GA CV5512 HKII TIẾNG ANH 12 mới

Knowledge: -Vocabulary: words and phrases relating to endangered species - Information about endangered species which are becoming extinct II.. - T tells Ss that they are going to list

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Date: 02/01/2021

Period 55 Unit 6: ENDANGER SPECIES LESSON 1: GETTING STARTED

I OBJECTIVES

1 Knowledge:

-Vocabulary: words and phrases relating to endangered species

- Information about endangered species which are becoming extinct

II TEACHING AIDS

1 Equipments: computer, projector.

2 Learning materials: textbook, pictures, videos.

III TEACHING PROCESS

1 Class organization:

2 Checking: During the lesson

- Ask Ss to read the names of animals above

- Ask Ss to answer the question: Which of them is / are in danger of becoming extinct?

ACTIVITY 2: KNOWLEDGE BUILDING

(Ho t đ ng 2: ạ ộ Hình Thành Ki n Th c) ế ứ

a) Objectives Getting to know the vocabulary and grammar related to the topic

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(M c tiêu) ụ through the conversation

T plays the recording, asks Ss to listen and read silently

- Ss listen and read silently

- T tells Ss that they are going to listen to a conversation between Mr.Willis, Simon and Lisa

Activity 3: Find a word in the conversation to complete each of the

following phrases/ expressions

- T plays the recording, asks Ss to listen and read silently

- Ss listen and read silently

- T tells Ss that they are going to listen to a conversation between Mr.Willis, Simon and Lisa

- Ask Ss to read the statements individually first Then have themdiscuss in pairs and decide whether the statements are true, false ornot given

- Encourage Ss to provide reasons for their answers Ask them to referback to the conversation to get the necessary information

- T gives feedback

Activity 3

- Sts are asked to do this exercise individually

- Ask Ss to read the incomplete phrases, and then read the conversation

to pick out the words that can go with them

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(T ch c th c ổ ứ ự

hi n) ệ

with their partners

- Ask Ss to read the conversation again and write the correct formfor the given verbs in the space provided

- T gives feedback and introduces the Future Perfect

+ conservation status / ste t s/: tình tr ng b o t nˈ ɪ ə ạ ả ồ

3 endangered species / n de ndɪ ˈ ɪ ʒə ˈd spi i z/: ch ng loài có nguy c b tuy t ch ngːʃ ː ủ ơ ị ệ ủ

8 rhino/ rhinoceros /ra n s r s/(n): hà mãɪˈ ɒ ə ə

9 sea turtle /si t tl/(n): con rùa bi nː ˈ ɜː ể

10 survive /s va v/(v): s ng sótəˈ ɪ ố

+ survival /s va vl/(n): s s ng sótəˈ ɪ ự ố

11 trade /tre d/ (n): mua bánɪ

12 vulnerable / v ln r bl/(a): d b t n thˈ ʌ ə ə ễ ị ổ ương d g p nguy hi mễ ặ ể

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Date: 02/01/2021

Period 56 Unit 6: ENDANGER SPECIES LESSON 2: LANGUAGE

I OBJECTIVES

1 Knowledge:

- Understand and use words and phrases related to endangered animals and plants

- Identity and use appropriate linking between vowels in fast, connected speech

2 Competence:

- Use the future perfect to describe future actions or events

- Use double comparatives to describe a cause- and – effect process

3 Quality :

- Students are interested in the lesson, hard-working and attentive

- Help students to improve their abilities of communicating, collaborating, working in

groups, pairs, thinking critically, observing, creating, self-studying, managing, using

Information Technology, using languages and calculating

- Help students to improve their qualities of loving their families, hometown, and

country

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a) Objectives

(M c tiêu) ụ through the conversation Getting to know the vocabulary and grammar related to the topic

b) Content

(N i dung) ộ Vocabulary: Activity 1: Complete the following word diagrams

Key: 1 Extinction 2 Dangerous, endanger 3 Survival

4 Diversity, diversify 5 Evolution

Activity 2: Complete the sentences with the correct forms of the words in the box.

Key: 1 Evolution, survival 2 Endangered 3 Habitat

4 vulnerable 5 Extinct 6 Biodiversity 7 Conservation

2 Pronunciation: Linking vowel to vowel Activity 1 The following phrases are spoken in low, careful speech and

in fast, connected speech Listen and repeat Pay attention to thepronunciation of the linked sounds

Activity 2: Listen and repeat the following sentences spoken in fast,

connected speech

c) Products

(S n ph m) ả ẩ species - For vocabulary, that is words and phrases related to Endangered

- For pronunciation, that is the linking vowel to vowel in connectedspeech

- T asks students to match the words with their meanings

- T checks answers as a class.

- If necessary, ask a few Ss to say the equivalent meaning of thesewords and phrase in Vietnamese

1 - Sts do as required, bearing in mind a verb or a noun must be used itssuitable form (e,g verb tense, singular or plural form of nouns)

- T asks Ss to complete the sentences individually Alternatively, in aweaker class, T has Ss work on the sentences in pairs

- Sts find the suitable words to fill in the gaps

4 will be watching / will have finished 5 Won’t have completed

Activity 2: Complete the sentences using the Present Perfect or the Future Perfect

Key: 1 Will have saved and taken in 2 Has lived

3 will have finished 4 Will have visited 5 Have collected

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Double comparatives Structures:

1 The + comparative adj/adv + S+V, The + comparative adj/adv +S+V

2 The + more/less + ( noun)+ S+V, The + more/less + ( noun) + S+V

Activity 3: Discuss which words in the box can be used in each gap Key: 1 more/ longer, better/ higher

2 more, better

Activity 4: Complete the sentences with the words from the box.

One word can be used more than once

Key: 1 higher/ more 2 more/ more 3 warmer/ faster

4 more/ greater 5 More/ better

c) Products

(S n ph m) ả ẩ

- T checks answers as a class

- T tells students that they are going to listen to six phrases spoken

in two different ways: slow, careful speech (with no linking) and fast,connected speech (with linking)

- T asks students to listen and repeat

- Ss repeat chorally and individually

Activity 4: Complete the sentences with the words from the box.

One word can be used more than once

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Date: 02/01/2021

Period 57 Unit 6: ENDANGER SPECIES LESSON 3: READING

- Develop reading skill through choosing the main idea for each paragraph

- Learn new vocabulary by finding words or expressions with the meanings given

3 Quality :

groups, pairs, thinking critically, observing, creating, self-studying, managing, using Information Technology, using languages and calculating

- Help students to improve their qualities of loving their families, hometown, and country

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(M c tiêu) ụ

b) Content

(N i dung) ộ 1 Discuss with a partner

c) Products

(S n ph m) ả ẩ dolphin (cá heo) tiger (h ) ổ

saola (sao la) elephant (voi) sea turtle (rùa bi n) ể giant panda (g u trúc) ấ

a Which of these animals are on the list of endangered species?

(Nh ng loài đ ng v t nào n m trong danh sách các loài có nguy c bữ ộ ậ ằ ơ ịtuy t ch ng?)ệ ủ

=> Tigers, saolas, elephants, sea turtles, and giant pandas are on thelist of endangered species

(H , sao la, voi, rùa bi n và g u trúc n m trong danh sách các loài có ổ ể ấ ằ nguy c b tuy t ch ng.) ơ ị ệ ủ

b Can you find them in Vietnam now? (Hi n gi b n có th tìmệ ờ ạ ể

- T has sts discuss the questions in pairs

- T elicits the new lesson

a) Objectives

(M c tiêu) ụ meanings given.- To learn new vocabulary by finding words or expressions with the

Saving endangered species: pros and cons

b) Content

(N i dung) ộ talking about Activity 2: Read the passage again and find out what they are

Key: c

c) Products

(S n ph m) ả ẩ paragraph.- To develop reading skill through choosing the main idea for each

d) - T tells students that they are going to read three people’s opinions

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(M c tiêu) ụ identifying different opinions about protecting endangered species- Reading: Reading for general ideas and specific information and

- Listening: Listening for specific information in a talk about whyanimals are in danger of extinction

- T has students work in pairs and compare the answers

I OBJECTIVES

1 Knowledge:

- Talk about how to protect endangered species

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- Self-study

- Problem solving

- Critical thinking

+ Do you have a green lifestyle?

+ Tell one green activity you have done

- T elicits answers from students about how green they are

Activity 1: Put the following ways of protecting rhinos and coral

reefs in the correct boxes

c) Products

Key: How to protect rhinos

- ban transportation of and trading in rhinos in horns

- donate to rhino conservation

- launch anti-poaching campaigns

- stop using rhino products

d)

Implementation

(T ch c th c ổ ứ ự

hi n) ệ

- T asks students to work individually

- Ask Ss to read through eight ways of protecting the twoendangered species and put them in the correct boxes

- T encourages students to add more activities

- Explain the new words if necessary

ACTIVITY 3: PRACTICE

(Ho t đ ng ạ ộ 3: Luy n T p) ệ ậ

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a) Objectives

(M c tiêu) ụ lifestyle choices and deciding if they are environmental friendly + Express opinion about some activities that can help discuss

+Practise sharing and giving responses to new informatio

- T asks students to pay attention to phrases and expressions

- T encourages them to talk about how to protect rhinos or coralreefs

Good morning everyone!

In today's talk, I would like to present some ways to protect rhinopopulations You know, rhinos are at risk of being extinct due tomassive poaching for horns because in some countries, especially Asianones, it's believed that rhino horns are able to treat chronic diseasessuch as cancer That's why more and more people are willing to spend alot of money buying rhino horns or powder from their horns Recently,customs officers at Noi Bai International Airport, Vietnam, haveconfiscated hundreds of kilos of rhino horns from an unknown dealer.This is only one of the cases that were detected regarding rhino horntrade To address this atrocity, I would first suggest there should beserious methods of punishment for the transport and trade of rhinohorns The conservation and expansion of rhino species usually costs alot of money So luckily there is an easy and practical way to protectrhinos, which is to donate money to rhino conservation organizations.But we should go a step further and should launch anti-poachingcampaigns that motivate people to stop hunters and dealers fromhunting and trading rhino horns Lastly, to protect rhinos we need toimprove people's awareness and knowledge There should be morescientific evidence dispersed showing that rhino horn powder doesn'thelp in curing diseases and people should therefore no longer userhino products

To sum up, these are four among numerous ways to protect rhinosfrom extinction

Thank you for listening

d)

Implementation

hi n) ệ

- Have Ss practice giving their talk in pairs

- T asks students to present their talk in front of the class

- Give feedback Praise Ss who can give a smooth talk and use theappropriate phrases and expressions

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Date: 02/01/2021

Period 59 Unit 6: ENDANGERED SPECIES LESSON 5: LISTENING

I OBJECTIVES

1 Knowledge:

- Listen for specific information in a talk about why animals are in danger of extinction

2 Competence:

+ Listen and do the tasks

+ Develop the listening skills for specific details

+ Identify specific information through multiple-choice task and question answering

3 Quality :

- Self-study

- Problem solving

- Critical thinking

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Task 1: Below is the conservation status scale which indicates

whether a species still exists and how likely it is to become extinct inthe near future Match the three phrases indicating three “threatened”levels with the numbers 1,2 and 3

- T helps Ss to understand how endangered species are classified

- T asks Ss which “threatened” level (1, 2, or 3) in the scale goes withthe phrases VU, CR or EN

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Activity 2: Prof Linn is talking to a class of grade 11 students about

global warming Listen to the talk and choose the best answers

Activity 3: Listen to the talk again and answer the questions

leading to the increase of the temperature on the earth

-3 Heat waves, floods, droughts and storm surges.

-4 Famine, water shortages, extreme weather conditions and a 20-30%

loss of animal and plant species.

- 5 When you have a lot of information about the topic, you’ll be more willing to change your lifestyle and you’ll be able to inform others and inspire change.

d)

Implementation

hi n) ệ

- Have Ss listen to the CD twice

- Elicit answers from Ss and ask them to give clues to their answers

- Let Ss listen again and pause at certain places if necessary to help

Ss hear the information they need

- Let Ss work in pairs to answer the questions

- Play the tape twice

- Let Ss listen to the recording, do the task then compare the answerwith their partner

- Elicit Ss’ answers and give them the correct ones

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

- T has students work in pairs first, and then checks theiranswers as a class

Date: 02/01/2021

Period 60 Unit 6: ENDANGERED SPECIES LESSON 6 WRITING

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+ Learn about a report about endangered species

+ Develop the writing skills in general Build up vocabulary supported for writing

3 Quality :

- Self-study

- Problem solving

- Critical thinking

animals in Viet Nam?

2. What do they eat?

3. Are they endangeredspecies?

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(N i dung) ộ the questions with a partner

c) Products

(S n ph m) ả ẩ classified as vulnerable)Key: 1.b (Komodo dragon: not found in Viet Nam; eat meat;

2 a (blue whale: sometimes found stranded on Viet Nam’scoastal areas; eat small shellfish; classified as endangered)

d)

Implementation

hi n) ệ

- T tells students to match the pictures with the animals’ names

- Have Ss discuss the three questions with a partner

- Allow all wild guesses at this stage

(S n ph m) ả ẩ Task 2: 1 c 2.e 3 a 4 d 5 b1.c Habitat and location (Môi tr ườ ng s ng và đ a đi m) ố ị ể

Komdodo dragon (R ng Komodo) ồ

- found in the wild on Indonesian islands (Komodo, Rinca, GiliMontang, Gili Dasami, Flores)

(tìm th y trong t nhiên trên các hòn đ o thu c Indonesia (Komodo, ấ ự ả ộ Rinca, Gili Montang, Gili Dasami, Flores)

- live in forests, on beaches, on hilltops

(s ng trong r ng, trên bãi bi n, trên đ nh đ i) ố ừ ể ỉ ồ

Blue whale (Cá voi xanh)

- live in the cold waters of the Arctic and Antarctic

(s ng trong vùng n ố ướ ạ c l nh c a B c c c và Nam C c) ủ ắ ự ự

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

(di c đ n bi n nhi t đ i đ sinh s n (đ n b n tháng) ư ế ể ệ ớ ể ả ế ố

2.e Physical features (Đ c đi m v hình th ) ặ ể ề ể Komdodo dragon (R ng Komodo) ồ

- looks like a crocodile or lizard

(trông gi ng nh m t con cá s u ho c th n l n) ố ư ộ ấ ặ ằ ằ

- male adults can grow up to 3 metres long

(con đ c tr ự ưở ng thành có th l n lên dài đ n 3 mét) ể ớ ế

- 90 kilos (n ng 90 kí) ặ

- mammal, but looks like a fish

eat meat (large water buffaloes, deer, pigs, smaller dragons)

(ăn th t (con trâu l n, nai, l n, r ng nh h n) ị ớ ợ ồ ỏ ơ

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eat very small shellfish (ăn sò c r t nh ) ố ấ ỏ

4.d Population (S l ố ượ ng đàn) Komdodo dragon (R ng Komodo) ồ

6,000 in the wild in Indonesia; slightly declining

(6.000 con s ng trong t nhiên Indonesia; đang gi m nh ) ố ự ở ả ẹ

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

( ướ c tính có 14.000 con (10.000 con Nam C c và 4.000 con B c ở ự ở ắ

C c); đang tăng) ự

5.b Conservation status (Tình tr ng b o t n) ạ ả ồ Komdodo dragon (R ng Komodo) ồ

- vulnerable (IUCN Red List)

(d b t n th ễ ị ổ ươ ng (Danh sách đ IUCN) ỏ

- cause: more males than females (humans are not a threat)

(nguyên nhân: nhi u con đ c h n cái (con ng ề ự ơ ườ i không ph i là m t ả ộ

m i đe d a) ố ọ

- protected by anti-poaching laws in Indonesia and by 30 zoos andother wildlife parks outside Indonesia

(đ ượ c b o v b i các đ o lu t ch ng săn b t Indonesia và b i 30 ả ệ ở ạ ậ ố ắ ở ở

v ườ n thú và các công viên hoang dã khác bên ngoài Indonesia)

- endangered (IUCN Red List) (nguy c p (Danh sách đ IUCN) ấ ỏ

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

(đ i m t v i nh ng m i đe do t ng ố ặ ớ ữ ố ạ ừ ườ i săn cá voi, ô nhi m, va ễ

ch m v i tàu thuy n và s nóng lên toàn c u) ạ ớ ề ự ầ

- many recovery plans to restore its population

(có nhi u k ho ch khôi ph c đ ph c h i s l ề ế ạ ụ ể ụ ồ ố ượ ng đàn)

- T asks students to match the subheadings with the five parts

- T encourages students to incorporate the feedback and write thefirst draft in full sentences Then asks students to read their drafts intheir groups so other group members can comment on content,grammar and vocabulary use T walks around and provides help bycorrecting mistakes in grammar or word choice

Task 3: Choose one of the two species in 2 and write a report of 150

– 200 words to describe it

c) Products

Paragraph 1: Habitat and location of the species below

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

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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 classified as …

Suggestion

Komodo dragons are found in the wild on only five islands inIndonesia: Komodo, Rinca, Gili Montang, Gili Dasami and Flores, wherethey roam freely They live mainly in forests, but can be seen scatteredwidely over the islands from beaches to hilltops

Though they are called dragons, they look like a big lizard Amale adult can measure three metres in length and weighs 90 kilos.Komodo dragons eat meat They are also fierce hunters and an eat verylarge prey, such as large water buffaloes, deer and pigs They will eveneat smaller Komodo dragons

There are about 6,000 Komodo dragons in Indonesia Humansare not a great danger to them However, their population is slightlydeclining because there are more males than females According to theIUCN Red List, Komodo dragons are not endangered, but areconsidered vulnerable About 30 zoos outside Indonesia Tave beentrying to protect the Komodo There are also plans to hald morewildlife parks around the world, which will help to rcrease thepopulation of this fascinating species

d)

Implementation

hi n) ệ

- practice the tasks

- prepare for the next lesson

Date: 02/01/2021

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Period 61 Unit 6: ENDANGERED SPECIES LESSON 7 COMMUNICATION AND CULTURE

I OBJECTIVES

1 Knowledge:

2 Competence:

- Improve reading, speaking, listening, writing skills; improve soft skills such as

presentation, team working and interpersonal skills

- Be confident in learning

- Be aware of global warming’s threats

- Improve linguistic and communicative competences

3 Quality :

groups, pairs, thinking critically, observing, creating, self-studying

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a) Objectives

(M c tiêu) ụ and cultural understanding. + Understand and communicate about communication skills

+ Talk about how sea turtles are protected in Malaysia

b) Content

(N i dung) ộ 1 Communication: Bringing extinct species back to life?

Activity 1: Listen to two exchanges.

Key: Van: Yes (Well, why not?)

Nam: No (I’d say no to this idea) Mary: Yes ( So I agree with them, not with you) Paul: No ( What a silly idea!)

Activity 2: Are you for a against the revival of extinct species? c) Products

Activity 2

I agree the revival of extinct species

Because I think scientists believe that if they knew how to bring these species back to life, they could find ways to protect and save species in danger of extinction now

2 Culture:

Activity 1:

1 endangered, critically endangered

2 loss of nesting habitat

3 climate change 4 warm

5 the beach/ beaches 6 breeding ground

7 turtle eggs 8 raise public awareness

- Ask students to read the questions and underline the key words

so they can get a general idea of the talk

- Play the recording once or twice for students to take notes oftheir answers

2 Culture: Let’s save the sea turtles!

Activity 1: Read the text about how sea turtles are protected and

complete the notes.

c) Products

Key: 1 endangered, critically endangered

2 loss of nesting habitat

3 climate change 4 warm

5 the beach/ beaches 6 breeding ground

7 turtle eggs 8 raise public awareness

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Implementation

hi n) ệ

- T has students read the text quickly and complete the notes

- Ask Ss to work in pairs and discuss the information they should

look for in the text in order to complete the notes

I agree the revival of extinct species

Because I think scientists believe that if they knew how to bring these species back to life, they could find ways to protect and save species in danger of extinction now.

d)

Implementation

hi n) ệ

- Assign this activity as homework of the previous lesson

- T asks students to work in groups

- After their discuss, T asks some groups to report theirexperiences and opinions to the class

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Date: 02/01/2021

Period 62 Unit 6: ENDANGERED SPECIES LESSON 8 LOOKING BACK AND PROJECT

I OBJECTIVES

1 Knowledge:

2 Competence:

- Identity and use appropriate linking between vowels in fast, connected speech

3 Quality :

groups, pairs, thinking critically, observing, creating, self-studying

(N i dung) ộ vocabulary and grammar - T informs the class the objectives: reviewing pronunciation,

- T reviews from and use of the future perfect tense and doublecomparatives

- Lead in the lesson

a) Objectives

(M c tiêu) ụ and cultural understanding. + Understand and communicate about communication skills

+ Talk about how sea turtles are protected in Malaysia

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b) Content

(N i dung) ộ Pronunciation: Activity 1: Read the following exchanges Decide where the

linking /r/ is likely to happen in fast, fluent speech

Activity 2: Listen and repeat the exchanges in 1

1 survival 2 extinct 3 endangered

4 conservation 5 poaching 5 evolution

- T helps students to review the linking /r/

- T has students read the sentences and underline the sounds thatcan be affected by assimilation

- T asks students to work with a partner to compare their answers

- T plays the recording and has students listen and repeat

- T asks some students to say these sentences aloud

Vocabulary:

- T gives comments and praises students who can say thesentences naturally and fluently, and try to blend the final and initialsounds

- T has students read the instructions and do the activityindividually Then ask them to compare their answers in pains

(N i dung) ộ Pronun1 Read the following exchanges Decide where the linking /r/ is citation

likely to happen in fast, fluent speech.

Vocab ulary: Complete the sentences with the correct form of the words

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c) Products

(S n ph m) ả ẩ Vocabulary 1 Increasing trade in ivory products is a threat to the

(survive) survival of elephants.

(Tăng buôn bán các s n ph m ngà là m i đe d a đ i v i s t n t i ả ẩ ố ọ ố ớ ự ồ ạ

c a con voi.) ủ

2 I don’t think bringing (extinction) extinct species back to life is a

good idea That’s going against the laws of nature

(Tôi không nghĩ r ng vi c đ a loài tuy t ch ng tr l i cu c s ng là ằ ệ ư ệ ủ ở ạ ộ ố

m t ý t ộ ưở ng hay Đi u đó trái v i lu t l t nhiên.) ề ớ ậ ệ ự

3 Plants and trees can be (danger) endangered like animals The

lady slipper orchid is an example

(Th c v t và cây c i có th là b nguy hi m nh đ ng v t Hoa ự ậ ố ể ị ể ư ộ ậ phong lan là m t ví d ) ộ ụ

4 Dinosaurs and mammoths are classified as EX, meaning extinct,

on the (conserve) conservation status scale.

(Kh ng long và voi mamút đ ủ ượ ế c x p lo i là EX, có nghĩa là đã tuy t ạ ệ

ch ng, v quy mô b o t n.) ủ ề ả ồ

5 If (poach) poaching continues at current rates, elephants,

rhinos and other African wildlife may be gone within our lifetime

(N u vi c săn b t ti p t c t l hi n t i, voi, tê giác và đ ng v t ế ệ ắ ế ụ ở ỉ ệ ệ ạ ộ ậ hoang dã châu Phi khác có th bi n m t trong cu c s ng c a chúng ể ế ấ ộ ố ủ ta.)

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

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

(Lý thuy t ti n hóa c a Darwin gi i thích r ng nh ng loài m nh ế ế ủ ả ằ ữ ạ

nh t có th t n t i vì chúng có kh năng thích ng v i môi tr ấ ể ồ ạ ả ứ ớ ườ ng

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

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

4 The heavier the rain gets, the worse the flooding will become

5 The more cars our city has, the more we will have suffer frompolluted air

d)

Implementation

- Step 1- Transfer the tasks (Chuy n giao nhi m v ) ể ệ ụ

State the requirements for each activity for the students Make surethe students have a clear understanding of the task for each activity

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hi n) ệ before performing the task.

- Step 2- Perform tasks (Th c hi n nhi m v ) ự ệ ệ ụ :

Students work individually, in pairs, or in groups in the process ofperforming tasks Teachers do general observations and help ifnecessary

- Step 3- Report, discussion (Báo cáo, th o lu n ) ả ậ

Ask a few students or group representatives to present theiranswers Other groups comment Teacher general comments

- Step 4: Conclusion, judgment (K t lu n, nh n đ nh) ế ậ ậ ị :

Teacher presents specific learning products that the student mustcomplete as required and clarify the problem to be resolved /explained; Learning tasks must be performed next

2 Introduce your poster to the class Present the features of yourspecies and explain why and how it should be protected Here is anexample

c) Products

1.

Habitat & Location:

Saolas: live in forest about 200-600 m above sea level found inTruong Son Range

Sea turtles: live in warm water, lay eggs on the beach found alongcoastal provines, Con Dao NP and Nui Chua NP

Californian condors: live in the mountains of North America

Californian condors: bird 1-1,4 metres long (body) 8-14 kilos

Diet:

Saolas: eat plants, seeds, fruits

Sea turtles: eat sponge, shellfish, or jellyfish

Californian condors: eat meat of dead animals

Population:

Saolas: less than 100 (in Vu Quang NP in Ha Tinh Province) about50-60 in Saola Nature Reserve (Quang Nam Province)

Sea turtles: unspecified number in the wild declining

Californian condors: estimated 435 (in 2013) slightly increasing

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Diego Zoo helps condors' reproduction.

- Step 1- Transfer the tasks (Chuy n giao nhi m v ) ể ệ ụ

State the requirements for each activity for the students Make surethe students have a clear understanding of the task for each activitybefore performing the task

- Step 2- Perform tasks (Th c hi n nhi m v ) ự ệ ệ ụ :

Students work individually, in pairs, or in groups in the process ofperforming tasks Teachers do general observations and help ifnecessary

- Step 3- Report, discussion (Báo cáo, th o lu n ) ả ậ

Ask a few students or group representatives to present theiranswers Other groups comment Teacher general comments

- Step 4: Conclusion, judgment (K t lu n, nh n đ nh) ế ậ ậ ị :

Teacher presents specific learning products that the student mustcomplete as required and clarify the problem to be resolved /explained; Learning tasks must be performed next

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Date: 02/01/2021

Period 63 Unit 7: ARTIFICIAL INTELLIGENCE LESSON 1: GETTING STARTED

I OBJECTIVES

1 Knowledge:

- Understand and use words and phrases related to artificial intelligence

- Know more about people’s attitudes towards intelligent machines

- Read for the specific information in an article about artificial intelligence applications

2 Competence:

- Students to improve their abilities of communicating, collaborating, working in groups,

pairs, thinking critically, observing, creating, self-studying, managing, using Information Technology, using languages and calculating

3 Quality :

- Help students to improve their qualities of loving their families, hometown, and country.Help students to improve their qualities of being humane, honest, self-respecting, public-spirited and unselfish, responsible for one-self, the community, the country, the mankind, the environment

- Developing their qualities of being honest, self-respecting, self-reliant, self –control, overcoming difficulties

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