GIÁO TRÌNH TIẾNG ANH 12 TẬP 2 SÁCH GIÁO VIÊN

BỘ GIÁO DỤC VÀ ĐÀO TẠO
HOÀnG VĂn VÂn (tổng Chủ biên) – HOÀnG tHỊ XUÂn HOA (Chủ biên)
PHAn HÀ – HOÀnG tHỊ HỒnG HẢi – KiỀU tHỊ tHU HƯƠnG
VŨ tHỊ LAn – ĐÀO nGỌC LỘC – CHUnG tHẾ QUAnG
Với sự cộng tác của DAViD KAYE

SÁCH GIÁO VIÊN
tẬp haI

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON


contents
Page
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
BOOK Map.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 6: endangered species .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Unit 7: artificial intelligence .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 8: the world of work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
REVIEW 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Unit 9: choosing a career .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 10:lifelong learning .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
REVIEW 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

II


INTRODUCTION

TIENG ANH 12 is the third and also the last of the three-level English language set of
textbooks for the Vietnamese upper secondary school. it follows the systematic, cyclical
and theme-based curriculum approved by the Ministry of Education and training
in november 2012. the aim of this set of textbooks is to develop students’ listening,
speaking, reading and writing skills and improve their English language knowledge
with a focus on communicative competence so that when they finish upper secondary
school, they will achieve level three of the Foreign Language Proficiency Framework
for Viet nam (equivalent to B1 in the Common European Framework of Reference for
Languages).

THE COMPONENTS OF TIENG ANH 12
tieng anh 12 is divided into two books: Book 1 and Book 2.
student’s Book 2 contains:
• abookmapprovidinginformationaboutthestructureofthebookandthesections
of each unit;
• five topic-based units, each covering five sections: Getting Started, Language,
Skills, Communication and Culture, Looking Back, and Project with meaningful and
well-structured activities taught in eight 45-minute lessons;
• tworeviews,eachofferingrevisionandfurtherpracticeoftheprecedingunits,
taught in two 45-minute lessons;
• aglossarygivingphonetictranscriptionofthenewwordsintheunitsandtheir
Vietnamese equivalents.
two audio cDs contain all the listening material from Student’s Book 2.
teacher’s Book 2 gives full procedural notes for teaching the different sections in
each unit and suggestions for the techniques which could be used depending on
the teaching contexts and situations. it also provides answer keys and/or suggested
answers to all the activities in the Student’s Book, all audio scripts, and additional
language and culture notes.
workbook 2 mirrors and reinforces the content of the corresponding Student’s Book 2,

and provides further practice and ideas for extension activities. Depending on the level
of the students, the activities can be completed in class or assigned as homework.

III


AN OVERVIEW OF THE STUDENT'S BOOK

GETTING STARTED contains:
• a menu listing the language and the skills taught in the unit;
• a conversation introducing the overall topic of the unit, some topic-related
vocabulary, and the main grammar points;
• a number of activities to check students’ comprehension and provide practice
of the teaching points in this section.

Unit 6
GETTING STARTED
A new wildlife park

6

Unit 6 Endangered species

ENDANGERED SPECIES
This unit includes:
LANGUAGE
Vocabulary
t
8PSET
BOE
QISB
TFT
SFMBUFE
UP
FOEBOH
FSFE
BOJNBMT
BOE
QMB

Pronunciation
OUT
t
-JOLJOH
WPXFM
UP
WPX
FM
Grammar
t
5IF
GVUVSF
QFSGFDU

t
%PVCMF
DPNQBSBUJWF
T
SKILLS
t
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GPS
HFOFSB
M
JEFBT
BOE
TQFDJGJD
JO
BOE
JEFOUJGZJOH
EJG
GPSNBUJPO

GFSFOU
PQJOJPOT
BCP
VU
QSPUFD UJOH

FOEBOHFSFE
TQFDJFT
t
5BMLJOH
BCPVU
IP
X
UP
QSPUFDU
FOEBOH
FSFE
TQFDJFT
t
-JTUFOJOH
GPS
TQFDJö

D
JOG
BSF
JO
EBOHFS
PG
FYUJO PSNBUJPO
JO
B
UBML
BCPVU
XIZ
BOJNBMT


DUJPO
t
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B
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BC
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FOEBOHFSFE
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COMMUNICATION
AND
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TQF CULTURE

DJFT
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JB

1 Mr Willis
is talking
to
new wildl
ife park. Lis his two children ab
out a
ten and rea
Mr Willis:
2 Decide wh
d.
Lisa, Sim
eth
on, I’ve
true (T), fal er the following sta
just heard
news.
se (F), or no
some go
tements are
Simon:
od
correct bo
t given (N
What’s it ab
x.

G). Tick the
out, Dad?
Mr Willis:
It was anno
Visitors wil
unced on
T
F NG
TV that a
park will
1 animals l be able to see end
new wildl
open to
ang
in the new
ife
the publi
wildlife par ered
Would yo
week.
c next we
k next
u like to vis
Lisa:
ek.
it it?
Sure. Will
2 Models of extinct ani
there be
mals will als

on display in
any dinosa
Dad?
o be
the park.
urs there,
Simon:
They’re
3 Lisa wants to see din
extinct sp
osaurs, but
doesn’t.
ecies, Lis
dinosaurs
Simon
a. The
die
d
ou
last
Mr Willis:
t millions
4 Simon is interested
That’s rig
of years ag
ht. You can
in endangere
o.
trees and pla
’t find ex

d
there.
nts.
tinct anim
Sim on
Lisa:
als
So what
5 wil dli fesug ges ts vis itin g bo th
can we see
par k and the
the
then?
in the wi
Ga
Bo
rde
tan
ldl
ns at the we
ica l
ife park
Mr Willis:
eke nd.
Animals in
danger of
6 Visitors can go cam
ping in the
extinction
and rhino

park.
wildlife
ceros.
, like tigers
Simon:
Will there
be any en
dangered
plants? I
3 Find a wo
have a bio
logy assign trees and
rd in the co
endangere
ment abou
nversation
d plant sp
each of the
Mr Willis:
t
ecies.
that goes
following
I’m afraid
with
phrases or
1. _________
not. But a
expression
friend of

_________
might be
_______ sp
s.
mine, Tra
able to he
ecies
Simon:
cy,
lp
2.
yo
an
u.
imals in da
Tracy? Yes,
nger of ___
I remembe
_________
r her. She’s
Where’s she
3. _________
_________
a biologist.
working?
____
_________
Mr Willis:
_______ tre
At the Bo

es and pla
4. _________
tanical Ga
nts
rdens. You
_________
of interestin
_______ a
can find lot
g facts the
campfire
Simon:
s
re.
Sounds go
od
wildlife pa . Thanks, Dad. So let
rk next Sa
’s
turday mo visit the
then go
to the Bo
rning, an
d
tanical Ga
afternoon
rdens in
on the wa
the
y back ho

I’ll have
me. Hope
gathered
fully,
enough
by Sunday,
inf
ormation
so I can
start worki
assignme
nt next we
ng on my
Lisa:
ek.
It’ll be so
tiring! We
’ll have wa
by the tim
lke
e
d
we
for
get to the
hours
Mr Willis:
Botanical
Don’t worry
Gardens.

. We’ll drive
Lisa:
through the
Oh really?
park.
That’ll be
fun. Are
to have a
we
picnic or
build a cam allowed
Dad?
pfire there,
Mr Willis:
No, I’m
afraid no
4 Read the
t. That ma
animals an
y scare
conversati
d pollute
the
on
the air. Th
correct for
and smok
e
mo
m of the ve again and write the

e you ma
ke, the les re noise
rbs in bra
environme
1. I (gathe
ckets.
s safe the
nt become
r)
Lisa:
___
s
for the an
I see … Ca
informati _____________________
imals.
n
on
I
___
ask
some frie
Mr Willis:
my assign by Sunday, so I can _______ enough
nds to joi
Sure. The
ment next
start worki
n us?
more the

we
ng on
merrier.
ek
.
2. We (w
alk) ___
by the tim _____________________
e we get to
_______
for hours
the Botan
ical Garde
ns.
Unit 6 En
danger

ed spec
ies

IV

7


LANGUAGE includes:
• Vocabulary giving in-depth practice of the words and phrases presented in Getting Started
and additional vocabulary for use later in the unit. Vocabulary units are presented in the order
of form, meaning and use. Word collocation is also a teaching point in this section.
LANGUAGE

Vocabulary
1 Complete the following word diagrams. Use a dictionary, if necessary.
1. extinct (adj)
_____________ (n)

2. danger (n)

extinguish (v)

_____________ (adj)

3. survive (v)
_____________ (n)

_____________ (v)

endangered (adj)

survivor (n)

• Pronunciation introducing or providing revision

4. diverse (adj)

5. evolve (v)

_____________ (n)

_____________ (n)

_____________ (v)

of some aspects of pronunciation that can
be problematic to Vietnamese students
such as linking, stress and intonation.
The pronunciation points are presented
in meaningful contexts, and activities are
designed to teach these points through three
stages: recognition, repetition and production.
This helps students to become familiar with
features of natural speech and focus on their
own pronunciation.

biodiversity (n)

evolutionary (adj)

2 Complete the following sentences with the words in the box.
survival (n)
conservation (n)

vulnerable (adj)
habitat (n)

extinct (adj)
evolution (n)

1. Darwin’s theory of _________________ has helped to
explain the disappearance of some species
and the _________________ of others.

2. The saola and the rhino are
considered _________________
species in Viet Nam.

endangered (adj)
biodiversity (n)

5. Mammoths and
dinosaurs used
to live on our
earth quite a
long time ago,
but they are now
_________________.

6.
3. The giant panda’s
natural _________________
is the bamboo forest.
Giant pandas like to eat
bamboo leaves.

to maintain the balance
of nature that we rely
on for our well-being
and benefit.

7. The World Wide Fund
for Nature (WWF) is an

organisation which is
working on issues related
to _________________,
research and restoration
of the environment.

4. Baby sea turtles are most
_________________ when they
leave their nests and make
their way to the sea. They
are convenient targets for
birds and other animals.
8

_________________ helps

Unit 6 Endangered species

• Grammar introducing and practising the main grammar points in focus. They are
presented and practised in meaningful contexts following the three-stage approach to
language teaching (presentation, practice and production). There are Do you know ...?
boxes wherever necessary to help students to understand the language features and the
structures presented.
All the sub-sections in the LANGUAGE section are linked to the LOOKING BACK section at
the end of the unit.
Pronunciation

Grammar

1 The following phrases are spoken in slow,

1 Circle the correct verb form in each sentence.

Linking vowel to vowel

1
2
3
4
5

careful speech and in fast, connected speech.
Listen and repeat. Pay attention to the
pronunciation of the linked sounds.
no linking in slow,
with linking in fast,
careful speech
connected speech
a. in danger of extinction b. in danger of extinction
a. saola or deer
b. saola or deer
a. the mother of success b. the mother of success
a. draw a diagram
b. draw a diagram
a. the idea of saving
b. the idea of saving
endangered species
endangered species

2 Listen and repeat the following sentences

spoken in fast, connected speech.

1

A: What can we see in the park now?
B: Animals in danger of extinction, like tigers or rhinoceros.

2

A: What’s that animal? Is it a saola or a deer?
B: I don’t know.

A: Don’t get disappointed. Try again. Failure is the
mother of success.
3
B: OK. I will.

4

A: I can’t draw a diagram to show the increasing
pollution levels. Can you help me?
B: Sure.

A: Your idea of saving endangered species sounds very
interesting.
5
B: Thank you.

DO
YOU KNOW…?

t
*O
#SJUJTI
&OHMJTI

JO
GBTU

DPOOFDUFE
TQFFDI

B

MJOLJOH
DPOTPOBOU
S
DBO
BQQFBS
CFUXFFO
UIF

WPXFM
TPVOE
ə
PS
ɔː
BU
UIF
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PG
B
XPSE
BOE

UIF
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PG
UIF
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XPSE
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NBLFT
QSPOVODJBUJPO
FBTJFS
BOE
NPSF

OBUVSBM
vowel + vowel
/ə/ or /ɔː/ +
vowel

linking sound
/r/

Examples
Lisa and Simon
draw a picture

t
*O
#SJUJTI
&OHMJTI

XPSET
FOEJOH
XJUI
UIF
MFUUFST

-r
PS
-re
IBWF
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ö
OBM
WPXFM
TPVOE
)PXFWFS

UIF

XSJUUFO
-r/-re
JT
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XIFO
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JT

GPMMPXFE
CZ
B
XPSE
CFHJOOJOH
XJUI
B
WPXFM
written -r/-re
+ vowel
-r/-re + vowel

Double comparatives

The future perfect

linking sound Examples
/r/

car engine
another English book

1.
0VS
SFTDVF
DFOUSF
IBT
SFMFBTFE

XJMM
IBWF
SFMFBTFE



NPOLFZT

EFFS
BOE
CFBST
CBDL
JOUP
UIF
GPSFTUT

CZ
UIF
FOE
PG
UIJT
XFFL
2.

:PV
NBZ
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CFMJFWF
UIJT

CVU
UIJT
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*U
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XJMM
IBWF
MJWFE

JO
UIJT
NBSJOF

QBSL
GPS

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8F
XJMM
IBWF

XJMM
IBWF
IBE

B

QBSUZ
UP
DFMFCSBUF
JUT
CJSUIEBZ
UPNPSSPX
3.
8FMM

OFYU
UJNF
*
TFF
ZPV

*
FYQFDU
ZPV
XJMM
CF

ö
OJTIJOH

XJMM
IBWF
ö
OJTIFE

ZPVS
SFQPSU
PO
UIF

FOEBOHFSFE
TBPMB
4.
*G
ZPV
DPNF
UP
TFF
NF
BU

PDMPDL
UPOJHIU

*
XJMM

CF
XBUDIJOH

XJMM
IBWF
XBUDIFE

B
EPDVNFOUBSZ

BCPVU
SIJOPT
UP
QSFQBSF
GPS
NZ
QSFTFOUBUJPO

UPNPSSPX
4P

ZPVE
CFUUFS
DPNF
BGUFS

#Z
UIFO

UIF
QSPHSBNNF
ö
OJTIFT

XJMM
IBWF
ö
OJTIFE

5.
+JMM
JT
TJDL
BOE
DBOU
XPSL
PO
IFS
BTTJHONFOU
BCPVU

UIF
CMVF
XIBMFT
IBCJUBU
4P
TIF
IBTOU
DPNQMFUFE


XPOU
IBWF
DPNQMFUFE

JU
CZ
.POEBZ
4IF
OFFET

UP
BTL
GPS
BO
FYUFOTJPO
PG
UIF
EFBEMJOF

2 Complete the sentences, using the present

perfect or the future perfect.
1.
#Z
OFYU
TVNNFS

PVS
SFTDVF
UFBN
TBWF
BOE
UBLF

JO

@@@@@@@@@@@@
IVOESFET
PG
FOEBOHFSFE
BOJNBMT
2.
-PPL
BU
UIJT
DVUF
MJUUMF
CFBS
*U
MJWF

____________

JO
UIF
XJMEMJGF
QBSL
GPS
TJY
NPOUIT

BOE
JUMM
CF

SFMFBTFE
CBDL
JOUP
UIF
XJME
OFYU
NPOUI
3.
*G
ZPV
DPNF
UP
UIF
DPOGFSFODF
PO
XJMEMJGF

QSPUFDUJPO
BGUFS

BN

UIF
NPTU
JOUFSFTUJOH

QSFTFOUBUJPO
ö
OJTI

____________

4.
#Z
UIF
FOE
PG
UPEBZ

,JN
WJTJU

____________
BMM
PG

UIF
BOJNBM
SFTDVF
DFOUSFT
JO
UIF
DJUZ
5.
*MM
TUBSU
XSJUJOH
NZ
FTTBZ
PO
QSPUFDUJPO
PG

FOEBOHFSFE
TQFDJFT
BT
TPPO
BT
*
DPMMFDU


____________
FOPVHI
JOGPSNBUJPO

DO
YOU KNOW…?
t
5IF
GVUVSF
QFSGFDU
JT
VTFE
UP
TBZ
UIBU
TPNFUIJOH
XJMM
CF

ö
OJTIFE
PS
DPNQMFUFE
CZ
B
DFSUBJO
UJNF
JO
UIF
GVUVSF


Example:
I’ll have finished cooking dinner by
the time you come home.
t
5IF
QSFTFOU
QFSGFDU
PS
UIF
QSFTFOU
TJNQMF
JT
VTFE

JOTUFBE
PG
UIF
GVUVSF
QFSGFDU
UP
FYQSFTT
UIF
JEFB
PG

DPNQMFUJPO
BGUFS
TPNF
DPOKVODUJPOT
PG
UJNF
when,
as soon as, after, before.

Examples:


I’ll phone you when I’ve finished my homework.
I’ll phone you when I finish my homework.
Unit 6 Endangered species

SKILLS

3 Work in pairs. Discuss which word(s) in the box

9

can be used in each gap.
more

better

higher

longer

1. The ___________ time you spend on preparing for
the test, the ___________ scores you may get.
2. The ___________ you practise speaking in your class,
the ___________ you are at public speaking.

READING
Saving endangered species: pros and cons

1 Discuss with a partner.
a. Which of these animals are on the list
of endangered species?

4 Complete the sentences with the words from
the box. One word can be used more than once.
faster more better greater warmer higher

1. The _________ the pollution becomes, the _________
animals lose their natural habitats.

dolphin

2. The ___________ I study about endangered species,
the ___________ I worry about their protection.

tiger

3. The ___________ the weather gets around the world,
the ___________ the polar ice caps will melt.
4. The ___________ effort you make, the ___________ the
achievements you may get.
5. The ___________ renewable energy sources we use,
the ___________ our living conditions will become.

DO

YOU KNOW…?

saola

elephant

t
%PVCMF
DPNQBSBUJWFT
EFTDSJCF
B
DBVTFBOEFò
FDU

process. The first half expresses a cause, and the
second half expresses an effect.
t
'PSNBUJPO
DSFBUJOH
B
QBSBMMFM
TUSVDUVSF
XJUI
UXP

parts having a similar form

sea turtle

1. The + comparative adj/adv + subject + verb,
the + comparative adj/adv + subject + verb

Example:

The better your education is, the
greater your opportunities are.

2. The + more/less + (noun) + subject + verb,
the + more/less + (noun) + subject + verb
Examples: The more you give, the more you will
receive.
The more money he makes, the less
free time he has.
10

giant panda

b. Can you find them in Viet Nam now?

Unit 6 Endangered species

V


SKILLS includes:
• Reading containing a topic-related reading text developed to suit students’ interests

and age. The vocabulary and grammar points learnt in the previous sections are
recycled in the reading text. The text also provides an input of language and ideas for
students to use in the Speaking, Listening
and Writing sub-sections that follow. The
SKILLS

reading
activities are designed following
READING
three
stages:
pre-reading, while-reading and
1
post-reading. This section aims to develop
students’ reading skills such as skimming,
scanning, understanding word meaning in
contexts, etc., through various types of tasks
including title/heading matching, true/false/
not given, multiple choice, comprehension
questions and gap-filling. In the postreading stage, there is often a personalised
task in which students can share their own
ideas or opinions with their partners about
the issues related to the facts or problems
presented in the reading text.

Double comparatives

3 Work in pairs. Discuss which word(s) in the box
can be used in each gap.
more

better

higher

longer

1. The ___________ time you spend on preparing for
the test, the ___________ scores you may get.
2. The ___________ you practise speaking in your class,
the ___________ you are at public speaking.

Saving endangered species: pros and cons
Discuss with a partner.

a. Which of these animals are on the list
of endangered species?

4 Complete the sentences with the words from

the box. One word can be used more than once.
faster more better greater warmer higher

1. The _________ the pollution becomes, the _________
animals lose their natural habitats.

dolphin

2. The ___________ I study about endangered species,
the ___________ I worry about their protection.

tiger

3. The ___________ the weather gets around the world,
the ___________ the polar ice caps will melt.

4. The ___________ effort you make, the ___________ the
achievements you may get.

5. The ___________ renewable energy sources we use,
the ___________ our living conditions will become.

DO

YOU KNOW…?

saola

elephant

t
%PVCMF
DPNQBSBUJWFT
EFTDSJCF
B
DBVTFBOEFò
FDU

process. The first half expresses a cause, and the
second half expresses an effect.
t
'PSNBUJPO
DSFBUJOH
B
QBSBMMFM
TUSVDUVSF
XJUI
UXP

parts having a similar form

sea turtle

1. The + comparative adj/adv + subject + verb,
the + comparative adj/adv + subject + verb
Example:

The better your education is, the
greater your opportunities are.

2. The + more/less + (noun) + subject + verb,

the + more/less + (noun) + subject + verb
Examples: The more you give, the more you will
receive.
The more money he makes, the less
free time he has.
10

giant panda

b. Can you find them in Viet Nam now?

Unit 6 Endangered species

SPEAKING
Action for end

angered species

conserv

ation
1 Put the following
ways of protectin
and coral reef
g rhinos
s in the correct

boxes.

ban transportatio

n of and trading
in rhino horns
donate to rhino
conservation orga
nisations
► launch antipoaching campaig
ns
► not leav
e litter on the beac
h or in the wate
► practise
r
safe and responsi
ble diving and
snorkelling
►

►

• Speaking including three or four activities

which are designed and sequenced in a
way that ensures an uninterrupted link
between them. Useful language and ideas
are built up through the activities, and
examples are given when necessary. This
prepares students for the free production
stage. In all the speaking activities,
students are encouraged to activate and
share their background knowledge and

experience with their partners.

►
►
►

stop using rhin
o products
use organic ferti
lizers to avoid pollu
ting the ocean
stop using cora
l reef products

HOW TO PRO

TECT RHINOS

●

_______________

●

_______________

●
●

_______________

_______________

__

_______________

2 Work with a part

ner. Use the info
rma
or your own idea
s to prepare a talk tion in 1
to protect rhin
about how
os or coral reef
s. The
phrases and expr
essions may help following
you.
Purposes
Phrases and expr
essions
1. To welcome the Good morn
ing/afternoon,
audience and
everyone.
introduce the
It’s my pleasure to
topic

talk to you
today about ...

2. To introduce the
first point/idea
3. To move to the
next point

__

_______________

_______________

_______________

__

_______________

_______________

My next point is ...
Let’s now turn to anoth

er point.

_______________

_______________

To begin with, I’ll sugg
est ...
I’d like to begin by
discussing ...

4. To indicate the
end of the talk

__

Finally, I’d like to summ
arise the
key issues/points.
To sum up, let’s look
at the main
points again.
To conclude, I’d like

5. To thank the
audience

HOW TO PRO

TECT CORAL

●

_______________

REEFS

_______________

●

_______________

●

_______________

●

_______________

_______________

__

_______________

_______________

__

_______________

_______________

_______________

__

_______________

__

3 Present your talk

to the class.

stop using rhin
o products
stop using
coral reef
products
12

VI

Unit 6 Endang
ered species

to ...

Thank you for your
attention.
Thanks for listening.

LISTENING
Dangers to wildlife

1 Below is the conservatio

n status scale which
indicates whether a
species still exists and
how likely it is to becom
e extinct in the near
future. Match the three
phrases indicating
three
‘threatened’ levels
with the numbers 1,
2 and 3.

• Listening including four or five activities which

are organised following the three-stage
teaching procedure: pre-listening, whilelistening, and post-listening. The activities aim
to develop students’ listening skills such as
listening for general ideas and/or listening for
specific information. The most common task
types are true/false/not given, multiple choice,
and comprehension questions. In the postlistening stage, like other skills, there is often
a personalised task which requires students
to share their ideas or opinions related to the
topic.

n and the
t the Komodo drago
2 Read the facts abou c, d, or e in the space provided
blue whale. Write a, b,
the correct section.
to match the title with
s
b. Conservation statu
a. Diet
on d. Population
c. Habitat and locati
e. Physical features
Blue whale
Komodo dragon
on
- found in the wild
Indonesian islands
____
(Komodo, Rinca,
Gili Montang, Gili
Dasami, Flores)
- live in forests, on
beaches, on hilltops

1.

- live in the cold
waters of the Arctic
and Antarctic

al
- migrate to tropic
seas to breed (up to
four months)

looks
ile - mammal, but
- looks like a crocod
like a fish
or lizard
- 30 metres long
- male adults can grow
00 tons
150-2
long
s
metre
3
to
up
- 90 kilos
eat very small
eat meat (large water shellfish
3.
buffaloes, deer, pigs,
____
smaller dragons)
estimated 14,000
6,000 in the wild in
4.

(10,000 in the
in
Indonesia; slightly
Antarctic and 4,000
____
declining
the Arctic); increasing
- endangered (IUCN
Red
(IUCN
5. - vulnerable
Red List)
List)
____
- facing threats
- cause: more males
from whalers,
than females
pollution, collisions
a
not
are
(humans
with boats and
threat)
ships, and global
antiby
- protected
warming
in

laws
poaching
- many recovery
by
and
esia
Indon
plans to restore its
other
and
zoos
30
e population
outsid
parks
fe
wildli
Indonesia

2.

Threatened

EX

Bringing extinct spec

1

2

Extinct Extinct in
the wild

3

NT
Near
threatened

VU (Vulnerable)

LC
Least
concern

CR (Critically enda
ngered)
EN (Endangered)

2 Listen to the first part

of a talk given by Peter
Shawl, a conservatio
n biologist, and check
your
answers in 1.

3 Listen to the secon
d part

the best option to comp of the talk and choose
lete the statements
answer the questions.
or
1. According to
Peter Shawl, wildli
fe becomes
endangered becau
se _______________.
A. the population of
some species grow
too fast
B. natural habitats
are destroyed by huma
ns
C. the stronger anim
als kill the weaker
2. Animals’ habitats
become polluted when
humans
_______________.
A. cut down forest
trees
B. build more house
s
C. use chemicals in
agriculture
3. When tigers are
hunted and killed,

which of their
parts are collected
and used?
A. Their bones.
B. Their fur.
C. Their teeth.

ies back to life?
. Are the speakers

for or against bring
to life?
support
, write ‘yes’ if they
a. In the table below
they oppose it.
the idea, or ‘no’ if
or against) given by
(for
n
reaso
the
words
b. Complete
g no more than two
each speaker, writin
in each gap.

Van

1

Nam

Mary
2

Paul

5 Do you agree with
Peter

Shawl that humans
are responsible for
the loss of biodiversi
ty?
Discuss with a partn
er.

WRITING

Endangered spec

Reason
the
We should _______
damage that has been
done to _______.
Some species could
to

bring back _______
our world.

_
Scientists could _____
to protect endangered
__
species if they _____
t
to bring some extinc
species back to life.

It’s a _______ time
money.

ies report

1 Match the pictures
with the anim

als’ names.
Then discuss the ques
tions with a partner.
- Can you find these
animals in Viet Nam?
- What do they eat?
- Are they endangere
d species?
a. blue whale
b. Komodo drago

n
1

2

13

• Writing guiding students through the

s back to life?

Bringing extinct specie
Yes/No

In the second part,
Shawl discusses the
two
main (1) ____________
___ to wildlife.
The first is
loss of (2) ____________
___, and the secon
d
is
hunting and (3) ______
_________. These
dangers
are caused by (4)
__________________
_ activities,

so we need to take
action to protect
and
(5) _______________ wildli
fe.

Unit 6 Endanger
ed species

nges
1 Listen to two exchaing extinct species back

____

. Complete
the summary of the
talk, writing one word
each blank.
in

4. Which of the follow
ing uses of elephant
tusks is
mentioned in the talk?
A. Making false teeth
.
B. Producing traditional
medicine to treat diseas
es.
C. Making valuable

items.

ON
COMMUNICATI
AND CULTURE
Communication

EW

4 Listen to the secon
d part again

and

st
2 Are you for or againct

the revival of extin
species? Discuss with
a partner.

writing process and focusing on the specific
text types required by the syllabus. In
the pre-writing stage, there is a sample
writing for students to study the format.
In addition, helpful guidelines, a template,
and useful language are provided to build
students’ confidence before producing their
own writing.

species in 2 and write

two
3 Choose one of the words to describe it.

a report of 150-200
.
Follow the plan below
s below.
t and location of the specie
Paragraph 1: Habita
…
s are found in the wild
Example: Komodo dragon , …
forests
in
They live
al features and diet
Paragraph 2: Physic
look like …
are called dragons, they
Example: Although they
status
tion and conservation
Paragraph 3: Popula
…
about 6,000
Example: There are
List, Komodo dragons
According to the IUCN Red

are classified as …
14

ed species
Unit 6 Endanger

COMMUNICATION AND CULTURE includes:
• Communication providing language consolidation
and further practice of integrated skills. This
section recycles what students have learnt in
the previous sections, and introduces extra
vocabulary. The activities are less controlled.
Students are encouraged to express their ideas
and opinions freely.
• Culture providing cultural information about the
ASEAN countries and English speaking countries
around the world connected to the cultural aspects
of the unit topic. It helps students to broaden their
knowledge of the world cultures as well as deepen
that of their own Vietnamese culture.

Culture
Let’s save the sea turtles!

1 Read the text about how sea turtles are
protected and complete the notes.
Sea turtles have lived in
the world’s oceans for more
than 100 million years.
However, they have become

endangered or critically
endangered largely because
of overfishing, loss of nesting
habitat and climate change.
Living in warm waters, sea
turtles migrate hundreds of
miles between their feeding
grounds and the beaches
where they nest and lay
eggs. Aware of sea turtles’
behaviour, Malaysian local
authorities have made efforts
to restore their population.

Many sea turtle natural
reserves have been set up in
Terengganu, Pahang, Sabah
and other places to carry out
different projects to save the
species.

poachers from stealing
the eggs, but also to save
baby turtles from natural
predators like birds, crabs
and lizards.

These turtle centres are
designated as protected
areas, and no visitors are

allowed on the beaches at
certain times of the year.
This helps to ensure a safe
breeding ground for turtles
when they come to land to
lay eggs. Turtle enclosures
near the beach are fencedoff not only to stop human

Programmes to raise
public awareness are also
conducted by the turtle
centres to educate visitors on
the critical need to protect
sea turtles, their eggs, baby
turtles and their habitat.
These efforts are made in
the hope of preserving the
species and maintaining the
ecological balance.

Notes about sea turtles:
A. Facts about sea turtles:
- Conservation status: (1) ______________________ or ______________________
- Dangers: - overfishing
- (2) ______________________
- (3) ______________________
- Habitat: (4) living in ______________________ sea waters
(5) laying eggs on ______________________
B. How sea turtles are protected in Malaysia:
Setting up turtle natural reserves for the following purposes:

(6) ensuring a safe ______________________ for sea turtles
(7) protecting ______________________ and baby turtles
(8) conducting programmes to ______________________

2 Discuss with a partner.
a. Where are sea turtles mostly found in Viet Nam? Are they endangered in Viet Nam?
b. Are there any measures or laws to protect sea turtles in Viet Nam?
Unit 6 Endangered species

15

VII


LOOKING BA
CK

Looking back offers revision and

Pronunciatio

n
1 Read the followi
ng exc

consolidation of the language learnt in
the unit. It begins with a pronunciation
activity which is aimed at checking
students’ ability to recognise and use
the pronunciation points they have

learnt. The words or phrases practising
the pronunciation points are often
those that students have encountered
in other parts of the unit or taken from
the reading or listening texts.
The vocabulary and grammar activities
focus on the main vocabulary and
grammar points learnt in the unit
and are aimed at checking students’
understanding of the meaning and
use of the words or structures. The
activities also provide students with an
opportunity to practise the language
in their own speech.

hanges. Dec
the linking /r/
is likely to hap ide where
pen in fast,
fluent speech.

1. A: Rhinos are
in danger of exti
nction in Asia and
Africa, aren’t they
?
B: Yes. Because
their horns are
believed to cure
diseases. How

ever, there is
no evidence to
support this beli
ef.
2. A: Lisa and
I went to the new
wildlife park last
week.
B: Did you see
any deer or saol
as there?
A: Yes, we did. The
y were very frien
dly and funny.

2 Listen and che
ck you
exchanges in 1.

5. If (poach) _____
__________ con
tinues at
elephants, rhin
os and other Afric current rates,
an wildlife may
be gone within
our lifetime.
6. Darwin’s theo
ry of (evolve)
_____________

explains that the
_______
strongest spec
ies can survive
because they have
the ability to ada
environment bett
pt to the new
er than others.

er
ies and design a post
one endangered spec
information about
four to six. Look for
1 Work in groups of ies. Include the following points:
)
spec
lation
this
popu
res, diet,
to introduce
location, physical featu
species (habitat and
ct it
● Facts about the
ed and how to prote
s, why it is endanger
● Conservation statu

ies:
spec
ed
nger
Suggested enda
)
● the saola (Viet Nam
Nam)
● the sea turtle (Viet
or (USA)
cond
rnian
● the Califo
why and how it
species and explain
nt the features of your
er to the class. Prese
2 Introduce your post . Here is an example.
cted
prote
be
ld
shou

Why endangered?
les
more males than fema

Size & weight:
• up to 3 metres long

• 90 kilos
Diet: meat (large
,
water buffaloes, deer
pigs, smaller dragons)

s:

Conservation statu
vulnerable

How to protect:
• anti-poaching laws
• setting up Komodo
zoos
National Park & 30

plants
NOW I CAN
ngered animals and
ses related to enda
ch
use words and phra
fast connected spee
● understand and
between vowels in
appropriate linking
ts
even
or

ns
● identify and use
actio
e
ct to describe futur
ss
perfe
proce
e
ect
futur
-eff
the
● use
a cause-and
aratives to describe
ife protection
● use double comp
mation about wildl
ideas and specific infor
● read for general
species
protect endangered
ts to wildlife
threa
t
● talk about how to
abou
talk
a

in
information
● listen for specific
ies
t an endangered spec
● write a report abou
cted in Malaysia
sea turtles are prote
● learn about how

ed species
Unit 6 Endanger

VIII

species

1. how long / stud
y English / in this
school / by the
time / graduate
in June
2. how long / live
/ in present hom
e / by next year
3. how many new
English words /
learn / by the end
of this unit
4. how many

units in this boo
k / finish / in
weeks’ time
four
5. how long / wor
k / this assignm
ent / by the time
you / hand it in
/

2 Rewrite these
sentences, usin
g double
comparatives.
Example: As we
witness more dam
age to wildlife,
want to put mor
we
e effort into prot
ecting wild plan
and animals.
ts
- The more dam
age to wildlife we
witness, the mor
effort we want to
e
put into protectin
g wild plants and

animals.
1. As people nee
d more land to
build houses, they
cut down more
forests.
2. The unempl
oyment rate is
getting higher,
crime rate is bec
so the
oming higher as
well.
3. If you get a
better educatio
n, there will be
opportunities for
more
you to get a goo
d job.
4. As it is rain
ing more heavily,
the flooding will
become worse.
5. There are mor
e and more cars
in our city, so
will have to suff
we
er more from poll

uted air.

with an opportunity to apply the language
and skills they have learnt throughout the
unit to perform a task in a real-life situation.
Students are asked to do a survey or carry
out research to get information about their
friends, their neighbourhood, or to broaden
their knowledge about the real world. The
project activities often involve teamwork
which develops students’ collaborative
skills and promotes their team spirit. Much
of the work for the Project can be done
outside of class, at home or during break
time. The teacher can also put aside some
class time for students to share the results
of their project work.

Komodo dragon

Population:
6,000 in the wild
in Indonesia

Unit 6 Endang
ered

tise asking que
and giving ans
stions

wers, using the
prompts below.
Example: how
many lessons /
review / by nine
tonight
o’clock
- How many
lessons will you
have reviewed
o’clock tonight?
by nine
- I’ll have revie
wed three lesso
ns by then.

Project is aimed at providing students

PROJECT

Habitat: forests,
beaches, hilltops

repeat the

Complete the sen
tences with the
correct form
of the words in
brackets.

1. Increasing trad
e in ivory prod
ucts is a threat
the (survive) ____
to
___________ of
elephants.
2. I don’t think
bringing (extinct
ion) ____________
species back to
___
life is a good idea
against the laws
. That’s going
of nature.
3. Plants and tree
s can be (danger)
______________
animals. The lady
like
slipper orchid is
an example.
4. Dinosaurs and
mammoths are
classified as EX,
meaning extinct,
on the (conserv
e) _______________
status scale.

16

Location: in the wild
ds
on Indonesian islan

r answers. Then

Vocabulary

Grammar
1 Work with a par
tner. Prac

• Now I can gives a summary of the language
17

and skills learnt in the unit and helps
students to assess their own progress and
achievement after completing the unit.


GENERAL TEACHING SUGGESTIONS
The following teaching guidelines are for your
reference. Feel free to make any adjustments
(such as extending or shortening the material)
because you know your teaching situation
best and what your students need to learn.
• It is advisable to go through the Book Map of

the Student’s Book and the General Teaching
Suggestions before you start teaching with the
book. This will help you to become familiar with
the content and methodology of the textbook,
and know what materials to prepare for the
lesson as well as what activities to conduct as
part of your teaching procedure.
• In general, the teaching of both the language
skills and language elements follows the threestage approach. The pre-, while- and post- stage
procedure is recommended for the skills lessons
and the presentation, practice, production (PPP)
procedure for the language lessons. Both
procedures should be handled appropriately
with respect to the prior knowledge, beliefs, and
expectations that your students bring to class
so that they can develop language awareness,
self-reflection, critical thinking, and learning
strategies.
• It is important to maximise and facilitate
students’ talking time and interactions. You can
use different question types to elicit their ideas
and guide them in the process of practising the
language.
• Vocabulary and grammatical items need to
be presented in both form and meaning. They
should be practised in meaningful contexts and
their usage needs to be focused.
• Pairwork and groupwork should be used
appropriately so that students have more
opportunities to practise the language in class.

This also promotes the spirit of collaboration and
competition. However, it is necessary to provide
clear instructions and/or to demonstrate the
activity before asking students to work in pairs
or groups.
• Problems of mixed-ability classes can be dealt
with by multi-tiered tasks suitable for students’
levels. This can encourage both less able and
more competent students to contribute to the
lesson.

Teaching Getting Started
• Getting Started introduces the unit in general,

and includes a conversational text followed by
four or five activities. Start your teaching with
a lead-in, which is a short activity (normally up
to five minutes) to draw students’ attention to
the topic of the unit and the objectives of the
lesson. This is a good way to activate students’
background knowledge of the topic as well as to
check their comprehension of the language. You
can vary the activity to suit the teaching purpose;
for example, the teacher can get the students to
brainstorm on the topic through a set of pictures
or photos, listen to a piece of music or a song,
view a video clip, do dictation, or play a game
such as Charades, Bingo, Tic-Tac-Toe, or Odd-OneOut to revise previously learnt vocabulary. (See
details of the games in the Teaching Vocabulary
sub-section.)

• Get students to read the text silently as they
listen to the recording. Then have them call out
the words they do not know and write them on
the board. Follow the teaching procedure in the
Teaching Vocabulary sub-section before giving
the meaning and have students repeat the words
or copy them down into their notebooks for later
review.
• Allow time for students to do the activities in
pairs or individually before checking answers as
a class. Give feedback and ask students to explain
their answers if necessary. Each task following
the conversational text has its own purpose, for
example, a comprehension task and a question
for personalisation, vocabulary task(s), and
grammar task(s).

TEACHING LANGUAGE
• Vocabulary includes new words that appear not
only in the GETTING STARTED and LANGUAGE
sections, but also in other sections of the unit.
Encourage students to guess their meaning
from the context. For challenging words,
provide Vietnamese equivalents to save time.
Students should be given opportunities to revise
previously learnt vocabulary such as individual
words, phrases and collocations (words that
go together) through a variety of interesting
activities and games such as Dictation, Charades,
Bingo, Tic-Tac-Toe, and Odd-One-Out.

IX


• Dictation: Students work in pairs or in groups,
taking turns to dictate the target words to each
other and check their spelling. The teacher can
also give the dictation while all students listen
and write it down. Then students work in pairs to
correct mistakes if there are any.
• Charades: This is a great game to review vocabulary.
If students feel shy or awkward in the beginning, you
may need to let them play the game. This will help
them to feel more comfortable and secure. Divide
the students into two teams. Show the first team a
vocabulary item. They must act it out. If the second
team can guess the correct word, they will get a
point. Switch the teams and let the second team act
out a word while the first team guesses.
• Bingo: Draw a blank word grid on the board and
ask students to copy it. Ask students to tell you the
words they have studied in their lessons. List them
on the board. Students choose some of the words
from the list and copy them into their grid. Every
student needs to have a different grid of words for
the game to work. While they are doing this, copy
each word onto a strip of paper, put the strips of
paper into a bag, and mix them up. Select students
to pick out a strip of paper and call out the word.
Students with that word in their grid put a cross

on it. Continue the game until there is a student
who has all the words on a straight line (horizontal,
vertical, or diagonal) crossed out. That student calls
out ‘Bingo’, and is declared the winner. As a followup activity, have students make sentences with the
words in their grids.
• Tic-Tac-Toe: This is a fun way for students to
practise their English while enjoying some
competition. The game is very intuitive. Draw
a 3x3 grid on the board. Write in each square
a question prompt such as: Do you like...? What
is the meaning of...? Why do you...? What do
you...? Who likes...? What is... for? What does...
mean? Have you got...? How many...? Each pair of
students has a blank 3x3 grid on a piece of paper.

Students take turns picking a square in the grid,
and completing the question in the square. If their
answer is grammatically correct and makes sense
they draw an X or O in the corresponding square
of their grid. The first student with three Xs or Os
in a line wins. With larger classes, the game can be
played in groups while the teacher walks around
the class checking answers.
• Odd-One-Out: This is the fastest way to revise sets
of vocabulary. Choose several (4-5) words from
a vocabulary set and one that does not belong
to it and have students find the odd one out
(the one that is not part of the set). You can also
choose four words from the same vocabulary
set, but three have a positive meaning and one

has a negative meaning, or vice versa.
• Pronunciation activities often ask students to
listen and repeat exactly what they have heard.
This helps them to identify and practise the
pronunciation points in focus such as linking,
stress and intonation. Tell students that they
cannot develop good English pronunciation skills
by just repeating once and that practice makes
perfect. They should make several attempts at
recognising and imitating the model as naturally
as they can.

Grammar
• Grammar can be taught inductively – starting

with examples from which students work out
a rule for themselves, or deductively – starting
with the presentation of a rule which is then
applied to specific language examples and
honed through practice exercises.

•These two approaches can be employed flexibly

depending on the grammatical point being
taught or the teacher’s and students’ preferences.
The learner-centred nature of inductive teaching
is often seen as advantageous as the students
were active and engaged in the learning process
which may help students to develop deeper
understanding and could enhance learners’

autonomy and motivation. However, it can
be more time- and energy- consuming and
more demanding of the teacher and students.
Therefore, a combination of the two approaches
can bring about the best results for a grammar
lesson.

• When following the deductive approach, it is
advisable to explain grammatical concepts and
points very clearly as you present these and
check comprehension by asking students to
translate into Vietnamese, if necessary.

X


• When following the inductive approach, use

exercises and questions to guide students
to work out the grammatical rule. Give clear
instructions before having students carry out the
tasks. You can also ask students to explain their
answers. Drilling, a kind of mechanical practice,
is the easiest way to help students to learn the
target forms and structures. Then they should
focus on the meaning, usage and the content to
express in more personalised practice.
• The language boxes are designed to help students
to work out grammatical rules or generalisations.
Students can read them before they do the

activities to become familiar with the grammar
concepts. They can also refer back to them later
as revision prompts. Ask students to read them
individually and check comprehension as a class.

TEACHING SKILLS
Reading is mainly a receptive skill. In general, the
most common reading sub-skills in Tieng Anh 12
include identifying the topic of the text,
understanding general ideas and finding specific
information.
• It is important to teach students reading strategies
so that they can get the most from the text. Start
by arousing their interest in the topic and asking
them to predict the reading content. Be sure that
your students understand both the task and the
key vocabulary. Set a time limit to prevent them
from reading for details while the activity is for
gist, and be flexible if necessary. Ask students to
look at the pictures and tell you what they can
see or what is happening. You can also ask them
to predict what they are going to read by eliciting
their background knowledge connected to the
title and topic, and having a brief discussion
about them.
• Pre-teach the key words before the first reading,
if necessary. (See the Teaching Vocabulary subsection.) When students finish their first reading,
ask them to discuss their answers in pairs or
groups before you check their answers as a class.
• The second reading usually requires students to

focus more on the task fulfilment. Tell them what
techniques and strategies to use and set a time
limit for the activity. Students are encouraged to
work together to discuss their answers before
you check as a class.
• When students finish their second reading,
encourage them to respond to the text. This
will help students to integrate reading and
speaking skills, or focus on language features
that are necessary for their language proficiency

development such as producing an oral summary
of the whole text or part of the text.
Speaking is an oral productive skill, which is
important, but difficult to teach in secondary
school, where English is learnt just as a
foreign language in the Vietnamese language
environment. It has been confirmed that one
of the major problems that students often
face when learning to speak English is the
lack of ideas and/or the language to express
their ideas. That is why the speaking lesson in
Tieng Anh 12 usually begins with one or two
activities to prepare students for the actual
speaking task. In these activities, students
are provided with useful vocabulary and
expressions to talk about the topic of the lesson.
Some background knowledge or ideas are also
presented in the first stage of the lesson through
a quiz or a matching exercise. A sample dialogue

is sometimes given before students are asked
to make their own conversations. Another
problem that inhibits students from taking part
in speaking activities is their shyness and fear
of making mistakes. In order to overcome this
problem, encouragement and support from the
teacher are needed. It is suggested that when
teaching speaking, the teacher should stick to
the following principles:
• Keep a balance between accuracy and fluency
in the speaking lesson and always provide input
such as vocabulary, expressions and ideas for
students before asking them to perform the
actual speaking task(s).
• Encourage students to speak English by
providing a rich environment that contains
collaborative work and shared knowledge, and
giving them encouraging feedback.
• Try to get all the students in the class involved
in every speaking activity by applying different
ways of student participation. Use multi-tiered
tasks that have something for both strong and
weak students to do.
• Reduce teacher talking time in class while
increasing student talking time. Never provide
students with answers or solutions, but elicit
those from them instead.
• Use different types of questions for different
purposes: yes/no questions to provide students
with ideas or language, wh-questions to invite

them to produce longer stretches of speech, and
eliciting questions such as What do you mean?
and How did you reach that conclusion? to prompt
students to speak more.
XI


• Do not correct students’mistakes very often while
they are speaking, especially in the production
stage (usually in activities 3 or 4 in the Speaking
lesson), because this may distract students from
trying to speak and expressing ideas.
• While students are working in pairs or groups,
walk around the classroom to ensure that
students are on the right track, and see whether
they need your help.
Listening is mainly a receptive skill. Listening in
English is not easy for Vietnamese students, so
you should prepare them well. The common
types of listening tasks in Tieng Anh 12 include
listening for general ideas and listening for
specific information in a variety of formats such
as true/false, multiple choice, comprehension
questions, do the matching and gap filling. The
following ideas will help you to conduct the
listening activities effectively:
• Encourage students to predict and make
active guesses based on their own knowledge
or contextual clues. Get them to predict the
content by looking at the pictures and tell you

what they can see or what is happening. You can
also have a brainstorming session or discussion
related to the title and topic. Alternatively, to
save time you can tell students that they are
going to hear someone talking to someone else
about something.
• Pre-teach key vocabulary items by displaying
them on the board and checking comprehension,
and then having students repeat each word
once or twice to get themselves familiar with the
sounds.
• Tell students that the focus is on the general
ideas or specific information, and they do not
need to understand every word. Ensure that they
understand both the task and the key vocabulary
before they listen to the recording.
• Provide students with listening strategies by
telling them to leave any question that they
cannot answer, and just continue with the
next question. They will have another chance
to answer difficult questions the next time
they listen.
• Tell students in advance that you will read or play
the recording two or three times to reduce their
anxiety. Eliminate distractions and noise during
the listening process by closing doors or windows,
or asking students to be quiet while listening.
• Encourage students to write down or retell what
they have heard by writing a summary and/or

XII

giving an oral report or participating in a group
discussion.
Writing is also a productive skill which teaches
students to communicate through writing.
Most writing activities in Tieng Anh 12 focus
on the text types required by the syllabus. The
common writing tasks include filling the gaps
in sentences or paragraphs, following a model
to write a specific text, or rearranging parts/
components of a letter/passage or taking notes
during a survey to get information related to
a specific topic. The section normally contains
three or four activities following the threestage approach to language teaching. A model,
guidelines or a template are often provided for
students’ reference.
• You can begin a pre-writing task by having
students look at the pictures and brainstorm
what they can see or what is happening, or
read a model text and answer questions about
it. Pairs or small groups often work well for prewriting tasks. Ensure that students understand
the instructions, the texts and any necessary
words and phrases for the writing tasks. The
text can be used as the writing model, and topic
discussions can reinforce students’ knowledge.
Remind students to note down the ideas during
discussions so that they can use them in their
writing later.
• Give students clear instructions and enough

time for their writing. Encourage them to ask
questions, and walk around the classroom
offering help with vocabulary or grammar if
necessary. Tell students that you will grade their
writing on how well they follow the instructions,
and how clearly they express their ideas to the
reader. The final work should be legible. Students’
ability to use standard English and good spelling
should also affect the grading.
• Have students work individually or in pairs
to brainstorm ideas, concepts and important
vocabulary before they start drafting. Ask
students to read their final drafts carefully, and
check them for meaning and content, and for
spelling, punctuation and grammar errors.
• Make sure students are familiar with your set of
correction marks of grammar, spelling, textual
mechanics, and neatness. When you return the
papers to the students who have made errors,
ask them to make the corrections by themselves.
This helps students to improve their writing
skills. Give your assessment on different criteria
such as relevance to the specific theme or topic,


register, organisation of ideas, grammar, and
vocabulary.

TEACHING COMMUNICATION AND CULTURE
• The Communication sub-section provides

students with an opportunity for further practice
and consolidation of the skills and the language
previously learnt in the unit. The lesson normally
includes a speaking task or speaking combined
with listening and/or reading. After getting some
input from the reading or listening activities,
students are engaged in a discussion about an
issue related to the topic. The speaking activities
in this sub-section are less controlled and
students are encouraged to use their own ideas
or creativity to complete the tasks. Fluency is the
focus, so correction of students’ errors (grammar
or pronunciation) should be postponed until they
have completed the activity. Extra vocabulary
should be provided to facilitate free expression
of ideas and natural speech.
• The aim of the Culture sub-section is to provide
students with information related to the ASEAN
and English speaking countries around the
world. The sub-section can include a reading text
giving students more information of a cultural
aspect or facts related to the topic, or two short
texts, one about Viet Nam and the other about
another country for students to make cultural or
factual comparisons.
• You can start the lesson by giving a brief
introduction to the country or the cultural
features mentioned in the reading texts. This can
also be presented by the students themselves

as a kind of assignment or homework given to
them in the previous lesson. Since vocabulary
learning is not the focus here, new words should
be explained very briefly.

at the beginning of the unit and focus on the
main vocabulary and grammar points learnt in
the unit. They are aimed at checking students’
understanding of the meaning and use of the
target words or structures.

• You can start the lesson by telling the class
that these are activities designed to review the
pronunciation, vocabulary, and grammar points
of the unit. For the Pronunciation part, play the
recording all the way through for students to
listen. Play the recording again for them to repeat.
Ask a few students to read the words, phrases or
sentences in turn. Correct their pronunciation if
necessary. For the Vocabulary and Grammar
parts, ask students to focus on the instructions.
Give them time to read and prepare. Set a time
limit and ask students to do the tasks individually
or in pairs. Check the answers as a class and give
explanations if necessary.

• The Project section does not only provide

students with opportunities to practise the
language they have learnt in the unit freely,

but also helps them to develop collaborative
skills when working in a team, and independent
study skills when searching for information for
their project.

• Begin your teaching with a lead-in to focus

students on the project objectives. Make
sure students understand the tasks and the
requirements for the final product of the project.
Divide them into groups to do the project. Make
useful suggestions to students about how to
divide their workload. It is advisable that much
of the work for the project be done at break
time, out of the class or at home. Allow some
time in class for students to share the findings
and results of their project work.

TEACHING LOOKING BACK AND PROJECT
• The Looking Back section is designed for
revision and consolidation of the language
learnt in the unit. It begins with a pronunciation
activity to check and consolidate students’
knowledge of the pronunciation points learnt
previously in the unit. The words, phrases or
sentences containing the pronunciation points
are often those that students have encountered
in other parts of the unit or taken from the
reading or listening texts.

• The Vocabulary and Grammar activities are
linked to the activities in the Language section

XIII


BOOK MAP
Topic

Vocab.

Pronunciation

Grammar

Reading

UNIT Endangered
6
species

Words and
phrases related
to endangered
animals and
plants

Linking vowel to
vowel

- The future perfect
- Double
comparatives

Reading for general
ideas and specific
information
and identifying
different opinions
about protecting
endangered
species

UNIT Artificial
7
Intelligence

Words and
phrases related
to artificial
intelligence

Sentence stress

The active and
passive causatives

Reading
for specific
information

in an article
about artificial
intelligence
applications

UNIT The world of
8
work

Words and
phrases related
to the world of
work

Stressed words
(exceptions)

Reported speech:
reporting orders,
requests, offers,
advice, instructions,...

Reading
for specific
information
in job
advertisements

REVIEW 3
UNIT Choosing a

9
career

Words and
Unstressed words
phrases related
to leaving school
and choosing a
career

- Phrasal verbs
(consisting of a
verb, an adverb,
and a preposition)
- Adverbial clauses
of condition,
comparison,
manner, and result

Reading for
general ideas
and specific
information
about career
advice on
websites for
secondary
school leavers

UNIT Lifelong

10 learning

Words and
phrases related
to lifelong
learning

- Conditionals
Type 3
- Mixed conditionals
of Type 2 and
Type 3

Reading for
general ideas
and specific
information in
an article about
lifelong learning

REVIEW 4
4
4

Intonation of
questions (revision)


Speaking
Talking about

how to protect
endangered
species

Listening

Writing

Culture

Project

Listening for specific
information in a talk
about why animals
are in danger of
extinction

Writing a
report about
an endangered
species

Sea turtle protection
in Malaysia

Designing a poster
and preparing for a
presentation on an
endangered species

Talking about the Listening for specific
risks of artificial
information in a
intelligence
conversation about
the future of A.I.

Writing an
essay about the
advantages and
disadvantages
of intelligent
machines

People’s attitudes
towards intelligent
machines

Designing a poster
and preparing for a
presentation on a
robotic machine/a
medical robot/a popular
science-fiction film about
artificial intelligence

Discussing skills
and qualities
needed for

getting a job

Listening for general
ideas and specific
information about
how to write a good
CV

Writing a CV
to support an
application for
employment

The job seeking
experiences of an
English school leaver

Reporting on the
similarities and
differences in job
requirements between
Viet Nam and another
country

Talking about
ambitions and
dreams (future
jobs)

Listening for main

ideas and specific
information in an
interview with
school leavers about
the positive and
negative points of
some careers

Writing a job
application letter
in response to an
advertisement

Taking a year out

Preparing for a
presentation on
the choice of a job
considering its positive
and negative points

Giving a
presentation
on how to
keep learning
throughout life

Listening for specific
information in a
talk show about a

successful lifelong
learner

Writing a
description of a
bar chart about
barriers to lifelong
learning

Lifelong learning in
different countries

Doing a survey on
people’s perception of
lifelong learning and
their plans for lifelong
learning

5
5


Unit 6
GETTING STARTED
A new wildlife park

6

Unit 6 Endangered species

ENDANGERED SPECIES
This unit includes:

LANGUAGE
Vocabulary
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SKILLS
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COMMUNICATION
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Objectives
By the end of this unit, Ss can

•
•
•
•
•
•
•
•
•

understand and use words and phrases related to endangered animals and plants
identify and use appropriate linking between vowels in fast, connected speech
use the future perfect to describe future actions or events
use double comparatives to describe a cause-and-effect process
read for general ideas and specific information and identify different opinions about protecting
endangered species
talk about how to protect endangered species
listen for specific information in a talk about why animals are in danger of extinction
write a report about an endangered species
learn about how sea turtles are protected in Malaysia

Getting Started
A new wildlife park
Lead-in: Inform the class of the lesson objectives: introducing the topic, some vocabulary related to
endangered species, and the two grammar points: the future perfect and double comparatives.
•
Write the heading (A new wildlife park) on the board.
•
Ask Ss questions as a lead-in to the lesson topic:

How is a wildlife park different from a zoo?

What can people see and do in a wildlife park?
•
Elicit answers from Ss and write the key words of the answers on the board.
Suggested answers
- In a zoo, animals are kept in captivity (cages or enclosed space). A wildlife park is usually bigger than a
zoo, and animals can move freely in their natural environment.
- In a wildlife park, people can drive in their own vehicles or ride in vehicles provided by the park to
observe the freely roaming wild animals. Visitors can buy souvenirs at a gift shop, or have a light meal

at a café or restaurant.
Note
Useful resources:
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Unit 6 Endangered species

6T


1 Mr Willis is talking to his two children about a
new wildlife park. Listen and read.

Mr Willis: Lisa, Simon, I’ve just heard some good
news.
Simon:

What’s it about, Dad?

Mr Willis: It was announced on TV that a new wildlife
park will open to the public next week.
Would you like to visit it?
Lisa:

Sure. Will there be any dinosaurs there,
Dad?

Simon:

They’re extinct species, Lisa. The last
dinosaurs died out millions of years ago.

Mr Willis: That’s right. You can’t find extinct animals
there.
Lisa:

So what can we see in the wildlife park
then?

Mr Willis: Animals in danger of extinction, like tigers
and rhinoceros.
Simon:

Will there be any endangered trees and
plants? I have a biology assignment about
endangered plant species.

2 Decide whether the following statements are
true (T), false (F), or not given (NG). Tick the
correct box.
T

F

Visitors will be able to see endangered
1 animals in the new wildlife park next
week.
Models of extinct animals will also be
2 on display in the park.
Lisa wants to see dinosaurs, but Simon
3 doesn’t.

Simon is interested in endangered
4 trees and plants.
Simon suggests visiting both the
5 wildlife park and the Botanical
Gardens at the weekend.
Visitors can go camping in the wildlife
6 park.

3 Find a word in the conversation that goes with
each of the following phrases or expressions.
1.

_________________________ species

Mr Willis: I’m afraid not. But a friend of mine, Tracy,
might be able to help you.

2. animals in danger of _________________________
3.

_________________________ trees and plants

Simon:

4.

_________________________ a campfire

Tracy? Yes, I remember her. She’s a biologist.
Where’s she working?

NG

Mr Willis: At the Botanical Gardens. You can find lots
of interesting facts there.
Simon:

Sounds good. Thanks, Dad. So let’s visit the
wildlife park next Saturday morning, and
then go to the Botanical Gardens in the
afternoon on the way back home. Hopefully,
I’ll have gathered enough information
by Sunday, so I can start working on my
assignment next week.

Lisa:

It’ll be so tiring! We’ll have walked for hours
by the time we get to the Botanical Gardens.

Mr Willis: Don’t worry. We’ll drive through the park.
Lisa:

Oh really? That’ll be fun. Are we allowed
to have a picnic or build a campfire there,
Dad?

Mr Willis: No, I’m afraid not. That may scare the
animals and pollute the air. The more noise
and smoke you make, the less safe the

environment becomes for the animals.
Lisa:

I see … Can I ask some friends to join us?

Mr Willis: Sure. The more the merrier.
7

Unit 6 Endangered species

4 Read the conversation again and write the
correct form of the verbs in brackets.

1. I (gather) __________________________________ enough
information by Sunday, so I can start working on
my assignment next week.
2. We (walk) _______________________________ for hours
by the time we get to the Botanical Gardens.
Unit 6 Endangered species

7


1 Ask Ss to look at the picture and guess what the three people are talking about.



Suggested answer
They are talking about wild animals such as rhinos (rhinoceros), tigers and bears.

• Tell Ss that they are going to listen to a conversation between a father and his two children.
• Play the recording. Ask Ss to listen and read silently.

2 This activity focuses on comprehension.
• Ask Ss to read the statements individually first. Then have them discuss in pairs and decide whether the
statements are true, false, or not given.
• Encourage Ss to provide reasons for their answers. Ask them to refer back to the conversation to get the
necessary information.


Key 1. T

2. F

3. NG

4. T

5. T

6. F

3 The aim of this activity is to help Ss to learn word collocations.
• Ask Ss to read the incomplete phrases, and then read the conversation to pick out the words that can go
with them.
Key

1. extinct
2. extinction
3. endangered
4. build

Note

‘Species’ can be a singular or plural noun.

Examples: a rare species; many species

4 The aim of this activity is to help Ss to recognise the verb form used in the future perfect tense.
• Ask Ss to read the conversation again and write the correct form for the given verbs in the space provided.
• Draw Ss’ attention to the time expressions used in these sentences (by Sunday, by the time).
• Ask Ss to read aloud the two sentences.


Key 1. (I)’ll/will have gathered



2. (We)’ll/will have walked

Unit 6 Endangered species

7T


LANGUAGE
Vocabulary

1 Complete the following word diagrams. Use a dictionary, if necessary.
1. extinct (adj)
_____________ (n)

2. danger (n)

extinguish (v)

_____________ (adj)

3. survive (v)
_____________ (n)

_____________ (v)

endangered (adj)

survivor (n)

4. diverse (adj)

5. evolve (v)

_____________ (n)

_____________ (n)

_____________ (v)

biodiversity (n)

evolutionary (adj)

2 Complete the following sentences with the words in the box.
survival (n)
conservation (n)

vulnerable (adj)
habitat (n)

extinct (adj)
evolution (n)

1. Darwin’s theory of _________________ has helped to
explain the disappearance of some species
and the _________________ of others.

2. The saola and the rhino are
considered _________________
species in Viet Nam.

endangered (adj)
biodiversity (n)

5. Mammoths and
dinosaurs used
to live on our
earth quite a
long time ago,
but they are now

_________________.

6.
3. The giant panda’s
natural _________________
is the bamboo forest.
Giant pandas like to eat
bamboo leaves.
4. Baby sea turtles are most
_________________ when they
leave their nests and make
their way to the sea. They
are convenient targets for
birds and other animals.
88

Unit 66 Endangered
Endangered species
species
Unit

_________________ helps

to maintain the balance
of nature that we rely
on for our well-being
and benefit.

7. The World Wide Fund
for Nature (WWF) is an

organisation which is
working on issues related
to _________________,
research and restoration
of the environment.


LanGUaGe

Vocabulary
1 The aim of this activity is to help Ss to understand word formation by adding prefixes or suffixes before or
•

after the base of a word, e.g. using suffixes to form nouns (-tion, -ity, -or/-er, -al), suffixes to form adjectives
(-ed, -ous, -ary), and prefixes/suffixes to form verbs (en-, -ify).
Ask Ss to work in pairs and complete the word diagrams.

•

Encourage Ss to use a dictionary to check their answers. If necessary, give them guidance on how to look for
the word meaning and word derivatives.

•

Check answers as a class.
Key 1. extinction (n)
2. dangerous (adj), endanger (v)
3. survival (n)
4. diversity (n), diversify (v)
5. evolution (n)

•

If time allows, have Ss play a word game (Letter scramble or Missing vowels) to arouse their interest and help
them to master the spelling of new words.
Examples
Letter scramble: TECNIXT (= extinct)
Missing vowels: SRVVL (= survival)

2 Ask Ss to pay attention to the context in which the words given in the box can be used.
•

Have Ss complete the sentences individually, and then compare their answers with a partner.

•

Check answers as a class.
Key 1. evolution, survival
2. endangered
3. habitat
4. vulnerable
5. extinct
6. Biodiversity
7. conservation

Unit 6 Endangered species

8T

Pronunciation

Grammar

1 The following phrases are spoken in slow,

1 Circle the correct verb form in each sentence.

Linking vowel to vowel

1
2
3
4
5

The future perfect

careful speech and in fast, connected speech.
Listen and repeat. Pay attention to the
pronunciation of the linked sounds.
no linking in slow,
with linking in fast,
careful speech
connected speech
a. in danger of extinction b. in danger of extinction
a. saola or deer
b. saola or deer
a. the mother of success b. the mother of success
a. draw a diagram

b. draw a diagram
a. the idea of saving
b. the idea of saving
endangered species
endangered species

2 Listen and repeat the following sentences
spoken in fast, connected speech.

1

A: What can we see in the park now?
B: Animals in danger of extinction, like tigers or rhinoceros.

2

A: What’s that animal? Is it a saola or a deer?
B: I don’t know.

3

A: Don’t get disappointed. Try again. Failure is the
mother of success.
B: OK. I will.

A: I can’t draw a diagram to show the increasing
pollution levels. Can you help me?
4
B: Sure.

5

A: Your idea of saving endangered species sounds very
interesting.
B: Thank you.

DO

YOU KNOW…?
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vowel + vowel
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linking sound
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-r/-re + vowel

Lisa and Simon
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9

linking sound Examples
/r/

2 Complete the sentences, using the present
1.

2.

3.

4.

5.


car engine
another English book

Unit 6 Endangered species

perfect or the future perfect.
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YOU KNOW…?
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when,
as soon as, after, before.
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I’ll phone you when I’ve finished my homework.
I’ll phone you when I finish my homework.
Unit 6 Endangered species

9


Pronunciation

Grammar

Linking vowel to vowel

The future perfect

1 The aim of this activity is to facilitate Ss’ listening in

1 The aim of this activity is to help Ss to review

•

•

real life, when native speakers use linking in their
fast speech.
Tell Ss that they are going to listen to five phrases
spoken in two different ways: slow, careful speech
(with no linking) and fast, connected speech (with
linking).
Ask Ss to listen and repeat.

•

Audio script

1

no linking in slow,
careful speech

with linking in fast,
connected speech

a. in danger of
extinction

b. in danger of extinction
r

2 a. saola or deer
3

a. the mother of
success

4 a. draw a diagram
5

a. the idea of saving
endangered
species

•

b. saola or deer
r
b. the mother of success
r
b. draw a diagram
r
b. the idea of saving
r
endangered species

2 The aim of this activity is to help Ss to practise using
•

•

linking in their speech.
Play the recording for Ss to repeat chorally first, and
then in pairs.

•

Audio script
A: What can we see in the park now?
1 B: Animals in danger of extinction, like tigers or
rhinoceros.
r
2

A: What’s that animal? Is it a saola or a deer?
r r
B: I don’t know.

A: Don’t get disappointed. Try again. Failure is the
mother of success.
r
3
r
B: OK. I will.
A: I can’t draw a diagram to show the increasing
r
4
pollution levels. Can you help me?

B: Sure.
A: Your idea of saving endangered species sounds
r r
5
very interesting.
B: Thank you.

the use of the present perfect and the future
continuous, and to learn the new verb tense: the
future perfect.
Ask Ss to study the Do you know …? box. Draw
their attention to the time expressions and the
conjunctions indicating time (by the time, when,
as soon as, after, before).
Write two sentences on the board. Underline the
verbs:
I've already completed my report.
I'll be playing tennis at 4 p.m. tomorrow.
Help Ss to review the use of the verb tenses they
have already learnt in previous years.
Notes
• The present perfect is used to talk about
a completed action.
Example: I have already completed my
report on endangered species.
• The future continuous is used to talk
about an action which will be in progress
at a certain time in the future.
Example: I’ll be playing tennis at 4 p.m. tomorrow.
Ask Ss to read each sentence carefully,

underline the time expressions and circle the
correct verb tense.
Key
1. will have released (by the end of this week)
2. has lived (for 40 years), will have (tomorrow)
3. will have finished (next time I see you)
4. will be watching (at 7 o’clock tonight),
will have finished (By then)
5. won’t have completed (by Monday)

2 In this activity, Ss have to decide whether to put
•
•

the verbs in brackets in the present perfect or
the future perfect tense.
Ask Ss to read each sentence carefully, paying
attention to the context and the time expressions.
Have Ss do the activity individually first, and then
compare the answers in pairs. Check answers as a class.
Key 1. will have saved and taken in
2. has lived
3. will have finished
4. will have visited
5. have collected
Unit 6 Endangered species

9T

Double comparatives

SKILLS

3 Work in pairs. Discuss which word(s) in the box
can be used in each gap.
more

better

higher

longer

1. The ___________ time you spend on preparing for
the test, the ___________ scores you may get.
2. The ___________ you practise speaking in your class,
the ___________ you are at public speaking.

READING
Saving endangered species: pros and cons

1 Discuss with a partner.
a. Which of these animals are on the list
of endangered species?

4 Complete the sentences with the words from
the box. One word can be used more than once.
faster more better greater warmer higher

1. The _________ the pollution becomes, the _________
animals lose their natural habitats.

dolphin

2. The ___________ I study about endangered species,
the ___________ I worry about their protection.

tiger

3. The ___________ the weather gets around the world,
the ___________ the polar ice caps will melt.
4. The ___________ effort you make, the ___________ the
achievements you may get.
5. The ___________ renewable energy sources we use,
the ___________ our living conditions will become.

DO

YOU KNOW…?

saola

elephant

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parts having a similar form

sea turtle

1. The + comparative adj/adv + subject + verb,
the + comparative adj/adv + subject + verb
Example:

The better your education is, the
greater your opportunities are.

2. The + more/less + (noun) + subject + verb,
the + more/less + (noun) + subject + verb
Examples: The more you give, the more you will
receive.
The more money he makes, the less
free time he has.
Unit 66 Endangered
Endangered species
species
10 Unit
10

giant pand
a

b. Can you find them in Viet Nam now?


Double comparatives

SKiLLS

3 This activity aims to involve Ss in discussing the
•
•
•

new grammar point.
Ask Ss to work in pairs and to suggest which word
can be used in each gap.
Tell Ss that there can be more than one correct
answer.
Check answers as a class.
Key 1. more/longer, better/higher
2. more, better

READING
Saving endangered species: pros and cons
Lead-in: Inform the class of the lesson objectives:
skimming and scanning a text for general ideas and
specific information about wildlife protection, and
identifying different opinions about the topic.

1 The aim of this activity is to focus Ss’ attention on

the reading topic as well as activate Ss’ previous
knowledge about endangered animals so that
they get more involved in the reading lesson.

4 Have Ss study the words in the box.

•

•

Ask Ss to complete the gaps with these words.
Remind them that there can be more than one
correct answer.
Have Ss compare their answers with a partner.
Key
1. The higher the pollution becomes, the
more animals lose …
2. The more I study …, the more I worry …
3. The warmer the weather …, the faster the
polar ice caps …
4. The more effort you make, the greater/
better/higher the achievements …
5. The more renewable energy sources …,
the better our living conditions …
Notes
• These structures can be mixed up. For
example, you can start with a clause and end
with a comparative form, or reverse the order.
Example: The less Mary thinks about the
problem, the more relaxed she feels.
• In spoken English, double comparatives are
often shortened.
Examples: The more the merrier.
The cheaper the better.
LESSON OUTCOME
• Ask Ss: What have you learnt today?

What can you do now?
• Elicit answers: I can identify and use appropriate
linking between vowels in fast, fluent speech. I have
learnt the use of the future perfect and reviewed the
use of the present perfect and future continuous,
and I can use them to describe actions or events.
I have learnt how to use double comparatives to
describe a cause-and-effect process.

•

Ask Ss to work in pairs, look at the pictures, and
answer the questions. For the best results, assign
these questions as homework of the previous
lesson, and ask Ss to present their answers before
starting the reading lesson.

Key
a. Tigers, saolas, elephants, sea turtles, and giant
pandas are on the list of endangered species.
b. Tigers, saolas, elephants and sea turtles are
still found in Viet Nam, but each with a small
population.
Notes
• Saola (or Vu Quang ox): Only recently discovered,
the saola is already at risk. Its rarity, distinctiveness
and vulnerability make it one of the greatest
priorities for conservation in the Indochina
region. The species is found in the Vu Quang
Nature Reserve (north-central Viet Nam).

• Giant panda (or panda bear): Pandas live mainly
in bamboo forests in a few mountain ranges
of central China. They are endangered mainly
because of habitat destruction. As the population
in China continues to grow, the pandas’ habitat
is affected. People cut down more and more
bamboos to clear land for building, industry
and farming; as a result, the panda loses its food
source and its home.

2 Tell Ss that they are going to read three people’s
•
•

opinions posted on a website.
Ask Ss to read the opinions and decide what the
writers are discussing.
Have Ss compare their answers with a partner.
Key c. Whether or not we should protect
endangered species.

Unit 6 Endangered species 10T