Tài liệu TA 12 Unit 10 (C.Tien.TQ)

Educational aims: - Students work in pairs to ask and answer some questions about endangered animals - Students talk about the information of some endangered animals 2.. Main skill: Spe

Lesson plan

Unit 10 Endangered Species

Date of planning:

Date of teaching:12 C1:………

12 C2:………

12 C4:………

12 C6:………

Lesson:60 Reading I Oblectives: 1 Educational aims: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts - They practice scanning for specific information in the texts - Finding supporting evidence 2 Knowledge: - General knowledge: Ss know some endangered species are plant and animal species - Language: Common knowledge of environment,… - New words: Words related to the topic (endangered animals,plants )

3.Skill:  Main skill: Reading  Subskill: Speaking, Listening, Writing II Teaching aids: Textbook, Whiteboard markes, Planning lesson, III Teaching method: regrate, Communicative IV Procedures: Teacher and Pupils’ activitives Content 1 Warm up: T asks sts to sort out animals by completing the poster with words provided P: work in pairs and answer the questions T gives feedback and comments - T focuses sts on the topic: Endangered animals 2 Pre-reading: T: - ask Ss look at the picture on page 106 and answer the questions Pets Endangered animals Dogs Pandas *Words: - tigers, monkeys, dogs, pandas, cats, chicken, elephants

Suggested answers: 1 monkey, elephant, mosquito……

2 Tortoise and rhinoceros are in danger of

P: look at the picture on page 106 and answer

the questions

- work in pairs

T:- read word by word

P: repeat after the teacher in chorus and

individual and write down

T:- ask Ss to repeat in chorus and individual

and write them on the blackboard

3 While-reading:

T: - ask Ss to read the passage in silence and

do task 1

P: read the passage in silence and do task 1

T:- ask Ss to compare the answer with a

partner

T:- call on some Ss to answer in front of the

class

P: - compare the answer with a partner

- some Ss answer in front of the class

- comment and give correct answer

- ask Ss to read the passage again and choose

A, B, C, D to complete the following

sentences about the reading passage

4 Post-reading:

P: - ask Ss to work in groups to discuss the

questions

- go around the class to give help if

necessary

becoming extinct because they are hunted for food and medicine The hard round shells of the tortoise are used to make handicrafts…….Rhinos… horns are a kind of previous medicine.

I Vocabulary:

- habitat (n) ['hổbitổt] : môi trờng sống

- deforestation (n) [di,f ɔ ris'tei∫n] : sự phá rừng

- urbanization (n) [,ə:bənai'zei∫n] : sự đô thị hoá

- biodiversity (n) [,baioui'k ɔ ləd ʒ ist] : bầu sinh quyển

- priority (n) [prai' ɔ rəti] : sự u tiên, quyền u tiên

- vulnerable (adj) ['v ʌ lnərəbl] : yếu ớt, dễ bị tổn thơng

- enact (v) [i'nổkt] : ban hành

I Task 1: The nouns in column A all appear

in the passage……

Answers:

1 C

2 D

3 A

4 B

II Task 2: Choose A, B, C or D to complete the following sentences……

Answers:

1 D

2 B

3 A

4 A

5 D

III Task 3: Answer the question

Answers:

1 The first sentence of the second passage.

2 The third passage.

3 The fourth passage.

Questions:

1 What are the main causes of extinction

or endangerment?

2 How important is biodiversity for humans?

3 What should we do to conserve

- give suggested words, phrases or useful

suggestions

- correct the Ss’ work

P: - work in groups to discuss the questions

endangered species?

Suggested answers:

1 The main causes of extinction or endangerment are habitat destruction, commercial exploitation and pollution.

2 Biodiversity is important6 for humans as it provides food, clear air, water fertile soil and other products.

3 To conserve endangered species, wild animals habitat mustn t be destroyed We’ ’

should raise our awareness of conservations needs Laws should be enacted to protect wildlife from commercial trade and overhunting

5 Home work: - Summarize the main points

- Assign homework

- Prepare new lesson

6 Comment: ………

………

………

Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:………

12 C2:………

12 C4:………

12 C6:………

Lesson:61

Speaking

I Oblectives:

1 Educational aims:

- Students work in pairs to ask and answer some questions about endangered animals

- Students talk about the information of some endangered animals

2 Knowledge:

- General knowledge: endangered animals

- Language: + The way to make suggestions or predictions.

+ The tenses

- New words: words related to endangered species.

3.Skill:

Main skill: Speaking: - Talking about the information of some endangered animals

 Subskill: Reading, Listening, Writing

II Teaching aids: Textbook, Whiteboard markes, Planning lesson,

III Teaching method: regrate, Communicative

IV Procedures:

1 Warm up:

T: Look at the pictures of 4 animals and give

their names:

P: look at the pictures and call out the names

of the animals

T: go around the class and offers help if

necessary

- call on some Ss to give their answers

2 Pre-speaking:

T- ask Ss to work in pairs to discus the four

questions and find the answers

P: work in pairs to discus the four questions

and find the answers

T:- move round to make sure that all Ss are

working and to help them if necessary

P: some Ss report

3 While-speaking:

T: - elicit questions can be used to ask about

endangered species

- go around the class and offer help if

necessary

- call on some Ss to answer in front of the

class

- comment and give suggested answers

T: Ask and answer questions about 4

endangered animals.

Suggested answers:

1 It is a tiger

2 It is a rhino

3 It is a panda

4 It is an elephant

Task 1: Ask and answer the following the questions.

Answers:

1 We call these animals: Panda, rhino, tiger and elephant.

2 We can find these animals in the forests

in Asia, Africa,……

( Pandas can be seen in bamboo forests Rhino ca be found in grasslands and swamps, and elephants can be seen in forests.)

3 Rhino can be used for medicine ( None

of these animals can be kept an a pet, except for tiger can be used for food and medicine.)

4 All of them are in danger.

Useful questions:

- Habitat: Where do…………live?

- Population: What is the population of………?

- Height: How tall are they?

- Weight: How much do they weigh?

- Food: What do they eat? / What is their main food?

- Life span: How long do they live? / What is the life span of……….?

- Reason for decline: Why are they in danger? / What are the reasons for their decreasing in number?

Task 2 :

FEED BACK 2:

T: Asks Ss to read the information about the

giant panda, tiger, rhino, elephant

- Explain how to do task 2

P: read throught information one times

T:- Walk round from group to group to give

help if necessary

- Encourage students to speak out what they

think even a phrase or a singular word

- T check and give feedback

P: work in pairs

4 Post-speaking:

-T: asks Ss to work in group to do task 2

P: work ion groups

T:Walk round from group to group to give

help if necessary

- Encourage students to speak out what they

think

- Invite some groups’ representatives to

report their ideas

- Give feed back and make comments

- work in pairs to do task 2

A: where do giant pandas live?

B: They live in bamboo forests in the mountain in central and western China

A: What is the population of pandas in the world?

B: Only about 600.

A: How tall are they?

B: about 1.2 to 1.5m

A How much do they weigh?

B: About 75 kg to 160 kg A: what do they eat/What is their main food? B: Bamboo

A: How long do they live?

B: About 20 to 30 years A: Why are they in danger?

B: People destroy their habitat and hunt them for trade

Task 3 Take turns to give an oral report on the animals mentioned in task 2

FEED BACK 3:

- Work in group to give an oral report

Example

Group 1: Giant pandas live in bamboo

forests in the mountain in Western China only about 600 pandas are living there They attain a height of 1.2m to 1.5m and weigh from 75kg to 160 kg Giant pandas can live

up to 20 or 30 years they are in danger because People are destroying their habitat and hunt them for trade.

Group 2: Rhino Group 3: Tiger Group 4: Elephant

5 Home work: - Summarize the main points

- Assign homework

- Prepare new lesson

……… ………

Lesson plan

Unit 10 Endangered Species

Date of planning:

Date of teaching12 C1:………

12 C2:………

12 C4:………

12 C6:………

Lesson:62

Listening

I Oblectives:

1 Educational aims: By the end of the lesson, the students will be able to:

- To practice students’ speaking and listening skills

- To help students to guess the meaning of some words and do the task given in order to understand the listening about some endangered species

2 Knowledge:

- General knowledge: Multiple-choice questions

Gap filling

- New words: Words related to the topic

3.Skill:

 Main skill: Listening

 Subskill: Reading, Speaking, Writing

II Teaching aids: Textbook, Whiteboard markes, Planning lesson, cassette player

III Teaching method: regrate, Communicative

IV Procedures:

1 Warm up:

T: ask them to look at the picture in the book

and say something about this animal

P: Work in pairs

2 Pre-listening:

T:- Ask students to work in pairs to discuss

and choose the best answer A,B,C

P: work in pairs

T:- Guide the students to answer if necessary

- Give further information

- Explain the words that will appear in the

listening text

- Ask students to read in chorus then

Clues

- It is one kind of animals living in the forest.

- It has something looking like people

- It look like a monkey Answer key : gorilla

Choose the best answer A, B, or C:

New words

1- agent (n) 2- cool (v) 3- needle( n)

FEEDBACK:

1 C

2 B

3 A and C

3 While- listening:

T: Play the tape one or two times

P: Listen and reprat

T:- Ask students to read the statement at least

once first

P: read the statement carefully

T:- Ask them to guess the answers

- Play the tape once then check how many

answers can students find

- Play the tape again

- Check and give remarks

- Call some Ss to say out their answers and

the evidences they get to prove their answers

- Checks and gives feedback

T: Ask them to guess the answers

- Play the tape once then check how many

answers can Ss find

- Play the tape again

- Check and give remarks

- Call some students to say out their

answers and the evidences they get to prove

their answers

4 Post- listening:

Work in groups: Ask students to Summarize

the main ideas of the passage, using the

information and the answer in Tasks 1 and 2

- In group, ask students to summarise the

main ideas of the passage ,using the

information and the answers in task 1 and 2

- Move around to help if necessary

- Give remarks or even suggestions

Listen and repeat

-Ask Ss to listen to the T’s pronunciation and repeat

Gorilla (n): Sociable (a): Sub-adult (a):

Nest (n) Bared teeth (n): Silverback (n):

Civil war (n): Forest rangers (n)

- Explains unfamiliar words to students

Task1: Listen the passage and Choose the best answer A, B, C, or D

Feedback1: Choose the best answer A, B,

C or D

* Task2: Listen again and complete the chart below:

Feedback2: a Expected answers

1 peaceful

2 plant-eating

3 a few females and their young

4 plants and a few insects

5 in trees

6 in grasses

7 civil wars

8 forests being cut down

A for a long time people used to think gorillas are dangerous looking Actually they are peacefull, gentle, and sociable,

B Gorillas live in familly groups led by the biggest and strongest grown-up male called a silverback.

Tape Script: Unit 10: ENDANGERED SPECIES–

For the long time the image most people had of a gorilla was a dangerous-looking animal with big, bared teeth But researchers studying gorillas show a very different picture of mountain gorillas The animals are peaceful, gentle, sociable, and mainly plant-eating creatures.

Gorillas live in family groups A typical group is led by the biggest and strongest grown-up made gorilla He is called a silverback because the hair on a male's back turns from black to silvery grey as he grown up A silverback's group usually includes one or two sub-adult males and a few females and their young.

Mountain gorillas spend much of their time eating Their food includes a variety of plants, along with a few kinds of insects and worms At night the animals make a nest to sleep in many lightweight gorillas nest in trees The heavier ones may nest in grasses on the ground Babies sleep with their mothers at night.

Life for mountain gorillas is not always peaceful They are endangered and threatened by civil wars in the smaller parts of Africa Hunters kill them for food Their forests are cut down for farmland, fuel, and housing But many scientists, forest rangers and other concerned people are working hard to protect mountain gorillas and their habits.

5 Home work: - Summarize the main points

- Assign homework

- Prepare new lesson

6 Comment: ………

………

………

Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:………

12 C2:………

12 C4:………

12 C6:………

Lesson:63 Writing I Oblectives: 1 Educational aims: By the end of this lesson, students will be able to - write full paragraph about measures that should be taken to solve some problems 2 Knowledge: 1 General knowledge: Writing about a paragraph about measures that should be taken to protect endangered species

2 Language: + The tenses

3 New words: Words related to writing about endangered species

3.Skill:

 Main skill: Writing

 Subskill: Speaking, Listening, Writing

II Teaching aids: Textbook, Whiteboard markes, Planning lesson,

III Teaching method: regrate, Communicative

IV Procedures:

1 Warm up:

T: give the table and ask them to complete

the table

P: Work in pairs and complete the table

T: Introduction: Write a composition about

MEASURES THAT SHOULD BE TAKEN TO

PROTECT ENDANGERED SPECIES

2 Pre-writing:

T: give some new words

P: listen and take note

3 While- writing:

* Elicit structures:

+ Vocabulary :

+ Tenses: Simple present

* Check: R.O.R

- Explain as clearly as possible the way to

write a passage

+ topic sentence

+ supporting idea

+ Concluding sentence

* Structure: - should V– I

- had better V– I

* Connectors: In addition, moreover,

firstly, secondly, thirdly, next, then

T:- Ask student to read the request of task

one and translate

P: read the request carefully

T:- Give students the structures and some

new words

- Walk around and help them

Endangered species causes Measures to savethem + tiger

+ elephant + tortoise

Habitat destruction Provide enoughwildlife habitat

reserves

* Vocabulary:

1 sufficient (a):

2 living condition (n):

3 livelihood (n):

4 awareness (n):

Task 1: Work in pairs Suggested possible measures that should be taken to solve…

Suggested answers Example

People do not know much about the need to protect rare and endangered animals

Topic 1: We should organize different activities

to raise people's awareness of the need to protect these animals

Topic 2: Governments should raise sufficient

funds for projects to save endangered animals

Topic 3: Humans had better keep water, air, and

land clean to preserve natural habitats for wild and endangered animals

Topic 4: Governments should have a good policy

to improve the life of people who live in or near endangered animals’ habitats

Topic 5: Organizations in the world must enact

laws requiring some countries to protect endangered animals

Topic 6: Governments should have ban people to

- Call some to stand up and answer the

questions

T:- Explain the requirements: Writing a

paragraph

- Ask students to work in groups to write

paragraph

- Walk round to give help if necessary

4 Post- writing:

- Ask some groups to represent their work,

ask other to give remark

- Choose some good writing to read in

class and give remark

exploit and sell fashionable wildlife products

Topic 7: Governments had better establish more

wildlife habitat reserves to preserve endangered animals

♣Task 2: Using the ideas discussed in task 1,

write a paragraph about measures for protecting endangered animals

You may start with :

“There are a number of measures that should be taken to protect endangered animals from

extinction.

First, We should have different activities to raise people's awareness of the need to protect these animals Funs should also be raised for protects

to save them Second, endangered animals should

be provided with appropriate habitats to live in and breed successfully Then, Governments should have a good policy to improve the life of people who live in or near endangered animals ’ habitats…

5 Home work: - Summarize the main points

- Assign homework

- Prepare new lesson

6 Comment: ………

………

………

Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:………

12 C2:………

12 C4:………

12 C6:………

Lesson:64

Language Focus

I Oblectives:

1 Educational aims:

I by the end of the lesson, SS will be able to :