Giáo án Tiếng Anh 12 unit 10: Endangered species

2 Which of them is / are in danger ?/ - Call a pair to report their discussion - Introduce the topic: Endangered species - Teach some new words: ask students whether they know the words

GIÁO ÁN ENGLISH 12

A Language skills

1 Reading:

- To help students gain some knowledge about endangered species

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context

Students learn words and phrases in terms of plants and animals

2 Speaking:

- Students can ask and answer about a picture

- Students learn more words and phrases in term of plants and animals

3 Listening:

- Students can improve their listening skill : they can understand the passage and then they can summarize the passage that they have listened to

- Students learn more words and phrases in term of plants and animals

4 Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

B Language focus

1 Pronunciation:

- Rhythm

2 Grammar:

- Students know how to use Modal verbs : may , might, must mustn't , needn't

A Reading

Aims

- To help students gain some knowledge about endangered species To help students improve their reading skills: scanning and skimming, guessing the meaning of words in context

- Students learn words and phrases in terms of endangered species

Aids

- English textbook for students

- English textbook for teachers

- Pictures

Procedures

Stages Teacher’s activities Students’ activities

Pre-rea

din

g

(4min)

While-reading

( 30 min.)

Task 1

( 8 min.)

Task 2

- Greet Ss

- Ask students to look at the picture page 99 and ask Ss to answer some questions:

1 Which of the folloing animals and insects are found in Vietnam ?

2 Which of them is / are in danger ?/

- Call a pair to report their discussion

- Introduce the topic:

Endangered species

- Teach some new words: ask students whether they know the words, if they

do not know them, explain in English then ask them to give Vietnamese equivalents to check their

understanding

- rhinoceros

- leopard

- parrot

- impact

- enact -vulnarable

- poriority

- derive from

- habitat

- Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again

- Ask students to read the passage in silence

- Ask students to do Task 1: Give Vietnamese equivalent words to ones given in the passage

-Ask students to discuss the answers in pairs

- Check Ss’ answer

-Greet teacher

- Listen to the teacher and think about the topic

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

- Read the passage in silence

- Do task 1 Answer : 1- 1 d

2 2 e

3 3 a

4 4 b

5 5 c

( 10 min.)

Task 3

( 7 min.)

Post-

reading

( 11 min.)

- Write down the answers on the board

- Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again

- Ask students to do task 2 in pairs

- Go around to supervise students if necessary

- Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers

- Ask students to do task 3 in groups

- Go around to supervise students if necessary

- Ask representatives of groups to answer the questions If students’

answers are right, repeat them, if not, give the right answers

- Ask students to do After you read in pairs, scanning the text to find

information to complete the note

- Go around to supervise them Note

- Write down the answers and read the words

- Do task 2 in pairs

- Give the answers:

1 d

2 b

3 a 4a

5 d

- Do the Task in pairs

* Suggested answers:

- Listen to the feedback and correct their mistakes

down the serious and common mistakes

- Call some pairs to read their note

- Give feedback and correct some serious or common mistakes

B Speaking

I Aims

- Students can ask and answer about endangered animals

- Talking about the information of some endangered animals

II Aids

- English textbook for students

- English textbook for teachers

III Procedures

Stages Teacher’s activities Students’ activities

Pre-speaking

( 5 min.)

- Introduce the lesson:

Today, we learn Unit 10: part B

Speakin g(Write on the board the title)

- Listen to the teacher and write the title in their notebooks

Task 1 - Ask students to look at Task 1- Ask students to do Task 1; Ask and

answer the questions

1 How do you call ;Gau truc, Te Giac ,

Ho , Voi ,in English

2 Where does each of them live ?

3 Which of animals can use as pets or for food or medicine ?

4 Which of them is/ are in dangered ?

5 Can you guees the population of each species ?

- Give comments, correct the common mistakes after they finish

- Look at Task 1

- Do Task 1

- Work in pairs and discuss in about 2 minutes

While- Ask sts to study the information in thebox Work in pairs

ea

ki

n

g

( 28 min.)

Task 2

Word explanation

decline swamp bark

- Let the whole class read the new words twice or three times

-Ask sts to work in pairs to ask and answer questions about them

- Read the new words

- Do Task 2 in groups S1 Where do giant pandas live ? S2 In bamboo forests

S1 What is the population of pandas in the world?

S 2 Only about 600

- Call one student to repeat the instruction to check whether they are clear about what they have to do

- Go around to supervise them Note down serious and common mistakes

Post-speaking

( 10 min.)

Task 3

- After about 3 minutes of discussion, call some groups to report what they have done

- Ask the others to listen to their friends

- Listen to students attentively and pay attention to the mistakes they have made

- After students finish, give them comments: correct some

pronunciation mistakes they have

Work in groups : Take turn to give an oral report on the

animals mentioned in task 2.

- Repeat after the teacher

- One pair to role play in front

of the whole class

- Listen attentively to their friends’ dialogue and give comments or ask questions

( 2 min.)

made

- Read aloud the words and ask the whole class to repeat

- Call 1 pair to role play in front of the whole class

- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions

- Call another group if there is enough time

- Give feedback and correct serious or common mistakes

- Prepare a presentation about the information about animals

- Listen to the teacher and correct the mistakes

- Listen to the teacher and note down homework

C.Listening

I Aims

- Students can improve their listening skill: they can catch detail information from the passage

- Students can summarize the passage

II Aids

- English textbook for students

- English textbook for teachers

- Tapes and cassette

- Handouts

III Procedures

Stages Teacher’ activities Learners’ activities

Pre-listenin

g

(6min.)

Warm up:

Ask sts to dicuss and choose the

best answer

Aek sts to listen to the teacher and

repeat some new words in the book

Work in pairs

1 A

2 B

3 D

4 B

5 C

While-listenin

g

(29min.)

Task 1

- Ask students to listen to the

passage the first time

- Read the passage twice

- Ask some students to give their

answers If their answers are right,

repeat them; if not give the correct

answers

- Listen to the passage and answer the questions

* Answers:

1 A

2 B

3 D

4 B

5 C

Task 2

- 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 questions, let

them listen again to the passage

once more

- Listen again the third time to finish the task

1peaceful

2 plant-eating

3 a few females and their young

4 plants and afew insects

5 in trees

6 in grasses

7 forests being cut down

Post-listenin

g

(10min.)

- Ask students to work in pairs to

summarise the main ideas of the

passage using the information intask

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

work in groups

- Call another group if there is

enough time

- Give feedback and correct serious

or common mistakes

D.Writing

I Aims

- Students can write a report basing on the information given to write about measures to protect endangered species and possible results

- Students can improve their writing skill

II Aids

- English textbook for students

- English textbook for teachers

III Procedures

Stages Teacher’s activities Students’ activities

Pre-w

r

it

i

n

g

(7min.)

ask sts to speak something about some rare

animals which are in dangered

-Ask some questions ;

Why are they in dangered ?

-what about their habitats ?

- Are they in danger ofvanishing?

- Why are they in dangered of in

nanishing?

Listen and answer the quetions

While-

writing

(28 min.)

Task1

Ask sts to read task 1 carefully and then

suggest possible measures that should be

taken to solve the broblems

- In troduce the Red-List

-Raise people's wareness of conversation

needs

- Develop wildlife habitat resernes

-Stop people from throwing rubbish in to

forests , cutting down trees, hunting

animals for food, fur, skin or otherproducts

Ask sts to do tak 1

.work in pairs

Discuss the given sollution

Task 2 Ask sts to read the given sollutions

again and then write a paragraph about

measures for protecting endangered

animals ( using the ideals discussed in

Task 1 Begin your paragaph with

There are anumber of measures tht should

be taken to protect endangered animals

- Go around to supervise them Note down

serious and common mistakes

- Show and correct some common

mistakes

- Write the description

- Listen to the teacher and correct the mistakes

Post-writing

( 10

min.)

- Ask students to revise their description

- Ask students to hand in their work to

mark

- Revise their description

- Hand in their work

E.Language focus

I Aims

1 Pronunciation:

- Rhythm

2 Grammar:

- Students know how to modals verbs: may , might , must , mustn't , needn't

II Aids

- English textbook for students

- English textbook for teachers

- Pictures

Stages Teacher’s activities Students’ activities Pronun

ciation

- Introduce the lesson:

Ask sts to practise reading the sentences

- Listen to the teacher

- Listen to the teacher

(7min.) in the book (paying attention to the

stressed syllables )

- Read the second time for the students to

repeat

- Ask 2-3 students to repeat, correct their

mispronounce

- Read the sentences

Practice these sentences

- Read 2 times the sentences, and then let

the whole class read the sentences twice

or three times

- Read the sentences twice or three times

- Read the sentences again

- Read the sentences in pairs

Gram

mar

(38min

)

Exercise 1

Explain how to use may,might, must't

needn't

- Call some students to give their

answers If students’ answers are right,

repeat them, if not, give the right answers

.

Exercise 2

Underline the correct altrmative in the

sences

Note : xplain how to use however

- Call some students to give their

answers If students’ answers are right,

repeat them, if not, give the right answers

Go around to supervise them

Exercise 3

Add so , therefore , or however

Note The use of therefore

- Call some students to give their

answers If students’ answers are right,

repeat them, if not, give the right answers

Go around to supervise them

- Ask students to do exercise 3

- Go around to supervise them

- Ask students to discuss the answers in

- Give the answers

2 may, might wake

3 may , might bite

4 may, might need

5 may ,might slip

6 may ,might break

- Call some students to give their

answers If students’ answers are right, repeat them, if not, give the right answers