Title Giáo án Unit 8.docx ✅

UNIT 8: WILDLIFE CONSERVATION Lesson 1: Getting started – At a rescue center I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - gain an overview about the topic wildlife conservation; - understand the words and phrases related to wildlife; - use adverbial clauses of condition and comparison correctly. 2. Competences - Develop communication skills and creativity; - Be collaborative and supportive in pair work and teamwork; - Actively join in class activities. 3. Personal qualities - Be aware of conservation issues and think of new ways to protect animals; - Develop self-study skills. II. MATERIALS - Grade 12 textbook, Unit 8, Getting started - Computer connected to the Internet - Projector / TV III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To create a friendly and lively atmosphere in the classroom; - To set the context for the listening and reading part; - To enhance students’ skills of cooperating with teammates. b. Content: - Watching a video c. Expected outcomes: - Students can list some types of pollution. d. Organisation: TEACHER &STUDENTS’ ACTIVITIES CONTENTS A video - Teacher asks students to read through some questions before watching the video. - Students work in groups. - Teacher asks students to watch a video about wildlife conservation. - Students look at the picture that the teacher shows them and describe the picture. - Other students try to guess the name. - Call on some students to give their answers. Link: https://www.youtube.com/watch?v=e-yAO267tvE Questions: - What is wildlife conservation? - What can wildlife conservation be broken down into? - Which country is mentioned in the video as an example of protecting wildlife? e. Assessment -T observes and gives feedback. 2. ACTIVITY 1: PRESENTATION (5 mins) a. Objectives:
- To provide students with new words related the topic; - To help students be well-prepared for the listening and reading tasks.   b. Content: - Vocabulary pre-teaching c. Expected outcomes: - Students can identify some new words related to the topic. d. Organisation TEACHER &STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching - Teacher introduces the vocabulary. - Teacher explains the meaning of the new vocabulary by pictures. - Teacher checks students’ understanding with the “Rub out and remember” technique. - Students listen to the teacher’s explanation and guess the words. - Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further. - Students write down the new words in their notebook. New words: 1. enclosure (n) 2. primate (n) 3. house (v) ~ in 4. endangered (adj) e. Assessment - Teacher checks students’ pronunciation and gives feedback. - Teacher observes students’ writing of vocabulary in their notebooks. 3. ACTIVITY 2: PRACTICE (22 mins) a. Objectives: - To help students get to know the topic; - To introduce words and phrases related to wildlife conservation; - To help Ss identify adverbial clauses of condition and comparison. b. Content: - Task 1: Listen and read. (p.100,101) - Task 2: Read the conversation again and decide whether the statements are true or false. (p.101) - Task 3: Match the words and phrases with their meanings. (p.101) - Task 4: Complete the sentences with words from task 1. (p.101) c. Expected outcomes: - Students can thoroughly understand the content of the text and complete the tasks successfully. d. Organisation TEACHER &STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read. (6 mins) - Put Ss into groups. Draw a mind map on the board and write Endangered Species in the middle. Have groups brainstorm as many aspects of the topic as possible, e.g. kinds of species, where they are found,…. Give Ss a time limit for the brainstorming. - Students give as many species as possible - Ask some groups to call out their ideas and write them into the mind map on the board. Praise groups for good effort. - Students listen to the recording. - Have Ss look at the picture and elicit the context of the conversation

sentences. - Students share and check the answers. - Remind Ss of types of clauses learned in the unit (adverbial clauses of condition and comparison). Draw Ss’ attention to these types and tell Ss that they will revise all these types in later lessons. stop keeping them as pets. 4. Gibbons can become ill or weak unless they’re fed the right type of food. e. Assessment - Teacher checks students’ exercises individually and gives feedback. 4. ACTIVITY 3: PRODUCTION (10 mins) a. Objectives: - To help Ss memorize the key information about wildlife conservation; - To get Ss to speak about some ways to protect the wildlife. b. Content: - Remind Ss that they can make different kinds of presentations for this project. They can make a poster or power point presentation for this project. c. Expected outcomes: - Ss can make a presentation before class. d. Organisation TEACHER &STUDENTS’ ACTIVITIES CONTENTS Make a presentation about ways to protect the wildlife. (10 mins) - Teacher lets Ss work in groups of 4. Give each group a big sheet of paper and colours. - Students work in groups to follow teacher’s instructions. - Give instructions to students. - Ask students to make a presentation. - Teacher asks all groups to stick their works on the blackboard. - Teacher calls on some groups to present their map. - Students perform in front of the class. - Teacher asks other groups to listen and give comments. - Teacher gives feedback and gives marks to the best group. Students’ own creativity e. Assessment - Teacher’s observation on Ss’ performance. - Teacher’s feedback and peers’ feedback. 5. CONSOLIDATION a. Wrap-up - Teacher asks students to talk about what they have learnt in the lesson. b. Homework - Do exercises in the workbook. - Prepare for the project in Lesson 8 UNIT 8: WILDLIFE CONSERVATION Lesson 2: Language I. OBJECTIVES By the end of this lesson, Ss will be able to: