Tiêu đề KHBD_Global12_ UNIT 8 - WILDLIFE CONSERVATION.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 II. MATERIALS - Grade 12 textbook, Unit 8, Getting started - Computer connected to the Internet - Projector / TV Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. enclosure (n) /ɪnˈkləʊʒə/ an area surrounded by a wall or fence, and used for a particular purpose mảnh đất đã được rào lại 2. primate (n) /ˈpraɪmeɪt/  a member of the group of animals that includes humans and monkeys linh trưởng 3. house (v) /haʊz/ provide someone with a place to live cung cấp nơi ở 4. endangered (adj) /ɪnˈdeɪndʒəd/ at risk of no longer existing gặp nguy hiểm Assumption Anticipated difficulties Solutions Students are reluctant to work in groups. - Encourage students to work in pairs and in groups so that they can help each other. - Provide feedback and help if necessary. Students may lack vocabulary to deliver a speech. - Explain expectations for each task in detail. - Continue to explain task expectations in small chunks (before every activity). - Provide vocabulary and useful language before assigning tasks. - Encourage students to work in groups so that they can help each other. 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: - Video watching c. Expected outcomes: - Students can answer questions about wildlife conservation. d. Organisation: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Video watching - Teacher asks students to read through some questions before watching the video. - Teacher asks students to watch a video about wildlife conservation. - Call on some students to give their answers. - Students work in groups. - Students look at the picture that the teacher shows them and describe the picture. - Other students try to guess the name. 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 to 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’S ACTIVITIES 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. - Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further. - Students listen to the teacher’s explanation and guess the words. - Students write down the new words in their notebook. New words: 1. enclosure (n) 2. primate (n) 3. house (v) 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 using clauses 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’S ACTIVITIES 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. - Ask some groups to call out their ideas and write them into the mind map on the board. Praise groups for good effort. - Have Ss look at the picture and elicit the context of the conversation by asking some questions, e.g. What animals do you see in the pictures? Where is Mark? - Play the recording twice for Ss to listen and read along. Have Ss underline words and phrases related to the world of work while they are listening and reading. - Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their meanings. Then check comprehension as a class. - Call on three Ss to read the conversation aloud. - Students brainstorm and write as many species as possible in the mind map. - Students listen to the recording. - Students underline words/phrases related to wildlife conservation. - Students compare the words and phrases with their partners. - Students read the conversation aloud. Task 2: Read the conversation again and decide whether the statements are true or false. (5 mins) - Put Ss in pairs. Ask them to read the statements carefully and decide whether the statements are true or false. In stronger classes, encourage Ss to do the task without looking back at the conversation. - Then have them read the conversation again and locate the part of the conversation that has the information for each of the questions. - Have Ss share their answers with the class. - Confirm the correct answers. - Students work independently to do the activity. - Students compare the answers in pairs. Key: 1. T 2. F 3. F 4. T Task 3: Match the words and phrases with their meanings. (6 mins) - Have Ss read the conversation quickly again, find these words and phrases, and guess their meanings from the context. - Students read the conversation again and work independently to do the Answer key: 1. d 2. b
- Ask Ss to do the matching. - To check answers, write the individual words on the board and have Ss come to the board to match them. - Alternatively, have one student read the word and another student say the meaning of the word. - Give further explanation to the words and phrases. activity. - Students share and check the answers. 3. a 4. c Task 4: Complete the sentences using clauses from task 1. (5 mins) - Have Ss read each sentence and try to think of the missing information to complete the sentences. - In weaker classes, encourage Ss to read the conversation again and find the sentences. - Check answers by calling on individual Ss to read the complete sentences. - 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. - Students work individually to complete the sentences. - Students share and check the answers. Answer key: 1. If you have any questions during the tour, don’t hesitate to ask the guide. 2. Apes are as good at using tools as they’re at learning sign language. 3. We can help gibbons if we 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: - Make a mini presentation about ways to protect the wildlife. c. Expected outcomes: - Ss can make a presentation about ways to protect the wildlife before class. d. Organisation: TEACHER’S ACTIVITIES 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. - Give instructions to students. - Ask students to make a mini presentation about ways to protect the wildlife. For example: stop keeping endangered species as pets. - Teacher asks all groups to stick their works on the blackboard. - Teacher calls on some groups to present their map. - Teacher asks other groups to listen and give comments. - Teacher gives feedback and gives marks to - Students work in groups to follow teacher’s instructions. - Students perform in front of the class. Students’ own creativity