UNIT 8: WILDLIFE CONSERVATION
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- express concern.
- learn about The International Union for Conservation of Nature (IUCN) Red List.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be polite when expressing pleasure and happiness and responding;
- Actively join in class activities.
II. MATERIALS
- Grade 12 textbook, Unit 8, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: If I were in charge
c. Expected outcomes:
- Students feel interested in the lesson.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: If I were in charge - Students join the game and answer the questions. Suggested ideas:
- Give learners around five minutes to write exactly what
they’d do if they were in charge of a national park.
- Ask them to express their ideas.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To provide model conversations in which speakers express concern;
- To review expressions for expressing concern.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (p.108)
- Task 2: Work in pairs. use the models in 1 to make similar conversations for these situations. one of you is a, the other is B. use the expressions on page 109 to help
you. (p.40)
c. Expected outcomes:
- Students can use appropriate language to make predictions.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (6 mins)
- Check if Ss know any phrases for expressing concern by asking, e.g. - Students listen to the recording. Answer key:
What would you do if your friend didn’t join the field trip with your class? - Students complete the conversation with 1. A
(Has something happened?) What would you tell friend if you got to know words/phrases in the box. 2. D
that he had a headache?? (Do you feel better now?) - Students practise the conversation in pairs. 3. B
- Ask Ss to read through the expressions in the box and the incomplete 4. C
conversations, and check comprehension.
- In stronger classes, have Ss complete the gaps based on context clues in
the conversations.
- In stronger classes, play the recording once for Ss to check their answers.
In weaker classes, play it twice, the first time just to listen and the second
time to write the letters for the
- expressions they hear in the gaps.
- Check answers as a class by asking the questions and having Ss read out
the complete answers.
- Ask Ss to practise the conversations in pairs.
Task 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of you is A, the other is B. use the expressions on page 109
to help you. (6 mins)
- Have Ss read the situations and check understanding. - Make plan for the role-plan Sample conversations:
- Revise common expressions used to express concern. In weaker classes, - Practise the role-play conversation, based on the 1
go through the expressions in the table and check understanding. two situations. Mai: You look so worried.
- Put Ss into pairs. Give them a few minutes to come up with ideas to - Swap the role and continue practising. What’s the matter with you?
support their answers. - Perform in front of class. Mark: I haven’t collected
- Allow Ss enough time to practise their conversations. Then invite some enough information about
pairs to role-play them in front of the class. endangered species for my
- Praise for good effort, clear pronunciation, fluent delivery, and biology project.
interesting ideas Mai: Oh. I see. Is there
anything I can do to help?
Mark: Thank you. I’ll try to
manage. I’ll call you if I need
any help.
2
Lan: Hi Peter. I didn’t see you
on the school field trip to the
Endangered Species Rescue
Centre. Are you all right?
Peter: I was a bit under the
weather so I couldn’t join you.
Lan: Sorry to hear that. Are
you OK now?
Peter: Thanks, Lan. I am much
better now.
3. ACTIVITY 2: CLIL (15 mins)
a. Objectives:
- To help Ss learn about criteria to classify endangered species;
- To help Ss discuss the topic further.
b. Content:
- Task 1. Read the following text. Put a tick (✓) if the animals in the table are classified as endangered and a cross (✗) if they are not. (p.109)
- Task 2. Work in groups. name some endangered animals in Viet nam. Share what you know about them. (p.109)
c. Expected outcomes:
- Students understand the meaning of words, memorise the information, and relate what they have learnt about IUCN Red List.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Read the following text. Put a tick (✓) if the animals in the table are classified as endangered and a cross (✗) if they are not. (10 mins)
- Ask Ss some questions to find out what they already know about the - Students put a tick or a cross Suggested answers:
topic, e.g. Do you know anything about the Red List categories? What - Students share their answers and explain.
1. ✓
criteria for endangered species?
- Encourage Ss to share their ideas about the topic.
2. ✖
- Put Ss into pairs. Ask them to read the text about the criteria to classify
animals as endangered species and put a tick (✓) if the animals in the 3. ✖
table are classified as endangered and a cross (✖) if they are not..
- Walk round the class and offer help, explaining unfamiliar words or
answering questions.
- Check answers as a class.
Task 2: Work in groups. name some endangered animals in Viet Nam. Share what you know about them. (5 mins)
- Have Ss work in pairs to name some endangered animals in Viet Nam. - Students work in pairs to name some endangered Suggested answers:
- Ask Ss some specific questions, e.g. Why do you think it is animals in Viet Nam. I think Saola is one of the most
endangered? Do you think it is serious? - Students share their ideas in front of class. endangered animals in Viet Nam
- Call on some Ss to present their ideas in front of the class. because it is rare and its
- In stronger classes, ask them to discuss and provide further information population is so small.
about the animals if they have.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.
UNIT 8: WILDLIFE CONSERVATION
Lesson 8: Looking back and Project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 8;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be aware and eager to join hands to protect wildlife.
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 8, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Revise the words and phrases learned in unit 8.
c. Expected outcomes:
- Students can recall the vocabulary they have learnt in Unit 8.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
- Teacher asks students to revise the words learned in unit 8. Recall the words
- Ss work in 2 teams.
- In each team, one student recalls one word. Then call one student from the other
team.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss to review the process of assimilation in this unit.
- To help Ss revise words and phrases they have learnt in the unit.
- To help Ss revise adverbial clauses of condition and comparison.
b. Content:
- Pronunciation: underline the parts where assimilation occurs. Listen and check. Then practice saying these sentences in pairs. (p.110)
- Vocabulary: Choose the correct answers to complete these sentences. (p.110)
- Grammar: Choose the sentence that best combines each pair of the following sentences. (p.110)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Underline the parts where assimilation occurs. Listen and check. Then practice saying these sentences in pairs. (4 mins)
- Ask Ss to listen to the recording and underline the sounds that - Students pronounce the words, and choose the Key:
can be affected by assimilation. correct answers. 1. Have you been to the new
- Check answers as a class by playing the recording several times conservation park in town? /ˌkɒnsə
if needed. ˈveɪʃm ˈpɑːk]
- Ask Ss to practise the questions in pairs. Draw their attention to 2. Animals are brought to the
the sounds that are assimilated. park from different places. /ˈdɪfrənp
- Call on some Ss to read the sentences out loud in front of the ˈpleɪs]
class. 3. My sister follows a special
diet and she doesn’t eat red meat. /ˈreb
ˈmiːt]
4. We got back home from a
trip to the animal rescue centre. /ˈgɒp
ˈbæk]
Choose the correct answers to complete these sentences. (4 mins)
- Ask Ss to choose the correct word in each of the sentences. - Ss work in pairs Answer key:
- Have Ss do this activity individually, then compare their answers - Ss solve the crossword. 1. survive
with their partners. 2. conserve
- Check answers by asking individual Ss to write correct words on 3. captivity
the board. 4. extinct
Choose the sentence that best combines each pair of the following sentences. (4 mins)
- Explain that Ss have to make complex sentences from each pair - Ss choose the best answer. Answer key:
of sentences. 1. A
- Have Ss do this activity individually, then compare their answers 2. B
with their partners. 3. C
- Check answers by asking individual Ss to write the sentences on 4. D
the board. Have Ss explain what grammatical form they have used
and why.
3. ACTIVITY 2: PROJECT (28 mins)
a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise giving a poster presentation.
b. Content:
- protecting endangered species
c. Expected outcomes:
- Students practice giving a presentation.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
- As Ss have prepared for the project throughout the unit, the focus of this - All groups exhibit their posters and make Students’ presentations
lesson should be on the final product, which is a poster presentation. presentations.
- Have Ss work in their groups. Give them a few minutes to get ready for - When one group makes a presentation, others listen
their poster presentations. Ask them to decide who is going to stand by the and complete the evaluation sheet.
group poster and answer questions about it, and what questions the rest of the
group can ask as they walk around the classroom and view other groups’
posters.
- Give Ss a checklist for peer and self-assessment. Explain that they will have
to tick appropriate items while studying their classmates’ posters and asking
questions about them. They should also write comments if they have any.
The group representatives should also complete their self-assessment
checklist.
- If necessary, go through the assessment criteria to make sure Ss are familiar
with them.
- Have groups display their posters. Ask the group representatives to stand
next to their posters while the rest of the class walk around, study the posters,
and ask questions about them. In stronger classes, you can have group
members take turns to stand by the poster and answer questions.
- Give Ss enough time to study all posters and complete the checklists. Then
have them sit down and vote for the best poster.
- You can also give Ss marks for their posters and poster presentations as part
of their continuous assessment.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 9.
