Giáo án Listening

Activate Ss' background knowledge of wildlife conservation and prepare them to predict the kind of information in the listening task.

Ss brainstorm in pairs the main threats to wild animals they know. T then asks Ss to look at the questions in Exercises 2 to 5 and predict whether each question needs a name, a number, a reason, a place or a time.
Guiding questions:

• What are some things that can make animals disappear from the wild?
• When you hear a question asking Which pressure is mentioned?, what kind of answer do you expect?
• Do you need to understand every word to answer a question about the main idea?

• A list of 3 to 5 threats to wildlife in each pair, for example poaching and habitat loss.
• A prediction for Exercise 2: Ss expect one specific threat, not a full explanation.
• Key idea: predict the type of information from the question, not from the answer options.

Help Ss understand the six key words and listen once for the gist of the recording.

Part A: Ss match six words with their meanings.

• 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)
  Meanings in English: at risk of dying out; illegally hunting animals; the destruction of places where animals live; the protection of nature and wildlife; whether the number of a species is rising or falling; something that may cause harm.
  Part B: Ss listen once to the recording and answer the question: What is the main idea of the recording? Ss write one sentence only. Ss do not write every detail.
  Use the en-US audio.

• Part A matching key: endangered = at risk of dying out; poaching = illegally hunting animals; habitat loss = destruction of places where animals live; conservation = protection of nature and wildlife; population trend = whether the number of a species is rising or falling; threat = something that may cause harm.
• Part B gist: The recording is about threats to wildlife and how conservation can protect animals and their habitats. (Ss' sentences may vary but must mention wildlife protection or threats.)

Help Ss recognise assimilation and understand condition and comparison clauses that appear in the recording.

Part A: T models the pronunciation: Ten boys visited the green park. Ss listen and repeat. T explains that ten boys may be pronounced /tem bɔɪz/ in connected speech, and that careful /n/ is also acceptable. Assimilation is optional.
Part B: T writes the grammar on the board and asks Ss to complete the sentence in pairs:

• If we do not act, ... (= Unless we act, ...)
• The restored bank is more stable ... it was. (than)
• ... we protect the habitat, the population can recover, provided that ... (Ss complete with a suitable clause.)
  Guiding question: Does a condition clause guarantee the result?

• Pronunciation: Ss can read ten boys with or without assimilation and say which form is acceptable in careful speech.
• Grammar: unless = if not; Unless we act means If we do not act. Ss note: if, unless, provided/providing that, as long as introduce conditions; as...as and than are used for comparisons.
• Key understanding: A condition is not a guaranteed outcome. Example answer: Unless we act, the population may keep falling, but this is not certain.

Help Ss locate specific information in the recording and choose the correct answer from four options.

Ss listen to the recording for Exercises 2 to 5 and choose the correct answer A, B, C or D. Ss may replay the recording. Ss do not read the key until they have answered.
Exercise 2: Which pressure is mentioned? A. Longer daylight; B. Habitat loss; C. Too many source notes; D. School timetables.
Exercise 3: What matters beyond one individual? A. Connected habitat and community cooperation; B. Only a photograph; C. Only a cage; D. A souvenir market.
Exercise 4: What does an IUCN category describe? A. A visitor price; B. A legal ownership permit; C. Assessed extinction risk; D. An exact live census.
Exercise 5: What will the school event use? A. Wildlife products; B. A live tiger; C. Maps and original drawings; D. Unverified counts.

• Exercise 2: B (Habitat loss is one stated threat.)
• Exercise 3: A (Conservation operates at ecological and social scales.)
• Exercise 4: C (Risk category and count differ.)
• Exercise 5: C (The event avoids live-animal disturbance.)
• Ss record only the required information in their notebook.

Help Ss justify answers with evidence from the recording and distinguish similar information.

Ss listen again and complete Exercises 6 to 9 by explaining why each answer fits the recording. Each explanation must contain the key information and a point that distinguishes it from the other options. Ss use Worksheet 1.
Exercise 6: Which pressure is mentioned? Explain your answer. Do not merely repeat a single word.
Exercise 7: What matters beyond one individual? Explain your answer.
Exercise 8: What does an IUCN category describe? Explain your answer.
Exercise 9: What will the school event use? Explain your answer.
After writing, Ss exchange answers with a partner and check using the rubric: key information (5 points), distinguishing point (4 points), clear expression (1 point).

• Exercise 6: Habitat loss. Habitat loss is one stated threat.
• Exercise 7: Connected habitat and community cooperation. Conservation operates at ecological and social scales.
• Exercise 8: Assessed extinction risk. Risk category and count differ.
• Exercise 9: Maps and original drawings. The event avoids live-animal disturbance.
• Accept equivalent wording that keeps the same meaning; the model answers are not mandatory.

Help Ss use conditions and comparisons in a realistic announcement and practise asking for confirmation in real communication.

In groups of four, Ss write a short announcement (4 to 5 sentences) for a school wildlife conservation day. The announcement must include:

• one condition clause with unless, provided that or as long as;
• one comparison with as...as or than;
• one safety message: the event uses maps and drawings, not live animals.
  After the group writes the announcement, one student reads it aloud. Other groups ask one question to confirm the date or time, for example: Could you repeat the time, please?

• A 4 to 5 sentence announcement, for example: Unless we protect local habitats, many species will become endangered. Our wildlife day uses maps and original drawings, so no live animals are involved. The event is more interesting than a lecture, provided that everyone joins in. (Sentences may vary.)
• Ss ask at least one confirmation question during the presentation.