to present a summary of their
discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 8: Becoming independent
Lesson 5: Listening – Becoming independent learners
*Warm-up

- Task 1: Tick the columns.

- Task 2: Choose the correct answers A, B, or C.
- Task 3: Answer the questions.
- Task 5: Discussion.

*Homework

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