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Ss recognise how the speakers begin a conversation about a conservation poster and predict what each speaker wants to achieve.

Ss listen to the four-line exchange twice (A: I’m concerned that the poster gives an exact nest location. B: You’re right; that could attract disturbance. A: Could we replace it with a general habitat map? B: Yes. We’ll share sensitive details only with authorised specialists.). Then they answer the question: What is speaker A doing in line 1, and what does speaker B do in line 2?

Ss give these answers:

• Line 1 (A): expresses concern about a risk, which is an exact nest location on the poster.
• Line 2 (B): agrees and gives a reason, namely that the detail could attract disturbance.
• Line 3 (A): makes a suggestion, namely to replace it with a general habitat map.
• Line 4 (B): accepts and sets a condition, namely that sensitive details are shared only with authorised specialists.
  Teacher's key: the topic of the exchange is the protection of nesting wildlife, shown through the conservation poster.

Ss understand and use the six topic expressions from the unit in context.

T presents six words: endangered (có nguy cơ tuyệt chủng), poaching (săn trộm), habitat loss (mất sinh cảnh), conservation (bảo tồn), population trend (xu hướng quần thể), threat (mối đe doạ). Ss complete Worksheet No. 1, Part A (matching each word with its meaning) and Part B (filling each word into a sentence stem). T asks: Which of these words describes a danger? Which describes an action?

Ss complete Worksheet No. 1, Part A with the following key:

• endangered – có nguy cơ tuyệt chủng
• poaching – săn trộm
• habitat loss – mất sinh cảnh
• conservation – bảo tồn
• population trend – xu hướng quần thể
• threat – mối đe doạ
  Part B: Ss write one example sentence for each word, for instance: 'Poaching is a serious threat to endangered species.' Ss also state that threat, poaching and habitat loss describe dangers, while conservation describes an action.

Ss explain the meaning of if, unless, provided/providing that, as long as, as...as and than, and use them correctly in context.

T writes the two grammar patterns on the board.

• Condition clauses: if, unless (= if not), provided/providing that, as long as.
• Comparison clauses: as...as, or than with a comparative.
  T asks: Why does Unless we act mean If we do not act? In the sentence 'The restored bank is more stable than it was', what is the baseline for comparison? T states that a condition is not a guaranteed outcome: Provided that visitors follow the guide, they may enter; this does not guarantee that they will follow the guide.

Ss can explain the following points:

• Unless already contains negation, so 'Unless we act' = 'If we do not act'; do not add another not.
• Provided that and as long as introduce the required condition and are not followed by a negative.
• A comparison needs a comparable baseline: 'The restored bank is more stable than it was' compares the same bank before and after restoration.
• Ss say that a condition describes what must happen first, not a result that is certain.

Ss recognise and imitate the optional assimilation of /n/ to /m/ before /b/ and /p/ in connected speech.

T models the phrases ten boys (/tem bɔɪz/) and green park (/grim pɑːk/) and then the sentence Ten boys visited the green park. Ss listen and repeat. T reminds Ss that assimilation is optional, context-sensitive and does not change the spelling. In slow, careful speech, Ss may keep /n/.

Ss can produce the following:

• /tem bɔɪz/ with /m/ before /b/ in fast connected speech.
• /grim pɑːk/ with an /m/-like sound before /p/.
• Ss state that careful /n/ is also acceptable and that they should not force the change in slow speech.

Ss apply the vocabulary and grammar to complete the exercises correctly.

Ss complete Exercises 2 to 5 from the textbook.
Exercise 2: Match each topic expression with its meaning.
Exercise 3: ___ we protect habitat, the risk may grow. (if we do not) A. Although B. If C. Because D. Unless
Exercise 4: Visitors may enter ___ they follow the guide. A. because of B. provided that C. despite D. unless not
Exercise 5: This route is safer ___ the closed path. A. as B. unless C. that D. than
Ss may also use the NeoEdu interactive exercise to check their answers immediately.

Answer key:

• Exercise 2: endangered – có nguy cơ tuyệt chủng; poaching – săn trộm; habitat loss – mất sinh cảnh; conservation – bảo tồn; population trend – xu hướng quần thể; threat – mối đe doạ.
• Exercise 3: D (Unless expresses if not).
• Exercise 4: B (Provided that states the required condition).
• Exercise 5: D (A comparative takes than).

Ss identify the purpose and audience of the exchange, choose supporting details and explain why specific details are better than general statements.

Ss complete Worksheet No. 2, Questions 1 to 3, based on Exercises 1, 6, 7 and 8 from the textbook.
Q1: State the purpose and audience of this everyday conversation. Support your answer with one detail.
Q2: Identify the opening sentence and explain how it introduces the topic.
Q3: Select two useful details from the model and explain why they are better than saying only that the topic is important.

Sample answers:

• Q1: Audience: the two speakers in the exchange. Purpose: to raise a concern and agree on a responsible change. Evidence: 'I’m concerned that the poster gives an exact nest location.'
• Q2: The opening sentence is 'I’m concerned that the poster gives an exact nest location.' It introduces the particular subject, the poster's risk to wildlife, before the supporting detail 'Could we replace it with a general habitat map?'
• Q3: Two details: (1) 'You’re right; that could attract disturbance.' (2) 'We’ll share sensitive details only with authorised specialists.' These give specific information and a condition that the audience can use, unlike a general statement that the topic is important.

Ss write a short, accurate summary of the model dialogue and apply the useful language to a real conservation situation.

Ss complete Q9 from the textbook: write a three-sentence summary using only information in the model, keeping any condition or limit that is essential to the meaning. Then, in pairs, Ss write one sentence for a school conservation display, using unless or provided that, for example: 'Visitors may take photos provided that they do not approach the animals.' Ss may complete the sentence at home if time runs out.

Sample summary (Q9):

• A is worried that an exact nest location on the poster could attract disturbance.
• The speakers agree to replace the poster with a general habitat map.
• Sensitive details will be shared only with authorised specialists.
  Sample display sentence: 'Unless visitors keep a safe distance, they may disturb the wildlife.' Ss must not write a statement that promises instant recovery or claims a population number without a source.