GIÁO ÁN ENGLISH 12 Period 60 Unit10 : Endangered species Lesson 1: Reading I Aims By the end of the lesson Ss will be able to: - Understand the passage about endangered species and scan for specific information - Use vocabulary related to the topic of the lesson through exercises II Teaching aids Textbook, posters, pictures III Procedures TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES I WARM – UP ( 5') – Asks Ss to look at pictures in their textbooks and answer the * Discuss and answer the questions questions 1/ Matching tortoise 2.leopard elephant mosquito frog rhinoceros monkey parrot 2/ Which of the animals and inserts below can be found in Vietnam? → parrot, elephant, monkey, mosquito, frog, tortoise, leopard 3/ Which of them is/ are in danger of becoming extinct? → tortoise, elephant * Introduces the title of the lesson 4/ Why you think like that? U10: ENDANGERED SPECIES → Because people hunt them for special food - Ss pay attention and answer the II PRESENTATION ( 35 min.) questions Pre- reading: Get the meaning of some II PRESENTATION words  Vocabulary: - Ss pay attention and take notes - habitat (n) m«i trêng sèng - deforestation (n) : sù ph¸ rõng - urbanization (n): sù ®« thÞ ho¸ - biodiversity (n): sù ®a d¹ng sinh häc - priority (n) : sù/ quyÒn u tiªn - vulnerable(a): yÕu ít, dÔ tæn th¬ng - enact (v): ban hành * Rub out remember While reading : Task1: The nouns in column A all appear in the passage Match each of them with a suitable definition in column B - Ask students to read through the text once to find out some new words, guess the main idea - Ask Ss to read the passage silently, stop when they meet a new word or a phrase and find words or phrases in the passage which have the following meaning given in the Task - Give feedback - Ss work in pairs to the Task 1, 2, - Present on the extra board & then tick on the board - Others give feedback and correction Silent reading Task 1: Checking the vocabulary : Matching (a poster) B extinction a the existence of a large number of different kinds of animals and plants which make a balanced environment habitat b The act of preventing something from being lost, wasted, damaged or destroyed c a situation in biodiversity which a plant, an animal, a way of life, etc stops existing d.the natural conservation environment in which a plant or animal lives Task 2: Choose A, B, C or D to complete the Task 2: following sentences about the reading passage Answer The explanation - Guide Ss the way to Task and ask them D P2 → L2: Over 8,300 to work in pairs plants and 7,200 - Get Ss to check theirs answers and explain animals … their choices - T calls some Ss to read theirs answers and explain their choices - T comments and gives feedbacks B A A Task 3: Answer the following questions - Ask Ss to read the passage silently and answer the questions individually - Ask Ss to work in pairs to compare their answers - Call on some Ss to write the answers on the board - Check with the class - Give feedback Post reading: * Read this story and answer the questions - Ask Ss to work in pairs - Go around for help - Call on some pairs to present - Give comments P2 → L1,2: The primary causes of species extinction are habitat destruction, commercial exploitation and pollution P4 → L2,3: The Red List – a global list of endangered and vulnerable … P4 → L6,7: … a wide range of endangered species can have a chance to survive The general idea D Task 3: Pollution is one of the main causes of species extinction (Par – Line 1) Species diversity has provided humans with so many essential things (Par.3) There are a number of ways to help save endangered species (Par.4) Post reading: Asks Ss to Discuss the following questions What is the number of plant and animals species all over the world are threatened with extinction? What are the main causes of species extinction? How important is biodiversity for humans? What have different efforts been made for? Suggested answers: III CONSOLIDATION & HOMEWORK ( 5') - Learn vocabulary - Prepare section B - SPEAKING Over 15 thousand plants and animals species all over the world are threatened with extinction The main cause of species extinction are habitat destruction, commercial exploitation and pollution Biodiversity is important for humans as it provides food, clear air, water fertile soil and other products To conserve endangered species - Do exercise at class Period 61 Unit10 : Endangered species Lesson 2: Speaking I.OBJECTIVES By the end of the lesson, Ss will be able to: - Ask and answer some questions about endangered animals - Talk about the information of some endangered animals III Teaching aids - Pictures, board, chalks, textbook, handouts IV Procedures TEACHER’S ACTIVITIES I WARM – UP ( 5min.) - Asks Ss to discuss the questions What is the most famous animal in China? What kind of animal can be called "King of the beasts"? Which animal has a long trunk? …………… → Introduce the new lesson STUDENTS’ ACTIVITIES Listen, discuss and answer * Expected answers It is Panda It is tiger It is elephant It is an elephant Listen, look, guess, repeat, copy "In today’s speaking section, you will practice Talking about life and habitat of  New words: 1-Bamboo (n ) : some animals" 2- Decline (n) : 3- Legal ( a ) : II PRESENTATION ( 35 min.)  illegal (a) : Pre-speaking: - Ask Ss to study the requirements in tasks 4- Swamp ( n ) : 5- Bark ( a ) : then find out the new words Column B - Help Ss with the vocabulary and a What is the height of pandas? pronunciation b How many years can pandas live? - Elicit some useful expressions: → Checking ROR: Match column A with c Where pandas live? d Why pandas become extinct? B: e What is the population of pandas in Column A the world? A: (1) _ f What pandas eat? B: In bamboo forest in the mountains in central and western China A: (2) _ B: Only about 600 A: (3) _ B: From 75 to 160kg A: (4) _ B: Bamboo A: (5) _ B: About 20 to 30 years A: (6) _ B: Habitat destruction and illegal trading While – speaking Task 1: Answer the following questions - Ask Ss to practice "ASK and ANSWER" in their textbooks - Ask students to work in pairs to discus the four questions and find the answers - Move round to make sure that all students are working and to help them if necessary - Ask some students to report and gives feedback - Correct the students’ work and gives remark Task 2: Ask and answer questions about endangered animals - Ask Ss to read the information about the giant panda, tiger, rhino, elephant - Explain how to task - Walk round from group to group to give help if necessary - Encourage students to speak out what they think even a phrase or a singular word - T checks and gives feedback  Answers keys c f e b a d - Listen - Read in pairs - Group works - Go to the board to match FEEDBACK 1: - Students as teacher’s requirement 1.Pandal ,rhino, tiger, elephant 2.We can find these animals in the forests in Asia, Africa, etc 3.None of these animals can be kept as a pet, except for Tiger &.Rhino can be used for medicine & food 4.All of them are endangered -Listen to the teacher and practice in pairs -Students divide in pairs -Students express their opinions FEED BACK 2: -Work in pairs to task A: Where giant pandas live? B: They live in bamboo forests in the mountain in central and western China A: What is the population of pandas in the world ? B: Only about 600 A: How tall are they ? B: about 1.2 to 1.5m A How much they weigh ? B: About 75 kg to 160 kg A: what they eat ? B: Bamboo A: Why are they in danger? B: People destroy their habitat and hurt them for trade FEED BACK 3: - Work in group to give an oral report After – speaking: Example Task Take turns to give an oral report on Group 1: Giant pandas live in bamboo the animals mentioned in task forests in the mountain in Western -T asks Ss to work in group to task China only about 600 pandas are - Walk round from group to group to give living there They attain a height of help if necessary 1.2m to 1.5m and weigh from 75kg to - Encourage students to speak out what 160 kg They are in danger because they think People destroy their habitat and hurt them for trade Group 2: Rhino - Invite some groups’ representatives to Group 3: Tiger report their ideas Group 4: Elephant - Give feed back and make comments - Discuss in groups of four Ss - Asks Ss to discuss and practice in groups - Present the modal in front of the class III CONSOLIDATION & HOMEWORK (5') -Write the application process again - Prepare for part C - LISTENING - Take notes and the exercise at home Period 62 Unit10 : Endangered species Lesson 3: Listening I Objectives By the end of the lesson, the students will be able to: - To practice students’ speaking and listening skills - To help students to guess the meaning of some words and the task given in order to understand the listening about some endangered species II Teaching aids Textbook, posters… III.Procedures TEACHER’S ACTIVITIES PRESENTATION Pre-listening Choose the best answer A, B, or C: - Ask students to work in pairs to discuss and choose the best answer A,B,C - Guide the students to answer if necessary - Give further information - Explain the words that will appear in the listening text - Ask students to read in chorus then individually Listen and repeat -Ask Ss to listen to the T’s pronunciation and repeat Gorilla (n): Sociable (a): Sub-adult (a): Nest (n) Bared teeth (n): Silverback (n): Civil war (n): Forest rangers (n) - Explain unfamiliar words to students - gorilla (n) [gə'rilə] : - bared teeth (n) [beəd ti:θ] : - sociable (adj) ['sou∫əbl] : - silverback (n) ['silvəbæk] : - sub- adult (adj) [sʌb'ædʌlt] : - civil war (n) ['sivlwɔ:] : - nest (v) [nest] : STUDENTS’ ACTIVITIES - Work in pairs to discuss and choose the best answer A,B,C - Listen and repeat - Practise in pairs - Read the new words aloud in chorus then individual - Read through the statements and underline key words - Listen to the tape - Do the task individually and compare the answers - forest ranger (n) ['fɔrist 'reindʒə] : While – listening: Task1: Listen the passage and Choose the best answer A, B, C, or D - Ask students to read the statement at least once first - Ask them to guess the answers - Play the tape once then checks how many answers students can find - Play the tape again - Check and gives remarks - Cals on some Ss to say out their answers and the evidences they get to prove their answers - Check and gives feedback * Task2: Listen again and complete the chart below: - Ask them to guess the answers - Play the tape once then checks how many answers can Ss find - Play the tape again - Check and gives remarks Call on some students to say out their answers and the evidences they get to prove their answers Feedback1: Choose the best answer A, B, C or D A B D C D - Listen to the tape - Do the task individually and compare the answers with others Feedback2: a Expected answers peaceful plant-eating a few females and their young plants and a few insects in trees in grasses civil wars forests being cut down Post – listening: - Work in group to summarise the Post – listening: main ideas of the passage Work in groups: Asks students to Summarize the - Listen to the teacher and write main ideas of the passage, using the information down homework and the answer in Tasks and - In group, asks students to summarise the main ideas of the passage ,using the information and the answers in task and - Move around to help if necessary - Give remarks or even suggestions - write about the life of a gorilla in not more than 80 words CONSOLIDATION & HOMEWORK - Summarize the main points - Assign homework - Prepare part D - WRITING Period 63 Unit10 : Endangered species Lesson 4: Writing I Objectives By the end of the lesson , Ss will be able to: Write a report about measures to protect endangered species and possible results II Teaching aids A picture, board, chalks, textbook III Procedures Teacher’s activities Students’ activities I WARM – UP - Do as required - Asks Ss to fill in the chart with some information - Exchange the ideas with about endangered species’ problems others Endangere Causes Measures to save d species them - tiger habitat -provide enough - gorilla destruction wildlife habitat - elephant - pollution reserves - panda -destruction - keep water, air and - whale - urbanilization land clean some - gorilla - shouldn’t cut down kinds of -commercial trees birds exploitation - improve the lives some - food of people who live kinds of poor in or near forests plants awareness of enact laws to people protect endangered animals - stop illegal trade of endangered animals ………… - Go around the class and offer help if necessary - Check the answers with the whole class - Give suggested answers - Read the order of the task - Work in groups to suggest possible measures that should II PRESENTATION Pre - writing: - Ask Ss to read the order of the task - Ask Ss to work in groups to suggest possible measures that should be taken to solve the following problems - Go around the class to offer help - Cals on some Ss to answer in front of the class - Give suggested answers Task Suggested answers: We should have different activities to raise people’s awareness of the need to protect these animals Governments should raise sufficient funds for projects to save endangered animals Humans must keep water, air and land clean to preserve natural habitats for wild animals Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats Laws should be enacted to protect endangered animals Government must stop illegal trade of endangered animals and their associated products, as well as encourage people not to use some fashionable wildlife products Human must provide endangered animals with appropriate habitats to live in and breed successfully - explain as clearly as possible the way to write a passage third II The way to write a passage: - Topic sentence: There are a number of measures that should be taken to protect endangered animals from extinction - Supporting idea - Supporting idea - Concluding sentence: Endangered animals will be saved from extinction when these measures are carried be taken to solve following problems the - Do the task individually -Answer the teacher’s questions - Work in pairs to ask and answer the questions - Some Ss give the answers in front of the class - Listen to the teacher carefully - Note down the useful expressions - Listen to the teacher carefully - Work in groups to write the paragraph - Exchange the writing to other groups to check and give remarks - Represent the task on board if being asked - Read the writing to get others’ remarks - Do as the teacher asked - Rewrite the task at home and prepare part Language Focus at home out effectively - Connectors: first, second, third, next, then, finally While-writing: Task - Explain the requirements: Writing a paragraph - Ask students to work in groups to write the paragraph - Walk round to give help if necessary - Ask some groups to represent their work, ask others to give remark - Choose some good writing to read in class and give remark Sample writing: There are a number of measures that should be taken to protect endangered animals from extinction First, we should have different activities to raise peoples’ awareness of the need to protect these animals Funds should also be raised for projects to save them Second, human must provide endangered animals with appropriate habitats to live in and breed successfully Then, Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats so that they can stop illegal trade of endangered animals and their associated products Finally, there should be campaigns to stop people from using fashionable wildlife products It is believed that once these measures are carried out effectively, endangered animals will be saved from extinction CONSOLIDATION & HOMEWORK Summarize the main points Assign homework Period 64 Unit10 : Endangered species Lesson : Language focus I Aims By the end of the lesson, students will be able to : - Pronounce full and contracted forms of auxiliaries correctly (cont.) - Review the use of prepositions (in, on, at, of, by, about, among, to, with….) and articles (a/an/the,∅) II Teaching aids Pictures, textbooks, handouts III Teaching procedures TEACHER’S ACTIVITIES I WARM – UP ( min.) cross words - Give the cross words on the additional board - Read aloud each clue, gets Ss say aloud the answers * cues: Lions, tigers, are ……… animals What you call a person who hunts animals is a Day after yesterday is …… → Lead in: Today we study "RHYTHM" II PRESENTATION ( 35 min.) A PRONUNCIATION - Explain the way to intonate in each kind of sentence Eg + Affirmative, WH-Questions, Imperative: down rhythm at the end of a sentence + Interrogative: up rhythm at the end of a sentence + Nouns, Adjectives" before AND/OR: up STUDENTS’ ACTIVITIES - Ss pay attention to Teacher and find out the correct answers Expected words: R AR E H UNT E R T OD AY C E NT UR Y N E WD E L H I T I ME There are one hundred years in a ……… The capital of India is ……… 6.Fortunately, I went to class on … yesterday  Practice reading aloud the sentences 1.Tell me the time Show me the way Some carrots and cabbages 4.Come for a swim 5.The clock on the mantelpiece I think he wants to go tomorrow 7.It’s not the one I want 8.Most of them have arrived on the rhythm; "Nouns, Adjectives" after AND/OR: down rhythm - Help students to use the rhythm - Play the tape - Ask Ss to repeat - Listen to Ss and check * Practice reading the sentences - Play the tape, Ask Ss to read after the tapes (Read aloud the sentences) - Call some Ss to read and correct mistakes B GRAMMAR  MAY / MIGHT: May: Generally, may (not) expresses possibility in two different ways: - present/ future probability: He may (not) be at home now Apparently, there may be thunderstorms tomorrow - permission: This is not mostly in the first person and is formal May I come in? Might: Might (not) also expresses possibility It is used: - to express probability We might (not) come to the party tonight We’ll see how we feel - to express permission: It is old- fashioned and rarely used Might I ask you a favor? bus 9.Walk down the path to the end of the canal 10.I’m going home today for Christmas 11.A bird in the hand is worth two in the bush 12 If you don’t have the best ,make the best of what you have - Practice reading in chorus or individually - Ss remind some usages of the grammar point Pay attention and take notes (Explanation)  MAY / MIGHT: He may be in his office (= Perhaps he's in his office) He might be having lunch (Perhaps he is having lunch.) May I go out? If the weather is fine, we might go for a picnic  MAY / MIGHT: Express an action in the future I’m not sure where to go for my holidays but I may go to Italy (= Perhaps I’ll go) The weather forecast is not very good It might rain this afternoon (Perhaps it’ll rain)  MUST/ MUSTN'T / NEEDN'T * The Interrogative: May not or a Must: expresses necessity There are two types might not (mightn’t) of necessity:  MUST/ MUSTN'T / NEEDN'T : - obligation I must go home now I’ve got to be at work a Must: an obligation You haven’t got much time early tomorrow When must expresses obligation, the past form You must hurry b Mustn’t: an obligation, so it isn't is had to and the negative didn’t have to done When I was at school, I had to/ didn’t have to wear a uniform - logical necessity: Here must means “from the evidence, I’m sure this is true” This bill must be wrong We haven’t spent that much! b Mustn’t: is used for obligation and it means “obliged not to” or “not allowed” You mustn’t smoke in here, or we’ll be sent out Needn’t: (or don’t need/ haven’t got to) is used to say that it is not necessary to something I needn’t/ don’t need/ haven’t got to get up today You can tell Tom what I said but he mustn’t tell anybody else (= It is necessary that he doesn’t tell anybody else) c Needn’t – Inf.: = don’t / doesn’t need to: an unnecessary condition You have got plenty of time You don’t need to hurry (You needn’t hurry) - Do exercise in groups or pairs Suggested answers : Exercise : might rain may/might wake may/might bite * Practice : may/might need Exercises 1: Complete the sentences, using may/ may/might slip might with one of the verbs in the box may/might break Exercise 2: - Explain examples needn't leave needn’t come needn’t walk needn’t ask Exercise2: Complete the sentences, using needn't needn’t tell with one of the verbs in the box needn’t explain Exercise 3: - Explain examples must needn’t needn’t Exercise3: Complete the sentences, using must, must mustn't or needn't mustn’t needn’t - Explain examples needn’t must, mustn’t - Ask Ss to exercises provided in the books - Have them individually, and then compare - Listen to the teacher and write the answers with the partners down correct answers - Call Ss to give the answers - Correct and give feedback III CONSOLIDATION & HOMEWORK ( 5') - Concessive Clauses - Practise reading the words and the sentences - Do all the exercises - Prepare TEST YOURSELF D Period 65 Do homework at home Test yourself D I Objectives After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II Teaching aids - Textbook, tape, cassette player, board, hand-outs… III Procedures Teacher’s activities A Warm- up: Chatting: - Ask Ss questions B Listening: - Ask Ss to read the notes carefully before listening - Ask Ss to listen to the passage about the fact about the panda and complete the notes - Call on some Ss to answer in front of the class - Give feedback and corrects answers Answers: bamboo shoots, leaves 12 600 half cloning (the panda) C Reading - Present the task: Read the passage and choose the statements are True, False or No mentioned - Get students to work in groups and discuss about the passage - Go round the class to control the discussion - State the best option - Correc mistakes Answers: F NM T T T D Grammar: Complete the sentences with must, mustn’t, needn’t - Recall the grammar of must, mustn’t, needn’t - Guide Ss how to - Give them some new words - Do the first as an example - Ask students to the exercise - Call Ss to on the board - Go around the class to control the set’s activities - Give the keys & corrects mistakes Answers: needn’t; must; mustn’t mustn’t needn’t; must mustn’t mustn’t mustn’t needn’t Students’ activities - Answer the teacher’s questions - Read the notes carefully before listening - Listen to the passage about the fact about the panda and complete the notes - Some Ss answer in front of the class - Look at the textbook and listen to the teacher then read the passage and choose the statements are True, False or No mentioned - work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and correct - Listen to the teacher - Work in groups to complete the sentences - Compare the results with the other groups - Correct mistakes -Listen to the teacher carefully - Work in groups or in pairs then write - Compare the results with the other groups - Correct mistakes [...]... stop illegal trade of endangered animals and their associated products Finally, there should be campaigns to stop people from using fashionable wildlife products It is believed that once these measures are carried out effectively, endangered animals will be saved from extinction CONSOLIDATION & HOMEWORK Summarize the main points Assign homework Period 64 Unit1 0 : Endangered species Lesson 5 : Language... sufficient funds for projects to save endangered animals 3 Humans must keep water, air and land clean to preserve natural habitats for wild animals 4 Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats 5 Laws should be enacted to protect endangered animals 6 Government must stop illegal trade of endangered animals and their associated... protect endangered animals from extinction First, we should have different activities to raise peoples’ awareness of the need to protect these animals Funds should also be raised for projects to save them Second, human must provide endangered animals with appropriate habitats to live in and breed successfully Then, Governments should have a good policy to improve the life of people who live in or near endangered. .. products 7 Human must provide endangered animals with appropriate habitats to live in and breed successfully - explain as clearly as possible the way to write a passage third II The way to write a passage: - Topic sentence: There are a number of measures that should be taken to protect endangered animals from extinction - Supporting idea - Supporting idea - Concluding sentence: Endangered animals will be... permission: It is old- fashioned and rarely used Might I ask you a favor? bus 9.Walk down the path to the end of the canal 10.I’m going home today for Christmas 11.A bird in the hand is worth two in the bush 12 If you don’t have the best ,make the best of what you have - Practice reading in chorus or individually - Ss remind some usages of the grammar point Pay attention and take notes (Explanation)  MAY... to listen to the passage about the fact about the panda and complete the notes - Call on some Ss to answer in front of the class - Give feedback and corrects answers Answers: 1 bamboo shoots, leaves 2 12 3 600 4 half 5 cloning (the panda) C Reading - Present the task: Read the passage and choose the statements are True, False or No mentioned - Get students to work in groups and discuss about the passage