UNIT 8: WILDLIFE CONSERVATION

Lesson 1: Getting started – At a rescue center

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- gain an overview about the topic wildlife conservation;
- understand the words and phrases related to wildlife;
- use adverbial clauses of condition and comparison correctly.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware of conservation issues and think of new ways to protect animals;
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. Procedure
Steps+ Time Aims Content and Procedures Product
Warm – up (5 - To create a A video Link:
mins) friendly and - Teacher asks students to read https://www.youtube.com/watch
lively through some questions before ?v=e-yAO267tvE
atmosphere in watching the video. Questions:
the classroom; - Teacher asks students to watch - What is wildlife conservation?
- To set the a video about wildlife - What can wildlife
context for conservation. conservation be broken down
the listening - Call on some students to give into?
and reading their answers. - Which country is mentioned in
part; - Students work in groups. the video as an example of
- To enhance - Students look at the picture that protecting wildlife?
students’ the teacher shows them and
skills of describe the picture.
cooperating
- Other students try to guess the
with
name.
teammates.

PRESENTATION -To provide Vocabulary pre-teaching - Vocabulary pre-teaching

(5 mins) students with - Teacher introduces the - Students can identify some
new words vocabulary. new words related to the topic.
related to the + Students listen to the
topic; teacher’s explanation and
-To help guess the words.
 students be - Teacher explains the meaning of
well-prepared the new vocabulary by pictures.
for the + Students listen to the
listening and teacher’s explanation and
reading tasks. guess the words.
+ Students write down the new
words in their notebook
- Teacher checks students’
understanding with the “Rub out
and remember” technique.
Teacher reveals that these five
words will appear in the reading
text and asks students to open
their textbook to discover further.
- Teacher checks students’
pronunciation and gives
feedback.
- Teacher observes students’
writing of vocabulary in their
notebooks.
PRACTICE (22 - To help Task 1: Listen and read.
mins) students get to - Put Ss into groups. Draw a mind - Students give as many species
Activity 1 know the map on the board and write as possible
6’ topic; Endangered Species in the - Students listen to the
- To introduce middle. Have groups brainstorm recording.
words and as many aspects of the topic as - Students underline
phrases possible, e.g. kinds of species, words/phrases related to wildlife
related to where they are found,…. Give Ss conservation.
wildlife a time limit for the brainstorming. - Students compare the words
conservation; - Ask some groups to call out and phrases with their partners.
- To help Ss their ideas and write them into
identify the mind map on the board.
- Students read the conversation
adverbial Praise groups for good effort.
aloud.
clauses of - Have Ss look at the picture and
condition and elicit the context of the
comparison. conversation by asking some
questions, e.g. What animals do
you see in the pictures? Where is
Mark?
- Play the recording twice for Ss
to listen and read along. Have Ss
underline words and phrases
related to the world of work
while they are listening and
reading.
- Put Ss in pairs and ask them to
 compare the words and phrases
they have underlined and discuss
their meaning. Then check
comprehension as a class.
- Call on three Ss to read the
conversation aloud.
Activity 2: - - To help Task 2: Read the conversation - Students work independently
5’ students get to again and decide whether the to do the activity.
know the statements are true or false. - Students compare the answers
topic; - Put Ss in pairs. Ask them to in pairs.
- To introduce read the statements carefully and
words and decide whether the statements are Key:
phrases
true or false. In stronger classes, 1. T
related to
encourage Ss to do the task 2. F
wildlife
3. F
conservation; without looking back at the
conversation. 4. T
- To help Ss
identify - Then have them read the
adverbial conversation again and locate the
clauses of part of the conversation that has
condition and the information for each of the
comparison. questions.
- Have Ss share their answers
with the class.
- Confirm the correct answers.

Activity 3 - To introduce Task 3: Find words and a Answer key:

6’ words and phrase in Task 1 with the 1. accounts
phrases following meanings. 2. death
related to - Have Ss look at the first letters 3. devoting
wildlife of the words. Explain that these youth
words are related to life stories
and events and they are all in the
conversation in Activity 1.
+ Students read the
conversation again and work
independently to do the activity.
- Ask Ss to read the definitions
and find the words so that the
words on the right match the
definitions on the left, and they
should start with the letters
given.
- Allow Ss to share answers
before discussing as a class.
+ Students share and check the
answers.
 - Check answers as a class.
- Write the correct answers on the
board.
Activity 4 - To help Task 3: Match the words and Answer key:
6’ students get to phrases with their meanings. (6 1. d
know the mins) 2. b
topic; - Have Ss read the conversation 3. a
- To introduce quickly again, find these words 4. c
words and and phrases, and guess their
phrases meanings from the context.
related to - Ask Ss to do the matching.
wildlife - To check answers, write the
conservation; individual words on the board
- To help Ss and have Ss come to the board to
identify match them.
adverbial - Alternatively, have one student
clauses of read the word and another student
condition and say the meaning of the word.
comparison. - Give further explanation to the
words and phrases
- Students read the conversation
again and work independently to
do the activity.
- Students share and check the
answers.
Activity 5 - To introduce Task 4: Complete the sentences Answer key:
5’ words and with words from task 1. (5 1. If you have any questions
phrases mins)- Have Ss read each during the tour, don’t hesitate to
related to sentence and try to think of the ask.
wildlife missing information to complete 2. Apes are as good at using
conservation; the sentences. tools as they’re at learning sign
- To help Ss - In weaker classes, encourage Ss language.
identify to read the conversation again 3. We can help gibbons if we
adverbial and find the sentences. stop keeping them as pets.
clauses of - Check answers by calling on
4. Gibbons can become ill or
condition and individual Ss to read the complete weak unless they’re fed the right
comparison. sentences.
type of food.
- Remind Ss of types of clauses
learned in the unit (adverbial
clauses of condition and
comparison). Draw Ss’ attention
to these types and tell Ss that they
will revise all these types in later
lessons.
PRODUCTION - To help Ss Make a presentation about - Ss can make a presentation
(10 mins) memorize the ways to protect the wildlife. (10 before class.
key mins) Students’ own creativity
information - Remind Ss that they can make
about wildlife different kinds of presentations
conservation; for this project. They can make a
- To get Ss to poster or power point
speak about presentation for this project.
some ways to - Teacher lets Ss work in groups
protect the of 4. Give each group a big sheet
wildlife. of paper and colours.
- Give instructions to students.
- Ask students to make a
presentation.
- Teacher asks all groups to stick
their works on the blackboard.
- Teacher calls on some groups to
present their map.
- Teacher asks other groups to
listen and give comments.
- Teacher gives feedback and
gives marks to the best group.
- Teacher’s observation on Ss’
performance.
- Teacher’s feedback and peers’
feedback.

WRAP-UP - To help Ss - Teacher asks students to talk Students’ products at home

memorize about what they have learnt in
Homework what they the lesson.
1’ have learnt in - Do exercises in the workbook
the lesson. and and prepare for the next
lesson
 UNIT 8: WILDLIFE CONSERVATION
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- use the lexical items related to the topic wildlife conservation;
- recognize and produce words and phrases in which assimilation of sounds occurs
- use adverbial clauses of condition and comparison correctly;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be eager to learn more about ways to protect environment;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
Stage + Time Aims Content and procedures Product
1.WARM-UP (5 mins) - To stir up the Game: SAY IT OUT LOUD Students can revise
atmosphere and - Divide the class into two vocabulary related to
activate students’ teams. green cleaning.
knowledge on - Ask students to give names of - Students can do all the
the topic; endangered species. exercises.
- To enhance - The team with more accepted
students’ skills of species become the winner.
cooperating with - Students work in groups.
teammates. - Students give names.
- Teacher observes and gives
feedback.

2.PRONUNCIATIO - To help Ss - Students can correctly

- Explain the process of
N (12 mins) recognise and pronounce the words in
1. Activity 1 assimilation to Ss, that is, when assimilation.
practise
6 mins assimilation. the ending sound of one word
on purpose /ɒm
blends into the beginning ˈpɜːpəs/
sound /m/, /b/, /p/, and /s/ of the in bed /ɪm ˈbɛd/
following word. Tell them that in May /ɪm ˈmeɪ/
this is a natural process that hot potato /ˈhɒp pə
appears in rapid speech. (Ss ˈteɪtəʊ/
should not intentionally change not bad /ˈnɒp ˈbæd/
the ending sounds as described.) right mess /ˈraɪp ˈmɛs/
- Play the recording for Ss to bad penny /ˈbæb
listen and follow. ˈpɛni̩/
- Read out the examples in the good boy /ˈgʊb ˈbɔɪ/
red meat /ˈrɛb ˈmiːt/
Remember Box (or play the
Math solver /ˈmæs
recording again) for Ss to repeat
ˈsɒlvə/
as a class.
- Ask Ss to work in pairs and
take turns pronouncing the
phrases. Encourage Ss to say
them as naturally as possible.
- Students listen to the
recording, and then repeat the
words.
- Students read the examples.
- To help Ss Answer key:
Task 2: Listen and underline
recognise and 1. Apes are larger than
the parts where assimilation
practise
occurs. Then practice reading monkeys. /ˈðəm ˈmʌŋkiz/
assimilation.
the sentences in pairs. (6 2. If fed properly, the bear
mins)- Ask Ss to read the will recover soon. /ˈʃeb
sentences and underline the ˈprɑːpərli/
parts where assimilation occurs.
2. Activity 2 3. Both species benefit
6 mins - In weaker classes, demonstrate from living together.
by reading the sentences or play /ˈbəʊs ˈspiːʃiːz/
the recording first then let Ss
repeat the sentences. 4. Ten percent of the
world’s population was
- Extend this task by having Ss infected by the virus.
take turns reading each of the /ˈtem pəˈsent/
sentences twice: 1) slowly,
trying to enunciate the sounds
clearly and avoid any
assimilation and 2) quickly,
trying to blend the final and
 initial sounds. Ask their partners
to listen carefully and identify
any assimilated sounds.
- Play the recording (several
times if necessary) to check the
answers. Further explain this
phenomenon in English so that
Ss can understand more clearly.
- Teacher checks students’
pronunciation and gives
feedback.
- Students in class listen and
give feedback on their friends’
performance.

VOCABULARY (12 - To introduce Task 1: Match the words with - Students understand the
mins) words and their meanings. (6 mins) meaning of words,
1. Activity 1 phrases related to - Ask Ss to work in pairs. Ask memorise them and are
6 mins wildlife them to read the words and able to use them in
conservation. phrases and match them to their meaningful contexts.
- To help Ss meanings. Answer key:
practise using the - Check answers as a class. Call 1. d
words and on one student to read an item 2. a
phrases in 1 in aloud and another student to 3. b
meaningful read its meaning. 4. c
contexts. - Have Ss practise vocabulary 5. e
building skills by thinking of
words or phrases associated with
the five items in this activity.
- Put Ss in pairs or groups.
Provide some synonyms or
antonyms for the words for Ss’
reference, e.g. extinct -
common, conserve - destroy…
- To help Ss Task 2: Complete the Answer key:
practise the sentences using the words in 1. 1. survive
words in (6 mins) 2. rare
meaningful - Have Ss work in pairs. Tell 3. extinct
contexts. them to read the sentences 4. captivity
carefully and decide which word 5. conserve
or phrase in 1 can be used to
complete each of the sentences.
Explain that they should use the
2. Activity 2 context clues to decide on the
6 mins word/phrase, e.g. in the first
 sentence, the gapped word is a
verb that the company has to do
to meet the production targets.
- Check answers as a class. Have
Ss call out the word/phrase they
have used in each sentence first.
- Confirm the correct answers.
Ask Ss to give reasons why they
have chosen the word/phrase by
referring to the context clues.
- Ask individual Ss to read the
complete sentences.
- Teacher’s observation on Ss’
performance.
- Teacher’s feedback and peers’
feedback.

GRAMMAR (13 - To give Ss an Task 1: Combine the sentences - Students know how to
mins) opportunity to using adverbial clauses of use adverbial clauses of
1. Activity 1 practice condition or comparison. Use condition and comparison
(6 mins) adverbial clauses the conjunctions in brackets and can apply them to
of condition and and make any necessary give a short talk on the
comparison. changes. (6 mins) given topic
- To help Ss - Tell Ss to read the explanations Answer key:
practise in the Remember! box on page 1. If you don’t release the
adverbial clauses 103. Check understanding of the turtle into the sea, it will
of condition and grammar point by asking die soon.
comparison in a questions about the number of 2. Raising people’s
speaking activity. clauses in the sentences. awareness is as important
- Explain the differences among as imposing strict laws to
the three types of sentences to preserve wildlife.
make sure Ss understand them. 3. Unless we stop
- In weaker classes, give more poaching, many
examples to demonstrate the endangered species will
grammar points. become extinct.
- In stronger classes, have Ss 4. A monkey is more
come up with their own example intelligent than you may
sentences. think.
- Ask Ss to work in pairs or
individually to combine the
simple sentences by using the
words in the bracket.
- Check answers as a class and
ask Ss to explain their choices.
- To give Ss an Task 2: Work in pairs. Make
opportunity to sentences about endangered
 practice animals using adverbial
adverbial clauses clauses of condition or
2. Activity 2 of condition and comparison. (7 mins)
( 7 mins ) comparison. - Have Ss read the instructions
- To help Ss and example, and make sure
practise they all understand the context
adverbial clauses and what they have to do. In
of condition and weaker classes, model a short
comparison in a conversation with a student.
speaking activity. - Note that the examples in the
book are just a few suggestions.
Encourage Ss to come up with
their own ideas to make
compound and complex
sentences.
- Put Ss in pairs and practice
saying the sentences.
- Invite some Ss to report back
to the class.
- Students work in pairs and
think of a person they admire.
- Students decide on the ideas
they are going to say and make
3-5 sentences, using the
structures.
- Present their ideas in front of
class.
Warm-up - To help - Do exercises in the workbook. An overview
6 mins students - Prepare for Lesson 3 - Reading about the
memorise the lesson
target language
and skills that Ss’product at
they have home
Homework learnt
(1min)
 UNIT 8: WILDLIFE CONSERVATION
Lesson 3: Reading – Wildlife conservation news

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Skim for main ideas and scan for specific information in news items about wildlife
conversation.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be responsible with plastics;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURE:
Steps + time Aims Content and procedures Product
1.Activity 1: - To stir up the Spot the word 1. volunteer
Warm-up atmosphere and - Teacher gives out handouts with 2. stress
(5 minutes) activate many words and a table with a lot of 3. species
students’ letters. Teacher asks students to 4. measure
knowledge work in pairs to find as many words 5. awareness
about the figure as possible in 2 minutes. 6. conservation
they are going - The pair with the most correct 7. extinct
to learn about in
 the lesson; words becomes the winner
- To set the
context for the
reading part;
- To enhance
students’ skills
of cooperating
with teammates.
- To activate Ss’ Task 1. Work in pairs. Discuss the Suggested answers:
2.ACTIVITY 2 : background following questions. (4 mins) The answer depends.
PRE-READING knowledge
(9 mins) about the topic - Have Ss work in pairs and ask Ss
and get Ss questions in the book: Do you often
involved in the read news stories about wildlife?
lesson. What are they about?
- Tell Ss that they are going to read
several news items about wildlife
conservation. Ask Ss to look at the
pictures and say what the news
items are about.
- Encourage Ss to guess freely.
Accept Ss’ possible answers and
further discuss them by elaborating
follow-up questions about the topic.
- Invite some groups to share their
ideas with the class before reading.
- Students work in pairs and answer
the questions.
- Students give their ideas New words:
Vocabulary pre-teaching (5 mins) 1. extinction (n)
- Teacher introduces the 2. measure (n)
vocabulary. 3. biodiversity (n)
- Teacher explains the meaning of 4. entitle (v)
the new vocabulary by pictures.
- Teacher checks students’
understanding with the “Rub out
and remember” technique.
- Teacher reveals that these five
words will appear in the reading
text and asks students to open their
textbook to discover further.
- Students listen to the teacher’s
explanation and guess the words.
- Students write down the new
words in their notebook
3.ACTIVITY 3: - To help Ss Task 2: Read the news items and - Students can thoroughly
WHILE- practise reading choose the most suitable headline understand the content of
READING (20 for general for each one. There are Two extra the text and complete the
mins) information; headlines. (6 mins)
- To help Ss - Ask Ss to read 5 headlines in 2 tasks successfully
practise and read the news items to match Answer key:
guessing the the headline with the correct item. 1. B
meanings of - Remind Ss to read the items 2. A
words/ phrases quickly to find out the significant 3. D
from context. information which matches the
- To help Ss headline.
develop reading - Note that there are two extra
skills for headlines that Ss do not need to use.
specific - Ask Ss to locate key information
information. that helps them have the correct
answer.
- Check answers as a class. Write
them on the board.
- Students read the text and locate
the highlighted words individually.
- Students study the context and do
the tasks as required.
4. Activity 4: - To help Ss Task 3: Read the news items Answer key:
while- develop reading again and match the highlighted 1. c
reading skills for words and phrase with their 2. e
(7 mins) specific meanings. (7 mins) 3. b
information - Ask Ss to read the whole text once 4. d
again to get an overall idea. 5. a
- Then have Ss focus on the
highlighted words and phrases,
looking for context clues in the text
and working out the correct
meaning.
- Encourage Ss to use the context in
which the words are used rather
than looking them up in the
dictionary.
- Have Ss discuss the context clues
and compare answers in small
groups.
- Check answers as a class by
inviting Ss to write them on the
board.
- Students do the matching
- Students compare their answers
with partners then check with the
 whole class.

5. Activity 5: - To help Ss Task 4: Read the news items Answer key:

while- develop reading again and choose the correct 1. A
reading skills for answer. (7 mins) 2. A
(7 mins) specific - Ask Ss to read 4 statements and 3. C
information their options first. Make sure Ss 4. D
understand all of them. 5. B
- Have Ss read the news items again
and choose the correct answer for
each question.
- Ask Ss to give reasons for their
answers by providing the
information from the news items.
- Check answers as a class. Call on
some Ss to explain their answers.
- Students choose the best answer
according to the text.
6.ACTIVITY 6: - To check Task 5: Work in pairs. Discuss Suggested answer:
POST-READING students’ the following questions. (p. 37) - I find the news item No.3
(8 mins) understanding - Ask Ss to review the news items most interesting because
about the quickly and note down some ideas this is a great opportunity
reading for their answers. for art lovers gather
passage; - Encourage Ss to explain their together for a meaningful
- To help some answers using as many reasons as event. They can fulfil their
students possible. passion for painting and at
enhance - Invite Ss from different groups the same time help promote
presentation to give their answers to the class. public awareness about
skills; - Students practise speaking in wildlife conservation.
- To practise pairs. - I find the news item No.1
team working; - Students share their answers with most interesting because the
- To help Ss use the whole class. news item helps raise public
the language - Students listen and give awareness about sea turtles
and ideas from feedback. an endangered species that
- Students practise speaking in requires special protection.
the unit to pairs. This also opens an
express their - Students share their answers with opportunity for the
ideas and the whole class. volunteers who wish to
opinions. - Students listen and give work on such endangered
feedback. species protection projects.
7. WRAP- UP - To consolidate - T asks: What have you learnt
(2mins) what students today?
have - Review the vocabulary by Ss’product at
learnt in the asking their meanings home
Homework lesson - Do the reading exercises in the
- To prepare for Workbook
 the - Prepare for the Speaking
next lesson lesson

UNIT 8: WILDLIFE CONSERVATION

Lesson 4: Speaking – Activities for conserving wildlife

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- suggest activities for a wildlife conservation event..
- Memorise vocabulary to talk about how to conserve wildlife.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware and more responsible with the products used every day.

II. MATERIALS
- Grade 12 textbook, Unit 8, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

III. PROCEDURE:
Steps + time Aims Content and Product
procedures
1. Activity 1: - To stir up the Game: Yes or No
Warm-up atmosphere and - Teacher calls on some students to
(5 minutes) activate students’ the board (each time one student).
 knowledge on the Then give him/her one picture (of
topic; an animal)
- To set the - The rest of the class have to guess
context for the what the animal is by asking: is it a
speaking part. - Students ask and answer.
b. Content: Ape, koala, elephant, tiger

1. Activity 2 - To introduce Task 1: Are the following

(Pre- speaking) more ideas for the activities good for conserving
10 mins main speaking wildlife? Rank each activity in Suggested answer:
task and get Ss order of its importance to 3-6-2-5-4-1-7
involved in the conserving wildlife. (10 mins)
lesson; - Ask Ss to work in pairs and read
the activities carefully.
- To activate prior - Tell Ss to order each activity in
knowledge about order of its importance to
the topic and get conserving wildlife.
Ss involved in the - Encourage Ss to discuss the
lesson. activities and give opinions while
discussing rather than just ranking
- To help Ss them purely.
discuss ways to - Check answers as a class by
conserve wildlife
calling on pairs to read and explain
and express an
the reasons for their answers.
opinion.
- Students work individually to
decide.
- Students share their answers.
- Teacher gives corrections and
feedback.
- Teacher observes Ss’ writing of
vocabulary in their notebooks.

2. Activity 3 - To provide a Task 2: Work in groups. Read

(While model the notice. Then brainstorm a Suggested answers:
speaking) conversation in list of activities you want to A: Today, we’re
10 mins which speakers organise for the event. Explain discussing suitable
suggest activities how the activities will help activities for an
for a wildlife conserve wildlife. Use the list in environmental day. The
conservation 1 and the example below to aim is to raise students’
event; help you awareness of wildlife
- To help some - Keep Ss working the in same protection. Does anyone
students enhance pairs. Ask Ss to read the notice in have any interesting
presentation pairs and make sure they ideas?
skills. understand it. B: I think we should
- Have Ss brainstorm as many start the event with a
 ideas as possible and discuss the speaking competition
reasons for their choices. about wildlife
- Remind Ss to ideas on the conservation. Students
activity in 1 and use the example in can debate the
their book to develop a similar importance of wildlife
conversation. and how we can protect
- Encourage Ss to come up with it.
their own ideas and reasons. Go C: I like your idea, but
around the class and provide help how will a speaking
when needed. competition help
- Call on some pairs to act preserve wildlife?
out/read their conversation aloud B: Well, this will be a
to class. good way to attract lots
- Students work in groups, use the of participants. I know
notes and think of ways to give that many students in
responses. our school are good at
- Students add more reasons. debating. This
- Report group’s answers to the competition will be an
whole class. excellent awareness
raising acitivity. Don’t
you agree with me?
A: Yes, I totally agree
with you. I also suggest
that we organise a
wildlife photography
exhibition. Using visuals
is the best way to present
information and convey
our message.
C: OK, but we need to
find suitable images.
Perhaps we can ask the
school Photography
Club for advice. How
about raising funds for
endangered species? We
should support an animal
native to our area, such
as the sea turtle.
B. Great idea! ...

3. Activity 4(Post - To give Ss an Task 3: Work in groups. - Students can use the
speaking) opportunity to Summarise your ideas and language and ideas from
13 Mins report their present the activities for the the unit to summarize
discussion results World Wildlife Day to the their ideas and present
to class. class. Vote for the best ideas. the activities for the
- Have Ss form groups to
 summarize the activities they have World Wildlife Day to
discussed and present them to the class.
class.
- Remind Ss to use the ideas
already given in the previous
activities. In stronger classes,
encourage Ss to expand on their
answers.
- Call on some groups to
present their ideas to the class.
- Students work in groups, practice
before taking the stage.

4. WRAP-UP - To - Teacher asks: What have you - Teacher asks students

2 mins Consolidate what learnt today? to talk about what they
students have - Write a paragraph about what have learnt in the lesson.
learnt in the you have done to save the
lesson. environment.
- To prepare - Do exercises in the workbook.
Homework for the next - Prepare for the next lesson –
lesson. Listening.
-

UNIT 8: WILDLIFE CONSERVATION

Lesson 5: Listening – Endangered species

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for main ideas and specific information about the threats facing tigers;
- Memorize vocabulary to talk about the threats facing tigers.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 8, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURE:
 Steps + time Aims Content and procedures Product
1.WARM-UP - To help Ss understand Watching a video
(5 mins) and activate their - Teacher asks students to watch a
knowledge of the topic; video.
- Ask ss to give the names of the
endangered species in the video.
- Students watch the video.
https://www.youtube.com/watch?
v=F7ZvodUuXRE

2.PRE- - To get students to learn Task 1: Work in pairs. Look at - Students understand
LISTENING vocabulary related to the the pictures and discuss the the meaning and know
(9 mins) topic; following questions. (4 mins) how to pronounce
- To set the context for - Have Ss look at the pictures and some words from the
the listening and get Ss tell their partner what is happening recording
involved in the lesson. to the tigers (The tigers are kept in
the cage/kept in captivity and they
are hunted).
- Ask Ss further questions e.g, Are
these problems serious? Why do
they happen? What can we do
about them?
- Call on some Ss to answer the
questions. Encourage them to
expand on their answers and lead in
the listening.
3.ACTIVITY - To set the context for Task 2: Choose the correct
3: WHILE- the listening and get Ss meanings of the underlined Answer key:
LISTENING involved in the lesson. words and phrases. (5 mins) 1. A
(10 mins) - Ask Ss to read the sentences and 2. B
choose the correct meanings of the 3. A
underlined word and phrase 4. A
- Encourage Ss to guess the
meanings from the context that the
words and phrases are used.
- Note that the words and phrases
will be heard in the recording.
- Check answers as a class. Further
explain to Ss if necessary.
- Make sure Ss understand all the
words and phrases before they
listen
- Teacher checks students’
pronunciation and gives feedback.
- Teacher observes Ss’ writing of
vocabulary in their notebooks.
3.ACTIVITY - To help Ss practise Task 3: Listen to a talk and
3: WHILE- listening for main ideachoose the correct answer A, B,
LISTENING or C. (10 mins)
and specific information; Answer key:
(10 mins) - To help Ss practise - Tell Ss that they’re going to listen 1. A
listening for specific to a talk about tigers. 2. A
information; - Have Ss read the statements and 3. C
may have a guess of the correct 4. B
option for each statement.
- Play the recording and have Ss do
the activity.
- Check answers as a class. In
stronger classes, ask Ss to explain
their answers using the information
from the recording.
- Play the recording again if
many Ss have incorrect answers,
pausing at the places where they
can find the information for their
answers.
4.ACTIVITY - To help Ss practise Task 4: Listen to the talk again Answer key:
5: WHILE- listening for main idea and complete the notes. use one 1. 4500
LISTENING and specific information; word or a number for each gap. 2. destroyed
(8 mins) - To help Ss practise (10 mins) 3. survive
listening for specific - Ask Ss to read the text in the 4. skins
information; note. Make sure they understand 5. medicines
they need to write no more than
three words in each gap.
- Encourage them to guess what
part of speech might fit each gap.
- Play the recording once (or twice
in weaker classes) for Ss to
complete the table.
- Ask Ss to work with a partner to
compare their answers.
- Check answers by calling on
some Ss to write their answers on
the board or read them aloud.
- Play the recording again if
many Ss have incorrect answers,
pausing at the places where they
can get the correct information.
4. ACTIVITY - To check students’ Task 5: Work in groups. Suggested answer:
6: POST- understanding and Discuss the questions. Tigers in Viet Nam are
memorize the - Ask Ss to work in pairs. Have also facing a number
LISTENING
information in the them discuss which threats are of threats. The largest
(8 mins) recording; facing tigers in Viet Nam and and most serious of
- To help some students which one is the most serious. these is habitat loss.
 enhance presentation Encourage them to explain why Forests in Viet Nam
skills; they think the threat is the most have been destroyed,
- To practise team serious. degraded, and
working; - Invite some pairs to share their reduced, which made
- To help Ss use the answers with the whole class. tigers more vulnerable
language and ideas from - Students work in pairs and to hunters. The other
the listening to share discuss. threat is poaching.
opinions threats facing - Students share their ideas to the Tigers in Viet Nam
tigers in Viet Nam. whole class. have been hunted to
extinction for their
skins, bones, and other
body parts, which are
used in traditional
medicines. Although
the government has
encouraged tiger
farming and tiger
breeding facilities,
most of the animals
born in such farms
lack the survival skills
necessary to be
released into the wild.
There is still a demand
for tiger-based
products in Viet Nam,
so captive tigers and
their body parts
continue to enter the
legal and illegal trade.
5.Wrap- up - To summarise and -T asks Ss to recall what they An overview
(2 minutes) Consolidate what Ss have learnt about the lesson
have learnt -Ss present that they have learnt
-T emphasize what Ss need to
pay attention to and need to
remember.
Homework -Do exercises in the workbook.
- Prepare for the next lesson –
Writing.
 UNIT 8: WILDLIFE CONSERVATION
Lesson 6: Writing – A problem-solving report on protecting tigers

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- write a problem-solution report about protecting tigers;
- apply structures to write a report.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Be eager to think of solutions to protect tigers.

II. MATERIALS
- Grade 12 textbook, Unit 8, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

III. PROCEDURE:
Steps + time Aims Content and Procedure Product
1.WARM-UP - To create an Game: Whispers - Students can say out loud
(5 mins) active - Start with a sentence and whisper the sentence.
atmosphere in it to one student. They then have to
the class whisper it to the next learner, and “We should protect
before the so on. The last learner then has to tigers.”
lesson; say out loud what they think the
- To lead into sentence was that they heard
the new lesson
2.PRE- - To help Ss Task 1: Work in pairs. Read the
WRITNG (16 generate ideas solutions and write the threats. (8 Answer key:
mins) for their mins) 1. Loss of habitat
writing; - Have Ss work in pairs to write the 2. Poaching and illegal trade
Task 1 - To provide threats for the possible solutions. in body parts
(8 mins) Ss with ideas - Tell Ss to read the solutions 3. Rising demand for tiger
for the writing carefully and write the threats. parts
including a list Accept all the possible answers as
of threats long as they are potential threats
facing tigers that require suggested solutions.
and solutions - In weaker classes, provide the
to save them; threats so that Ss can choose the
correct on for each solution.
- In stronger classes, encourage Ss
 to come up with more potential
problems or solutions on their own.
- Students work in pairs and
answer the questions.
- Students write the answers in the
boxes.
- To help Ss Task 2: Read the announcement To: The Wildlife Magazine
3.ACTIVITY : practise and write a problem-solving From: Nguyen Van A
WHILE- writing a report. use the ideas in 1 and the
WRITING (18 Subject: Threats facing
problem- outline below to help you.
mins) - Remind Ss of the structure of a tigers and possible solutions
solving report
on protecting problem-solution report and the Date: May 5th, 2023
tigers purpose of each part as explained This report describes the
Task 2
in Unit 3. main threats facing wild
( 8 mins )
- Have Ss identify the parts in the tigers and suggests some
outline, e.g. Introduction, Threats, solutions to the problem.
Solutions, Conclusion, and think
Research has shown that over
about the information they need to
add to complete it. the last 100 years, many of
- In weaker classes, ask Ss to go the wild tigers’ natural
back to pages 39-40 in Unit 3 and habitats have been lost due to
give further explanations if human activity and
necessary. development. Humans and
- Set a time limit for Ss to write tigers continue to compete
their report in class. Walk round
for space. Deforestation
the class to provide help.
- If time allows, encourage Ss to continues as people clear
swap their writing with a partner forests for farming, roads and
for peer feedback. Ask them to housing. As a result, tigers
focus on the content, language, and are forced to live in smaller,
structure in their comments. unnatural environments
Encourage Ss to make some
where it is hard to find food.
revisions based on their partners’
Another serious threat to wild
suggestions before they produce a
final draft. tigers is poaching and illegal
- Collect Ss’ writing and give face- trade in tiger parts. Although
to-face feedback in private or give the demand for fur coats
them back with some written made of tiger skins has
feedback. decreased, tigers are still
- Students brainstorm for the ideas
poached for other body parts
and the language necessary for
writing used to made traditional
- Students write the first draft medicine.
individually using the ideas in task What can we do to save
1 and 2. tigers from extinction? One
solution is to stop
 deforestation, restore
degraded habitats and rebuild
or replace habitats that have
been lost. In addition,
educating people about the
importance of tiger
conservation is also very
important. This will increase
public awareness of the
threats facing tigers and help
reduce demand for tiger
parts. Finally, governments
should introduce stricter laws
and harsher punishments to
stop poachers from killing
and selling tiger parts.
In conclusion, there are
several threats facing tigers.
Therefore, we recommend
that governments and
organisations should act
now so that tigers can be
saved.
4.ACTIVITY 4 - To do a Cross-checking Writing rubric
: POST- cross-check - Teacher has the pairs swap and 1. Organization: …/10
WRITING (12 and final gives feedback on each other’s 2. Legibility: …/10
mins) check on writing. Teacher shows a writing 3. Ideas: …/10
students’ rubric to help Ss do the peer 4. Word choice: …/10
writing. review. 5. Grammar usage and
- Ss do the task as required. mechanics: …/10
- After peer review, Ss give the TOTAL: …/50
writing back to the owner and
discuss how to improve it.
- Teacher then chooses one piece
of writing and gives feedback on it
as a model.
- Teacher chooses some useful or
excellent words/ phrases/
expressions/ word choices Ss have
used to give suggestions to other
Ss.
- Teacher chooses some typical
errors and corrects as a whole
class without nominating the Ss’
 names.
- Students swap their piece of
writing with their partners and
give peer review.
5.Wrap-up -To help - T asks: What have you learnt - The main content of
(2 mins) students today? the lesson
memorize - Ss give the answers.
the content
Homework of the
lesson - T asks Ss to rewrite the
-To revise biography - The corrected email
the based on the feedback of the
knowledge teacher
of the and their partner.
lesson - Prepare for Communication and
Culture lesson

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. PROCEDURE:
Steps +time Aims Content and Procedure Product
1.WARM-UP (5 - To stir up the Game: If I were in charge - Game: If I were in charge
mins) atmosphere and - Give learners around five
activate students’ minutes to write exactly what
knowledge on the they’d do if they were in
topic; charge of a national park.
- To enhance - Ask them to express their
students’ skills of ideas.
cooperating with - Students join the game and
teammates. answer the questions

2.EVERYDAY - To provide Task 1: Listen and complete

ENGLISH (20 mins) model the conversations with the Answer key:
conversations in expressions in the box. Then 1. A
Task 1 : which speakers practise them in pairs. (6 2. D
( 14 mins ) express concern; mins) 3. B
- To review - Check if Ss know any 4. C
expressions for phrases for expressing
expressing concern by asking, e.g. What
concern. would you do if your friend
didn’t join the field trip with
your class? (Has something
happened?) What would you
tell friend if you got to know
that he had a headache?? (Do
you feel better now?)
- Ask Ss to read through the
expressions in the box and the
incomplete 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.
- Students listen to the
recording.
- Students complete the
conversation with
words/phrases in the box.
- Students practise the
conversation in pairs.
Task 2: Work in pairs. Use
the models in 1 to make Sample conversations:
similar conversations for 1
these situations. One of you Mai: You look so worried.
is A, the other is B. Use the What’s the matter with
expressions on page 109 to you?
help you. (6 mins) Mark: I haven’t collected
- Have Ss read the situations enough information about
and check understanding. endangered species for my
- Revise common expressions biology project.
used to express concern. In Mai: Oh. I see. Is there
weaker classes, go through
anything I can do to help?
the expressions in the table
Mark: Thank you. I’ll try
and check understanding.
- Put Ss into pairs. Give them to manage. I’ll call you if I
a few minutes to come up need any help.
with ideas to support their
Task 2 answers. 2
( 6 mins) - Allow Ss enough time to Lan: Hi Peter. I didn’t see
practise their conversations. you on the school field trip
Then invite some pairs to to the Endangered Species
role-play them in front of the Rescue Centre. Are you all
class. right?
- Praise for good effort, clear Peter: I was a bit under the
pronunciation, fluent weather so I couldn’t join
delivery, and interesting you.
ideas Lan: Sorry to hear that.
Are you OK now?
Peter: Thanks, Lan. I am
much better now.
3. CULTURE - To help Ss Task 1: Read the following
(15 mins) learn about text. Put a tick ( ) if the
criteria to classify animals in the table are Suggested answers:
endangered classified as endangered and 1.
species; a cross ( ) if they are not. 2.
Task 1 : - To help Ss (10 mins) 3.
(10 mins) discuss the topic - Ask Ss some questions to 4.
further. find out what they already
know about the topic, e.g. Do
you know anything about the
Red List categories? What
criteria for endangered
species?
- Encourage Ss to share their
ideas about the topic.
- 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
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 Suggested answers:
animals in Viet Nam. Share I think Saola is one of the
what you know about them. most endangered animals
(5 mins) in Viet Nam because it is
- Have Ss work in pairs to rare and its population is so
name some endangered small.
animals in Viet Nam.
- Ask Ss some specific
questions, e.g. Why do you
think it is endangered? Do
you think it is serious?
- Call on some Ss to present
Task 2 their ideas in front of the
( 5 mins ) class.
- In stronger classes, ask them
to discuss and provide further
information about the animals
if they have.
- Students work in pairs to
name some endangered
animals in Viet Nam.
- Students share their ideas in
front of class.
 - Teacher corrects for students
as a whole class.

CONSOLIDATION To sum up Wrap -up : - Vocabulary and

( 2 mins ) what students - Review the knowledge Ss phrases about life stories
have learnt have just learnt: we admire
+ Useful expressions to - Presentation
exchange ideas.
Homework Remind students - Students study vocabulary
(1 mins ) about their and phrases
task. - Students redo exercises in
their
workbook.
- Students prepare for the next
lesson: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. PROCEDURE
Steps + time Aims Content and procedures Products
1. ACTIVITY - To stir up the - Teacher asks students to revise the words Recall the words
1: WARM-UP atmosphere and learned in Unit 8.
(5 mins) activate students’ - Ss work in 2 teams.
knowledge on the - In each team, one student recalls one word.
topic; Then call one student from the other team.
- To enhance
students’ skills of
cooperating with
teammates.

2.ACTIVITY - To help Ss review Underline the parts where assimilation Answer key:
2: LOOKING the process of occurs. Listen and check. Then practice 1. Have you been
BACK (12 assimilation in this saying these sentences in pairs. (4 mins) to the new
mins) unit. Ask Ss to listen to the recording and underline conservation park
the sounds that can be affected by in town? /ˌkɒnsə
assimilation. ˈveɪʃm ˈpɑːk]
Pronunciatio - Check answers as a class by playing the 2. Animals are
n recording several times if needed. brought to the
(4 minutes) - Ask Ss to practise the questions in pairs. park from
Draw their attention to the sounds that are different
 assimilated. places. /ˈdɪfrənp
- Call on some Ss to read the sentences out ˈpleɪs]
loud in front of the 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]
3.ACTIVITY - To help Ss revise Choose the correct answers to complete
3: words and phrases these sentences. (4 mins) Answer key:
Vocabulary they have learnt in - Ask Ss to choose the correct word in each of 1. survive
(4 minutes) the unit. the sentences. 2. conserve
- Have Ss do this activity individually, then 3. captivity
compare their answers with their partners. 4. extinct
- Check answers by asking individual Ss to
write correct words on the board.
- Ss work in pairs
- Ss solve the crossword.
4. Activity 4 - To help Ss revise Choose the sentence that best combines Answer key:
Grammar adverbial clauses of each pair of the following sentences. (4 1. A
(4 minutes) condition and mins) 2. B
comparison. - Explain that Ss have to make complex 3. C
sentences from each pair of sentences. 4. D
- Have Ss do this activity individually, then
compare their answers with their partners.
- Check answers by asking individual Ss to
write the sentences on the board. Have Ss
explain what grammatical form they have
used and why.
5.ACTIVITY - To provide an - As Ss have prepared for the project
5: PROJECT opportunity for Ss throughout the unit, the focus of this lesson
(28 mins) to develop their should be on the final product, which is a
research and poster presentation.
collaboration skills, - Have Ss work in their groups. Give them a
and to practise few minutes to get ready for their poster
giving a poster presentations. Ask them to decide who is
presentation. going to stand by the group poster and answer
questions about it, and what questions the rest
of the group can ask as they walk around the Students’
presentations
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.
All groups exhibit their posters and make
presentations.
- When one group makes a presentation,
others listen and complete the evaluation
sheet.
6. Activity 6 -To consolidate
Consolidation what students
(2 mins ) have learnt in
the lesson.
1. Activity 7 - To give Ss - T gives students what to do at home. Students’ product
Homework homework + Exercises in the workbook at home
(1 min) - To prepare for + Prepare for the next lesson – Unit
the next lesson. 2:Getting
Started