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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

Preparing date: 20/11 Week: 17 Period: 60


Teaching date: 22/11 23/11 Class: 12A,B
READING
A. Objective:
1. Knowledge: Ss know more about endangered species.
2. Skill: Improve Ss’ reading skill by guessing meaning from context, and answering comprehension
questions.
3. Attitude: Ss know more about endangered species, what causes the species endangered, and how to protect
them.
B. Preparation:
1. Teacher’s preparation: textbook, pictures, lesson plan and handouts.
2. Students’ preparation: textbook, vocabulary
C. Procedure:
Time Contents T & Ss’ Activities
5 WARMER -T divides the class into 4
Game – Sort out the words groups
* Amphibians and reptiles -T writes these headings
* Wild animals on the board.
* Birds -T hangs on an extra
* Insects board with the following
words.
frog tortoise snake monkey -T asks Ss to place each
ant whale leopard butterfly word under the correct
peacock penguin parrot tiger heading.
crocodile ostrich mosquito bee -T sets a limit time for 4
elephant spider lion rhinoceros minutes for Ss to write.
chicken dolphin ………… -The group with the most
correct words wins the
Expected sentences: game.
* Amphibians and reptiles: frog, tortoise, snake, crocodile
* Wild animals: leopard, lion, tiger, elephant, monkey,
rhinoceros, whale, dolphin.
* Birds: chicken, penguin, parrot, peacock, ostrich
* Insects: mosquito, bee, butterfly, spider, ant
Lead-in: T asks Ss some questions to lead into the lesson.
-Which kind of these animals and insects are found in Vietnam?
-Which of them do you think are in danger of becoming extinct?
Why?
10 PRE-READING
Pre-teaching vocabulary
-T elicits/teaches some new words relating to the reading.
1. habitat (n) (context): the natural environment in which an
animal or plant normally lives or grows
2. deforestation (n): the act of cutting down or burning tress in a
area.
3. urbanization (n)(translation)
4. biodiversity (n) (translation)
5. priority (n): sth that you think is more important than the other
things
 to take priority over sth / sb
6. vulnerable (a): weak, easily hurt physically and economically

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

7. enact (v)(situation): pass a law


Checking – ROR
Pre-reading
Task 1. The nouns in column A all appear in the passage.
Match each of them with a suitable definition in column B.
B Ss work in pairs

a. the existence of a large number of different


kinds of animals and plants which make a
balanced environment
b. the act of preventing something from being lost,
wasted, damaged or destroyed

c. a situation in which a plant, an animal, a way of


life, etc. stops existing

d. the natural environment in which a plant or


animal lives

A
1. extinction

2. habitat

3. biodiversity

4. conservation
20 WHILE-READING -T tells Ss to read the
Multiple Choice (Task 2, p. 108) passage carefully.
1. The number of species around the globe threatened with -T asks Ss to work in pairs
extinction is over . to discuss to choose the
A. 7,200 B. 8,300 C. 1,600 D. 15,000
2. Which of the following is NOT mentioned as a primary correct options in Task 2.
cause of species extinction? -T gets Ss to share their
A. pollution C. habitat destruction ideas in pairs.
B. natural selection D. overexploitation -T invites some Ss to write
3. The Red List is a special book that provides names of their answers on the
animals.
A. vulnerable and endangered C. endangered board.
B. hunted D. extinct -T asks Ss to read the text
4. The development of wildlife habitat reserves helps again. .
A. save a large number of endangered species
B. make a list of endangered species
C. enact laws to protect wildlife
D. develop commercial trade and overhunting -T asks Ss to find
5. The best title for the passage is . information to support the
A. Endangered Species and Conservation Measures statements.
B. Endangered Species and their Benefits -T asks Ss to compare the
C. The Global Extinction Crisis answers with their
D. Endangered Species Extinction: Causes and
Conservation Measures partners.
-T asks some Ss to write

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

Expected answer: their answers on the


1. D 2. B 3. A 4. A 5. D board.
Expected answers:
Task 3. Find evidence in the passage to support these 1. The first sentence of
statements.
1. Pollution is one of the main causes of species paragraph 2
extinction. 2. Paragraph 3
2. Species diversity has provided humans with so 3. paragraph 4
many essential things.
3. There are a number of ways to help save endangered
species.
10 POST-READING
Summarizing
-T gets Ss to work in groups of four to summarize the reading
passage by writing one topic sentence for each paragraph.
-T invites some groups to read aloud their sentences.
-T gives feedback and makes comments.

HOMEWORK
-T asks Ss to learn the new words by heart, read again
the passage and prepare for new lesson SPEAKING
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Preparing date:20/11 Week: 18 Period: 61


Teaching date: 28/11 29/11 Class: 12A,B
SPEAKING
A. Objective:
1. Knowledge: Ss know more about family life
2. Skill: Improve Ss’ speaking skill by talking about the information of some endangered species
3. Attitude: Ss know more about household chores
B. Preparation:
1. Teacher’s preparation: textbook, pictures, lesson plan and handouts.
2. Students’ preparation: textbook, vocabulary
C. Procedure:
Time Contents T & Ss’ Activities
10 WARMER -T divides the class into two
Game – Who am I? groups. Each group chooses one
representative to stand in front
Elephant Tiger of the class.
-T prepares one large read card
+ Do I live in a forest? and one large blue card with the
+ Do I have 2/ 4 legs? name of one kind of animal on
+ Do I eat grass or hay? each. One of these is pinned to
+ Can I fly? the back of each group’s
+ Am I a big animal? ……….. representative. -These two
Lead-in: students then try to discover
-Do you know where elephants live? their identity by asking YES –
-Are they endangered animals? NO questions
In today’s lesson, you practise talking about the -T asks the remaining Ss in the
information of some endangered animals such as class only to answer the

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

elephants, rhinos, panda . . . questions YES or NO.

10 PRE-SPEAKING
Pre-teaching vocabulary
-T elicits some new words happening in the lesson.
+ panda (n)(picture)
+ life-span (n)(synonym): life expectancy
+ decline (v)(synonym): decrease
 in decline / on the decline
Checking – ROR

15 WHILE- SPEAKING -T asks Ss to work in pairs to


Activity 1 – Complete the table (Task 1, p. 99) ask the questions as follows:
Which of the following animals
use would you …………..
keep use for are
Animals eat for eat?
as pet medicine endangered
food keep as pet?
Panda use for medicine?
Rhino use for food?
Tiger think they are
Elephant endangered?
Dog
Duck -T asks Ss to fill their answers
Mouse below.
Cat
Ss work in pairs to make a
conversation about one of the
Activity 2 – Making conversation (Task 2, p. 110) animals
Example: T gives an example
T: Where do giant panda live?
S: In bamboo forest in the mountainous in central and
western China.
T: What of the population of panda in the world?
S: Only about 600.
T: What do they eat?
S: Bamboo.
T: Do you know the reason why they are in danger of
extinction?
S: Yes. Because of habitat destruction and illegal hunting.

10 POST- SPEAKING -T invites some pairs to act out


Role play their dialogues.
-T gives feedback on what Ss
have done and then makes
comments.

HOMEWORK
Practice speaking at home
Prepare Listening
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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

Preparing date: Week: Period:


Teaching date: Class: 12A,B
LISTENING
A. Objective:
1. Knowledge: Ss know more about gorilla.
2. Skill: Improve Ss’ listening skill by listening to a dialogue of 180 – 200 words for general or specific
information
3. Attitude: Ss know more about gorilla
B. Preparation:
1. Teacher’s preparation: textbook, pictures, cassette, lesson plan and handouts.
2. Students’ preparation: textbook, vocabulary
C. Procedure:
Time Contents T & Ss’ Activities
5 WARMER -T divides the class into
Game – Animal Quiz two groups.
1. What is the largest animal in the world? -T asks Ss to look at the
2. What is the fastest animal in the world? picture of animals and
3. What is the friendly sea mammal in the world? answer the questions.
4. What is the most poisonous snake in the world? Lead-in:
5. What is the largest bird in the world? -What do you know about
6. What is the rarest large mammal in the world? gorilla?
7. Which creature is the most dangerous to man? -Where can you find
8. Which is the animal that looks like a large monkey without tail? them?
-T awards one point to the first group to have a correct answer. The Today, you’ll listen to
group with more points wins the game. the passage about
Expected answer: gorilla.
1. whale 2. cheetah 3. dolphin
4. black mamba 5. ostrich 6. Javanese rhinoceros
7. mosquito 8. gorilla
10 PRE-LISTENING Pre-teaching vocabulary
1. bared teeth (n) -T elicits some new
2. sociable (a) words that Ss will hear in
3. sub-adult (a) the listening exercise.
4. silverback (n) -T hangs on an extra
5. nest (n) board and asks Ss to
6. ranger (n) match the words with
7. civil war (n) their synonyms or
= = ================================= definitions.
a. a war which is fought b/w different groups of people who live in -T asks Ss to give the
the same country. Vietnamese equivalents
b. make and use a nest. of the words.
c. teeth which are shown in an aggressive and threatening way. Expected answers:
d. a male adult gorilla with white or silver hair across its back. 1. c 2. g 3. e 4.d
e. not fully grown or developed 5. b 6. f 7. a
f. a person whose job is to look after the forest or a large park.
g. out-going

20 WHILE- LISTENING -T asks Ss to read


-T goes over the answers with Ss. through the information
-T invites some Ss to give their answers. in Task 1.
-T checks the answers with the whole class. -T plays the CD player
-T can play the CD more time for Ss to check if needed. once or twice and lets Ss
Expected answers: listen to the passage.

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

A 2. B 3. B 4. D 5. C -T asks Ss to listen to the


Activity 2 – Chart Completion (Task 2 , p.112) passage individually to
general features (1) peaceful, gentle, sociable, and (2) choose the best option.
plant-eating -T asks Ss to compare the
results with their
group members the silverback, one or two sub-adult partners.
males, (3) a few females and their young
food (4) plants and a few insects and worms
place for sleeping nest (5) in trees or (6) in grasses
causes of being (7) civil wars, hunters killing them for
endangered food, (8) forests being cut down

10 POST- LISTENING Speaking –


There are a number of measures that should be taken to protect Summarizing
endangered animals. Firstly, We should organize different activities -T asks Ss to work in
to raise people awareness of the urgent need to protect these groups of four to
summarize the ideas of
animals. For example, we should hold international conferences,
the passage, using the
seminars and forums about the importance of ecology and information in Task 1
biodiversity. Secondly, we should appeal for governmental agencies, and Task 2.
international agencies, associations and individuals to contribute -T goes around to
money to the protection of rare and endangered animals. Thirdly, control.
-T invites some Ss to
the people and the governments all over the world should do their
report their ideas to the
best to stop destroying the habitats for animals and stop every action class.
which does harm to the environment. In addition, The governments -T gives feedback.
should take measures to improve their people’s living standard so
that they do not have to rely to much on wildlife products and should
educate the people be aware of the importance of wildlife. Finally,
the governments should enact laws to strictly punish those who
illegally hunt animals or purchase parts of animals and associated
products. If these measures are taken, our planet might be a
peaceful and beautiful place for all kinds of beings to live in.

HOMEWORK
- T asks Ss to search for more information about gorilla on the
Internet.
-T asks Ss to prepare for the next lesson - WRITING

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

Preparing date: Week: Period:


Teaching date: Class: 12A,B
WRITING
A. Objective:
1. Knowledge: Ss know more about measures to protect endangered species.
2. Skill: Improve Ss’ writing skill by writing about family rules within 130 – 150 words about measures to
protect endangered species and possible results.
3. Attitude: Ss know more about measures to protect endangered species.
B. Preparation:
1. Teacher’s preparation: textbook, pictures, lesson plan and handouts.
2. Students’ preparation: textbook, vocabulary
C. Procedure:
Time Contents T & Ss’ Activities
5 WARMER Questions and Answers
1. What kind of animals do you like to keep as pet? Why? -T asks the whole class
2. Name some of endangered animals in Vietnam. some questions to lead into
-T leads into the new lesson. the new lesson.

10 PRE-WRITING
Pre-teaching vocabulary
+ sufficient (a)(explanation): enough for a particular purpose
+ rely on (v) (synonym): trust sb, have faith in sb/sth
 to rely on sb to do sth
+ livelihood (n): a means of earning money in order to live
 to earn one’s livelihood by doing sth
+ reserve (n)(translation)  a wildlife reserve
Discussion
Suggested solutions: -T asks Ss to work in
* There should be programs to raise people’s awareness of the groups of four to give the
need to protect rare and endangered animal. solutions to the problems in
* The Governments should spend time establishing more wildlife Task 1 on page 113 in the
habitat reserves ……….. textbook.

20 WHILE- WRITING
Write a paragraph
-T asks Ss to work in groups to write a paragraph about measures
for protecting endangered animals using the ideas discussed in Task
1.
-T goes around and helps Ss, taking notes of mistakes for later
correction.
-T asks Ss to exchange their writing and check.
-T collects Ss’ writing when they have finished.
-T asks some Ss to read aloud their writings to make correction.

10 POST- WRITING
Peer correction
-T chooses one or two pieces of writing and asks Ss to work on
the board.
-T corrects mistakes with the whole class if necessary
1- People do not know much about the need to protect rare and
endangered animals. We should organize different activities to

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

raise people’s awareness of the need to protect animals.


2- Projects to save endangered animals do not have sufficient
funds. Therefore, we should carry activities to appeal to
international organizations, governmental agencies, associations
and individuals to contribute money to the protection of rare and
endangered animals.
3- The habitats for endangered animals are being seriously
damaged and polluted. The people and the governments all over
the world should do their best to stop destroying the habitats for
animals and stop every action which does harm to the
environment.
4- People who live in or near endangered animals’ habitats have
poor living conditions and rely mostly on wildlife products for
their livelihood. The governments should take measures to improve
their people’s living standard so that they do not have to rely to
much on wildlife products and should educate the people be aware
of the importance of wildlife.
5- People keep buying fashionable wildlife products. The
governments should, therefore, enact laws to strictly punish those
who illegally hunt animals or purchase parts of animals and
associated products.

HOMEWORK
Rewrite the P into notebooks
Prepare the next lesson
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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

Preparing date: Week: Period:


Teaching date: Class: 12A,B
LANGUAGE FOCUS
A. Objective:
1. Knowledge: Ss know more the use of modal verbs
2. Skill: Improve Ss’ language skill by
-Recognizing the rhythm
-Revising the use of modal verbs
3. Attitude: Ss know more about the use of may, might, must, mustn’t, needn’t
B. Preparation:
1. Teacher’s preparation: textbook, pictures, lesson plan and handouts.
2. Students’ preparation: textbook, vocabulary
C. Procedure:
Time Contents T & Ss’ Activities
10 WARMER and PRONUNCIATION -T reads the sentences on page
Rhythm 114 (textbook)
Example: -T asks Ss to listen and make the
1 2 3 4 5 stress on the stressed syllables in
Walk down the path to the end of the canal each sentence.
           -T gives feedback and
Yes, that was probably necessary, John introduces some useful
Practice language.
-T read the sentences in the textbooks.
-T asks Ss to practise reading the sentences, paying attention to the
stressed syllables.
-T invites some Ss to read aloud the sentences.
-T makes corrections if necessary.
15 PRESENTATION
– The use of modals
-T elicits the use of modal verbs in English.
MAY: expressing possibility in two different ways: present/future
probability and permission.
MIGHT: expressing probability or permission, or in reported speech.
MUST/MUSTN’T: expressing obligation, logical necessity
NEEDN’T: using needn’t, don’t need to, or haven’t got to say that is
not necessary to do something.
Grammar: Modal Verbs
*/ Activity 1: Revision of modals:
1. May
It's used to express possibility in two different ways:
- Present/future probability
E.g. She may not be at home now.
- Permission:
E.g. May I come in?
2. Might
It's also used to express possibility.
- To express probability:
E.g. We might (not) come to the party tonight. We'll see how
we feel.
- To express permission:
E.g. Might I ask you a favor?

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LESSON PLAN – ENGLISH 12 UNT 10: ENDANGERED SPECIES Nguyễn Đăng Khoa

3. Must/mustn't
- It expresses necessity. There are two types of necessity:
- Obligation:
E.g. I must go home now. I have got to be at work early
tomorrow.
- Logical necessity.
E.g. This bill must be wrong. We haven't spent that much.
4. Needn't:
We use needn't, don't need to, or haven't got to say that it is not
necessary to do something.
E.g. I needn't/don't need to/haven't got to get up early today.

20 PRACTICE
Practice
Activity 1/Activity 2 / Activity 3 – (Exercise 1,2,3, p. 114,115)
-T asks Ss to do the exercise 1,2,3 in pairs and compare the results
with their partners.
-T goes over the answers with the whole class.
-T calls on some Ss to give their right answers.
Expected answers:
Exercise 1, p. 114
2. may/might wake 3. may/might bite 4. may/might need
5. may/might slip 6. may/might break
Exercise 2, p. 115
2. needn’t come 3. needn’t walk 4. needn’t ask
5. needn’t tell 6. needn’t explain
Exercise 3, p. 115
3. needn’t 4. must 5. mustn’t
6. needn’t 7. needn’t 8. must/mustn’t

HOMEWORK
Learn the lesson -Prepare unit 11 – reading

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