Teaching date: 18/11/2021

UNIT 6: ENDANGERED SPECIES

 57: C. Skills - Reading

Saving endangered species – Pros and cons

I. Objectives:

1. Knowledge

At the end of the lesson,

+ besides, consolidating those vocab, they’ll enrich their vocabulary in the further
exercises

+ they’ll finish further exercises given on the topic : Saving endangered species

- Especially for gifted students; like all those students, they’ll cover all of those
points. They’ll also enhance their 4 skills on the topic.

2. Skills

- For all of students,

+ they’ll practice 4 skills with simple degree following form

- Reading: Reading for general idea and specific information and identifying
different opinions about protecting endangered species.

- Speaking: Talking about how to protect endangered species.

- Listening: Listening for why animals are in danger of extinction

- Writing: Write an essay about an endangered species

- Communication and culture:

+ Listen to a talk and answer the questions about how to preserve endangered
species.
+ Scan for specific information in passage and skim for general ideas about it to
sum up the topic of the whole unit. Fill in the table and answer the questions.

3. Educational aims

+ they’ll build up their habbit of thinking logically and guessing ability. They’ll
practice sentence

analysis skimming for gist and scanning for details.

II, TEACHING AIDS

- Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

III. PROCEDURE

1. WARM UP

a. Aim: Visualize what the topic is and supply the background knowledge.

Discuss with a partner.

b. Content: Which of these animals are on the list of endangered species?

c. Expected result: expected answers

d. Organization:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

- Ask Sts to look at the picture and answer the - dolphin, tiger, saola, elephant, sea turtle, giant panda
questions.

- Have Ss work in pairs and encourage Ss to make

guesses freely.

- Tell Ss that they are going to read a passage of

mass media forms

2. PRESENTATION

a. Aim: learn vocabulary
b. Content: skim the text and guess the meaning of new words

c. Expected result: Ss understand using and meaning of the vocabularies

d. Organization

TEACHER'S & SS' ACTIVITIES CONTENTS

Step 1: Transfering the learning task * Vocab.

- T asks SS to look at extra vocabulary. Put sb in sb’s shoes: Đặt mình vào trong hoàn cảnh của
ng khác, để hiểu và cảm thông được tình huống đó
- T asks Ss to repeat the name of some countries.
Attribute (v): đóng góp
- Then ask them to look at the Facts
Poach (v) săn trộm
Step 2: Performing the task
Overhunt (v) săn bắn quá mức
- Ss Listen and repeat in chorus
Evolutionary (a) thuộc về sự tiến hóa
- Ss Guess the meaning
Interfere with (v) can thiệp
- Ss Copy in the notebooks.
Hence (adv) vì thế
Step 3: Discussion
Livestock (n) gia súc
- SS complete the sentences in pairs
Derive from (v) bắt nguồn từ
Step 4: Conclusion
Coral reef (n) rạn san hô
T make sure that all the students understand the
meaning of the vocabulary and pronouce correctly

3. PRACTICE

a. Aim: practise skills

b. Content: Whose opinions are these? Write the correct names in the space

c. Expected result: Ss’s answer

d. Organization:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Step 1: Transfering the learning task Ex 3. Whose opinions are these? Write the correct names
in the space
- Ask Ss to look at the questions quickly and
underline key words, which can help them to 1. Yoshiko, Ai Lien
locate the specific information in the text.
2. Simon
Step 2: Performing the task
3. Yoshiko
Ss do as requested to complete the task
4. Simon
Step 3: Discussion
5. extra
- Call on some Ss to read their answers aloud in
front of the class. 6. Ai Lien

Step 4: Conclusion Individual work and then pair work

- Teacher monitors and gets feedback Ex 4: Find the prepositions in the reading text to
complete these phrases. Use a dictionary to find their
meaning.

1. in 2. to

3. to 4. with

4. APPLICATION

a. Aim: use language to interact

b. Content: Work in pairs. Discuss with a partner.

c. Expected result: Suggested answers:

d. Organization:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Ex 5: I agree with Ai Lien’s ideas because I’m for preserving
the wildlife
- Encourage other Ss to ask further questions or give
feedback.

- Summarize the main points.

- Ask sts to learn the new words in the text.

- Tell them to prepare for the next period.

5. HOMEWORK

- Prepare Speaking skills

Preparing date: 18/11/2021

Teaching date:

UNIT 6: ENDANGERED SPECIES

 58: C. Skills - Speaking

Actions for endangered species conservation

I. Objectives:

1. Knowledge

At the end of the lesson, Ss may

+ they will get to know the topic and some words and phrases related to a new
wildlife park

+ they’ll get to know the future perfect and double comparatives.

+ they’ll master pronunciation, vowel to vowel.

+ besides, consolidating those vocab, they’ll enrich their vocabulary in the further
exercises

+ they’ll finish further exercises given on the topic : Actions for endangered
species conservation

2. Skills

+ they’ll practice 4 skills with simple degree following form

- Reading: Reading for general idea and specific information and identifying
different opinions about protecting endangered species.
- Speaking: Talking about how to protect endangered species.

- Listening: Listening for why animals are in danger of extinction

- Writing: Write an essay about an endangered species

- Communication and culture:

+ Listen to a talk and answer the questions about how to preserve endangered
species.

+ Scan for specific information in passage and skim for general ideas about it to
sum up the topic of the whole unit. Fill in the table and answer the questions.

3. Educational aims

+ they’ll build up their habbit of thinking logically and guessing ability. They’ll
practice sentence

analysis skimming for gist and scanning for details.

II, TEACHING AIDS

- Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil…

III. PROCEDURE

1. WARM UP

a. Aim: Visualize what the topic is and supply the background knowledge

b. Content: watch the video and discuss the topic

c. Expected result: expected answers

d. Organization:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

- T asks students to watch the video and discuss - give opinion about the questions.
the topic
- T calls some Ss to raise ideas

2. PRESENTATION

a. Aim: learn useful languages

b. Content: Put the following ways of protecting endangered species in the

correct boxes

c. Expected result: Expected answers

d. Organization

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Step 1: Transfering the learning task How to protect rhinos

Ask Ss to read the conversation quickly to get the main
idea.
- Have them read it again and match the sentences (a-e)
with the gaps (1-5) in the conversation.
*ban transportation of and trading in rhino horns
*donate to rhino conservation organizations
*launch anti-poaching campaigns

Step 2: Performing the task *stop using rhino products

- Ss so as requested to complete the task

Step 3: Discussion

- Have Ss compare their answers

- Report the result to the class

Step 4: Conclusion

- Teacher monitors and gets feedback

3. PRACTICE

a. Aim: practise skills

b. Content: 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
c. Expected result:

d. Organization:

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

Ex 2.
Step 1: Transfering the learning task
- Ask Ss to practice the conversation with their
partner.
- Have Ss work in pairs; choose one historical figure
and make a similar conversation.
Good morning everyone. It’s my pleasure to talk to
you today.
*To begin with, I’ll suggest the first solution to save
rhinos.
*My next point is …
* Finally, I’d like to summarize the key issues.

- Encourage Ss to add more information about the * Thank you for your attention.
King Le Loi; Le Quy Don; and their legends or
stories.

Step 2: Performing the task

- Ss follow T’s requirements to do the task

Step 3: Discussion

- Have Ss compare their answers

- Report the result to the class

Step 4: Conclusion

- Teacher monitors and gets feedback

4. APPLICATION

a. Aim: review grammar

b. Content: Present your talk to the class

c. Expected result: Ss present in groups

d. Organization:

4. Activity 4 APPLICATION
- T gives comments on Ss’ presentation on endangered
species conservation.

- Ask other Ss to give feedback to their friends’

presentation.

5. HOMEWORK

- Prepare Listening Skill