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Giáo sinh thực tập sư phạm Tiếng Anh
Họ và tên: Đỗ Thị Hà Anh
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
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

Reorder the steps Steps:
- Show some jumbled sentences and corresponding 1. Reward yourself at important milestones.
picture on the screen.
- Ss discuss in pairs to put the steps in the correct
order when they want to learn a new thing.
- Ss raise hands to answer. 2. Learn through practical experience.
- Teacher checks answers as a class.
3. Teach yourself using many sources.
4. Compare your work with an expert's.
Suggested answer: 3-2-4-1
e. Assessment
- Teacher observes the students’ performance, collects their answers 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)
- Students can classify characteristics of independent learners.
d. Organisation

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. 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)
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation

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. Then ask Ss find 2. A
keywords in the question and give the choices before they listen 3. B
to the talk. 4. B
- Make sure that Ss understand the vocabulary. Elicit or explain
any unfamiliar or difficult words.
- Play the recording twice and have Ss do the activity.
- Invite some Ss to give answers. Ask them to provide
explanations for their answers.
- Invite other Ss give comment.
- Play the recording again, pausing at the places where students
can get the correct information.
- Show evidence sentence and check answers as a class.
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 students to read the question and give possible answers 4. Asking difficult questions
without listening. Write their answers on the board.
- Play the recording again.
- Ask Ss to discuss their answers in group . Divide the class into
4 groups, each group corresponds to a question.
- Invite 4 people representing 4 groups to go to the board to write
down answers and the remaining 4 people from 4 groups to stand
up and explain the group's answers. Invite other groups to
comment.
- Check answers as a class. Play the recording, pausing at the
places where Ss can hear the answers and show evidence
sentence.
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)
- Students can use the language and ideas from the unit to become an independent learner.
d. Organisation

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.

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Giáo sinh thực tập sư phạm Tiếng Anh

Họ và tên: Đỗ Thị Hà Anh

UNIT 8: BECOMING INDEPENDENT

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

3. Teach yourself using many sources.

4. Compare your work with an expert's.

Suggested answer: 3-2-4-1

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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