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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 10. Unit 8: Wildlife conservation

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the six topic words: endangered, poaching, habitat loss, conservation, population trend, threat;
    • pronounce connected speech with assimilation (ten boys /tem bɔɪz/) as an optional, context-sensitive feature;
    • use the conditional linkers if, unless (= if not), provided/providing that and as long as, and comparisons with as...as and than, accurately in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the vocabulary and grammar worksheets on their own first, then check their answers against the key before asking for help.
  • Communication and collaboration: Ss work in pairs and groups to match, correct, discuss and produce conditional sentences, and they give feedback on each other's pronunciation.
  • Problem-solving and creativity: Ss choose the correct conditional linker in context, transform sentences with unless, and write a short conservation message using a condition and a comparison.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the model sentences, read the practice aloud, and write three conditional sentences about wildlife conservation.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise assimilation in ten boys and green park, match six topic words to their meanings, and apply if, unless, provided that, as long as, as...as and than correctly.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own practice by checking their answers and correcting mistakes in their notebooks.
  • Diligence: Ss practise the pronunciation model several times until they read the sentences smoothly.
  • Kindness: Ss show care for endangered wildlife by writing a short, positive conservation message for the class.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board
  • Audio recording of the model sentences (Ten boys visited the green park.)
  • Worksheets: Phiếu học tập số 1 and Phiếu học tập số 2 (printed or projected)
  • NeoEdu learning resource: neoedu.vn/learn/12/english/unit-8-language (lesson presentation, examples and interactive exercises)
  • Timer, marker and whiteboard

2. Students

  • Textbook Tiếng Anh 12 (Global Success), Unit 8
  • Notebook, pen, pencil
  • Small sheets of paper or cards for group posters (Apply activity)

III. Procedures

Activity 1: Warm-up · 4 minutes

Threats to wildlife brainstorm

a) Aims

Ss activate prior knowledge about wildlife and identify the problems that the unit is about.

b) Content

Ss work in pairs and brainstorm the threats that wild animals and their habitats may face. T writes the word wildlife in the center of the board and asks: What threats do wild animals face?

c) Expected outcomes

A list of threats on the board, for example: poaching, habitat loss, and the idea that some species are endangered. Ss are ready to learn the topic words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes wildlife on the board and asks: What threats do wild animals face? T gives Ss one minute to think.

    Students

    Ss listen and think about the question individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs and write down their ideas in their notebooks.

    Students

    Ss discuss in pairs. Possible answers: poaching, habitat loss, pollution, climate change, illegal hunting.

  3. Teacher

    Step 3: Report and discussion

    T calls on several pairs to share their ideas and writes them on the board.

    Students

    Representative pairs report: 'Poaching is a threat.' / 'Habitat loss is a threat.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says that today's lesson will help Ss talk about the threats and conservation efforts in English. T introduces the title of the lesson: Language.

    Students

    Ss listen and note the title Unit 8: Wildlife conservation.

Activity 2.1: Knowledge formation · 6 minutes

Topic vocabulary matching

a) Aims

Ss understand and use the six topic words in context.

b) Content

Ss complete Phiếu học tập số 1 by matching each word with its meaning. T models the first item, then Ss match the rest in pairs. Words: endangered, poaching, habitat loss, conservation, population trend, threat.

c) Expected outcomes

The correct matches:

  • 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

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Phiếu học tập số 1 and models item 1 (endangered). T asks: Which meaning fits endangered?

    Students

    Ss look at the worksheet and listen to T's example.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to match the other five words. T walks around and helps pairs who are stuck.

    Students

    Ss match the words and write the meanings in their notebooks. Possible difficulty: confusing threat and conservation.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to read the matches and asks the class to agree or disagree.

    Students

    Ss read: 'Poaching is săn trộm.' The class checks and corrects together.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the projector and gives one example sentence for each word, for example: Many species are endangered because of habitat loss. T reminds Ss to write the words in their notebooks.

    Students

    Ss copy the key and the example sentences into their notebooks.

Activity 2.2: Knowledge formation · 6 minutes

Assimilation in connected speech

a) Aims

Ss recognise assimilation of /n/ to /m/ before /b/ and /p/ and read the model accurately.

b) Content

T plays the model and reads aloud: Ten boys visited the green park. Ss listen for the sound change in ten boys /tem bɔɪz/ and green park. T explains that assimilation is optional, depends on the context, and that careful /n/ is also acceptable. T does not force the change in slow, careful speech.

c) Expected outcomes

Ss identify that /n/ may become /m/ before /b/ (ten boys /tem bɔɪz/) and before /p/ (green park /gri:m pɑ:k/). Ss understand that the spelling does not change.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence Ten boys visited the green park on the board and asks Ss to listen carefully to the sounds at the word boundaries.

    Students

    Ss listen to the recording and look at the sentence.

  2. Teacher

    Step 2: Task performance

    T plays the recording twice and asks Ss to say what they hear in ten boys and green park. T models both versions (/n/ and /m/).

    Students

    Ss listen and repeat chorally. Possible answer: 'In ten boys, the /n/ sounds like /m/.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read the sentence aloud and gives feedback on the sound change. T asks: Do we change the spelling? Is the change always necessary?

    Students

    Ss answer: No, the spelling stays the same. The change is optional and depends on the context.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that assimilation is a natural feature of connected speech. It is not required in slow, careful speech. T writes the key point on the board.

    Students

    Ss write the key point in their notebooks: assimilation is optional and context-sensitive.

Activity 2.3: Knowledge formation · 9 minutes

Conditional linkers and comparisons

a) Aims

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

b) Content

T presents the grammar with the examples: Unless we act means If we do not act. Provided that and as long as state the required condition. The restored bank is more stable than it was. Ss answer concept-check questions (CCQs) in pairs: Does unless already contain a negation? Is a condition a guaranteed outcome? Is than used with a comparative?

c) Expected outcomes

Ss can state the rules:

  • If, unless (= if not), provided/providing that and as long as introduce conditions.
  • Unless already contains negation, so do not add not after it.
  • Comparisons use as...as for equality, or a comparative with than.
  • A condition is not a guaranteed outcome; use may to show uncertainty.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes Unless we act means If we do not act on the board and asks Ss what the meaning of unless is.

    Students

    Ss listen and think about the meaning of unless.

  2. Teacher

    Step 2: Task performance

    T asks Ss to answer the CCQs in pairs: 'Does unless contain a negation?' 'Is a condition a guaranteed outcome?' 'Which word follows a comparative: than or as?'

    Students

    Ss discuss in pairs. Expected answers: Yes, unless already contains negation. No, a condition is not a guaranteed outcome. Than follows a comparative.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to share their answers and corrects misunderstandings. T gives one more example: The site is more accessible than it was before the repair.

    Students

    Ss report their answers. Example: 'Unless already has a negative meaning, so we don't use not after it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar rules on the board and reminds Ss that a comparison needs a comparable baseline. T shows the NeoEdu lesson page with the examples.

    Students

    Ss copy the rules into their notebooks.

Activity 3.1: Practice · 6 minutes

Grammar in context

a) Aims

Ss choose the correct linker or comparison form and apply the verified grammar in context.

b) Content

Ss complete Phiếu học tập số 2 (exercises 1–8). Ss work in pairs, explain their choice, then check with the key.

  1. ___ we protect habitat, the risk may grow. (if we do not) A. If; B. Although; C. Unless; D. Because
  2. Visitors may enter ___ they follow the guide. A. despite; B. provided that; C. unless not; D. because of
  3. This route is safer ___ the closed path. A. that; B. unless; C. than; D. as
  4. The young tree is not as tall ___ the old one. A. than; B. unless; C. as; D. that
  5. Choose the equivalent of 'Unless we act, losses may continue.' A. Unless we do not act, losses stop.; B. We have already ended losses.; C. If we do not act, losses may continue.; D. If we act, losses must continue.
  6. You can observe from here as long as you ___ quiet. A. will remained; B. remaining; C. remains; D. remain
  7. The site is more accessible than it ___ before the repair. A. was; B. be; C. were; D. being
  8. Choose a conditional, not a guarantee. A. Any planting always restores every species.; B. Every animal will return tomorrow.; C. One poster guarantees recovery.; D. If suitable habitat is restored, some species may return.

c) Expected outcomes

Answer key:

  1. C (Unless expresses if not.)
  2. B (Provided that states the required condition.)
  3. C (A comparative takes than.)
  4. C (As...as frames equality or its negation.)
  5. C (Unless includes the negative condition.)
  6. D (A real condition uses the present simple.)
  7. A (A comparable past baseline uses was.)
  8. D (May reflects uncertainty and conditions.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Phiếu học tập số 2 and explains that Ss should give a reason for each answer. T models item 1.

    Students

    Ss read the instructions and listen to T's model.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the exercises in pairs. T monitors and checks the reasons Ss give.

    Students

    Ss complete the exercises and discuss their reasons. Possible mistake: choosing B for item 1 because although seems to fit.

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to share answers for items 1, 5 and 8. T asks the class to agree or disagree.

    Students

    Ss report answers, for example: 'Item 1 is C because unless means if not.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explains any remaining mistakes, especially item 6 (remains) and item 7 (was).

    Students

    Ss check their answers, correct them in their notebooks and ask questions if needed.

Activity 3.2: Practice · 5 minutes

Read aloud and check meaning

a) Aims

Ss read the practice aloud with natural assimilation and match the topic words to their meanings.

b) Content

Ss read the practice aloud twice: first slowly, then at a natural pace. Ss then match the six topic words with their meanings (exercise 9). Ss self-assess their reading using four criteria: focus on assimilation, clarity of sounds, rhythm and intonation, and fluency.

c) Expected outcomes

Ss read the sentence Ten boys visited the green park aloud with optional assimilation, and the matches from exercise 9:

  • 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

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the reading task and the four self-assessment criteria. T asks Ss to read slowly first, then at a natural pace.

    Students

    Ss listen to the instructions and prepare to read.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read in pairs. One reads and the other listens and gives a tick for each criterion. Then they switch roles.

    Students

    Ss read aloud and give feedback to each other. Ss also match the six words with their meanings in their notebooks.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read the sentence aloud in front of the class. T gives feedback on the assimilation and the clarity of sounds.

    Students

    Ss read aloud. Example: 'Ten boys visited the green park.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that Ss can use assimilation naturally but do not need to force it. T notes that the self-assessment is a guide, and T gives final feedback on the matches.

    Students

    Ss record their final self-assessment in their notebooks.

Activity 4: Application · 9 minutes

Conservation message posters

a) Aims

Ss use the topic words, conditional linkers and comparisons to write and present a short conservation message.

b) Content

Groups of four create a poster with three sentences about wildlife conservation. Each group must include: one sentence with unless or provided that, one sentence with as long as, and one comparison with than or as...as. Each group must also use one topic word and one sentence showing uncertainty with may. Example: If suitable habitat is restored, some species may return.

c) Expected outcomes

A poster with three sentences that use the target grammar correctly, and a one-minute group presentation to the class.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and explains the poster task. T gives the sentence frames on the board: 'Unless we ..., ...' / 'Visitors may ... provided that ...' / 'The forest is more ... than ...'.

    Students

    Ss form groups and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T moves around the room and checks the grammar and the use of may. T prompts groups who write a guaranteed outcome: Remember, a condition is not a guaranteed outcome.

    Students

    Ss write their three sentences on the poster paper and check each other's grammar. Possible sentence: 'Unless we stop poaching, endangered animals may disappear.'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to present its poster in about one minute. The class listens and asks one question after each presentation.

    Students

    Groups present. Other Ss ask questions, for example: 'Is the comparison clear? What is the baseline?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the posters and summarises the key points: conditions are not guaranteed outcomes, and an illustrative example should not be presented as a real observation. T assigns the homework.

    Students

    Ss listen and note the key points.

Worksheets

Phiếu học tập số 1

Match each word (1–6) with its meaning (A–F).

    1. endangered
    1. poaching
    1. habitat loss
    1. conservation
    1. population trend
    1. threat

Meanings:

  • A. mối đe doạ
  • B. mất sinh cảnh
  • C. săn trộm
  • D. bảo tồn
  • E. có nguy cơ tuyệt chủng
  • F. xu hướng quần thể

Write one example sentence for each word in your notebook.

Phiếu học tập số 2

Choose the best answer (A, B, C or D) and give a reason for your choice.

    1. ___ we protect habitat, the risk may grow. (if we do not) A. If; B. Although; C. Unless; D. Because
    1. Visitors may enter ___ they follow the guide. A. despite; B. provided that; C. unless not; D. because of
    1. This route is safer ___ the closed path. A. that; B. unless; C. than; D. as
    1. The young tree is not as tall ___ the old one. A. than; B. unless; C. as; D. that
    1. Choose the equivalent of 'Unless we act, losses may continue.' A. Unless we do not act, losses stop.; B. We have already ended losses.; C. If we do not act, losses may continue.; D. If we act, losses must continue.
    1. You can observe from here as long as you ___ quiet. A. will remained; B. remaining; C. remains; D. remain
    1. The site is more accessible than it ___ before the repair. A. was; B. be; C. were; D. being
    1. Choose a conditional, not a guarantee. A. Any planting always restores every species.; B. Every animal will return tomorrow.; C. One poster guarantees recovery.; D. If suitable habitat is restored, some species may return.

Homework

  • Write three sentences about wildlife conservation. Use one of these: unless, provided that, as long as. Use one comparison with than or as...as. Check that each comparison has a clear baseline.
  • Read aloud the sentence Ten boys visited the green park three times. Record your voice on your phone and listen again. Notice where assimilation happens, and remember that the spelling does not change.
  • Review the six topic words and write one sentence for each word in your notebook. Bring your notebook to the next lesson.

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