SGV-TA12-2

endangered species the idea of saving Linking vowel to vowel • Vocabulary giving in-depth practice of the words and phrases presented in Getting Started and additional vocabulary for u

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HOÀnG VĂn VÂn (tổng Chủ biên) – HOÀnG tHỊ XUÂn HOA (Chủ biên)

PHAn HÀ – HOÀnG tHỊ HỒnG HẢi – KiỀU tHỊ tHU HƯƠnG

VŨ tHỊ LAn – ĐÀO nGỌC LỘC – CHUnG tHẾ QUAnG

Với sự cộng tác của DAViD KAYE

BỘ GIÁO DỤC VÀ ĐÀO TẠO

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON

tẬp haISÁCH GIÁO VIÊN

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contents

Page

IntRoDUctIon iii

BooK Map 4

Unit 6: enDangeReD specIes 6

Unit 7: aRtIfIcIal IntellIgence 18

Unit 8: the woRlD of woRK .30

ReVIew 3 42

Unit 9: choosIng a caReeR 46

Unit 10: lIfelong leaRnIng 58

ReVIew 4 70

glossaRy 74

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TIENG ANH 12 is the third and also the last of the three-level English language set of

textbooks for the Vietnamese upper secondary school it follows the systematic, cyclical and theme-based curriculum approved by the Ministry of Education and training

in november 2012 the aim of this set of textbooks is to develop students’ listening, speaking, reading and writing skills and improve their English language knowledge with a focus on communicative competence so that when they fi nish upper secondary school, they will achieve level three of the Foreign Language Profi ciency Framework for Viet nam (equivalent to B1 in the Common European Framework of Reference for Languages)

THE COMPONENTS OF TIENG ANH 12

tieng anh 12 is divided into two books: Book 1 and Book 2.

student’s Book 2 contains:

• a book map providing information about the structure of the book and the sections

of each unit;

• fi ve topic-based units, each covering fi ve sections: Getting Started, Language,

Skills, Communication and Culture, Looking Back, and Project with meaningful and

well-structured activities taught in eight 45-minute lessons;

• two reviews, each off ering revision and further practice of the preceding units, taught in two 45-minute lessons;

• a glossary giving phonetic transcription of the new words in the units and their Vietnamese equivalents

two audio cDs contain all the listening material from Student’s Book 2.

teacher’s Book 2 gives full procedural notes for teaching the diff erent sections in

each unit and suggestions for the techniques which could be used depending on the teaching contexts and situations it also provides answer keys and/or suggested answers to all the activities in the Student’s Book, all audio scripts, and additional language and culture notes

workbook 2 mirrors and reinforces the content of the corresponding Student’s Book 2,

and provides further practice and ideas for extension activities Depending on the level

of the students, the activities can be completed in class or assigned as homework

INTRODUCTION

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Unit 6ENDANGERED SPECIES

GETTING STARTED

A new wildlife park

6 Unit 6 Endangered species

This unit includes:

t 8SJUJOHBSFQPSUBCPVUBOFOEBOHFSFETQFDJFT

COMMUNICATION AND CULTURE

t #SJOHJOHFYUJODUTQFDJFTCBDLUPMJGF t )PXTFBUVSUMFTBSFQSPUFDUFEJO.BMBZTJB 2 Decide whether the f

ollowing statemen ts are true (T), false (F), or not giv

en (NG) Tick the correct box.

T F NG

1 Visitors will be able to see endanger

ed animals in the new wildlif

e park next week

2on display in the parkModels of extinct animals will also be

3Lisa wants to see dinosaurs

, but Simon doesn’t.

4trees and plan Simon is interested in endangerts. ed

5wildlife park and the BSimon suggests visiting both the

otanical Gardens at the weekend.

6Visitors can go camping in the wildlif

e park.

4 Read the conversa tion again and writ

e the correct form of the v

erbs in brackets

1.I (gather)

enough information by Sunda

y, so I can start working on

Mr Willis: Lisa, Simon,

I’ve just heard some good news.

Simon: What’s it about, Dad?

Mr Willis: It was announc

ed on TV that a new wildlife park will open to the public

Simon: They’re extinct species

, Lisa The last dinosaurs died out millions of y

ears ago.

Mr Willis: That’s right You can’t fi nd extinc

t animals there

assignment about endangered plan

t species.

Mr Willis: I’m afraid not But a friend

of mine, Tracy, might be able t

o help you.

Simon: Tracy? Yes, I remember her She

’s a biologist

Where’s she working?

Mr Willis: At the Botanical

Gardens You can fi nd lots

Gardens in the afternoon on the way back home Hopefully

, I’ll have gathered enough information

by Sunday, so I can start working on

my assignment next week.

Lisa:

It’ll be so tiring! We’ll have walked for hours

by the time we get to the Botanical Gardens.

Mr Willis: Don’t worry We’ll drive through the par

Mr Willis: No, I’m animals and pollutafraid not That may scare the

e the air The more noise and smoke you make, the less safe the environment becomes for the animals

.

Lisa: I see … Can I ask some fr

iends to join us?

Mr Willis: Sure The mor

e the merrier.

3 Find a word in the c onversation tha

t goes with each of the f

ollowing phrases or e xpressions.

Unit 6 Endangered species

• a conversation introducing the overall topic of the unit, some topic-related

vocabulary, and the main grammar points;

• a number of activities to check students’ comprehension and provide practice

of the teaching points in this section

AN OVERVIEW OF THE STUDENT'S BOOK

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• grammar introducing and practising the main grammar points in focus they are

presented and practised in meaningful contexts following the three-stage approach to

language teaching (presentation, practice and production) there are Do you know .?

boxes wherever necessary to help students to understand the language features and the structures presented

All the sub-sections in the LAnGUAGE section are linked to the LOOKinG BACK section at

the end of the unit

_ (n)

5. evolve (v)

_ (n) evolutionary (adj) biodiversity (n)

_ (n) _ (v)

4. diverse (adj) endangered (adj)

_ (adj) _ (v)

2. danger (n) extinguish (v)

2 Complete the following sentences with the words in the box.

2. The saola and the rhino are considered _

species in Viet Nam.

3. The giant panda’s natural _

is the bamboo forest

Giant pandas like to eat bamboo leaves

6. _ helps

to maintain the balance

of nature that we rely

on for our well-being and benefi t

7. The World Wide Fund organisation which is working on issues related

to _ , research and restoration

of the environment.

survival (n) vulnerable (adj) extinct (adj) endangered (adj) conservation (n) habitat (n) evolution (n) biodiversity (n)

5. Mammoths and dinosaurs used

to live on our earth quite a long time ago, but they are now

_

4. Baby sea turtles are most

_ when they leave their nests and make their way to the sea They are convenient targets for birds and other animals

1. Darwin’s theory of _ has helped to explain the disappearance of some species and the _ of others.

a Which of these animals are on the list

of endangered species?

Saving endangered species: pros and cons

1 Discuss with a partner.

SKILLS

READING

10Unit 6 Endangered species

4 Complete the sentences with the words from the box One word can be used more than once

Double comparatives

faster more better greater warmer higher

1. The _ the pollution becomes, the _

animals lose their natural habitats.

2. The _ I study about endangered species, the _ I worry about their protection.

3. The _ the weather gets around the world, the _ the polar ice caps will melt.

4. The _ eff ort you make, the _ the achievements you may get.

5. The _ renewable energy sources we use, the _ our living conditions will become.

parts having a similar form

1 The + comparative adj/adv + subject + verb,

the + comparative adj/adv + subject + verb

Example: The better your education is, the

greater your opportunities are.

2 The + more/less + (noun) + subject + verb,

the + more/less + (noun) + subject + verb

Examples: The more you give, the more you will

receive.

The more money he makes, the less

free time he has.

b Can you fi nd them in Viet Nam now?

3 Work in pairs Discuss which word(s) in the box can be used in each gap.

more better higher longer

1 The _ time you spend on preparing for the test, the _ scores you may get.

2 The _ you practise speaking in your class, the _ you are at public speaking.

Example: I’ll have fi nished cooking dinner by

the time you come home.

t 5IF QSFTFOU QFSGFDU PS UIF QSFTFOU TJNQMF JT VTFE

JOTUFBEPGUIFGVUVSFQFSGFDUUPFYQSFTTUIFJEFBPG

DPNQMFUJPOBGUFSTPNFDPOKVODUJPOTPGUJNFwhen,

as soon as, after, before.

Examples:

I’ll phone you when I’ve finished my homework.

I’ll phone you when I finish my homework.

The future perfect

1 Circle the correct verb form in each sentence.

1. 0VSSFTDVFDFOUSF CZUIFFOEPGUIJTXFFL

XSJUUFO -r/-re JT PGUFO QSPOPVODFE XIFO JU JT

GPMMPXFECZBXPSECFHJOOJOHXJUIBWPXFM

written -r/-re

+ vowel linking sound Examples

-r/-re + vowel /r/ car engine

another English book

1A: What can we see in the park now?

B: Animals in danger of extinction, like tigers or rhinoceros.

2A: What’s that animal? Is it a saola or a deer?

1a in danger of extinction b. in danger of extinction

2a saola or deer b. saola or deer

3a the mother of success b. the mother of success

4a draw a diagram b. draw a diagram

5a the idea of saving endangered species b. endangered species the idea of saving

Linking vowel to vowel

• Vocabulary giving in-depth practice of the words and phrases presented in Getting Started

and additional vocabulary for use later in the unit Vocabulary units are presented in the order

of form, meaning and use Word collocation is also a teaching point in this section

• pronunciation introducing or providing revision

of some aspects of pronunciation that can

be problematic to Vietnamese students such as linking, stress and intonation

the pronunciation points are presented

in meaningful contexts, and activities are designed to teach these points through three stages: recognition, repetition and production

this helps students to become familiar with features of natural speech and focus on their own pronunciation

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• speaking including three or four activities

which are designed and sequenced in a

way that ensures an uninterrupted link

between them Useful language and ideas

are built up through the activities, and

examples are given when necessary this

prepares students for the free production

stage in all the speaking activities,

students are encouraged to activate and

share their background knowledge and

experience with their partners

Action for endangered species conservationSPEAKING

1 Put the following ways of prot and coral reefs in the correct boxes. ecting rhinos

► ban transportation of and tr

ading in rhino horns

► donate to rhino conservation organisations

► launch anti-poaching campaig

► stop using rhino products

► use organic fertilizers to avoid polluting the ocean

► stop using coral reef products

HOW TO PROTECT CORAL REEFS

3 Present your talk to the class .

2 Work with a partner Use the inf or your own ideas to prepare a talk ormation in 1

about how

to protect rhinos or coral reefs The following phrases and expressions ma y help you. Purposes

Phrases and expressions

1 To welcome the audience and topic

Good morning/afternoon, everyone.

It’s my pleasure to talk to you today about

2 To introduce the

fi rst point/idea To begin with, I’ll suggest I’d like to begin by discussing

3 To move to the next point My next point is

Let’s now turn to another point.

4 To indicate the end of the talk

Finally, I’d like to summarise the key issues/points.

To sum up, let’s look at the main points again.

To conclude, I’d like to

5 To thank the audience Thank you for your attention Thanks for listening.

stop using rhino products stop using coral reef products

• Reading containing a topic-related reading text developed to suit students’ interests

and age the vocabulary and grammar points learnt in the previous sections are recycled in the reading text the text also provides an input of language and ideas for

students to use in the speaking, listening

and writing sub-sections that follow the reading activities are designed following three stages: pre-reading, while-reading and post-reading this section aims to develop students’ reading skills such as skimming, scanning, understanding word meaning in contexts, etc., through various types of tasks including title/heading matching, true/false/not given, multiple choice, comprehension questions and gap-filling in the post-reading stage, there is often a personalised task in which students can share their own ideas or opinions with their partners about the issues related to the facts or problems presented in the reading text

a Which of these animals are on the list

SKILLS

READING

10Unit 6 Endangered species

4 Complete the sentences with the words from

the box One word can be used more than once

Double comparatives

animals lose their natural habitats.

2. The _ I study about endangered species,

the _ I worry about their protection.

3. The _ the weather gets around the world,

the _ the polar ice caps will melt.

4. The _ eff ort you make, the _ the

achievements you may get.

5. The _ renewable energy sources we use,

the _ our living conditions will become.

DO YOU KNOW…?

t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU

process The fi rst half expresses a cause, and the

second half expresses an eff ect.

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Example: The better your education is, the

Examples: The more you give, the more you will

receive.

free time he has.

b Can you fi nd them in Viet Nam now?

3 Work in pairs Discuss which word(s) in the box

can be used in each gap.

1 The _ time you spend on preparing for

the test, the _ scores you may get.

2 The _ you practise speaking in your class,

the _ you are at public speaking.

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• writing guiding students through the

writing process and focusing on the specific text types required by the syllabus in the pre-writing stage, there is a sample writing for students to study the format

in addition, helpful guidelines, a template, and useful language are provided to build students’ confidence before producing their own writing

• listening including four or five activities which

are organised following the three-stage teaching procedure: pre-listening, while-listening, and post-listening the activities aim

to develop students’ listening skills such as listening for general ideas and/or listening for specific information the most common task types are true/false/not given, multiple choice, and comprehension questions in the post-listening stage, like other skills, there is often

a personalised task which requires students

to share their ideas or opinions related to the topic

Bringing extinct species back to life?

Communication

2 Read the facts about th e Komodo dragon and t he blue whale Write a, b, c, d , or e in the space provide d

to match the title with th e correct section.

a. Diet b. Conservation status

c. Habitat and location d. Population

- live in forests, on beaches, on hilltops

- live in the cold waters of the Arctic and Antarctic

- migrate to tropical seas to breed (up to four months)

eat very small shellfi sh

4.

6,000 in the wild in Indonesia; slightly declining

estimated 14,000 (10,000 in the Antarctic and 4,000 in the Arctic); increasing

- protected by poaching laws in

anti-30 zoos and other wildlife parks outside Indonesia

- endangered (IUCN Red List)

- facing threats from whalers, pollution, collisions with boats and ships, and global warming

- many recovery plans to restore its population

2 Are you for or against the revival of extinct species? Discuss with

a partner.

1 Listen to two exchan ges Are the speakers for or against bringing extinct species back

to life?

a In the table below, write ‘yes’ if they support

the idea, or ‘no’ if they oppose it.

b Complete the reason (for or against) given by

each speaker, writing no more than two words

Nam

Some species could bring back _ to our world.

2

Mary

Scientists could

to protect endangered species if they _

to bring some extinct species back to life.

Paul It’s a _

time and money.

3 Choose one of the tw o species in 2 and write

a report of 150-200 wor ds to describe it

Follow the plan below.

Paragraph 1: Habitat and location of the species below

.

Example: Komodo dragons are found in the wild … They live in forests, …

Paragraph 2: Physical features and diet

Example: Although they are called d ragons, they look like …

Paragraph 3: Population and conservation status

Example: There are about 6,000 … According to the IUCN Red List , Komodo dragons are classifi ed as … Let’s save the sea turtles!

Culture

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

Let’s save the sea turtles!

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

Sea turtles have lived in the world’s oceans for more than 100 million years

However, they have become endangered or critically endangered largely because

of overfi shing, loss of nesting habitat and climate change

Living in warm waters, sea turtles migrate hundreds of miles between their feeding grounds and the beaches where they nest and lay eggs Aware of sea turtles’

behaviour, Malaysian local authorities have made eff orts

to restore their population

Many sea turtle natural reserves have been set up in and other places to carry out species.

These turtle centres are designated as protected areas, and no visitors are allowed on the beaches at certain times of the year

This helps to ensure a safe breeding ground for turtles when they come to land to lay eggs Turtle enclosures off not only to stop human

poachers from stealing the eggs, but also to save predators like birds, crabs and lizards

Programmes to raise public awareness are also conducted by the turtle centres to educate visitors on the critical need to protect sea turtles, their eggs, baby turtles and their habitat

These eff orts are made in the hope of preserving the species and maintaining the ecological balance.

Notes about sea turtles:

A Facts about sea turtles:

B How sea turtles are protected in Malaysia:

Setting up turtle natural reserves for the following purposes:

(6) ensuring a safe for sea turtles (7) protecting and baby turtles (8) conducting programmes to

a Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam?

b Are there any measures or laws to protect sea turtles in Viet Nam?

15

• communication providing language consolidation

and further practice of integrated skills this section recycles what students have learnt in the previous sections, and introduces extra vocabulary the activities are less controlled

Students are encouraged to express their ideas and opinions freely

• culture providing cultural information about the

ASEAn countries and English speaking countries around the world connected to the cultural aspects

of the unit topic it helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture

‘threatened’ levels with the numbers 1, 2 and 3.

LC

1 2 3

Extinct Extinct in

threatened concernLeast

VU (Vulnerable)

CR (Critically endangered)

EN (Endangered) Threatened

2 Listen to the first part of a talk given by Peter Shawl, a conservation biologist, and check your answers in 1

3 the best option to complete the statements or Listen to the second part of the talk and choose answer the questions.

1. According to Peter Shawl, wildlife endangered because becomes

_

A the population of some species g

row too fast

B natural habitats are destroyed by humans

C the stronger animals kill the weaker

2. Animals’ habitats become polluted when h _. umans

A cut down forest trees

B build more houses

C use chemicals in agriculture

3. When tigers are hunted and killed, whichparts are collected and used? of their

A Their bones.

B Their fur.

C Their teeth.

4. Which of the following uses of elephant mentioned in the talk? tusks is

A Making false teeth.

B Producing traditional medicine to treat diseases.

C Making valuable items.

4 the summary of the talk, writing one word in Listen to the second part again Complete each blank.

In the second part, Shawl discusses the two main (1) _

to wildlife The first is loss of (2) _ , and the second is hunting and (3) _ These dangers are caused by (4) _

Discuss with a partner.

Endangered species reportWRITING

1 Match the pictures with the animals Then discuss the questions with a par ’ names

tner.

- Can you find these animals in Viet Nam?

- What do they eat?

- Are they endangered species?

a blue whale b Komodo dragon

1

2

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with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in a real-life situation Students are asked to do a survey or carry out research to get information about their friends, their neighbourhood, or to broaden their knowledge about the real world the project activities often involve teamwork which develops students’ collaborative skills and promotes their team spirit Much

of the work for the project can be done outside of class, at home or during break time the teacher can also put aside some class time for students to share the results

of their project work

• now I can gives a summary of the language

and skills learnt in the unit and helps students to assess their own progress and achievement after completing the unit

Pronunciation

Grammar

1 Read the following exchanges D the linking /r/ is likely to happ ecide where

en in fast, fluent speech.

1.A: Rhinos are in danger of extincAfrica, aren’t they? tion in Asia and

B: Yes Because their horns are believdiseases However, there is no ed to cure

evidence to support this belief

2.A: Lisa and I went to the new week. wildlife park last

B: Did you see any deer or saolas there?

A: Yes, we did They were very friendly and funny.

1 Work with a partner Practise ask and giving answers, using the pr ing questions

ompts below.

Example:

how many lessons / review / by nine o’clock tonight

- How many lessons will you hav o’clock tonight? e reviewed by nine

- I’ll have reviewed three lessons b y then.

1. how long / study English / in this school / by the time / graduate in June

2. how long / live / in present home / by next year

3. how many new English words / lear of this unit n / by the end

4. how many units in this book weeks’ time / fi nish / in four

5. how long / work / this assignmen you / hand it in t / by the time /

2 Listen and check your answers Then exchanges in 1 . repeat the

Vocabulary

Complete the sentences with the c orrect form

of the words in brackets

1 Increasing trade in ivory producthe (survive) ts is a threat to

_ of elephants.

2. I don’t think bringing (extinction) _

species back to life is a good idea That’s going against the laws of nature.

3. Plants and trees can be (danger)

like animals The lady slipper or

chid is an example.

4. Dinosaurs and mammoths

are classifi ed as EX, meaning extinct, on the (conserve) _

6. Darwin’s theory of (evolve) explains that the strongest

species can survive because they have the ability to adapt to the new environment better than others.

2 Rewrite these sentences, using double comparatives.

Example:

As we witness more damage to wildlife, we want to put more eff ort into protec ting wild plants and animals.

- The more damage to wildlife we witness, the more eff ort we want to put into protecting wild plants and animals.

1. As people need more land to build cut down more forests. houses, they

2. The unemployment rate is getting crime rate is becoming higher as whigher, so the

ell

3. If you get a better education, opportunities for you to get a good jobthere will be more

.

4. As it is raining more heavily, the become worse. fl ooding will

5. There are more and more cars in our city, so we will have to suff er more from polluted air.

PROJECT

NOW I CAN

● understand and use words and phrases related to endangered animals and plan

ts

● identify and use appropriate linking between vowels in fast connected speech

● use the future perfect to describe future actions or events

● use double comparatives to describe a cause

-and-eff ect process

● read for general ideas and specifi c information about wildlif

e protection

● talk about how to protect endangered species

● listen for specifi c information in a talk about thr

eats to wildlife

● write a report about an endangered species

● learn about how sea turtles are protected in Malaysia

1 Work in groups of four to six Look for informa tion about one endanger

ed species and design a poster

to introduce this species Include the following p oints:

● Facts about the species (habitat and location, physical f

eatures, diet, population)

● Conservation status, why it is endangered and ho

w to protect it

Suggested endanger ed species:

● the saola (Viet Nam)

● the sea turtle (Viet Nam)

● the Californian condor (USA)

2 Introduce your poster t o the class Present the f eatures of your species and e

xplain why and how it should be protected H ere is an example.

Location: in the wild

consolidation of the language learnt in

the unit it begins with a pronunciation

activity which is aimed at checking

students’ ability to recognise and use

the pronunciation points they have

learnt the words or phrases practising

the pronunciation points are often

those that students have encountered

in other parts of the unit or taken from

the reading or listening texts

the vocabulary and grammar activities

focus on the main vocabulary and

grammar points learnt in the unit

and are aimed at checking students’

understanding of the meaning and

use of the words or structures the

activities also provide students with an

opportunity to practise the language

in their own speech

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GENERAL TEACHING SUGGESTIONS

the following teaching guidelines are for your

reference Feel free to make any adjustments

(such as extending or shortening the material)

because you know your teaching situation

best and what your students need to learn

• It is advisable to go through the Book Map of

the Student’s Book and the General Teaching

Suggestions before you start teaching with the

book this will help you to become familiar with

the content and methodology of the textbook,

and know what materials to prepare for the

lesson as well as what activities to conduct as

part of your teaching procedure

• In general, the teaching of both the language

skills and language elements follows the

three-stage approach the pre-, while- and post- three-stage

procedure is recommended for the skills lessons

and the presentation, practice, production (PPP)

procedure for the language lessons Both

procedures should be handled appropriately

with respect to the prior knowledge, beliefs, and

expectations that your students bring to class

so that they can develop language awareness,

self-reflection, critical thinking, and learning

strategies

• It is important to maximise and facilitate

students’ talking time and interactions You can

use different question types to elicit their ideas

and guide them in the process of practising the

language

• Vocabulary and grammatical items need to

be presented in both form and meaning they

should be practised in meaningful contexts and

their usage needs to be focused

• Pairwork and groupwork should be used

appropriately so that students have more

opportunities to practise the language in class

this also promotes the spirit of collaboration and

competition However, it is necessary to provide

clear instructions and/or to demonstrate the

activity before asking students to work in pairs

or groups

• Problems of mixed-ability classes can be dealt

with by multi-tiered tasks suitable for students’

levels this can encourage both less able and

more competent students to contribute to the

lesson

TEACHING GETTING STARTED

• getting started introduces the unit in general,

and includes a conversational text followed by four or five activities Start your teaching with

a lead-in, which is a short activity (normally up

to five minutes) to draw students’ attention to the topic of the unit and the objectives of the lesson this is a good way to activate students’ background knowledge of the topic as well as to check their comprehension of the language You can vary the activity to suit the teaching purpose; for example, the teacher can get the students to brainstorm on the topic through a set of pictures

or photos, listen to a piece of music or a song, view a video clip, do dictation, or play a game

such as Charades, Bingo, Tic-Tac-Toe, or

Odd-One-Out to revise previously learnt vocabulary (See

details of the games in the teaching Vocabulary

sub-section.)

• Get students to read the text silently as they listen to the recording then have them call out the words they do not know and write them on the board Follow the teaching procedure in the

teaching Vocabulary sub-section before giving the meaning and have students repeat the words

or copy them down into their notebooks for later review

• Allow time for students to do the activities in pairs or individually before checking answers as

a class Give feedback and ask students to explain their answers if necessary Each task following the conversational text has its own purpose, for example, a comprehension task and a question for personalisation, vocabulary task(s), and grammar task(s)

TEACHING LANGUAGE

• Vocabulary includes new words that appear not

only in the gettIng staRteD and langUage

sections, but also in other sections of the unit Encourage students to guess their meaning from the context For challenging words, provide Vietnamese equivalents to save time Students should be given opportunities to revise previously learnt vocabulary such as individual words, phrases and collocations (words that

go together) through a variety of interesting

activities and games such as Dictation, Charades,

Bingo, Tic-Tac-Toe, and Odd-One-Out.

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• Dictation: Students work in pairs or in groups,

taking turns to dictate the target words to each

other and check their spelling the teacher can

also give the dictation while all students listen

and write it down then students work in pairs to

correct mistakes if there are any

• Charades: this is a great game to review vocabulary

if students feel shy or awkward in the beginning, you

may need to let them play the game this will help

them to feel more comfortable and secure Divide

the students into two teams Show the first team a

vocabulary item they must act it out if the second

team can guess the correct word, they will get a

point Switch the teams and let the second team act

out a word while the first team guesses

• Bingo: Draw a blank word grid on the board and

ask students to copy it Ask students to tell you the

words they have studied in their lessons List them

on the board Students choose some of the words

from the list and copy them into their grid Every

student needs to have a different grid of words for

the game to work While they are doing this, copy

each word onto a strip of paper, put the strips of

paper into a bag, and mix them up Select students

to pick out a strip of paper and call out the word

Students with that word in their grid put a cross

on it Continue the game until there is a student

who has all the words on a straight line (horizontal,

vertical, or diagonal) crossed out that student calls

out ‘Bingo’, and is declared the winner As a

follow-up activity, have students make sentences with the

words in their grids

• Tic-Tac-Toe: this is a fun way for students to

practise their English while enjoying some

competition the game is very intuitive Draw

a 3x3 grid on the board Write in each square

a question prompt such as: Do you like ? What

is the meaning of ? Why do you ? What do

you ? Who likes ? What is for? What does

mean? Have you got ? How many ? Each pair of

students has a blank 3x3 grid on a piece of paper

Students take turns picking a square in the grid, and completing the question in the square if their answer is grammatically correct and makes sense they draw an X or O in the corresponding square

of their grid the first student with three Xs or Os

in a line wins With larger classes, the game can be played in groups while the teacher walks around the class checking answers

• Odd-One-Out: this is the fastest way to revise sets

of vocabulary Choose several (4-5) words from

a vocabulary set and one that does not belong

to it and have students find the odd one out (the one that is not part of the set) You can also choose four words from the same vocabulary set, but three have a positive meaning and one has a negative meaning, or vice versa

• pronunciation activities often ask students to

listen and repeat exactly what they have heard this helps them to identify and practise the pronunciation points in focus such as linking, stress and intonation tell students that they cannot develop good English pronunciation skills

by just repeating once and that practice makes

perfect they should make several attempts at

recognising and imitating the model as naturally

• these two approaches can be employed flexibly depending on the grammatical point being taught or the teacher’s and students’ preferences the learner-centred nature of inductive teaching

is often seen as advantageous as the students were active and engaged in the learning process which may help students to develop deeper understanding and could enhance learners’ autonomy and motivation However, it can

be more time- and energy- consuming and more demanding of the teacher and students therefore, a combination of the two approaches can bring about the best results for a grammar lesson

• When following the deductive approach, it is advisable to explain grammatical concepts and points very clearly as you present these and check comprehension by asking students to translate into Vietnamese, if necessary

Trang 11

• When following the inductive approach, use

exercises and questions to guide students

to work out the grammatical rule Give clear

instructions before having students carry out the

tasks You can also ask students to explain their

answers Drilling, a kind of mechanical practice,

is the easiest way to help students to learn the

target forms and structures then they should

focus on the meaning, usage and the content to

express in more personalised practice

• The language boxes are designed to help students

to work out grammatical rules or generalisations

Students can read them before they do the

activities to become familiar with the grammar

concepts they can also refer back to them later

as revision prompts Ask students to read them

individually and check comprehension as a class

TEACHING SKILLS

Reading is mainly a receptive skill in general, the

most common reading sub-skills in tieng anh 12

include identifying the topic of the text,

understanding general ideas and finding specific

information

• It is important to teach students reading strategies

so that they can get the most from the text Start

by arousing their interest in the topic and asking

them to predict the reading content Be sure that

your students understand both the task and the

key vocabulary Set a time limit to prevent them

from reading for details while the activity is for

gist, and be flexible if necessary Ask students to

look at the pictures and tell you what they can

see or what is happening You can also ask them

to predict what they are going to read by eliciting

their background knowledge connected to the

title and topic, and having a brief discussion

about them

• Pre-teach the key words before the first reading,

if necessary (See the Teaching Vocabulary

sub-section.) When students finish their first reading,

ask them to discuss their answers in pairs or

groups before you check their answers as a class

• The second reading usually requires students to

focus more on the task fulfilment tell them what

techniques and strategies to use and set a time

limit for the activity Students are encouraged to

work together to discuss their answers before

you check as a class

• When students finish their second reading,

encourage them to respond to the text this

will help students to integrate reading and

speaking skills, or focus on language features

that are necessary for their language proficiency

development such as producing an oral summary

of the whole text or part of the text

speaking is an oral productive skill, which is

important, but difficult to teach in secondary school, where English is learnt just as a foreign language in the Vietnamese language environment it has been confirmed that one

of the major problems that students often face when learning to speak English is the lack of ideas and/or the language to express their ideas that is why the speaking lesson in

tieng anh 12 usually begins with one or two

activities to prepare students for the actual speaking task in these activities, students are provided with useful vocabulary and expressions to talk about the topic of the lesson Some background knowledge or ideas are also presented in the first stage of the lesson through

a quiz or a matching exercise A sample dialogue

is sometimes given before students are asked

to make their own conversations Another problem that inhibits students from taking part

in speaking activities is their shyness and fear

of making mistakes in order to overcome this problem, encouragement and support from the teacher are needed it is suggested that when teaching speaking, the teacher should stick to the following principles:

• Keep a balance between accuracy and fluency

in the speaking lesson and always provide input such as vocabulary, expressions and ideas for students before asking them to perform the actual speaking task(s)

• Encourage students to speak English by providing a rich environment that contains collaborative work and shared knowledge, and giving them encouraging feedback

• Try to get all the students in the class involved

in every speaking activity by applying different ways of student participation Use multi-tiered tasks that have something for both strong and weak students to do

• Reduce teacher talking time in class while increasing student talking time never provide students with answers or solutions, but elicit those from them instead

• Use different types of questions for different

purposes: yes/no questions to provide students with ideas or language, wh-questions to invite

them to produce longer stretches of speech, and

eliciting questions such as What do you mean? and How did you reach that conclusion? to prompt

students to speak more

Trang 12

• Do not correct students’ mistakes very often while

they are speaking, especially in the production

stage (usually in activities 3 or 4 in the speaking

lesson), because this may distract students from

trying to speak and expressing ideas

• While students are working in pairs or groups,

walk around the classroom to ensure that

students are on the right track, and see whether

they need your help

listening is mainly a receptive skill Listening in

English is not easy for Vietnamese students, so

you should prepare them well the common

types of listening tasks in tieng anh 12 include

listening for general ideas and listening for

specific information in a variety of formats such

as true/false, multiple choice, comprehension

questions, do the matching and gap filling the

following ideas will help you to conduct the

listening activities effectively:

• Encourage students to predict and make

active guesses based on their own knowledge

or contextual clues Get them to predict the

content by looking at the pictures and tell you

what they can see or what is happening You can

also have a brainstorming session or discussion

related to the title and topic Alternatively, to

save time you can tell students that they are

going to hear someone talking to someone else

about something.

• Pre-teach key vocabulary items by displaying

them on the board and checking comprehension,

and then having students repeat each word

once or twice to get themselves familiar with the

sounds

• Tell students that the focus is on the general

ideas or specific information, and they do not

need to understand every word Ensure that they

understand both the task and the key vocabulary

before they listen to the recording

• Provide students with listening strategies by

telling them to leave any question that they

cannot answer, and just continue with the

next question they will have another chance

to answer difficult questions the next time

they listen

• Tell students in advance that you will read or play

the recording two or three times to reduce their

anxiety Eliminate distractions and noise during

the listening process by closing doors or windows,

or asking students to be quiet while listening

• Encourage students to write down or retell what

they have heard by writing a summary and/or

giving an oral report or participating in a group discussion

writing is also a productive skill which teaches

students to communicate through writing

Most writing activities in tieng anh 12 focus

on the text types required by the syllabus the common writing tasks include filling the gaps

in sentences or paragraphs, following a model

to write a specific text, or rearranging parts/components of a letter/passage or taking notes during a survey to get information related to

a specific topic the section normally contains three or four activities following the three-stage approach to language teaching A model, guidelines or a template are often provided for students’ reference

• You can begin a pre-writing task by having students look at the pictures and brainstorm what they can see or what is happening, or read a model text and answer questions about

it Pairs or small groups often work well for writing tasks Ensure that students understand the instructions, the texts and any necessary words and phrases for the writing tasks the text can be used as the writing model, and topic discussions can reinforce students’ knowledge Remind students to note down the ideas during discussions so that they can use them in their writing later

pre-• Give students clear instructions and enough time for their writing Encourage them to ask questions, and walk around the classroom offering help with vocabulary or grammar if necessary tell students that you will grade their writing on how well they follow the instructions, and how clearly they express their ideas to the reader the final work should be legible Students’ ability to use standard English and good spelling should also affect the grading

• Have students work individually or in pairs

to brainstorm ideas, concepts and important vocabulary before they start drafting Ask students to read their final drafts carefully, and check them for meaning and content, and for spelling, punctuation and grammar errors

• Make sure students are familiar with your set of correction marks of grammar, spelling, textual mechanics, and neatness When you return the papers to the students who have made errors, ask them to make the corrections by themselves this helps students to improve their writing skills Give your assessment on different criteria such as relevance to the specific theme or topic,

Trang 13

register, organisation of ideas, grammar, and

vocabulary

TEACHING COMMUNICATION AND CULTURE

• the communication sub-section provides

students with an opportunity for further practice

and consolidation of the skills and the language

previously learnt in the unit the lesson normally

includes a speaking task or speaking combined

with listening and/or reading After getting some

input from the reading or listening activities,

students are engaged in a discussion about an

issue related to the topic the speaking activities

in this sub-section are less controlled and

students are encouraged to use their own ideas

or creativity to complete the tasks Fluency is the

focus, so correction of students’ errors (grammar

or pronunciation) should be postponed until they

have completed the activity Extra vocabulary

should be provided to facilitate free expression

of ideas and natural speech

• The aim of the culture sub-section is to provide

students with information related to the ASEAn

and English speaking countries around the

world the sub-section can include a reading text

giving students more information of a cultural

aspect or facts related to the topic, or two short

texts, one about Viet nam and the other about

another country for students to make cultural or

factual comparisons

• You can start the lesson by giving a brief

introduction to the country or the cultural

features mentioned in the reading texts this can

also be presented by the students themselves

as a kind of assignment or homework given to

them in the previous lesson Since vocabulary

learning is not the focus here, new words should

be explained very briefly

TEACHING LOOKING bACK AND PROjECT

• the looking Back section is designed for

revision and consolidation of the language

learnt in the unit it begins with a pronunciation

activity to check and consolidate students’

knowledge of the pronunciation points learnt

previously in the unit the words, phrases or

sentences containing the pronunciation points

are often those that students have encountered

in other parts of the unit or taken from the

reading or listening texts

• the Vocabulary and grammar activities are

linked to the activities in the language section

at the beginning of the unit and focus on the main vocabulary and grammar points learnt in the unit they are aimed at checking students’ understanding of the meaning and use of the target words or structures

• You can start the lesson by telling the class that these are activities designed to review the pronunciation, vocabulary, and grammar points

of the unit For the pronunciation part, play the recording all the way through for students to listen Play the recording again for them to repeat Ask a few students to read the words, phrases or sentences in turn Correct their pronunciation if necessary For the Vocabulary and grammar

parts, ask students to focus on the instructions Give them time to read and prepare Set a time limit and ask students to do the tasks individually

or in pairs Check the answers as a class and give explanations if necessary

• the project section does not only provide

students with opportunities to practise the language they have learnt in the unit freely, but also helps them to develop collaborative skills when working in a team, and independent study skills when searching for information for their project

• Begin your teaching with a lead-in to focus students on the project objectives Make sure students understand the tasks and the requirements for the final product of the project Divide them into groups to do the project Make useful suggestions to students about how to divide their workload it is advisable that much

of the work for the project be done at break time, out of the class or at home Allow some time in class for students to share the findings and results of their project work

Trang 14

to endangered animals and plants

Linking vowel to vowel - The future perfect- Double

comparatives

Reading for general ideas and specifi c information and identifying diff erent opinions about protecting endangered species

Talking about how to protect endangered species

Listening for specifi c information in a talk about why animals are in danger of extinction

Writing a report about

an endangered species

Sea turtle protection

in Malaysia Designing a poster and preparing for a

presentation on an endangered species

UNIT

Words and phrases related

to artifi cial intelligence

Sentence stress The active and

passive causatives Reading for specifi c

information

in an article about artifi cial intelligence applications

Talking about the risks of artifi cial intelligence

Listening for specifi c information in a conversation about the future of A.I

Writing an essay about the advantages and disadvantages

of intelligent machines

People’s attitudes towards intelligent machines

Designing a poster and preparing for a presentation on a robotic machine/a medical robot/a popular science-fi ction fi lm about artifi cial intelligence

UNIT

to the world of work

Stressed words (exceptions) Reported speech: reporting orders,

requests, off ers, advice, instructions,

Reading for specifi c information

in job advertisements

Discussing skills and qualities needed for getting a job

Listening for general ideas and specifi c information about how to write a good CV

Writing a CV

to support an application for employment

The job seeking experiences of an English school leaver

Reporting on the similarities and diff erences in job requirements between Viet Nam and another country

REVIEW 3

UNIT

to leaving school and choosing a career

Unstressed words - Phrasal verbs

(consisting of a verb, an adverb, and a preposition)

- Adverbial clauses

of condition, comparison, manner, and result

Reading for general ideas and specifi c information about career advice on websites for secondary school leavers

Talking about ambitions and dreams (future jobs)

Listening for main ideas and specifi c information in an interview with school leavers about the positive and negative points of some careers

Writing a job application letter

in response to an advertisement

Taking a year out Preparing for a

presentation on the choice of a job considering its positive and negative points

UNIT

to lifelong learning

Intonation of questions (revision) - Conditionals Type 3

Mixed conditionals

-

of Type 2 and Type 3

Reading for general ideas and specifi c information in

an article about lifelong learning

Giving a presentation

on how to keep learning throughout life

Listening for specifi c information in a talk show about a successful lifelong learner

Writing a description of a bar chart about barriers to lifelong learning

Lifelong learning in diff erent countries Doing a survey on people’s perception of

lifelong learning and their plans for lifelong learning

REVIEW 4

Trang 15

to endangered animals and

plants

Linking vowel to vowel - The future perfect- Double

comparatives

Reading for general ideas and specifi c

information and identifying

diff erent opinions about protecting

endangered species

Talking about how to protect endangered species

Listening for specifi c information in a talk about why animals are in danger of extinction

Writing a report about

an endangered species

Sea turtle protection

in Malaysia Designing a poster and preparing for a

presentation on an endangered species

UNIT

to artifi cial intelligence

Sentence stress The active and

passive causatives Reading for specifi c

information

in an article about artifi cial

intelligence applications

Talking about the risks of artifi cial intelligence

Listening for specifi c information in a conversation about the future of A.I

Writing an essay about the advantages and disadvantages

of intelligent machines

People’s attitudes towards intelligent machines

Designing a poster and preparing for a presentation on a robotic machine/a medical robot/a popular science-fi ction fi lm about artifi cial intelligence

UNIT

to the world of work

Stressed words (exceptions) Reported speech: reporting orders,

requests, off ers, advice, instructions,

Reading for specifi c

information

in job advertisements

Discussing skills and qualities needed for getting a job

Listening for general ideas and specifi c information about how to write a good CV

Writing a CV

to support an application for employment

The job seeking experiences of an English school leaver

Reporting on the similarities and diff erences in job requirements between Viet Nam and another country

REVIEW 3

UNIT

to leaving school and choosing a

career

Unstressed words - Phrasal verbs

(consisting of a verb, an adverb,

and a preposition)

- Adverbial clauses

of condition, comparison,

manner, and result

Reading for general ideas

and specifi c information about career

advice on websites for

secondary school leavers

Talking about ambitions and dreams (future jobs)

Listening for main ideas and specifi c information in an interview with school leavers about the positive and negative points of some careers

Writing a job application letter

in response to an advertisement

Taking a year out Preparing for a

presentation on the choice of a job considering its positive and negative points

UNIT

to lifelong learning

Intonation of questions (revision) - Conditionals Type 3

Mixed conditionals

-

of Type 2 and Type 3

Reading for general ideas

and specifi c information in

an article about lifelong learning

Giving a presentation

on how to keep learning throughout life

Listening for specifi c information in a talk show about a successful lifelong learner

Writing a description of a bar chart about barriers to lifelong learning

Lifelong learning in diff erent countries Doing a survey on people’s perception of

lifelong learning and their plans for lifelong learning

REVIEW 4

Trang 16

Unit 6 ENDANGERED SPECIES

GETTING STARTED

A new wildlife park

LANGUAGE Vocabulary

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Trang 17

Unit 6 ENDANGERED SPECIES

GETTING STARTED

A new wildlife park

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t 8SJUJOHBSFQPSUBCPVUBOFOEBOHFSFETQFDJFT

t #SJOHJOHFYUJODUTQFDJFTCBDLUPMJGF t )PXTFBUVSUMFTBSFQSPUFDUFEJO.BMBZTJB

Unit 6 Endangered species 6T

Objectives

By the end of this unit, Ss can

• understand and use words and phrases related to endangered animals and plants

• identify and use appropriate linking between vowels in fast, connected speech

• use the future perfect to describe future actions or events

• use double comparatives to describe a cause-and-effect process

• read for general ideas and specific information and identify different opinions about protecting endangered species

• talk about how to protect endangered species

• listen for specific information in a talk about why animals are in danger of extinction

• write a report about an endangered species

• learn about how sea turtles are protected in Malaysia

GettinG Started

A new wildlife park

Lead-in: Inform the class of the lesson objectives: introducing the topic, some vocabulary related to

endangered species, and the two grammar points: the future perfect and double comparatives

• Write the heading (A new wildlife park) on the board.

• Ask Ss questions as a lead-in to the lesson topic:

How is a wildlife park different from a zoo?

What can people see and do in a wildlife park?

• Elicit answers from Ss and write the key words of the answers on the board

Trang 18

2 Decide whether the following statements are true (T), false (F), or not given (NG) Tick the correct box.

1 Visitors will be able to see endangered animals in the new wildlife park next week

2 Models of extinct animals will also be on display in the park.

3 Lisa wants to see dinosaurs, but Simon doesn’t.

4 Simon is interested in endangered trees and plants.

5 Simon suggests visiting both the wildlife park and the Botanical Gardens at the weekend

6 Visitors can go camping in the wildlife park.

4 Read the conversation again and write the correct form of the verbs in brackets

1 I (gather) enough information by Sunday, so I can start working on

my assignment next week

2. We (walk) _ for hours

by the time we get to the Botanical Gardens

1 Mr Willis is talking to his two children about a

new wildlife park Listen and read.

Mr Willis: Lisa, Simon, I’ve just heard some good

news

Simon: What’s it about, Dad?

Mr Willis: It was announced on TV that a new wildlife

park will open to the public next week

Would you like to visit it?

Dad?

Simon: They’re extinct species, Lisa The last

dinosaurs died out millions of years ago

Mr Willis: That’s right You can’t fi nd extinct animals

Simon: Will there be any endangered trees and

plants? I have a biology assignment about

endangered plant species

Mr Willis: I’m afraid not But a friend of mine, Tracy,

might be able to help you

Simon: Tracy? Yes, I remember her She’s a biologist

Where’s she working?

Mr Willis: At the Botanical Gardens You can fi nd lots

of interesting facts there

Simon: Sounds good Thanks, Dad So let’s visit the

wildlife park next Saturday morning, and

then go to the Botanical Gardens in the

afternoon on the way back home Hopefully,

I’ll have gathered enough information

by Sunday, so I can start working on my

assignment next week

by the time we get to the Botanical Gardens

Mr Willis: Don’t worry We’ll drive through the park.

to have a picnic or build a campfi re there,

Dad?

Mr Willis: No, I’m afraid not That may scare the

animals and pollute the air The more noise

and smoke you make, the less safe the

environment becomes for the animals

Mr Willis: Sure The more the merrier.

3 Find a word in the conversation that goes with each of the following phrases or expressions.

7

Trang 19

1 Ask Ss to look at the picture and guess what the three people are talking about

Suggested answer

They are talking about wild animals such as rhinos (rhinoceros), tigers and bears

• Tell Ss that they are going to listen to a conversation between a father and his two children

• Play the recording Ask Ss to listen and read silently

2 This activity focuses on comprehension

• Ask Ss to read the statements individually first Then have them discuss in pairs and decide whether the statements are true, false, or not given

• Encourage Ss to provide reasons for their answers Ask them to refer back to the conversation to get the necessary information

Key 1. T 2 F 3 NG 4 T 5 T 6. F

3 The aim of this activity is to help Ss to learn word collocations.

• Ask Ss to read the incomplete phrases, and then read the conversation to pick out the words that can go with them

‘Species’ can be a singular or plural noun

4 The aim of this activity is to help Ss to recognise the verb form used in the future perfect tense

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

• Draw Ss’ attention to the time expressions used in these sentences (by Sunday, by the time).

• Ask Ss to read aloud the two sentences

Key 1. (I)’ll/will have gathered 2. (We)’ll/will have walked

Trang 20

2 Complete the following sentences with the words in the box.

2. The saola and the rhino are

considered _

species in Viet Nam

3. The giant panda’s

natural _

is the bamboo forest

Giant pandas like to eat

bamboo leaves

6. _ helps

to maintain the balance

of nature that we rely

on for our well-being and benefi t

7. The World Wide Fund for Nature (WWF) is an organisation which is working on issues related

to _, research and restoration

of the environment

survival (n) vulnerable (adj) extinct (adj) endangered (adj)

conservation (n) habitat (n) evolution (n) biodiversity (n)

5. Mammoths and dinosaurs used

to live on our earth quite a long time ago, but they are now

_

4. Baby sea turtles are most

_ when they

leave their nests and make

their way to the sea They

are convenient targets for

birds and other animals

1. Darwin’s theory of _ has helped to

explain the disappearance of some species

and the _ of others

Trang 21

Vocabulary

1 The aim of this activity is to help Ss to understand word formation by adding prefi xes or suﬃ xes before or

after the base of a word, e.g using suﬃ xes to form nouns (-tion, -ity, -or/-er, -al), suﬃ xes to form adjectives

(-ed, -ous, -ary), and prefi xes/suﬃ xes to form verbs (en-, -ify).

• Ask Ss to work in pairs and complete the word diagrams

• Encourage Ss to use a dictionary to check their answers If necessary, give them guidance on how to look for the word meaning and word derivatives

• Check answers as a class

• If time allows, have Ss play a word game (Letter scramble or Missing vowels) to arouse their interest and help

them to master the spelling of new words

Examples

Letter scramble: TECNIXT (= extinct)

Missing vowels: SRVVL (= survival)

2 Ask Ss to pay attention to the context in which the words given in the box can be used

• Have Ss complete the sentences individually, and then compare their answers with a partner

Key 1. evolution, survival

Trang 22

the time you come home.

t 5IF QSFTFOU QFSGFDU PS UIF QSFTFOU TJNQMF JT VTFEJOTUFBEPGUIFGVUVSFQFSGFDUUPFYQSFTTUIFJEFBPG

DPNQMFUJPOBGUFSTPNFDPOKVODUJPOTPGUJNFwhen,

as soon as, after, before.

I’ll phone you when I’ve finished my homework.

I’ll phone you when I finish my homework.

The future perfect

1 Circle the correct verb form in each sentence.

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5. +JMMJTTJDLBOEDBOUXPSLPOIFSBTTJHONFOUBCPVUUIFCMVFXIBMFTIBCJUBU4PTIF IBTOUDPNQMFUFE

JUCZ.POEBZ4IFOFFETUPBTLGPSBOFYUFOTJPOPGUIFEFBEMJOF

2 Complete the sentences, using the present perfect or the future perfect.

1.

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2. SFMFBTFECBDLJOUPUIFXJMEOFYUNPOUI

3. *G ZPV DPNF UP UIF DPOGFSFODF PO XJMEMJGF

4. BMMPGUIFBOJNBMSFTDVFDFOUSFTJOUIFDJUZ

5. *MM TUBSU XSJUJOH NZ FTTBZ PO QSPUFDUJPO PG

vowel /r/ Lisa and Simon draw a picture

XSJUUFO -r/-re JT PGUFO QSPOPVODFE XIFO JU JT

GPMMPXFECZBXPSECFHJOOJOHXJUIBWPXFM

written -r/-re

+ vowel linking sound Examples

1 A: B: What can we see in the park now?Animals in danger of extinction, like tigers or rhinoceros.

2 A: B: I don’t know.What’s that animal? Is it a saola or a deer?

3 A: mother of success Don’t get disappointed Try again Failure is the

1 a in danger of extinction b. in danger of extinction

2 a saola or deer b. saola or deer

3 a the mother of success b. the mother of success

4 a draw a diagram b. draw a diagram

5 a. endangered species the idea of saving b. endangered species the idea of saving

9

Trang 23

Pronunciation

1 The aim of this activity is to facilitate Ss’ listening in

real life, when native speakers use linking in their

fast speech

• Tell Ss that they are going to listen to fi ve phrases

spoken in two diff erent ways: slow, careful speech

(with no linking) and fast, connected speech (with

linking)

• Ask Ss to listen and repeat

Audio script

no linking in slow,

careful speech with linking in fast, connected speech

1 a. in danger of extinction b rin danger of extinction

2 a saola or deer b. r saola or deer

3 a. the mother of success b. r the mother of success

4 a draw a diagram b rdraw a diagram

5 a. the idea of saving endangered

species

b the idea of saving

r endangered species

2 The aim of this activity is to help Ss to practise using

linking in their speech

• Play the recording for Ss to repeat chorally fi rst, and

The future perfect

1 The aim of this activity is to help Ss to review

the use of the present perfect and the future continuous, and to learn the new verb tense: the future perfect

• Ask Ss to study the Do you know …? box Draw

their attention to the time expressions and the

conjunctions indicating time (by the time, when,

as soon as, after, before).

• Write two sentences on the board Underline the verbs:

I've already completed my report.

I'll be playing tennis at 4 p.m tomorrow.

• Help Ss to review the use of the verb tenses they have already learnt in previous years

Notes

a completed action

Example: I have already completed my

report on endangered species.

about an action which will be in progress

at a certain time in the future

Example: I’ll be playing tennis at 4 p.m tomorrow.

• Ask Ss to read each sentence carefully, underline the time expressions and circle the correct verb tense

Key

1 will have released (by the end of this week)

2. has lived (for 40 years), will have (tomorrow)

3 will have fi nished (next time I see you)

4 will be watching (at 7 o’clock tonight), will have fi nished (By then)

5 won’t have completed (by Monday)

2 In this activity, Ss have to decide whether to put

the verbs in brackets in the present perfect or the future perfect tense

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

• Have Ss do the activity individually fi rst, and then compare the answers in pairs Check answers as a class

Key 1 will have saved and taken in

2 has lived 3 will have fi nished

4. will have visited 5. have collected

Trang 24

10

a. Which of these animals are on the list

SKILLS

READING

4 Complete the sentences with the words from

the box One word can be used more than once

Double comparatives

animals lose their natural habitats

2. The _ I study about endangered species,

the _ I worry about their protection

3. The _ the weather gets around the world,

the _ the polar ice caps will melt

4. The _ eff ort you make, the _ the

achievements you may get

5. The _ renewable energy sources we use,

the _ our living conditions will become

DO YOU KNOW…?

t %PVCMFDPNQBSBUJWFTEFTDSJCFBDBVTFBOEFòFDU

process The fi rst half expresses a cause, and the

second half expresses an eff ect

t 'PSNBUJPODSFBUJOHBQBSBMMFMTUSVDUVSFXJUIUXP

receive.

free time he has.

b Can you fi nd them in Viet Nam now?

3 Work in pairs Discuss which word(s) in the box

can be used in each gap.

1 The _ time you spend on preparing for

the test, the _ scores you may get

2 The _ you practise speaking in your class,

the _ you are at public speaking

Trang 25

Unit 6 Endangered species 10T

Double comparatives

3 This activity aims to involve Ss in discussing the

new grammar point

• Ask Ss to work in pairs and to suggest which word

can be used in each gap

• Tell Ss that there can be more than one correct

answer

Key 1. more/longer, better/higher

2 more, better

4 Have Ss study the words in the box.

• Ask Ss to complete the gaps with these words

Remind them that there can be more than one

correct answer

• Have Ss compare their answers with a partner

Key

1. The higher the pollution becomes, the

more animals lose …

2 The more I study …, the more I worry …

3 The warmer the weather …, the faster the

polar ice caps …

4 The more eff ort you make, the greater/

better/higher the achievements …

5 The more renewable energy sources …,

the better our living conditions …

READINGSaving endangered species: pros and cons

Lead-in: Inform the class of the lesson objectives:

skimming and scanning a text for general ideas and specifi c information about wildlife protection, and identifying diff erent opinions about the topic

1 The aim of this activity is to focus Ss’ attention on

the reading topic as well as activate Ss’ previous knowledge about endangered animals so that they get more involved in the reading lesson

• Ask Ss to work in pairs, look at the pictures, and answer the questions For the best results, assign these questions as homework of the previous lesson, and ask Ss to present their answers before starting the reading lesson

Notes

the saola is already at risk Its rarity, distinctiveness and vulnerability make it one of the greatest priorities for conservation in the Indochina region The species is found in the Vu Quang Nature Reserve (north-central Viet Nam)

• Giant panda (or panda bear): Pandas live mainly

in bamboo forests in a few mountain ranges

of central China They are endangered mainly because of habitat destruction As the population

in China continues to grow, the pandas’ habitat

is aff ected People cut down more and more bamboos to clear land for building, industry and farming; as a result, the panda loses its food source and its home

2 Tell Ss that they are going to read three people’s

opinions posted on a website

• Ask Ss to read the opinions and decide what the writers are discussing

• Have Ss compare their answers with a partner

Key c Whether or not we should protect endangered species

SKiLLS

Notes

example, you can start with a clause and end

with a comparative form, or reverse the order

Example: The less Mary thinks about the

problem, the more relaxed she feels.

often shortened

Examples: The more the merrier.

The cheaper the better

LESSON OUTCOME

What can you do now?

linking between vowels in fast, fl uent speech I have

learnt the use of the future perfect and reviewed the

use of the present perfect and future continuous,

and I can use them to describe actions or events

I have learnt how to use double comparatives to

describe a cause-and-eff ect process.

Trang 26

SKILLS 2 Below are three people’s opinions posted on the decide what they are talking about. fantasticwildlife.org website Read the text and

a. Why endangered animals should be protected

b. How to protect endangered species

c. Whether or not we should protect endangered species

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

1 _There are two reasons why we should protect endangered species

2 _There are two reasons why we shouldn’t protect endangered species

3 _ Humans should be held responsible for endangering species or driving them to extinction

4 _ Saving species in danger of extinction means going against the laws of nature

5 _ Humans and animals should get an equal chance of being protected from danger

6. _ Preserving animal and plant species helps to maintain biodiversity

4 Find the prepositions in the reading text to complete these phrases and expressions Use a dictionary to fi nd their meanings.

1 to put oneself someone’s shoes

2. to attribute something (a result) something else (a cause)

3 to cause damage something

4. to interfere something

5. to feel peace

5 Discuss with a partner.

Which of the three people above do you agree with? Why?

YOSHIKO (Japan)

If we continue to save endangered animals, then we stop animals from replacing other animals Extinction

is just a part of the evolutionary process and we must not interfere with it Hence, trying to save species that cannot survive in their environment is rather silly, because it’s against the laws of nature So, let mother nature

do her job What’s more, not all animals are friendly or harmless Elephants and tigers are two examples of animals that are dangerous People living near some nature reserves have to face constant threats to their livestock and crops Then should we protect these animals at the expense of local people’s lives?

AI LIEN (Viet Nam)

Animal and plant extinction can ruin the ecosystem and reduce biodiversity All creatures are part of an ecosystem They all help humans in some way For example, over 50% of the medicines currently in use are derived from natural products made from animals or plants By losing biodiversity, we are losing the chance

to discover new medicines that could save the lives of millions of people each year What’s more, nature is beautiful, and that’s the best reason to preserve it Walking in a rainforest or going scuba-diving over a coral reef helps us to relax and feel at peace

Trang 27

3 Explain to Ss that they have to decide which person mentions the ideas expressed in the statements 1-6

• Provide guidance on how to approach this kind of activity: Ss should (1) underline the key words and phrases

in the six statements, then (2) read through each person’s opinion, and (3) fi nd ideas, words or phrases that match the key words in the statements

Suggested answers

Key words/phrases in the six statements Ideas, words/phrases in the text

1 two reasons, should protect (Ai Lien) all creatures, ecosystem, help humans; nature is beautiful, relax, feel at peace

2 two reasons, shouldn’t protect (Yoshiko) evolutionary process, must not interfere with it; not all animals are friendly or harmless, constant threats

3. Humans, responsible, endangering, extinction (Simon) our duty to start repairing the damage we’ve caused

4. Saving, going against, laws of nature (Yoshiko) because it’s against the laws of nature

5. Humans, animals, equal chance, protected (Simon) put ourselves in endangered animals’ shoes, we are living

creatures and so are the animals

6. Preserving, species, maintain biodiversity (Ai Lien) extinction can ruin the ecosystem and reduce biodiversity

• Have Ss compare their answers in pairs Check answers as a class

Key

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

4 Have Ss read the text again and fi nd the prepositions to complete the phrases and expressions

• Encourage Ss to guess the meanings of these phrases from the context, or use a dictionary if they cannot

fi gure out the meanings

• Ask Ss to write the meanings in the table

Key

1. in (put oneself in someone’s shoes = be in another person’s situation)

2 to (attribute sth to sth else = believe that something is the result of a particular thing)

3. to (cause damage to something = harm something)

4. with (interfere with something = prevent something from being done)

5. at (feel at peace = be free from anxiety or distress)

5 Have Ss work in pairs and discuss the question.

• Ask some pairs to present their answers in front of the class

• Encourage other Ss to ask further questions or give feedback Given the aim of the post-reading activity, do not interrupt or stop Ss in order to correct them, but just off er encouragement and praise those who have original ideas

LESSON OUTCOME

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

• Elicit answers: I have learnt about people’s diff erent opinions about the protection of endangered species

I can skim a text to get general ideas, and scan a text for specifi c information and key words

Trang 28

Action for endangered species conservation

SPEAKING

1 Put the following ways of protecting rhinos

and coral reefs in the correct boxes.

► ban transportation of and trading in rhino horns

► donate to rhino conservation organisations

► launch anti-poaching campaigns

► not leave litter on the beach or in the water

► practise safe and responsible diving and

snorkelling

► stop using rhino products

► use organic fertilizers to avoid polluting the ocean

► stop using coral reef products

HOW TO PROTECT CORAL REEFS

3 Present your talk to the class.

2 Work with a partner Use the information in 1

or your own ideas to prepare a talk about how

to protect rhinos or coral reefs The following phrases and expressions may help you.

1 To welcome the audience and introduce the topic

Good morning/afternoon, everyone.

It’s my pleasure to talk to you today about

My next point is

Let’s now turn to another point.

4 To indicate the end of the talk

Finally, I’d like to summarise the key issues/points.

To sum up, let’s look at the main points again.

To conclude, I’d like to

5 To thank the audience

Thank you for your attention Thanks for listening.

stop using rhino products

stop using coral reef products

12

Trang 29

SPEAKING

Action for endangered species conservation

Lead-in: Inform the class of the lesson objective:

giving a smooth, coherent talk about how to protect

endangered species

1 The aim of this activity is to help Ss to get some

ideas about how to protect rhinos and coral reefs

• Ask Ss to read through eight ways of protecting

the two endangered species and put them in the

- stop using rhino products

- not leave litter on the beach or in the water

- practise safe and responsible diving and snorkelling

- use organic fertilizers to avoid polluting the ocean

- stop using coral reef products

2 The aim of this activity is to help Ss to prepare their

talk and structure it in a logical way Encourage Ss

to use the given expressions to make their speech

smooth and coherent

• Ask Ss to work in pairs and study the phrases/

expressions Discuss and clarify the purposes

listed in the fi rst column

• Explain to Ss that they should follow the order

of the ‘purposes’ which can serve as the plan for

their talk

• Encourage Ss to choose one phrase/expression

for each purpose

• Have Ss practise giving their talk in pairs

LISTENINGDangers to wildlife

listening for specifi c information in a talk about why animals are in danger of extinction

1 The aim of this activity is to introduce the topic of

the listening lesson by presenting the conservation status scale to Ss and helping them to understand how endangered species are classifi ed

• Ask Ss to guess which ‘threatened’ level (1, 2, or 3)

in the scale goes with the phrases VU (Vulnerable),

CR (Critically endangered) or EN (Endangered)

• If necessary, pre-teach some words in this section

that might be diﬃ cult or new to Ss (e.g elephant

tusk, ivory, pesticide).

Note

The conservation status of species is defi ned

by the IUCN (International Union for the Conservation of Nature) Red List The IUCN is

an international organisation working in the

fi eld of nature conservation and sustainable use of natural resources The IUCN Red List of Threatened Species (also known as the IUCN Red List) was founded in 1964 This list is constantly under review, and revised versions are published every few years

2 Ask Ss to listen to the fi rst part of the talk and

check their answers in 1

• Have Ss compare their answers Check answers as

give a smooth and coherent talk I can talk about how to protect an endangered species.

Trang 30

Dangers to wildlife

LISTENING

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

2 Listen to the first part of a talk given by Peter

Shawl, a conservation biologist, and check your

answers in 1

3 Listen to the second part of the talk and choose

the best option to complete the statements or

answer the questions.

1. According to Peter Shawl, wildlife becomes

endangered because _

A the population of some species grow too fast

2. Animals’ habitats become polluted when humans

_

B build more houses

3. When tigers are hunted and killed, which of their

parts are collected and used?

A Their bones

B Their fur

C Their teeth

4. Which of the following uses of elephant tusks is

mentioned in the talk?

A Making false teeth

B Producing traditional medicine to treat diseases

C Making valuable items

4 Listen to the second part again Complete the summary of the talk, writing one word in each blank.

In the second part, Shawl discusses the two main (1) _ to wildlife The first is loss of (2) _, and the second is hunting and (3) _ These dangers are caused by (4) _ activities,

so we need to take action to protect and (5) _ wildlife

5 Do you agree with Peter Shawl that humans are responsible for the loss of biodiversity? Discuss with a partner.

Endangered species report

WRITING

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

- What do they eat?

1

2

Trang 31

Unit 6 Endangered species 13T 13

Dangers to wildlife

LISTENING

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

2 Listen to the first part of a talk given by Peter

Shawl, a conservation biologist, and check your

answers in 1

3 Listen to the second part of the talk and choose

the best option to complete the statements or

answer the questions.

1. According to Peter Shawl, wildlife becomes

endangered because _

A the population of some species grow too fast

2. Animals’ habitats become polluted when humans

_

B build more houses

3. When tigers are hunted and killed, which of their

parts are collected and used?

A Their bones

B Their fur

C Their teeth

4. Which of the following uses of elephant tusks is

mentioned in the talk?

A Making false teeth

B Producing traditional medicine to treat diseases

C Making valuable items

4 Listen to the second part again Complete the summary of the talk, writing one word in

each blank.

In the second part, Shawl discusses the two main (1) _ to wildlife The first is loss of (2) _, and the second is hunting and (3) _ These dangers are caused by (4) _ activities,

so we need to take action to protect and (5) _ wildlife

5 Do you agree with Peter Shawl that humans are responsible for the loss of biodiversity?

Discuss with a partner.

Endangered species report

WRITING

1 Match the pictures with the animals’ names

Then discuss the questions with a partner.

- What do they eat?

• Play the second part of the recording without pausing Have Ss fi nd the answers individually fi rst, and then compare their answers with a partner

Check answers as a class

Key 1 B 2 C 3 A 4. C

Audio script

(PART 1)Hello everyone I’m happy that you could come and listen to

my talk today I’ll be discussing two main points To begin with, I’d like to explain the conservation status scale Now look at the scale Let’s start from the right end When an animal is ranked as ‘Least concern’ and ‘Near threatened’,

it isn’t endangered now But it might be in the near future

Next is ‘Vulnerable’, which means the animal faces a high risk of extinction ‘Endangered’ means a very high risk, and ‘Critically endangered’ means an extremely high risk

Species classifi ed as VU, EN or CR need care and protection

The last two groups, EW and EX, tell us that the species is not found in the wild or has become extinct

(PART 2)Now let’s turn to the two main dangers to wildlife Loss of habitat is the fi rst one The higher the world's population becomes, the greater the need for food and housing gets

People cut down forest trees to make more room for land for agriculture and building housing To increase crop production, people may also use pesticides and fertilizers As a result, wild animals’ natural living space gets smaller and more polluted

The second danger is hunting and poaching Animals can be killed not just for food, but for other purposes In many Asian countries, tiger bones and rhino horns are believed to be able to treat diseases while elephant tusks are used to make valuable ivory objects

As you can see, the two dangers that I mentioned involve human activities Therefore, we are responsible for the loss of biodiversity and we need to take immediate action to protect and conserve wildlife

4 Have Ss do this activity with a partner.

• Ask Ss to guess which word might go into each gap

• Play the second part of the recording again If necessary, pause the audio after the words Ss need

to write in the gaps

Audio script

• Have Ss check their answers in pairs and then as a class

3 poaching 4 human 5. conserve

5 The aim of this post-listening activity is to provide opportunities for Ss to express their own views

on the listening topic in freer communication practice

• Have Ss discuss the question in pairs

• Ask some Ss to present their opinions to the class

LESSON OUTCOME

animals are in danger of extinction I know how endangered species are classifi ed according to the conservation status scale I can listen for specifi c details and key words.

WRITINGEndangered species report

writing a report about an endangered species

1 The aim of this activity is to introduce and get

Ss interested in the writing topic and some of its aspects

• Ask Ss to match the pictures with the animals’ names

• Have Ss discuss the three questions with a partner Allow all wild guesses at this stage Tell Ss that they will check their own answers after activity 2

eats meat; classifi ed as vulnerable)

2 a (blue whale: sometimes found stranded

on Viet Nam’s coastal areas; eats small shellfi sh; classifi ed as endangered)

Trang 32

Bringing extinct species back to life?Communication

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.

- migrate to tropical seas to breed (up to four months)

eat meat (large water

buff aloes, deer, pigs,

30 zoos and other

wildlife parks outside

Indonesia

- facing threats from whalers, pollution, collisions with boats and ships, and global warming

- many recovery plans to restore its population

2 Are you for or against the revival of extinct species? Discuss with

to bring some extinct species back to life.Paul It’s a money. _ time and

3 Choose one of the two species in 2 and write

a report of 150-200 words to describe it

Paragraph 1: Habitat and location of the species below.

Example: Komodo dragons are found in the wild …

They live in forests, …

Paragraph 2: Physical features and diet

Example: Although they are called dragons, they look like …

Paragraph 3: Population and conservation status

Example: There are about 6,000 …

According to the IUCN Red List, Komodo dragons

are classifi ed as …

14

Trang 33

Communication

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.

eat meat (large water

buff aloes, deer, pigs,

Antarctic and 4,000 in the Arctic); increasing

30 zoos and other

wildlife parks outside

Indonesia

- facing threats from whalers,

pollution, collisions with boats and

ships, and global warming

- many recovery plans to restore its

to bring some extinct species back to life

Paul It’s a money. _ time and

3 Choose one of the two species in 2 and write

a report of 150-200 words to describe it

Paragraph 1: Habitat and location of the species below.

Example: Komodo dragons are found in the wild …

They live in forests, …

Paragraph 2: Physical features and diet

Example: Although they are called dragons, they look like …

Paragraph 3: Population and conservation status

Example: There are about 6,000 …

According to the IUCN Red List, Komodo dragons

are classifi ed as …

2 The aim of this activity is to provide Ss with some

facts about the two endangered or vulnerable species, which they may use in their writing in 3

• Ask Ss to read through the facts about the Komodo dragon and the blue whale

• Have Ss work in pairs and match the subheadings (a-e) with the fi ve parts (1-5)

Key 1c Habitat and location 2e Physical features 3a Diet 4d Population

5b Conservation status

3 This activity focuses on developing Ss’ writing skills.

• Ask Ss to study the suggested plan

• Elicit from Ss what kind of text type a report is, and if they need to express their opinions in their writing

- Text type of a report: informative

- Ss do not need to express their opinions in an informative report, which should include only facts and factual information

• Ask Ss to choose one of the two species Have them write their drafts individually, and then exchange their writing with a partner for peer feedback

Encourage Ss to make revisions, if necessary

• Collect some of the Ss’ fi nal drafts and give written comments

Komodo dragons are found in the wild on only fi ve islands in Indonesia: Komodo, Rinca, Gili Montang, Gili Dasami and Flores, where they roam freely They live mainly in forests, but can be seen scattered widely over the islands from beaches to hilltops

Although they are called dragons, they look like a big lizard A male adult can measure three metres in length and weighs 90 kilos Komodo dragons eat meat They are also fi erce hunters and can eat very large prey, such as large water buff aloes, deer and pigs They will even eat smaller Komodo dragons

There are about 6,000 Komodo dragons in Indonesia Humans are not a great danger to them However, their population is slightly declining because there are more males than females According

to the IUCN Red List, Komodo dragons are not endangered, but they are considered vulnerable About 30 zoos outside Indonesia have been trying to protect the Komodo There are also plans to build more wildlife parks around the world, which will help to increase the population of this fascinating species

LESSON OUTCOME

• Ask Ss: What have you learnt today?

• Elicit answers: I can write an information report about an animal’s habitat, physical features, diet, population and conservation status.

COMMUniCatiOn and CULtUre

further skills development

Communication

1 This activity provides further listening practice

• Tell Ss that they are going to listen to two exchanges and will have to understand the speakers’ opinions

• Play the recording once or twice for Ss to take notes

of the key words that refl ect the speakers’ opinions

• Play the recording again this time for Ss to focus

on each speaker’s reason and take notes

• Ask Ss to work with a partner and compare their answers Check answers as a class

Key

1 Van Yes (Well,

Nam No (I’d say no

to this idea.) Some species could bring back deadly diseases to our world

2 Mary Yes (So I

agree with them, not with you.)

Scientists could fi nd ways to protect endangered species if they knew how to bring some extinct species back to life

we should undo the damage that has been done to nature What’s your opinion, Nam?

Nam: You might be right, Van But I think some species

could bring back deadly diseases to our world if they were revived So I’d say no to this idea

2

Mary: Scientists say they’re trying to bring extinct

species like dinosaurs or mammoths back to life What do you think, Paul?

Paul: What a silly idea! It’s a waste of time and

money Why don’t they dedicate their time to working out ways to cure diseases like cancer instead? Do you agree with me, Mary?

Mary: But scientists believe that if they knew how

to bring these species back to life, they could fi nd ways to protect and save species

in danger of extinction now So I agree with them, not with you, Paul

Audio script

Trang 34

Culture

1 Read the text about how sea turtles are

protected and complete the notes.

Read the text about how sea turtles are

protected and complete the notes.

Sea turtles have lived in

the world’s oceans for more

than 100 million years

However, they have become

endangered or critically

endangered largely because

of overfi shing, loss of nesting

habitat and climate change

Living in warm waters, sea

turtles migrate hundreds of

miles between their feeding

grounds and the beaches

where they nest and lay

eggs Aware of sea turtles’

behaviour, Malaysian local

authorities have made eff orts

to restore their population

Many sea turtle natural reserves have been set up in Terengganu, Pahang, Sabah and other places to carry out diff erent projects to save the species.

These turtle centres are designated as protected areas, and no visitors are allowed on the beaches at certain times of the year

This helps to ensure a safe breeding ground for turtles when they come to land to lay eggs Turtle enclosures near the beach are fenced- off not only to stop human

poachers from stealing the eggs, but also to save baby turtles from natural predators like birds, crabs and lizards

Programmes to raise public awareness are also conducted by the turtle centres to educate visitors on the critical need to protect sea turtles, their eggs, baby turtles and their habitat These eff orts are made in the hope of preserving the species and maintaining the ecological balance.

Notes about sea turtles:

A Facts about sea turtles:

B How sea turtles are protected in Malaysia:

Setting up turtle natural reserves for the following purposes:

(6) ensuring a safe for sea turtles

(7) protecting and baby turtles

(8) conducting programmes to

2 Discuss with a partner.

a Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam?

b Are there any measures or laws to protect sea turtles in Viet Nam?

15

Trang 35

2 This activity provides further speaking practice

on the topic

• Have Ss discuss the question in pairs Encourage

them to use the expressions they encountered in

the exchanges in 1 to express their opinions (Why

not?; I’d say yes/no [to this idea]; What a silly idea;

I agree/disagree with you).

• Ask some pairs to report their opinions to the class

• Alternatively, for stronger classes, divide the class

into two groups: one group (group A) prepare

reasons for the revival of extinct species, while the

other group (group B) prepare reasons against it

• Hold a debate in class by asking Ss to take turns

giving their opinions

• Give feedback Praise Ss who can use the

appropriate expressions, express their opinions

fl uently and support them with good reasons

Culture

1 The aim of this activity is to provide Ss with

interesting information about how sea turtles are

protected in Malaysia

• Have Ss read the gapped notes about sea turtles

individually fi rst Explain any unfamiliar words if

necessary (e.g overfi shing, lay eggs, natural

reserves, ensure).

• Ask Ss to work in pairs and discuss the information

they should look for in the text in order to

complete the notes

dangers, habitat); How sea turtles are protected

(ensuring a safe …, protecting …, conducting

programmes to …)

• Have Ss read the text, locate the missing words/

phrases by underlining them in the text, and then

write the appropriate ones in the corresponding

blanks

• Ask Ss to compare their answers in pairs Check

answers as a class

Key (1) endangered, critically endangered

(2) loss of nesting habitat

(8) raise public awareness

2 This follow-up activity provides an opportunity

for Ss to relate the text content to the situation in Viet Nam by talking about sea turtles, an endangered species in Viet Nam

• Assign this activity as homework of the previous lesson Put Ss into eight groups and assign each

question (a or b) to four groups

• In the next class, mix Ss of any two groups

responsible for questions a and b together This

will result in four big mixed groups

• Ask Ss to exchange their fi ndings in groups

• After their discussion, ask some Ss to report to the class

Suggested answers

1 Sea turtles are mostly found in Con Dao Island (about 180 km from Vung Tau City), Nui Chua National Park (Ninh Thuan Province), and a few in the wild (13 coastal provinces of Viet Nam) Sea turtles are classifi ed as EN or CR in Viet Nam

2 Yes Rescue centres for sea turtles have been set up at Con Dao National Park and Nui Chua National Park Trading in sea turtles and their products is banned

LESSON OUTCOME

speaking and reading skills I can express

my opinions about whether to bring extinct species back to life I have learnt about why sea turtles have become endangered and how they are protected.

Trang 36

Pronunciation Grammar

1 Read the following exchanges Decide where

the linking /r/ is likely to happen in fast,

fluent speech.

1. A: Rhinos are in danger of extinction in Asia and

Africa, aren’t they?

B: Yes Because their horns are believed to cure

diseases However, there is no evidence to

support this belief

2. A: Lisa and I went to the new wildlife park last

week

B: Did you see any deer or saolas there?

A: Yes, we did They were very friendly and funny

1 Work with a partner Practise asking questions and giving answers, using the prompts below.

tonight

- How many lessons will you have reviewed by nine o’clock tonight?

- I’ll have reviewed three lessons by then.

1. how long / study English / in this school / by the time / graduate in June

2. how long / live / in present home / by next year

3. how many new English words / learn / by the end

Complete the sentences with the correct form

of the words in brackets

1 Increasing trade in ivory products is a threat to

the (survive) _ of elephants

2. I don’t think bringing (extinction) _

species back to life is a good idea That’s going

against the laws of nature

3. Plants and trees can be (danger) like

animals The lady slipper orchid is an example

4. Dinosaurs and mammoths are classifi ed as EX,

meaning extinct, on the (conserve) _

status scale

5 If (poach) _ continues at current rates,

elephants, rhinos and other African wildlife may

be gone within our lifetime

6. Darwin’s theory of (evolve)

explains that the strongest species can survive

because they have the ability to adapt to the new

environment better than others

2 Rewrite these sentences, using double comparatives.

want to put more eff ort into protecting wild plants and animals.

- The more damage to wildlife we witness, the more eff ort we want to put into protecting wild plants and animals.

1. As people need more land to build houses, they cut down more forests

2. The unemployment rate is getting higher, so the crime rate is becoming higher as well

3. If you get a better education, there will be more opportunities for you to get a good job

4. As it is raining more heavily, the fl ooding will become worse

5. There are more and more cars in our city, so we will have to suff er more from polluted air

Trang 37

LOOKinG BaCK

reviewing pronunciation, vocabulary, and grammar

Pronunciation

1 The aim of this activity is to help Ss to review the

pronunciation topic in this unit: linking vowels

with the sound /r/, which is a process likely to

happen in fast, fl uent speech

• Ask Ss to underline where the linking /r/ might

happen in the two exchanges

• Have Ss compare their answers in pairs

Key and audio script

1 A: Rhinos are in danger of extinction in Asia and

r r r

Africa, aren’t they?

B: Yes Because their horns are believed to cure diseases

However, there is no evidence to support this belief.

A: Yes, we did They were very friendly and funny

2 Play the recording Have Ss listen and check their

answers

• Ask Ss to work in pairs to practise the exchanges

• Have some pairs role-play these exchanges in front of

the class Encourage them to speak fast and fl uently

Vocabulary

The aim of this activity is to review the word

formation of the key vocabulary frequently used in

the unit

• Have Ss do the activity individually Tell them to

decide what word class is needed in each blank

• Ask Ss to compare their answers with a partner

Key 1 survival 2. extinct 3. endangered

4 conservation 5 poaching 6 evolution

• Extend the activity by asking Ss to make their own

sentences with these words, if there is enough time

Grammar

1 The aim of this activity is to help Ss to review the

verb forms and usage of the future perfect and

provide opportunities to use the tense in speaking

practice

Key and audio script

• Ask Ss to work in pairs, making questions based

on the given words and answering them

• Have some pairs of Ss role-play their questions and answers in front of the class

school by the time you graduate in June?

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

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

4 How many units in this book will you have

fi nished in four weeks’ time?

5 How long will you have worked on this assignment by the time you hand it in?

2 The aim of this activity is to help Ss to review

double comparatives for describing a eff ect process

cause-and-• Ask Ss to read the sentences and underline the

word more, and the comparative forms of the

adjectives/adverbs

• Remind Ss that the fi rst part of each sentence expresses the cause, and the second part expresses the eff ect

• Have Ss use double comparative structures to rewrite these sentences individually fi rst, and then compare their answers with a partner If

necessary, refer them to the Do you know …? box

4 The heavier the rain gets, the worse the

fl ooding will become./The more heavily it is raining, the worse the fl ooding will become

5. The more cars our city has/The more cars we have in our city, the more we will have to suff er from polluted air

LESSON OUTCOME

points covered in this unit I can identify and use appropriate linking between vowels in fast, fl uent speech I can use the correct forms of the key words related to endangered species I can use the future perfect to describe actions or events in the future I can also use double comparatives to describe a cause-and-eff ect process.

Trang 38

NOW I CAN

● understand and use words and phrases related to endangered animals and plants

● identify and use appropriate linking between vowels in fast connected speech

● use the future perfect to describe future actions or events

● use double comparatives to describe a cause-and-eff ect process

● read for general ideas and specifi c information about wildlife protection

● talk about how to protect endangered species

● listen for specifi c information in a talk about threats to wildlife

● write a report about an endangered species

● learn about how sea turtles are protected in Malaysia

1 Work in groups of four to six Look for information about one endangered species and design a poster

to introduce this species Include the following points:

● Facts about the species (habitat and location, physical features, diet, population)

● Conservation status, why it is endangered and how to protect it

Suggested endangered species:

● the saola (Viet Nam)

● the sea turtle (Viet Nam)

● the Californian condor (USA)

2 Introduce your poster to the class Present the features of your species and explain why and how it should be protected Here is an example.

Location: in the wild

• anti-poaching laws

• setting up Komodo National Park & 30 zoos

Trang 39

PrOJeCt

Lead-in: Inform the class of the lesson objective: further explore the topic in a collaborative way.

1 For this project, have Ss work in groups of four to six.

• Allow one week for Ss to collect information about an endangered species, design a poster for this species, and prepare a presentation for it

2 Have each group introduce their poster, present the features of the species they have chosen, and explain

why and how it should be protected

• Encourage the rest of the class to ask questions and give feedback about the poster and the content of the presentation

• Have the class vote for the best poster and presentation

Notes

Habitat &

location - live in forests about 200-600 m above sea level

- found in Truong Son Range

- live in warm waters, lay eggs on the beach

- found along coastal provinces, Con Dao NP and Nui Chua NP

- live in the mountains of North America

- diff erent sizes, shapes, colours (1-3m long;

- unspecifi ed number in the wild

- declining - estimated 435 (in 2013)- slightly increasing

Conservation

status - CR- threats from humans

- protected in national parks and nature reserves

- laws to ban poaching and trading

- EN or CR

- threats from humans and polluted habitats

- protected in national parks

- laws to ban poaching and trading

I can collaborate with others when working in a group

NOW I CAN

• Ask Ss to self-check their lesson outcomes by ticking the appropriate column in the assessment box

• If time allows, ask Ss to work in pairs/groups to go through each item in the list Have them discuss which part of the unit needs further instruction or practice, and report to the class

• Provide remedial work, if necessary

Trang 40

Unit 7 ARTIFICIAL INTELLIGENCE

GETTING STARTED

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