Giáo án Tiếng anh lớp 12 Unit 6: Endengered species mới nhất

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Look at the pictures and name the animals

- T shows the pictures and has Ss name the animals.

- T asks Ss the questions to elicit the new lesson.

T <--> Ss

2. New lesson

17 minutes

10 minutes

10 minutes

Activity 1: Listen and read

- T. plays the recording, asks Ss to listen and read silently.

- Ss listen and read silently.

- T. tells Ss that they are going to listen to a conversation between Mr. Willis, Simon and Lisa.

Activity 2:Decide whether the statements are True, False or Not Given.

- Ask Ss to read the statements individually first.

- Encourage Ss to provide reasons for their answers.

- T gives feedback.

Key: 1.T2.F3.NG4.T5.T6.F

Activity 3:Find a word in the conversation to complete each of the following phrases/ expressions.

- Sts are asked to do this exercise individually.

- Ask Ss to read the incomplete phrases.

- T gives feedback.

Key: 1. Extinct2. Extinction3. Endangered4. Build

Activity 4:Read the conversation again and write the correct forms of the verbs in brackets

- Sts do this exercise individually and then compare their answers with their partners.

- Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided.

- T gives feedback and introduces the Future Perfect.

Key: 1. Will have gathered2. Will have walked

T <--> Ss

Whole class

Individually

T <--> Ss

Individually

or

Pair work

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

T <--> Ss

4. Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Homework

3 minutes

- T spells some words, asking Ss to try to recognize them

- Ss try to recognize them

- T. asks Ss to read the context provided to do the task.

- T asks Ss to do exercises on workbook.

2. New lesson

7 minutes

7 minutes

12 minutes

13 minutes

A. Vocabulary:

Activity 1: Complete the following word diagrams

- T asks students to match the words with their meanings.

- T checks answers as a class.

Key: 1. Extinction2. Dangerous, endanger3. Survival

4. Diversity, diversify5. Evolution.

Activity 2: Complete the sentences with the correct forms of the words in the box.

- Sts do as required, bearing in mind a verb or a noun.

- T asks Ss to complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.

- Sts find the suitable words to fill in the gaps.

- T checks answers as a class.

Key: 1. Evolution, survival2. Endangered3. Habitat

4. vulnerable5. Extinct6. Biodiversity7. Conservation

B. Pronunciation: Linking vowel to vowel

Activity 1. The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the linked sounds

- T tells students that they are going to listen to six phrases spoken in two different ways: slow, careful speech

- T asksstudents to listen and repeat- Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences spoken in fast, connected speech

- T plays the recording for Ss to repeat chorally and individually.

- Ss listen and repeat the following sentences, paying attention to the linking.

C. Grammar: The future perfect

Activity 1: Circle the correct verb form in each sentence

-T has students review the uses of the future perfect.

-T asks students to study the remember box.

-T asks students to read each sentence carefully

Key: 1. Will have released2. Has lived3. Will have finished

4. will be watching / will have finished5. Won’t have completed

Activity 2: Complete the sentences using the Present Perfect or the Future Perfect.

- Ask Ss to read each sentence carefully, paying attention to the context and the time expressions.

- T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class.

Key:1. Will have saved and taken in2. Has lived

3. will have finished4. Will have visited5. Have collected

Double comparatives

Structures:

1. The+ comparative adj/adv+ S+V, the+ comparative adj/adv+ S+V

2. The + more/less+ ( noun)+ S+V, the + more/less+ ( noun)+ S+V

Activity 3: Discuss which words in the box can be used in each gap.

- Ask Ss to work in pairs and to suggest which word can be used in each gap.

- T checks answers as a class.

Key: 1. more/ longer, better/ higher2. more, better

Activity 4: Complete the sentences with the words from the box.

- Ask Ss to work in pairs and to suggest which word can be used in each gap.- T checks answers as a class.

Key: 1. higher/ more2. more/ more3. warmer/ faster

4. more/ greater5. More/ better

3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Assimilationin connected speech

The present perfect and present perfect continuous

4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson. - Complete Exercises in workbook.

Time/Stages

Activities

Interactions

1. Lead-in

8 minutes

Skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the endangered species

Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings.

T <--> Ss

2. New lesson

17 minutes

12 minutes

5 minutes

Saving endangered species: pros and cons

Activity 1: Look at the pictures again and discuss the two questions:

- T has sts discuss the questions in pairs.

- T elicits the new lesson. T checks answers as a class.

Key:1. Tigers, saolas, elephants, sea turtles, and giant pandas on the list of endangered species.

2. Tigers, saolas, elephants and sea turtles are still found in Viet Nam, but each with a small population.

Activity 2: Read the passage again and find out what they are talking about.

-T tells to read three people’s opinions posted on a website.

-To read the opinions and decide what writers are discussing.

-T checks answers as a class.

Key:c

Activity 3: Whose opinions are these?Write the correct name in the space before each statement.

- Provide guidance on how to approach this kind of activity to find ideas, words or phrases that match the key words in the statements.

- T has students work in pairs and compare the answers.

Key: 1. Yoshiko 2. Ai Lien 3. Simon 4. Yoshiko 5. Simon 6. Ai Lien

Activity 4: Find the prepositions in the reading text to complete these phrases.

- Have Ss read the text again and find the prepositions to complete the phrases and expressions.

-T checks answers as a class.

Key: 1. In2. To3. To4. With5. At

Pair work

T <--> Ss

Pair work

T <--> Ss

Individually/

Pair work

T <--> Ss

3.

Consolidation

2 minutes

- Summarize the main points of the lesson

T <--> Ss

4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up

8 minutes

- T asks Ss some questions:

+ Are soot emissions a problem in your community or in Vietnam in general? Explain.+ Do you have a green lifestyle?

+ Tell one green activity you have done.

- T elicits answers from students about how green they are.

T <--> Ss

2. New lesson

10 minutes

11 minutes

13 minutes

Action for endangered species conservation

Activity 1: Put the following ways of protecting rhinos and coral reefs in the correct boxes

-T asks students to work individually.

- Eight ways of protecting the two endangered species.

-T encourages students to add more activities.

- Explain the new words if necessary.

Key: How to protect rhinos

- ban transportation of and trading in rhinos in horns

- donate to rhino conservation

- launch anti-poaching campaigns.

- stop using rhino products

Activity 2: Work in pairs. Use the information in 1 or your own ideas to prepare a talk about how to protect rhinos or coral reefs.

- Work with a partner to read the information.

- T asks students to pay attention to phrases and expressions.

- To talk about how to protect rhinos or coral reefs.

- Have Ss practice giving their talk in pairs.

Activity 3: Present your talk to the class

-T asks students to present their talk in front of the class.

- Give feedback. Praise Ss who can give a smooth talk and use the appropriate phrases and expressions.

Individually

T <--> Ss

Pair work

T <--> Ss

3.

Consolidation

2 minutes

- Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you do now?

T <--> Ss

4.Homework

1 minute

- Ask students to learn by heart the expressions.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Lead-in

7 minutes

- Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about why animals are in danger of extinction.

T <--> Ss

2. New lesson

10 minutes

13 minutes

12 minutes

Dangers to wildlife

Task 1: Below is the conservation status scale which indicates whether a species still exists and how likely it is to become extinct in the near future. Match the three phrases indicating three “threatened” levels with the numbers 1, 2 and 3.

- T helps Ss to understand how endangered species are classified.

- T asks Ss which “threatened” level (1, 2, or 3) in the scale goes with the phrases VU, CR or EN.T checks answers as a class.

Task 2: Listen and check the answers in 1.

- T checks student’s comprehension to make sure they are familiar with the language.

- Play the recording non-stop so students can get the gist.

Key: 1. CR2 EN3. VU

Task 3: Listen to the second part and choose the best option - T tells students that the activity focuses on listening for general ideas. Have them trade the question and make some guesses about the content and the structure of the listening text.

- To make sure they are familiar with the language.

- Play the recording non-stop so students can get the gist.

Key: 1. B2. C3. A4.C

Task 4: Listen to the second part again and complete the summary

-T tells students that the activity focuses on listening for specific information.

- Ask Ss to guess which word might go into each gap.

- Work in pairs checks their answers as a class.

Key: 1. endangered2. habitat3. poaching

4. human5. conserve

Pair work

T <--> Ss

Pair work

T <--> Ss

Pair work

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Check up

5 minutes

The lesson objective: Writing a report about endangered species.

T <--> Ss

2. New lesson

8 minutes

10 minutes

14 minutes

Endangered species report

Task 1: Match the pictures with the animals’ names, Then discuss the questions with a partner.

- T tells students to match the pictures with the animals’ names.

- Have Ss discuss the three questions with a partner.

- Allow all wild guesses at this stage.

Key: 1. b (Komodo dragon: not found in Viet Nam; eat meat; classified as vulnerable)

2. a (blue whale: sometimes found stranded on Viet Nam’s coastal areas; eat small shellfish; classified as endangered)

Task 2: Read the facts about the Komodo dragon and the blue whale. Write a, b, c, d or e in the space provided to match the title with the correct section

- T tells students that they are going to read the facts about the Komodo dragon and the blue whale. Allow enough time for them to read through the facts.

-T asks students to match the subheadings with the five parts.

- T checks answers as a class.

Key: 1. c2.e3. a4. d5. b

Task 3: Choose one of the two species in 2 and write a report of 150 – 200 words to describe it.

- To incorporate the feedback and write the first draft in full sentences.

- To work independently and write their final essays.

- Ask question or say what they like most about writing.

- Collect some of the Ss’ final drafts and give written comments.

Pair work

T <--> Ss

Individually

or

Pair work

T <--> Ss

Individually

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?What can you do now?

T <--> Ss

4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Inform the class of the lesson objectives: Further skill development

T <--> Ss

2. New lesson

17 minutes

20 minutes

1. Communication: Bringing extinct species back to life?

Activity 1:Listen to two exchanges.

- Tell students that they are going to listen to two exchanges and will have to understand the speakers’ opinions.

- Read the questions and underline the key words.

- Play the recording once or twice.

Key: Van: Yes (Well, why not?)

Nam: No (I’d say no to this idea)

Mary: Yes ( So I agree with them, not with you)

Paul: No (What a silly idea!)

Activity 2: Are you for against the revival of extinct species?

- Ask students to work with a partner to compare their answers.

- Ask some pairs to report their opinions to the class.

- Check answers as a class.

2. Culture:Let’s save the sea turtles!

Activity 1:Read the text about how sea turtles are protected and complete the notes.

- T has students read the text quickly and complete the notes

- Work in pairs and discuss the information.

Key: 1. endangered, critically endangered

2. loss of nesting habitat3. climate change4. warm

5. the beach/ beaches6. breeding ground

7. turtle eggs8. raise public awareness

Activity 2:Discussing.

- Assign this activity as homework of the previous lesson

- T asks students to work in groups

- After their discuss, T asks some groups to report their experiences and opinions to the class.

Pair work

T <--> Ss

Pair work

T <--> Ss

Group work

T <--> Ss

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Warm-up

5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews from and use of the future perfect tense and double comparatives.

2. New lesson

8 minutes

9 minutes

12 minutes

8 minutes

Pronunciation:

Activity 1: Read the following exchanges. Decide where the linking /r/ is likely to happen in fast, fluent speech.

- T helps students to review the linking /r/

- T has students read the sentences and underline the sounds.

- T asks students to work with a partner to compare their answers. - T checksanswers as a class.

Activity 2: Listen and repeat the exchanges in 1

-T plays the recording and has students listen and repeat.

-T asks some students to say these sentences aloud.

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words in brackets.

-T gives comments and praises students.

-T has students read the instructions and do the activity.

-T checks answers as a class.

Key: 1. survival2. extinct3. endangered

4. conservation5. poaching5. evolution

Grammar:

Activity 1: Practise asking questions and giving answers, using the prompts

-T asks students to read through the prompts and the form

-T has students do the activity individually.

-T checks answers as a class.

Key: 1. How long will you have studied English in this school by the time you graduate in June?

2. How long will you have lived in you present home by next year?

3. How many new English words will you have learnt by the end of this unit?

Activity 2: Rewrite these sentences, using double comparatives.

-T tells students that they are going to write sentences about someone called Andy.

-T asks students to read the situation and the example first.

- T checks answers as a class.

Key:1. The more land people need to build houses, the more forests they cut down.

2. The higher the unemployment rate gets, the higher the crime rate becomes.

3. The better education you get, the more opportunities for a job there will be.

4. The heavier the rain gets, the worse the flooding will become.

5. The more cars our city has, the more we will have suffer from polluted air.

Project:

Work in groups of four or six.

-T has students work in groups of four or six

-T allows students one week to collect the information about one endangered species, prepare a poster, and organize their presentation about one endangered species.

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.