Giáo án Project

Ss activate prior knowledge of wildlife conservation and preview the key vocabulary: 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).

T shows a picture of a tiger in the wild and asks: 'What do you know about tigers today?' Ss brainstorm in pairs: 'What threatens wildlife in Viet Nam or in the world?' Ss match the six words to short definitions written by T on the board.

A list of at least four threats written on the board (for example: habitat loss, poaching, illegal wildlife trade, climate change) and six vocabulary items matched correctly with their meanings, for example: endangered = facing a high risk of extinction; threat = something that may cause harm; conservation = protecting nature and wildlife.

Ss identify the structure and purpose of a complete conservation project product, and distinguish a risk category from a census and the evidence from the model.

Ss read the model poster (Worksheet 1) in pairs and answer these questions:

• What is the scientific name of the tiger in the poster? (Panthera tigris)
• What is the IUCN category, and when was it assessed? (Endangered; assessed 15 December 2021, published in 2022)
• Which two threats are listed? (habitat loss and illegal hunting)
• Which three actions are in the action panel? (avoid wildlife products, respect protected-area rules, use verified information)
• Why does the poster avoid an unsourced population total? (Because the number cannot be verified; the poster does not invent data.)
• Does a captive photograph show recovery? (No, it is not evidence of recovery.)
  Ss then complete the poster-structure table in Worksheet 1.

Completed Worksheet 1 with these answers:

• Scientific name: Panthera tigris.
• IUCN category: Endangered, assessed 15 December 2021, published 2022, accessed 3 November 2026.
• Threats: habitat loss and illegal hunting.
• Action panel: avoid wildlife products; respect protected-area rules; use verified information.
• Explanation: habitat connections and local cooperation matter; a captive photograph is not evidence of recovery.
• Source line: IUCN Red List species assessment, https://www.iucnredlist.org/species/15955/214862019.
• Key idea: an Endangered category describes an assessment, not a live census of every animal.

Ss recognise and use conditional clauses (if, unless, provided that, as long as), comparisons (as...as, comparative + than), and the optional assimilation /n/ to /m/ before /b/ or /p/ in connected speech.

T explains the conditional forms with examples from the lesson:

• Unless means if not: 'Unless we act, the habitat may disappear.' (illustrative example)
• Provided that / as long as: 'We can use the poster as long as we show the source.'
• Comparison: 'The restored bank is more stable than it was.'
  Note: a condition is not a guaranteed outcome.
  T models the pronunciation: 'Ten boys visited the green park.' with /tem bɔɪz/ and /ɡriːm pɑːk/ as an option, and careful /n/ is also acceptable. Ss repeat in chorus and then in pairs.
  Ss complete Worksheet 2 by rewriting sentences with the correct structure.

Completed Worksheet 2 with these answers:

1. Unless we protect the forest, the tigers will lose their habitat. (Illustrative sentence.)
2. We can use the photo provided that we credit the source.
3. The protected area is more stable than it was last year, as long as patrols continue. (Illustrative sentence.)
4. Ss' pronunciation: 'Ten boys visited the green park.' with optional assimilation /tem bɔɪz/; careful /n/ also accepted.
   Key understanding: 'unless' already contains negation, so do not write 'unless ... not'.

Ss consolidate the knowledge of the project structure and language by completing and checking exercises 2 to 8 of the lesson, using the model as evidence.

Ss work in pairs on the following items, using the model poster as evidence:
2. State the purpose and audience of this project product. Support your answer with one detail.
3. Identify the opening sentence and explain how it introduces the topic.
4. Select two useful details from the model and explain why they are better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
6. Choose one sentence from the middle of the model and explain what it contributes.
7. Read the opening and closing aloud. Explain one difference between their jobs.
8. Write a short final paragraph or spoken conclusion that preserves the model's message.
T checks answers with the class, then uses the rubric (Người dạy chấm): content, language, clarity.

Answer key (sample answers):
2. Audience: classmates and the teacher reviewing the project. Purpose: to present the project with its actual evidence, product and limits. Evidence: the IUCN category Endangered, assessed 15 December 2021.
3. Opening sentence: 'Endangered-species poster — tiger: scientific name Panthera tigris; global IUCN category Endangered, assessed 15 December 2021 and published in 2022 (accessed 3 November 2026); threats include habitat loss and illegal hunting.' It introduces the specific subject before the supporting details.
4. (1) 'Action panel: avoid wildlife products, respect protected-area rules and use verified information.' (2) 'Explanation: habitat connections and local cooperation matter; a captive photograph is not evidence of recovery.' Both give specific, usable information the audience can act on.
5. Sample: 'The poster presents the tiger as Endangered by the IUCN, assessed on 15 December 2021. Its main threats are habitat loss and illegal hunting. It advises avoiding wildlife products and using verified information, but a captive photograph does not show recovery.'
6. Sample: 'Action panel: avoid wildlife products...' adds concrete actions to the opening, so the audience knows what to do.
7. The opening introduces the subject; the closing explanation states the limits and conditions. Opening and closing have different jobs.
8. Sample: 'The tiger is Endangered, and habitat loss and illegal hunting are its main threats. We can help by avoiding wildlife products, respecting protected areas and using verified information. A captive photograph is not evidence of recovery.'

Ss produce an original, ethically sourced conservation poster for an endangered species and give a short presentation with source credits and a question period.

Groups of four choose one endangered species and produce a poster with: a title, audience, method, practical limits, a threat-and-solution panel, an action panel, an original illustration, and a source/date line. Ss must:

• use only verified information from the NeoEdu lesson page or other reliable sources they name;
• label any planning figures or illustrative examples;
• avoid live wildlife photos and sensitive locations;
• use at least one conditional (if, unless, provided that, as long as) and one comparison.
  Each group gives a 1-minute presentation and answers one question from the class.

A group poster (A3) with: a clear title; audience and purpose; threat-and-solution panel (for example, habitat loss and illegal hunting, with actions to avoid); action panel with at least three actions; source/date line; explanation of limits (for example, a risk category is not a census). Presentation: a 1-minute talk that cites at least one source and answers one audience question. Assessment: content accuracy (4), evidence and sources (3), language and structures (2), delivery and interaction (1).