Tài liệu TA 12 Unit 10 (C.Tien.TQ)

Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching:12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:………………………………………………………… Lesson:60 Reading I. Oblectives: 1. Educational aims: - Students read and guess the meaning of words in contexts. - They read and answer questions about the texts. - They practice scanning for specific information in the texts. - Finding supporting evidence. 2. Knowledge: - General knowledge: Ss know some endangered species are plant and animal species. - Language: Common knowledge of environment,… - New words: Words related to the topic (endangered animals,plants ) 3.Skill:  Main skill: Reading  Subskill: Speaking, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T. asks sts to sort out animals by completing the poster with words provided. P: work in pairs and answer the questions T. gives feedback and comments - T. focuses sts on the topic: Endangered animals 2. Pre-reading: T: - ask Ss look at the picture on page 106 and answer the questions. Pets Endangered animals Dogs Pandas *Words: - tigers, monkeys, dogs, pandas, cats, chicken, elephants . Suggested answers: 1. monkey, elephant, mosquito…… 2. Tortoise and rhinoceros are in danger of 1 Giáo viên: Cao Văn Tiến- Giáo án lớp 12 (cơ bản)- Môn Tiếng Anh P: look at the picture on page 106 and answer the questions. - work in pairs. T:- read word by word. P: repeat after the teacher in chorus and individual and write down T:- ask Ss to repeat in chorus and individual and write them on the blackboard. 3. While-reading: T: - ask Ss to read the passage in silence and do task 1. P: read the passage in silence and do task 1. T:- ask Ss to compare the answer with a partner. T:- call on some Ss to answer in front of the class. P: - compare the answer with a partner. - some Ss answer in front of the class - comment and give correct answer. - ask Ss to read the passage again and choose A, B, C, D to complete the following sentences about the reading passage. 4. Post-reading: P: - ask Ss to work in groups to discuss the questions. - go around the class to give help if necessary. becoming extinct because they are hunted for food and medicine. The hard round shells of the tortoise are used to make handicrafts.Rhinos horns are a kind of previous medicine. I. Vocabulary: - habitat (n) ['hổbitổt] : môi trờng sống - deforestation (n) [di,fris'tein] : sự phá rừng - urbanization (n) [,:bnai'zein] : sự đô thị hoá - biodiversity (n) [,baioui'kldist] : bầu sinh quyển - priority (n) [prai'rti] : sự u tiên, quyền u tiên - vulnerable (adj) ['vlnrbl] : yếu ớt, dễ bị tổn thơng - enact (v) [i'nổkt] : ban hành I. Task 1: The nouns in column A all appear in the passage. Answers: 1. C 2. D 3. A 4. B II. Task 2: Choose A, B, C or D to complete the following sentences. Answers: 1. D 2. B 3. A 4. A 5. D III. Task 3: Answer the question. Answers: 1. The first sentence of the second passage. 2. The third passage. 3. The fourth passage. Questions: 1. What are the main causes of extinction or endangerment? 2. How important is biodiversity for humans? 3. What should we do to conserve 2 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh - give suggested words, phrases or useful suggestions. - correct the Ss’ work P: - work in groups to discuss the questions. endangered species? Suggested answers: 1. The main causes of extinction or endangerment are habitat destruction, commercial exploitation and pollution. 2. Biodiversity is important6 for humans as it provides food, clear air, water fertile soil and other products. 3. To conserve endangered species, wild animals habitat mustn t be destroyed. We’ ’ should raise our awareness of conservations needs. Laws should be enacted to protect wildlife from commercial trade and overhunting. 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:………………………………………………………… Lesson:61 Speaking I. Oblectives: 1. Educational aims: - Students work in pairs to ask and answer some questions about endangered animals - Students talk about the information of some endangered animals 2. Knowledge: - General knowledge: endangered animals - Language: + The way to make suggestions or predictions. + The tenses. - New words: words related to endangered species. 3.Skill: 3 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Main skill: Speaking: - Talking about the information of some endangered animals  Subskill: Reading, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T: Look at the pictures of 4 animals and give their names: P: look at the pictures and call out the names of the animals. T: go around the class and offers help if necessary. - call on some Ss to give their answers 2. Pre-speaking: T- ask Ss to work in pairs to discus the four questions and find the answers. P: work in pairs to discus the four questions and find the answers T:- move round to make sure that all Ss are working and to help them if necessary. P: some Ss report. 3. While-speaking: T: - elicit questions can be used to ask about endangered species. - go around the class and offer help if necessary. - call on some Ss to answer in front of the class. - comment and give suggested answers. T: Ask and answer questions about 4 endangered animals. Suggested answers: 1. It is a tiger 2. It is a rhino 3. It is a panda 4. It is an elephant Task 1: Ask and answer the following the questions. Answers: 1. We call these animals: Panda, rhino, tiger and elephant. 2. We can find these animals in the forests in Asia, Africa,…… ( Pandas can be seen in bamboo forests. Rhino ca be found in grasslands and swamps, and elephants can be seen in forests.) 3. Rhino can be used for medicine ( None of these animals can be kept an a pet, except for tiger can be used for food and medicine.) 4. All of them are in danger. Useful questions: - Habitat: Where do…………live? - Population: What is the population of………? - Height: How tall are they? - Weight: How much do they weigh? - Food: What do they eat? / What is their main food? - Life span: How long do they live? / What is the life span of……….? - Reason for decline: Why are they in danger? / What are the reasons for their decreasing in number? Task 2: FEED BACK 2: 4 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh T: Asks Ss to read the information about the giant panda, tiger, rhino, elephant. - Explain how to do task 2 P: read throught information one times T:- Walk round from group to group to give help if necessary. - Encourage students to speak out what they think even a phrase or a singular word. - T check and give feedback. P: work in pairs 4. Post-speaking: -T: asks Ss to work in group to do task 2. P: work ion groups T:Walk round from group to group to give help if necessary. - Encourage students to speak out what they think. - Invite some groups’ representatives to report their ideas. - Give feed back and make comments. - work in pairs to do task 2 A: where do giant pandas live? B: They live in bamboo forests in the mountain in central and western China A: What is the population of pandas in the world? B: Only about 600. A: How tall are they? B: about 1.2 to 1.5m A How much do they weigh? B: About 75 kg to 160 kg A: what do they eat/What is their main food? B: Bamboo A: How long do they live? B: About 20 to 30 years A: Why are they in danger? B: People destroy their habitat and hunt them for trade Task 3 Take turns to give an oral report on the animals mentioned in task 2 FEED BACK 3: - Work in group to give an oral report. Example Group 1: Giant pandas live in bamboo forests in the mountain in Western China .only about 600 pandas are living there. They attain a height of 1.2m to 1.5m and weigh from 75kg to 160 kg. Giant pandas can live up to 20 or 30 years. they are in danger because People are destroying their habitat and hunt them for trade. Group 2: Rhino Group 3: Tiger Group 4: Elephant 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan 5 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh Unit 10 Endangered Species Date of planning: Date of teaching12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:………………………………………………………… Lesson:62 Listening I. Oblectives: 1. Educational aims: By the end of the lesson, the students will be able to: - To practice students’ speaking and listening skills. - To help students to guess the meaning of some words and do the task given in order to understand the listening about some endangered species. 2. Knowledge: - General knowledge: Multiple-choice questions. Gap filling - Language: Modal verbs - New words: Words related to the topic. 3.Skill:  Main skill: Listening  Subskill: Reading, Speaking, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, cassette player III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T: ask them to look at the picture in the book and say something about this animal P: Work in pairs 2. Pre-listening: T:- Ask students to work in pairs to discuss and choose the best answer A,B,C P: work in pairs T:- Guide the students to answer if necessary. - Give further information. - Explain the words that will appear in the listening text. - Ask students to read in chorus then Clues - It is one kind of animals living in the forest. - It has something looking like people - It look like a monkey Answer key : gorilla Choose the best answer A, B, or C: New words 1- agent (n) 2- cool (v) 3- needle( n) FEEDBACK: 1. C 2. B 3. A and C 6 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh individually. 3. While- listening: T: Play the tape one or two times P: Listen and reprat T:- Ask students to read the statement at least once first. P: read the statement carefully T:- Ask them to guess the answers - Play the tape once then check how many answers can students find. - Play the tape again. - Check and give remarks. - Call some Ss to say out their answers and the evidences they get to prove their answers. - Checks and gives feedback. T: Ask them to guess the answers. - Play the tape once then check how many answers can Ss find. - Play the tape again. - Check and give remarks. - Call some students to say out their answers and the evidences they get to prove their answers 4. Post- listening: Work in groups: Ask students to Summarize the main ideas of the passage, using the information and the answer in Tasks 1 and 2. - In group, ask students to summarise the main ideas of the passage ,using the information and the answers in task 1 and 2. - Move around to help if necessary. - Give remarks or even suggestions. Listen and repeat -Ask Ss to listen to the T’s pronunciation and repeat Gorilla (n): Sociable (a): Sub-adult (a): Nest (n) Bared teeth (n): Silverback (n): Civil war (n): Forest rangers (n) - Explains unfamiliar words to students Task1: Listen the passage and Choose the best answer A, B, C, or D Feedback1: Choose the best answer A, B, C or D 1 2 3 4 5 A B D C D * Task2: Listen again and complete the chart below: Feedback2: a. Expected answers 1. peaceful 2. plant-eating 3. a few females and their young 4. plants and a few insects. 5. in trees 6. in grasses 7. civil wars 8. forests being cut down A. for a long time people used to think gorillas are dangerous looking. Actually they are peacefull, gentle, and sociable, B. Gorillas live in familly groups led by the biggest and strongest grown-up male called a silverback. Tape Script: Unit 10: ENDANGERED SPECIES– 7 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh For the long time the image most people had of a gorilla was a dangerous-looking animal with big, bared teeth. But researchers studying gorillas show a very different picture of mountain gorillas. The animals are peaceful, gentle, sociable, and mainly plant-eating creatures. Gorillas live in family groups. A typical group is led by the biggest and strongest grown-up made gorilla. He is called a silverback because the hair on a male's back turns from black to silvery grey as he grown up. A silverback's group usually includes one or two sub-adult males and a few females and their young. Mountain gorillas spend much of their time eating. Their food includes a variety of plants, along with a few kinds of insects and worms. At night the animals make a nest to sleep in. many lightweight gorillas nest in trees. The heavier ones may nest in grasses on the ground. Babies sleep with their mothers at night. Life for mountain gorillas is not always peaceful. They are endangered and threatened by civil wars in the smaller parts of Africa. Hunters kill them for food. Their forests are cut down for farmland, fuel, and housing. But many scientists, forest rangers and other concerned people are working hard to protect mountain gorillas and their habits. 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:………………………………………………………… Lesson:63 Writing I. Oblectives: 1. Educational aims: By the end of this lesson, students will be able to - write full paragraph about measures that should be taken to solve some problems 2. Knowledge: 1. General knowledge: Writing about a paragraph about measures that should be taken to protect endangered species. 2. Language: + The tenses. 8 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh 3. New words: Words related to writing about endangered species 3.Skill:  Main skill: Writing  Subskill: Speaking, Listening, Writing II. Teaching aids: Textbook, Whiteboard markes, Planning lesson, III. Teaching method: regrate, Communicative IV. Procedures: Teacher and Pupils’ activitives Content 1. Warm up: T: give the table and ask them to complete the table P: Work in pairs and complete the table T: Introduction: Write a composition about MEASURES THAT SHOULD BE TAKEN TO PROTECT ENDANGERED SPECIES. 2. Pre-writing: T: give some new words P: listen and take note 3. While- writing: * Elicit structures: + Vocabulary : + Tenses: Simple present * Check: R.O.R - Explain as clearly as possible the way to write a passage + topic sentence + supporting idea + Concluding sentence * Structure: - should V– I - had better V– I . * Connectors: In addition, moreover, firstly, secondly, thirdly, next, then T:- Ask student to read the request of task one and translate. P: read the request carefully T:- Give students the structures and some new words. - Walk around and help them. Endangered species causes Measures to save them + tiger + elephant + tortoise Habitat destruction Provide enough wildlife habitat reserves * Vocabulary: 1. sufficient (a): 2. living condition (n): 3. livelihood (n): 4. awareness (n): Task 1: Work in pairs. Suggested possible measures that should be taken to solve…. Suggested answers Example People do not know much about the need to protect rare and endangered animals. Topic 1: We should organize different activities to raise people's awareness of the need to protect these animals. Topic 2: Governments should raise sufficient funds for projects to save endangered animals. Topic 3: Humans had better keep water, air, and land clean to preserve natural habitats for wild and endangered animals. Topic 4: Governments should have a good policy to improve the life of people who live in or near endangered animals’ habitats. Topic 5: Organizations in the world must enact laws requiring some countries to protect endangered animals. Topic 6: Governments should have ban people to 9 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh - Call some to stand up and answer the questions T:- Explain the requirements: Writing a paragraph - Ask students to work in groups to write paragraph. - Walk round to give help if necessary. 4. Post- writing: - Ask some groups to represent their work, ask other to give remark. - Choose some good writing to read in class and give remark. exploit and sell fashionable wildlife products. Topic 7: Governments had better establish more wildlife habitat reserves to preserve endangered animals. ♣Task 2: Using the ideas discussed in task 1, write a paragraph about measures for protecting endangered animals. You may start with : “ There are a number of measures that should be taken to protect endangered animals from extinction. First, We should have different activities to raise people's awareness of the need to protect these animals. Funs should also be raised for protects to save them. Second, endangered animals should be provided with appropriate habitats to live in and breed successfully. Then, Governments should have a good policy to improve the life of people who live in or near endangered animals ’ habitats… 5. Home work: - Summarize the main points. - Assign homework. - Prepare new lesson. 6. Comment: ………………………………………………………………………………. ………………………………………………………………………………. ………………………………………………………………………………. Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12 C4:…………………………………………………………… 12 C6:………………………………………………………… Lesson:64 Language Focus I. Oblectives: 1. Educational aims: I. by the end of the lesson, SS will be able to : 10 [...]... Elicits SS’ ideas • Explains the meanings and usages • Asks SS to copy down Ask STS to work alone Gives examples 3 While-stage: • T: Ask STS to work alone • Gives examples • Calls STS to answer • Checks the answers • Ask STS to work alone caring keenness sector - Feed backs 2 repeat rotate secure Examples : You might be late if we don’t hurry We needn’t go quichly We have enough time They must finish the... might wake 2 might bite 3 may need 4 may slip 5 might break EX2: complete the sentences with Needn’t with one of the verbs Keys : 11 Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh • Gives examples 1 2 3 4 5 4 Post-stage: • T: Ask STS to work in 4 groups • P: work in groups • Gives examples • Calls STS to answer • Checks the answers • Asks STS to do homework needn’t come Needn’t walk...Gi¸o viªn: Cao V¨n TiÕn- Gi¸o ¸n líp 12 (c¬ b¶n)- M«n TiÕng Anh + Practise the falling tune of intonation + Use some modal verbs effectively 2 Knowledge:Revision: Modal, may, mingt, must, musn't, needn't 3.Skill:  Main skill:  Subskill:... Content T: Divides Ss into 2 groups P: work in groups -T gives a question for each goup Which words have the first stressed syllable? Group 1 Which words have the second stressed syllable? Group 2 1 2 Pre-stage: Practise reading the following sentences ( p.114) 1 Tell me the time 2 Show me the way 3 ……………… 4 …………… A Intonation T: Practice reading the following sentences, paying attention to the stress syllables... needn’t 8 must/mustn’t 5 Home work: - Summarize the main points - Assign homework - Prepare new lesson 6 Comment: ……………………………………………………………………………… ……………………………………………………………………………… ……………………………………………………………………………… 12 . líp 12 (c b¶n)- M«n TiÕng Anh Unit 10 Endangered Species Date of planning: Date of teaching12 C1:…………………………………………………………… 12 C2:…………………………………………………………… 12. Gi¸o ¸n líp 12 (c b¶n)- M«n TiÕng Anh Lesson plan Unit 10 Endangered Species Date of planning: Date of teaching :12 C1:…………………………………………………………… 12 C2:……………………………………………………………