Giáo án Looking back

Period 1. Ss recall the topic vocabulary of Unit 8 and get ready for the review of conditionals and comparisons.

Ss work in pairs. They look at a set of four pictures on the slide (a forest being cut down, a trap set for animals, a dry river, a sign reading 'Protected area'). They say what threat each picture shows, using the words endangered, poaching, habitat loss, conservation, population trend and threat. Then T asks: 'What can we do if we protect the habitat?' Ss answer with a conditional sentence.

A list of at least five sentences on the board, for example:

• 'Habitat loss is a major threat to tigers.'
• 'Poaching can make a species endangered.'
• 'If we protect the habitat, some species may recover.'
  T writes the key words on the board to use in later activities.

Ss review the forms and meanings of if, unless, provided/providing that and as long as, and understand that unless already includes a negative.

T presents the grammar on the slide and on the NeoEdu page. T writes the key examples on the board:

• 'Visitors may enter if they follow the guide.'
• 'Unless we act, losses may continue.' (= If we do not act, losses may continue.)
• 'Visitors may enter provided that they follow the guide.'
• 'You can observe from here as long as you remain quiet.'
  Ss work in groups of four with Worksheet No. 1, Part A. They answer the questions: 'What does unless mean?' 'Why do we not use not after unless?' 'Which verb form follows if, unless and as long as in a real condition?'

Ss complete Worksheet No. 1, Part A. Key content:

• Unless = if not. 'Unless we act' means 'If we do not act'.
• Do not add 'not' after unless, because unless already has a negative meaning.
• In a real condition, the verb after if, unless, provided that and as long as is in the present simple (for example: 'as long as you remain quiet').
• A condition is not a guaranteed outcome: use 'may' or 'might' in the result clause.

Ss understand how to use as...as and than with a comparative, and check that the comparison has a comparable baseline.

T presents the structures on the slide: 'The restored bank is more stable than it was.' and 'The young tree is not as tall as the old one.' T asks Ss to find the comparison baseline in each sentence. Ss complete Worksheet No. 1, Part B in pairs. The task is to rewrite the sentence 'The site is more accessible' using a comparable baseline, for example 'than it was before the repair'.

Ss complete Worksheet No. 1, Part B. Key content:

• Comparative + than: 'The restored bank is more stable than it was.'
• as...as for equality or its negation: 'The young tree is not as tall as the old one.'
• Check the baseline: compare the same things at the same time or in the same condition (for example, 'the site now' with 'the site before the repair'). Do not compare a bank with a tree.

Ss recognise optional assimilation of /n/ to /m/ before /b/ and /p/ in connected speech, and know that careful speech is also acceptable.

T plays the audio twice: 'Ten boys visited the green park.' The first time, T uses careful speech (/ten bɔɪz/). The second time, T uses connected speech (/tem bɔɪz/). Ss listen, repeat and mark the place where /n/ may change to /m/. Ss practise in pairs: one says the sentence in careful speech, the other says it in connected speech. T reminds Ss: 'Assimilation is optional. Do not change the spelling, and do not force it in slow, careful speech.'

Ss correctly repeat both versions of the sentence.
Key content:

• In connected speech, ten boys may be realised as /tem bɔɪz/ (/n/ becomes /m/ before /b/).
• Green park may similarly have an /m/-like sound before /p/.
• Careful /n/ is also acceptable.
• Spelling does not change.

Period 2. Ss use conditionals and comparisons accurately in sentence-level exercises.

Ss work individually for 5 minutes on exercises 2 to 9 in Worksheet No. 2. Then Ss check in pairs and T goes over the answers. The exercises are:

• Exercise 2: '___ we protect habitat, the risk may grow.' (if we do not)
• Exercise 3: 'Visitors may enter ___ they follow the guide.'
• Exercise 4: 'This route is safer ___ the closed path.'
• Exercise 5: 'The young tree is not as tall ___ the old one.'
• Exercise 6: Choose the equivalent of 'Unless we act, losses may continue.'
• Exercise 7: 'You can observe from here as long as you ___ quiet.'
• Exercise 8: 'The site is more accessible than it ___ before the repair.'
• Exercise 9: Choose a conditional, not a guarantee.

Answer key:

• Exercise 2: D (Unless = if not)
• Exercise 3: B (Provided that states the required condition)
• Exercise 4: A (a comparative takes than)
• Exercise 5: A (as...as frames the comparison)
• Exercise 6: C ('If we do not act, losses may continue.')
• Exercise 7: B (a real condition uses the present simple)
• Exercise 8: D (a past comparable baseline uses was)
• Exercise 9: B ('If suitable habitat is restored, some species may return.')

Ss match the unit vocabulary to its meaning and evaluate a writing model for the final review tasks.

Ss work in groups of three with Worksheet No. 2, Part B.
Part B1: match each word with its meaning.
Part B2: read the writing model 'Report: Strengthening Tiger Conservation Awareness' and answer two questions: 'Does the report avoid sensitive locations?' and 'What is the evaluation step in the report?'

Answer key for Part B1:

• 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

Answers for Part B2:

• Yes. The report uses a general-range map and does not reveal sensitive locations.
• The evaluation step asks participants to identify one harmful action to avoid and one reliable information source.

Ss use the unit language to plan a responsible, source-checked conservation display and explain their choices in English.

Ss work in groups of four. Each group plans a threat-and-solution display for a school conservation event. The plan must include:

• one threat (for example, habitat loss or illegal hunting), with a conditional sentence using unless, provided that or as long as;
• one solution, with a comparison using than or as...as;
• one way to check information sources;
• one harmful action to avoid (for example, close contact with wildlife).
  Groups follow the guidelines in Worksheet No. 2, Part C: no live wildlife, no sensitive locations, and no claims about population numbers without a verified source.

Each group produces a short plan of about 80 to 100 words on a mini whiteboard or A4 paper, for example:

• 'Threat: Unless we stop poaching, tigers may remain endangered.'
• 'Solution: The restored habitat is more stable than it was last year.'
• 'Source: We check the information with a qualified conservation organisation.'
• 'Harmful action to avoid: Do not approach wildlife or take photos with captive animals.'
  The plan must state that awareness supports responsible action and does not promise instant recovery.