Le Quy Don–Tan Mai High School School year: 2024-2025

Instructor: Nguyễn Ngọc Bảo Trân

Name: Lê Việt Anh

Date of preparation: Mar. 11th 2024

Date of teaching: Mar. 14th 2024

UNIT 8: BECOMING INDEPENDENT

Lesson 5: Listening
Time allotted: 45 minutes

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
- Mobile phones connected to the Internet
- Projector / TV
- Mini boards
- Magnet
- Hand-out
- True/False paddle boards
Assumption
Anticipated difficulties Solutions
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.
Students have limited vocabulary, - Pre-teach essential or topic-related words.
which hinders comprehension. - Encourage use of context clues to guess the meaning
of unknown words.
- Provide a glossary or list of key terms before the
listening activity.
 Le Quy Don–Tan Mai High School School year: 2024-2025

III. PROCEDURES
1. WARM-UP (6 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.
- Students can follow the instructions and conduct the task in groups.
d. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Activity: "Independent Learner Song” * Listen and put the numbers to the blank
- T introduces the song with lyrics focusing on key 5. Problem 10. Self – motivated
vocabulary related to independent learning 4. Ask for help 8. Goals
(independent, self-motivated, goals, time-management, 3. Grow 2. Trust
problem, ask for help, life skill, trust, confidence, 1. Confidence 1. Independent
grow). 7. Time-management 6. Life skill
- T divides class into 4 groups and distributes 4 mini Audio file: https://suno.com/song/396e7cd9-
boards for each group. 72eb-46b7-88b5-ba78b656f5c5?
- T explains that students must listen to the song and sh=IkWjKE0ZoHiJREjD
put the number of the words into the blank on their  Mini boards:
mini boards. ……………………
- T plays the song once.  Lyrics:
- Ss complete the answer on the mini boards and stick Verse 1:
it to the board. Independent, that’s who we are,
- The fastest group with the most correct answers will Self-motivated, we shine like a star.
be the winner. We set our goals and reach so far,
- T checks the answers as a class. We do self-study and make use of time-
management to raise the bar.
Chorus:
When there’s a problem, break it down,
Ask for help so you won’t drown.
We motivate each other—a life skill we
embrace,
With trust in ourselves, we win every race.
Verse 2:
With confidence in all we do,
We keep on trying, me and you.
 Le Quy Don–Tan Mai High School School year: 2024-2025

No giving up, we see it through,

That’s how we grow—yes, it’s so true!
Answer key:
9  10  8  7  5  4  6  2 
Lead in the lesson. (1 min) 13
- T leads to the lesson by brainstorming question.
Question: "After our song, do you think
becoming independent learners is good for
you? So, are you an independent learner?
would you like to be more independent in
your learning? Let's move on to Task 1 and
find out!"
(Suggested answer: Yes, I’d like to be more
independent in my learning. Yes, it’s very
important to me. Yes/ No …)

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (5 mins)

a. Objectives:
- To introduce the topic of the listening and set the context.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
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. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Tick the columns to complete the following table about you. Compare your answers in
pairs. (5 mins)
- T asks Ss to look at the title and the table. Students’ answer
- T has Ss read through the questions in the table and
check comprehension. T explains or teaches any
difficult vocabulary.
- T asks Ss to tick the columns and compare their
answers with a partner.
Activity: Who are Phineas and Ferb?
 If Ss have 3 ‘yes’ answers or more, they have
characteristics of independent learners.
 If 2 students in a pair have all 4 ‘Yes’ answers, T
invites them to stands up and says loudly:
 Le Quy Don–Tan Mai High School School year: 2024-2025

"Dynamic Duo – We are Phineas and Ferb. We can say

that my partner/classmate/friend ___________ have
characteristics of an independent learner. We said ‘Yes’
to all 4 questions."

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

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

a. Objectives:
- To help Ss practice listening for the main idea and specific information
- To provide Ss with some basic information about becoming independent learners.
- To practice pair-work;
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. Organization

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. (14 mins)
- T tells Ss that they are going to listen to a conversation Answer key:
between Mai and Mike. 1. C
- T asks Ss to read through the questions and the choices 2. A
before they listen to the talk. 3. B
- T makes sure that Ss understand the vocabulary. T elicits or 4. B
explains any unfamiliar or difficult words.
- T plays the recording and have Ss do the activity.
- T checks answers as a class.
- If necessary, T plays the recording again, pausing at the
places where they can get the correct information. T reminds
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
 Le Quy Don–Tan Mai High School School year: 2024-2025

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, T invites 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.
- T gives feedback.
Task 3. Listen to the conversation again and answer each of the following questions using no
more than THREE words or numbers. (9 mins)
- T gives Ss some time to read through the questions and Answer key:
underline key words to help them work out the answers. 1. Four / 4
- T focuses Ss’ attention on the instruction ‘using no more 2. Their own learning
than THREE words or a number’. 3. (Detailed) study plans
- T asks Ss if they can answer any of the questions without 4. Asking difficult questions
listening to the recording again. T shows the answers on the
TV.
- T plays the recording once.
- T asks Ss to exchange their answer to their partners to
check answer as a class.
- T plays 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 (10 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practice team working;
- To give students authentic practice in using target language.
b. Content:
- Wrap-up activity: Read each statement carefully. Decide if it is True (T) or False (F) based
on the audio script about independent learners. If a statement is false, correct it to make it
true.
- 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. Organization

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Wrap-up activity: Read each statement carefully. Decide if it is True (T) or False (F) based on the
audio script about independent learners. If a statement is false, correct it to make it true. (2 mins)
 Le Quy Don–Tan Mai High School School year: 2024-2025

- T delivers each S a True/False paddle board. * Statements:

- T asks Ss to raise True/False paddle boards 1. Independent learners are not self-motivated
when the statements on the TV. and enjoy learning new things.
2. They don’t rely on their teachers to set all
their learning goals.
3. They take responsibility for their own
learning by making detailed study plans.
4. They are curious about the world and
afraid to ask difficult questions.
5. They give up easily when tasks become too
challenging.

Answer key:

1. False
2. True
3. True
4. False
5. False

Task 4: Work in groups. Discuss the following questions. (8 mins)

Activity: Characteristics Chart Suggested answer:
- T asks Ss to work in 4 groups.
- T delivers Ss a Characteristics Chart handout to
add the names of the people next to the relevant
characteristics.
- T gives Ss some time to discuss and tick which
of the characteristics of independent learners on
the “Characteristic Chart” Handout.
- T invites Ss from each group to present a
summary of their discussions with the chart taken
on the TV to the class.
- T gives feedback.
Hi, I’m A. There are six students in our group: B,
C, D, E, F and me. We are all self-motivated,
responsible, hard-working, and curious. However,
we think independent learners need more skills. B,
E wants to develop critical thinking skills. C, F
needs time-management skills... D and I’d like to
be more self-confident.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
Le Quy Don–Tan Mai High School School year: 2024-2025

5. CONSOLIDATION (1 min)
Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.