Giáo án Tiếng Anh lớp 12 - Unit 10 – Endangered species

can be found in Vietnam.
2. rhinoceros and leopard are in danger of becoming extinct.
23 mins
2. WHILE YOU READ
- Ask students to look through the passage and read in silence.
- Help students read the passage.
- Explain pronunciation and meaning of new words which appear in the passage.
* Vocabulary:
endanger (v) gây nguy hiểm
extinct = vanished (adj) tuyệt chủng
identify (v) xác định, nhận dạng
habitat (n) môi trường sống
destruction (n) sự phá hủy
commercial (adj) buôn bán, thương mại
exploitation (n) sự khai thác
drainage (n) sự cạn nước, xả nước
urbanization (n) đô thị hóa
rare (adj) hoang dã
contaminated = polluted (adj) ô nhiễm
maintaining (adj) bảo tồn, bảo trì
conservation (n)
biodiversity (n) sự đa dạng sinh học
Task 1: Matching.
- Ask students to read through the text once to find out some new words, guess the main idea.
- Explain new words (give the Vietnamese equivalents).
- Ask students to work individually in 5 minutes to do this task.
- Guide students to read through the passage, then focus on only the sentences surrounding the suggested words to do the task effectively.
- Give students some more words that may be new/ unfamiliar to them.
- Guide the students to read the word in chorus and individually. 
- Give correct answers.
Task 2: Choose the best option A, B, C or D.
- Ask students to read the passage again and choose A,B,C,D to complete the following sentences about the reading passage.
- Ask them to work in pairs to do the task and give the evidence to prove the keys.
- Move round to make sure that all students are working and to help them if necessary.
- Ask some students to report and give feedback.
Task 3:
- Ask students to read the passage again then work in pairs to find evidence in the passage to support these statements
- Walk round the class to give help if necessary.
- Give suggested words, phrases or useful suggestions.
- Correct the students’ work.
- Read the text in silence.
- Find out new words.
- Understand the aim of the text.
- Do the tasks that follow.
- Write down the meaning of some newwords.
- Read all the words a in correct pronunciation.
- Read through the text find the new words, try to guess the meanings of those words in contexts: 
- Work individually to read the text and do task 1
* Key:
1.c 2.d 3.a 4.b
- Read through the text find the new words.
- Work in pairs to answer the questions. 
* Key:
1.D 2.B 3.A 4.A 5.D
- Read through the text find the new words,
- Work in pair to give evidence in the passage to support these statements.
* Key:
1. The first and the second sentences of the second passage.
2. The third passage.
3. The fourth passage.
3. AFTER YOU READ
- Ask students to work in group to scan the text again.
- Ask them to work in small groups of three or four to summarise the reading passage by writing one sentence for each paragraph. 
- Encourage them to summarise the reading passage.
- Ask one or two pairs to report.
- Work in group to summarise the reading passage.
* Expected answer:
1. Over 24 thousand plant and animal species all over the world are classified as endangered.
2. The main causes of extinction or endangerment are habitant destruction, commercial exploitation and population.
3. Biodiversity is important for humans as it provides food, clean air, water,fertile soil and other products.
4. Different efforts have been made to conser endangered species. The task of conservation should be shared by international organization,govermental agencies, industry and individuals. 
2 mins
III. CONSOLIDATION
- Retell the main points of this lesson: some endangered species are plant and animal species.
- Listen and take note.
2 mins
IV. HOME WORK
- Ask students to read the passage again.
- Ask students to do Reading exercise of Unit 10 in workbook and prepare next lesson: Speaking.
- Do Reading exercise of Unit 10 in workbook and prepare next lesson: Speaking.
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The Preparing Date:
The Teaching Date:
No. 56
Class: 12C7
UNIT 10 – ENDANGERED SPECIES
Lesson 2 - Speaking
I. Aims and Objectives:
1. Educational aim: 
- Students work in pairs to ask and answer some questions about endangered animals
- Students talk about the information of some endangered animals
2. Knowledge:
- General knowledge: endangered animals
- Language: 	+ The way to make suggestions or predictions.
 	+ The tenses.
- New words: words related to endangered species.
3. Skills: 	
- Talking about the information of some endangered animals
II. Teaching method: 
- Intergrated, mainly communicative.
III. Teaching aids: 
- Textbook, board, rising questions, hand-outs.
IV. Procedure:
1. Class organization:
12C1:.......................
12C2:........................
12C7:........................
2. Check the old lesson: What is benefit which biodiversity provides?
3. New lesson:
Time
Teacher’s activities
Students’ activities
8 mins
I. WARM-UP
* Brain storming:
 tiger
endangered animals
panda 
- T divides class into two groups to go to board to write.
- T gives feedback.
- Group work
- Write dwon all the names of animals which you know.
* Expected words:
panda
tiger
tortoise
leopard 
rhinoceros 
elephant
- Answers by using both Vietnamese or English language.
6 mins
II. PRESENTATION
1. BEFORE YOU SPEAK
Task 1: Answer the questions.
Ask and answer the following the questions.
- Ask student to work in pairs to discuss 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 give feedback.
- Correct the students’ work and give remark.
- Work in pairs to discuss the three questions and find the answers.
* Expected answer:
1. pandas, rhino, tiger, elephant.
2. We can find these animals in the forests in Asia, Africa , etc
3. Rhino can be used for medicine
4. All of them are in danger.
15 mins
2. WHILE YOU SPEAK
Task 2: Ask and answer questions about 4 endangered animals.
- Ask Ss to read the information about the gait panda, tiger, rhino, elephant.
- Explain how to do task 2
- 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.
- Check and give feedback.
- Listen to the teacher
- Work in pair to do task 2
* Expected answer:
A: Where do 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 are they?
B: About 1.2 to 1.5m
A How much do they weigh?
B: About 75 kg to 160 kg
A:W do they eat
B: Bamboo
A: Why are they in danger?
B: People destroy their habitat and hurt them for trade.
12 mins
3. AFTER YOU SPEAK
Task 3: Give an oral report on the animals. 
- Take turns to give an oral report on the animals mentioned in task 2
- Ask Ss to work in group to do task 2.
- Walk round from group to group to give help if necessary.
- Encourage students to speak out what they think.
- Work in group to give an oral report.
* Expected answer:
Group 1: Giant pandas live in bamboo forests in the mountain in Western China .only about 600 pandas are living there. They attain a height of 1.2m to 1.5m and weigh from 75kg to 160 kg they are in danger because People destroy their habitat and hurt them for trade.
Group 2: rhino
Group 3: tiger
Group 4: elephant
2 mins
III. CONSOLIDATION
- Retell the main points of this lesson: how to protect the endangered animals.
- Listen and take note.
2 mins
IV. HOMEWORK
- Name some measures we’ve made to protect the endangered animals.
- Do homework.
- Prepare the next part: listening.
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PHÊ DUYỆT CỦA TỔ CHUYÊN MÔN
Kiểm tra ngày 22 tháng 12 năm 2014
* Nhận xét:
Hình thức: .......................................................
Nội dung:.........................................................
Phương pháp:...
Số lượng:.
 TỔ CHUYÊN MÔN
 Tô Thị Mai Lan
PHÊ DUYỆT CỦA BAN GIÁM HIỆU
Kiểm tra ngày  tháng 12 năm 2014
* Nhận xét: ...
. 
 PHÓ HIỆU TRƯỞNG
 Mai Thị Hồng Nhung
The Preparing Date:..
The Teaching Date:
No. 57
Class: 12C3
UNIT 10 – ENDANGERED SPECIES
Lesson 3 - Listening
I. Aims and Objectives:
1. Educational aim: 
- By the end of the lesson, Sts will be able to do exercises in extensive listening, multiple choice questions and gap-filling.
-Students know the life of gorillas.
2. Knowledge:
- General knowledge: extensive listening: Multiple-choice questions. Gap filling
- Language: modal verbs.
- New words: Words related to the topic. 
3. Skills: 	
- Listening and deciding on True or False statements.
- Listening comprehension.
II. Method: 
- Intergrated, mainly communicative.
III. Teaching aids: 
- Handouts, tape and cassette player.
IV. Procedure:
1. Class organization:	
12C1:.......................
12C2:........................
12C7:........................
2. Check the old lesson: Why many animals are in danger of becoming extinct?
3. New lesson
Time
Teacher’s activities
Students’ activities
5 mins
I. WARM-UP
* Jumbled words:
- gerti g .
- onmeky g .
- glloiary g .
- Ask some questions to focus Sts on the topic of the listening lesson.
1. Have you ever seen any gorillas?
2. Where do they live?
3. Do you like watching them? 
- Lead-in the lesson
- Work in pairs.
- Write the letters in right order to complete the names of animals
* Key: 
- gerti g tiger
- onmeky g monkey
- glloiary g gorilla
- Answer the questions.
* Expected answer:
1. Yes, I have. I have seen them on TV.
2. They live in wild forest.
3. Yes, I do. They are lovely.
6 mins
II. PRESENTATION
1. BEFORE YOU LISTEN
- 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.
- Explain the words that will appear in the listening text.
- Ask students to read in chorus then individually.
- Work in pairs.
* Key: 
1-C 2-B 3-A & C
- Listen and repeat:
Gorilla
Sociable
Sub-adult
Nest
Bared teeth
Silverback
Civil war
Forest rangers
20 mins
2. WHILE YOU LISTEN
Task 1: Choose the best answer A, B, C or D to each question.
- Ask Sts to read the statement at least once first.
- Ask them to guess the answers.
- Play the tape once then check how many answers can Sts find.
- Play the tape again.
- Check and give remarks.
- Call some Sts to say out their answers and the evidences they get to prove their answers.
Task 2: Fill in the missing words.
- Ask them to listen again the second and the third time to finish task 2:
Ask Sts to complete the chart in the book.
- Go around to supervise students if necessary.
- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:
- If most students do not catch the information for the sentence, let them listen again to the passage once more.
- Read the statement once to get the main contents.
- Listen to the tape and do the task.
- Find evidences to each of the answers.
- Represent if being asked.
* Keys: 
1.A 2.B 3.B 4.D 5.C
- Listen to the teacher’s explanation then correct the answers oneself.
- Listen again the third time to finish the task.
* Keys: 
1. peaceful
2. plant-eating
3. a few females and their young
4 plants and afew insects
5. in trees
6. in grasses
7. civil war.
8. forests being cut down
12 mins
3. AFTER YOU LISTEN
- Ask students to work in pairs to summarise the main ideas of the passage using the information in task 1 and 2.
- Go around to supervise them. Note down serious and common mistakes.
- Ask one group to report what they have discussed.
- Give comments after they finish
- Call another group if there is enough time.
- Give feedback and correct serious or common mistakes.
- Work in group to summaries the main ideas of the passage
* Expected answer:
A: For a long time people used to think gorillas are dangerous looking. Actually they are peaceful, gentle and sociable.
B: Gorillas live in family groups led by the biggest and strongest grown-up male called a silverback.
A: A silverback’s group usually includes one or two sub-adult males and a few females and their young.
B: Mountain gorillas spend much time of their time eating. Their main food is plants, a few kind of insects and worms.
A: They sleep in nests in trees and in grasses. Babies sleep with their mothers.
B: Gorilla’s life is not peaceful because they are endangered and threatened by civil war, hunting and the habitat destruction.
2 mins
III. CONSOLIDATION
- Retell the main points of this lesson: Demand students to master 1. The main topics in the section.
- Listen and take note.
2 mins
IV. HOMEWORK
- Assign homework. 
- Prepare the section C: Writing.
- Do the exercises at home.
- Prepare the section C: Writing.
********************************************************************
The Preparing Date:
The Teaching Date:
No. 58
Class: 12C7
UNIT 10 – ENDANGERED SPECIES
Lesson 4 - Writing
I. Aims and Objectives:
1. Educational aim: 
- Writing about measures to protect endangered species and possible results.
2. Knowledge:
- General knowledge: Writing about measures to protect endangered species and possible results. 
- Language: 	+ The tenses.
	 	+ Connectors. 
- New words: Words related to endangered species.
3. Skills: 	
- Writing a report.
II. Method: 
- Intergrated, mainly communicative.
III. Teaching aids: 
- Textbook, handouts 
IV. Procedure:
1. Class organization:
12C1:.......................
12C2:........................
12C7:........................
2. Check the old lesson: What can you do to protect endangered spacies?
3. New lesson:
Time
Teacher’s activities
Students’ activities
5 mins
I. WARM-UP
- Fill in the chart with some information about endangered species’ problems.
Endangered species
causes
Measures to save them
Tiger
Habitat destruction
Provide enough wildlife habitat reserves
- Do as required.
- Exchange the ideas with others.
- Listen to the teacher.
- Get the task.
- Work in pairs to do the task.
- Listen to the teacher to correct oneself.
10 mins
II. PRESENTATION
1. BEFORE YOU WRITE
Task 1: Matching: 
- Let sts match the problems in column A (sgk p.113) with the solution in column B (sbt p. 106).
- Shows the poster / handouts.
- Divides the class into groups of 3 or 4 and explains new words if necessary.
- Helps sts to practise.
A
B
1. People don’t know much about the need to protect rare and endangered animals
a. We should ask other non-governmental organizations and individuals to ...
2. Projects to save endangered animals don’t have sufficient fund.
b. There should be programs to raise people’s awareness... 
3. The habitats for endangered animals are being seriously damaged and polluted.
c. Encourage them to do something else to have more benefit like producing something...
4. People who live in or near endangered animals’ habitats have poor living conditions...
d. Conferences should be held with the participation of these countries to raise their awarenes and ...
5. Some countries don’t have laws to protect endangered animals.
e. There should be campaigns to ask people not to use ...
6. People keep buying fashionable wildlife products.
f. The Governments should spend time establishing more ... 
7. There are not enough wildlife habitat reseves.
g. There should be programs to raise ....
- Calls on some sts to give their answers and checks.
* Keys: 1- g, 2 - a, 3 - b, 4 - c, 5 - d, 6 - e, 7 - f.
- One S read aloud the request of the task. 
- Study the task carefully.
- Work in group to give outlines.
- Some groups present reasults front of the class; others listen and give comments.
* Keys:
1- g, 2 - a, 3 - b, 4 - c,
5 - d, 6 - e, 7 - f.
20 mins
2. WHILE YOU WRITE
- Gives some questions for sts to answers.
- Explains and guidelines sts to do Task 2: 
? Write a paragraph about measures for protecting endangered animals based on Task 1.
- Gives some Useful languages.
+ First / fisrt of all
+ Moreover ...
+ We should ...
+ We shouldn’t ...
- Gives some Connectors:
+ In addition
+ Moreover
+ Firstly
+ Secondly
+ Thirdly
+ Next
+ Then .... 
- Let Ss write in about 10 minutes in each group (with posters).
- Goes around to help if necessary.
- Work in group.
“ There are a number of measures that should be taken to protect endangered animals" 
Firstly, we should organize different activities to raise people's awareness of the need to protect these animals. 
Secondly, governments should raise sufficient funds for projects to save endangered animals.
Moreover, humans had better keep water, air, and land clean to preserve natural habitats for wild and endangered animals. 
In addition, governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats. 
Next, organizations in the world must enact laws requiring some countries to protect endangered animals. 
Then, governments should have ban people to exploit and sell fashionable wildlife products 
Finally, governments had better establish more wildlife habitat reserves to preserve endangered animals.”
8 mins
3. AFTER YOU WRITE
- Ask some groups to represent their work, ask other to give remark.
- Choose some good writing to read in class and give remark.
- Compare the result to the other groups.
- Listen to the teacher’s explanations.
- 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.
2 mins
III. CONSOLIDATION
- Retell the main points of this lesson: How to write a letter of request.
- Listen and take note.
1 mins
IV. HOMEWORK
- Rewrite the task at home.
- Prepare the section D (The Language focus part of Unit 10)
- Rewrite the task at home.
- Prepare the section D (The Language focus part of Unit 10)
*********************************************************
PHÊ DUYỆT CỦA TỔ CHUYÊN MÔN
Kiểm tra ngày 29 tháng 12 năm 2014
Hình thức: ..............................................................................................................................
Nội dung:................................................................................................................................
Phương pháp:..
Số lượng:.
	 TỔ CHUYÊN MÔN
Tô Thị Mai Lan
The Preparing Date:
The Teaching Date:
No. 59
Class: 12C6
UNIT 10 – ENDANGERED SPECIES
Lesson 5 - Language Focus
I. Aims and Objectives:
1. Educational aim: 
- Practise reading sentences with the right rhythm.
- Do exercises of modal verbs: may, might, must, mustn’t, need, needn’t
2. Knowledge:
- General knowledge: modal verbs: may, might, mustn’t, 
- New words: Words related to the exercises
3. Skills: 	
- Pronunciation: Practise reading sentences with the right rhythm.
- Grammar: Modal verbs: may, might, must, mustn’t, need, needn’t
II. Method: 
- Intergrated, mainly communicative.
III. Teaching aids: 
- Student’s book, handouts, board, tape, cassetteplayer ...
IV. Procedure:
1. Class organization:
12C1:.......................
12C2:........................
12C7:........................
2. Check the old lesson:
	- Checking during the lesson.
3. New lesson:
Time
Teacher’s activities
Students’ activities
10 mins
I. WARM-UP
1. PRONUNCIATION
* Listen and repeat:
- Introduce the Full and contracted forms of auxiliaries to students.
- Read and ask students to listen and determine how to pronounce.
- Let students listen again and to repeat.
- Write some words on board and ask students to read them aloud.
* Pratise these sentences:
- Read one before then read again and ask students to repeat.
- Eak students to practise themselves.
- Walk around and help them.
- Get the teacher’s explanation.
1.Tell me the time.
2. Show me the way .
3. Some carrots and cabbages
4.Come for a swim
5.The clock on the mantelpiece
6. I think he wants to go tomorrow
7.It’s not the one I want.
8.Most of them have arrived on the 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.
- Listen to the teacher and copy.
32 mins
II. PRESENTATION
2. GRAMMAR:
A. REVIEW GRAMMAR STRUCTURE:
- Explain once again Modal verbs.
1. May/might + Infinitive: 
1.1. May/might+Inf. (Có lẽ, có thể) dùng để diễn ta sự suy đoán gần đúng.
Eg. 	He may be in his office 
(= Perhaps he is in his office) 
	He might be having lunch. 
(=Perhaps he is having lunch.) 
1.2 May+Inf. Còn diễn tả một sự xin phép. Nhưng might+Inf có thể được dùng trong câu điều kiện loại 1. 
Eg. 	May I go out? 
	If the weather is fine, we might go for a picnic. 
1.3 May / might: được dùng để nói về một sự việc hoặc hành động có thể xảy ra trong tương lai: 
Eg. 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) 
1.4 Thể phủ định là may not hoặc might not (mightn’t)
* S + may / might + Verb ....
= Perhaps + S + will + verb...... 
= S + will + probably + verb.... 
= S + seem + to verb..... 
= In all probability / likelihood + S + will + verb ....... 
= It is (quite) likely that + S + will + verb ........
2. Must, Mustn’t, Needn’t + Infinitive: 
2.1. Must + Inf : cần thiết phải làm 
Eg: You haven’t got much time. You must hurry. 
2.2. Mustn’t + Inf : Cần thiết do đó không được