Giao an tieng anh 12 thi diem HK2

<span class='text_page_counter'>(1)</span>Week 1 ( 2 January → 8 January, 2017): 3 periods Tuần 1 ( 2/1 → 8/1/2016): 3 tiết (55 + 56 + 57 ) Unit 6: ENDANGERED SPECIES I/ Aims 1/ Knowledge: By the end of the lesson, students should be able to: -Use words and phrases related to the topic “endangered species” -Identify and pronounce linking vowel to vowel -Use the future perfect and double comparatives -Learn about the sea turtles and how to protect them. 2/ Skill: By the end of the lesson, Ss should be able to: -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. II/ Methods Integrated and Communicative III/ Teaching aids Pictures, cassettes, tape recorder, handouts, laptop IV/ Anticipated problems -Ss may get strange to deal with the linking of vowel to vowel so the T should give clear explanation and examples to demonstrate. -Ss may find the lesson: language so long that they can’t finish all tasks in time -Ss may not be interested in writing because it’s rather difficult and this type of writing will not be included in the tests. V/ Procedures Period 55 LESSON 1: GETTING STARTED 1/ Objectives By the end of the lesson, Ss should be able to interact about a new wildlife park: plants and animals and some activities that can be taken there. 2/ Methods Integrated and Communicative 3/ Teaching aids Laptop 4/ Procedures. Steps I/Warm-up (5’). II/Pre- (7’). Learning activities #Brainstorming T asks Ss to work in groups and write down as many endangered species as possible. Activity 1: Listen to a conversation. Language Focus Endangered animals -leopard -cheetah -rhinoceros -sea turtle -panda - shark ……………………. Modes Group work Whole class.

<span class='text_page_counter'>(2)</span> among 2 children and their dad talking about a new wildlife park -Listen twice #Vocabulary -Note down -Practice reading vocabulary #Practice reading +Read quietly + Read aloud -Listen and correct pronunciation’s mistakes III/Throug 1/Activity 2: h# Discussion: Decide T/F/NG (27’) -Read the 6 sentences carefully and make sure to understand them -Decide T/F/NG, find the cues in the conversation, correct the F statements -Come to the board and write down Key 1/T 2/F – endangered animals 3/NG 4T 5/T 6F – can’t 2/ Activity 3 #Finding suitable words -Read the conversation again -Come to the board and write down -Check and correct Key 1/ extinct 2/ extinction 3/ endangered 4/ build 3/ Activity 4 #Deciding verb forms -Base on the connectors – “by”, “by the time” to decide tenses -Come to the board and write down Key 1/ will have gathered 2/ will have walked IV/ Post#Discussion (5’) Should we open wildlife parks? Why or Why not? -Work in 4 groups -Point out reasons -Make presentations I think more wildlife parks should be opened because of the following reasons. First, people have more chances to see on their own eyes rare animals,…. V/ #Guiding homework Homework -Remember vocabulary (1’) -Prepare the use of future perfect tense and double comparatives. Vocabulary -dinosaur (n) -extinct (adj): die out -Botanical garden: vườn bách thảo -scare (v): make Sb frightened -. Whole class Individuals Group works. Individuals. Pairs. Whole class Individuals Pair works Whole class. Future perfect tense. Individuals Whole class. Vocabulary -in danger of extinction -enhance knowledge -….. Grammar Present tenses Passive voice. Group works Whole class. Whole class.

<span class='text_page_counter'>(3)</span> Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Period 56 LESSON 2: LANGUAGE 1/ Objectives By the end of the lesson, Ss should be able to use words related to the topic endangered animals, future perfect tense, double comparatives and do a variety of exercises. 2/ Methods Integrated and Communicative 3/ Teaching aids Laptop 4/ Procedures. Steps. Learning activities. I/Checkingup (5’). #Checking the old lesson -Talk about the advantages of opening wildlife parks. II/ Vocabulary (15’). 1/ Activity 1 #Completing the word diagrams -Find out the word forms -Come to the board and write down Key 1/ extinction (n) 2/ dangerous (adj) Endanger (v) 3/ survival (n) 4/ diversity (n) Diversify (v) 5/ evolution (n). 2/ Activity 2 #Completing the sentences with the words in the box -Read the 7 sentences carefully -Find the word forms -Come to the board and write down Key 1/ evolution/survival 2/ endangered 3/ habitat. Language Focus Vocabulary -endangered animals -extinction -on the verge of -at risk of …….. Vocabulary 1/ extinct (adj) Extinction (n) Extinguish (v) 2/ danger (n) Dangerous (adj) Endangered (adj) Endanger (v) 3/ survive (v) Survival (n) Survivor (n) 4/ diverse (adj) Diversity (n) Biodiversity (n) Diversify (v) 5/ evolve (v) Evolution (n) Evolutionary (adj) -vulnerable (adj): easily to be hurt -habitat: the place where animals and plants live -conservation = protection (n). Modes Individual Whole class Pairs Whole class.

<span class='text_page_counter'>(4)</span> 4/ vulnerable 5/ extinct 6/ biodiversity 7/ conservation III/Pronunci 1/ Activity 1 ation -Listen and repeat (8’) -Pay attention to the linked sounds -Practice reading the phrases 2/ Activity 2 -Listen to the whole sentences, pay attention to the linking vowel to vowel -Practice reading IV/ #The future perfect Grammar(1 1/ Exercise 1: 6’) Decide verb forms: present perfect, future perfect, future progressive, present tense -Find the cues -Come to the board and write down 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) 4/ will be watching (at 7 o’clock tonight) Will have finished (by then) 5/ won’t have completed (by Monday) 2/ Exercise 2 Decide verb form: present perfect or future perfect -Come to the board and write down the answers -Give the cues Key 1/ will have saved and taken in 2/ has lived 3/ will have finished 4/ will have visited 5/ have collected #Double comparatives -Instruct Ss the use and form of double comparatives 3/ Activity 3 -Find the suitable adjectives to fill in the blanks -Come to the board and write down Key 1/more/longer, better/higher 2/more/better. Linking vowel to vowel Vowel + vowel = /r/ Ex: saola or deer r/re + vowel = /r/ Ex: failure is. Whole class Individuals Pairs. Grammar: The future perfect 1/ Meaning: ST will have completed or finished by a certain time in the future 2/ Form (+) S + will/shall + have +V3/ed 3/ Notes -by -by the time -as soon as -before/after. Whole class Individuals. Pairs. Whole class Individuals. Pairs Double comparatives 1/ Meaning: a cause-and-effect process. The first half expresses a cause, and the second half expresses an effect. Whole 2/ Form class - The +comparative adj/adv + S + V, the + comparative adj/adv + S + V Individuals.

<span class='text_page_counter'>(5)</span> 4/ Activity 4 -Complete the sentences with adjs in the box -Come to the board and write down 1/ higher/more 2/more/more 3/warmer/faster 4/more/greater/better/higher 5/ more/better V/ Homework (1’). -. The +more/less+(N) + S + V, the more/less + (N) + S +V Pairs Whole class. #Guiding homework -Review vocabulary, future perfect and double comparatives -Prepare Reading: Find vocabulary and check the meanings in the reading text. Whole class. Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Period 57 LESSON 3: READING SAVING ENDANGERED SPECIES: PROS AND CONS 1/ Objectives By the end of the lesson, Ss should be able to read 3 extracts from a website and choose the main idea, right opinions and find the suitable prepositions. 2/ Methods Integrated and Communicative 3/ Teaching aids 4/ Procedures. Steps. Learning activities. I/Checkingup (5’). #Checking the old lesson Call Ss write down meaning and form of future perfect and double comparatives II/ PreActivity 1 Reading(10’) Discussion: Animals are on the list of endangered animals -Come to the board and write down the names of endangered animals -Write down the endangered animals in the list in Vietnam III/Through- 1/ Activity 2 Reading -Do skimming (20’) -Vocabulary +Note down +Read after. Language Focus. Modes Individual. Future perfect Double comparatives Vocabulary a/ tigers, saolas, elephants, sea turtles and giant pandas b/ tigers, saolas, elephants and sea turtles. Vocabulary -put oneself in shoes: put sb in sb’s situation -attribute: duoc cho la -poaching: illegal hunting -interfere with: can thiep vao -livestock: gia cam -derive from: come from. Whole class Individuals Pairs. Individuals.

<span class='text_page_counter'>(6)</span> #Find the most suitable title for 3 extracts: C -1: it’s our duty to start… -2: should we….? -3: that’s the best reason to preserve it……. 2/ Activity 3 #Discussion: whose opinions -Read the text carefully -Find the cues Key 1/Ai Lien 2/ Yoshiko 3/ Simon 4/ Yoshiko 5/ Simon 6/ Ai Lien 3/ Activity 4 #Finding the suitable prepositions -Read the text again -Give the meanings of phrases. IV/ Post Reading(6’). V/ Homework (1’). Pairs Whole class. Pairs Whole class Preposition phrases 1/ in –put oneself in someone’s shoes: be in another person’s situation 2/ to – attribute ST to ST else: believe that ST is the result of a particular thing 3/ to – cause damage to ST = harm ST 4/ with – interfere with ST = prevent ST from being done 5/ at –feel at peace = be free from anxiety or distress. #Discussion: which of the 3 people do you agree and give the reasons -Work in groups -Choose one person -Give reasons #Making presentations -Come to the board and speak out -Give comments -I agree with ………because of the following reasons. First………... Individuals Whole class. Group works Whole class. #Guiding homework -Remember vocabulary and phrases of prepositions -Find out more phrases of prepositions -Prepare Speaking: Find some measures to protect rhinos and coral reefs. Whole class. Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Ngày. 2. tháng. 1. năm. Ký duyệt của tổ trưởng. 2017.

<span class='text_page_counter'>(7)</span> Trần Ngọc Quân. Week 2 ( 9 January → 16 January, 2017): 3 periods Tuần 2 ( 9/1 → 16/1/2017): 3 tiết ( 58 + 59 + 60) Period 58 LESSON 4: SKILL: SPEAKING Action for endangered species conservation 1/ Objectives By the end of the lesson, Ss should be able to interact about measures to protect endangered species and then make reports before the class. 2/ Methods Integrated and Communicative 3/ Teaching aids: pictures 4/ Procedures. Steps. Learning activities. I/Checkingup (7’). #Checking the old lesson Come to the board and write down phrases of prepositions. II/ Prespeaking (10’). Activity 1 -Read the 8 given measures to protect rhinos and coral reefs -Discuss and put them in the right boxes -Number the measures -Read out the measures -Come to the board and write down Key 1/ How to protect rhinos: 1-2-3-6 2/ How to protect coral reef: 4-5-78. III/Through- 1/ Activity 2 speaking #Note down some useful phrases (20’) and expressions 1/ To introduce the topic 2/ Introduce the first idea. Language Focus. Modes. Phrases of prepositions -with a view to -have great influence/impact on -put pressure on ……………………. Vocabulary -launch (v) phát động -anti-poaching campaign: chiến dịch chống săn bắt trộm -litter = rubbish=waste -snorkelling: lặn có bình khí -organic fertilizers: phân bón hữu cơ. Individual. Some useful expressions 1/ Good morning…. It’s my pleasure to talk to you about today……. Individuals. Whole class. Whole class Pairs Whole class. Whole class.

<span class='text_page_counter'>(8)</span> 3/ Move to the next point 4/ Indicate the end of the talk 5/ Thank the audience. 2/ To begin with, I’ll suggest… 3/ My next point is… 4/ Finally, I’d like to summarize the key issues… 5/ Thanks for your attention. 2/ Activity 3 #Make reports -Topic: Measures to protect rhinos or coral reefs -Use given expressions in activity 2 -Make small presentations IV/ Postspeaking(6’). #Giving comments 1/ Form 2/ Contents 3/ Grammar and vocabulary 4/ Pronunciation 5/ Fluency. V Homework (2’). #Guiding homework -Practice speaking at home -Prepare skill: listening: find out more vocabulary related to the topic extinction. Group works Whole class. Whole class. Whole class. Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………. Period 59 LESSON 5: SKILL: LISTENING Dangers to wildlife 1/ Objectives By the end of the lesson, Ss should be able to listen to a talk about why animals are in danger of extinction by doing the matching, choose the best answer and fill in the missing information. 2/ Methods Integrated and Communicative 3/ Teaching aids: laptop 4/ Procedures. Steps. Learning activities. I/Checking- #Checking the old lesson up (5’) Some Ss come to the board and talk about measures to protect rhinos or coral reefs II/ PreActivity 1 listening(7’ -Discuss the conservation status scale -Match 3 phrases: VU, CR, EN with the suitable number 1,2 and 3 -Pre-teach some vocabulary -Note down -Give predictions. Language focus. Modes Individual Whole class. Vocabulary -vulnerable (adj): dễ bị tổn thương -critically endangered: bi đe dọa nghiêm trọng -Near threatened: gần bị đe dọa -elephant tusk: ngà voi -pesticide (n): thuốc trừ sâu. Whole class Individuals Whole class.

<span class='text_page_counter'>(9)</span> -…… III/Whilelistening (24’). 1/ Activity 2 -Listen to the recordings – the first part of a talk twice -Check the predictions Key 1CR 2EN 3VU -Listen again to check the answers 2/ Activity 3 -Listen twice to the second part of a talk to choose the best answer to complete the statements or answer the questions -Choose the best answers -Find the suitable cues -Come to the board and write down Key 1/B 2/ C 3/A 4/C 3/ Activity 4 -Listen to the second part again and complete the summary of the talk -Come to the board and write down -Listen again to check the answers Key 1/ dangers 2/ habitat 3/ poaching 4/ human 5/ conserve IV/ Post Activity 5 listening(5’) Discussion: Humans are responsible for the loss of biodiversity #Make small presentations Guiding homework V Homework -Practice talking about why people must be responsible for the loss of (2 biodiversity ’). Whole class Individuals Whole class. Whole class Individuals Whole class. Whole class Group work Whole class. Group work Whole class Whole class. -Prepare skill writing: find the form of a report. Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Period 60 LESSON 6: SKILL: WRITING Endangered species report 1/ Objectives.

<span class='text_page_counter'>(10)</span> By the end of the lesson, Ss should be able to know how to write a report about endangered species 2/ Methods Integrated and Communicative 3/ Teaching aids: 4/ Procedures. Steps. Learning activities. #Checking the old lesson Come to the board and talk about the reasons why people must be responsible for the loss of biodiversity II/ Pre1/ Activity 1 writing(15’) # Do the matching -Match the pictures with the names of animals +Read out the names of animals to make sure to know all of them +Come to the board and write down the matching Key 1B 2A # Discussion -Ask and answer 3 questions Key 1/ Komodo dragons are not found in Vietnam Blue whales can be found on Vietnam’s coastal areas 2/ Komodos eat meat Blue whales eat small shellfish 3/ They are both vulnerable and endangered 2/ Activity 2 #Discussion -Discuss some information about Komodo dragon and Blue whales -Instruct some vocabulary -Do the matching Key 1C 2E 3A 4D 5B III/Through- Activity 3:Writing a report writing Topic: describe Komodo dragon or Blue (20’) whale #Format -Paragraph 1: Habitat and location of the ….. -Paragraph 2: Physical features and diet. Language focus. I/ Checkingup (5’). Modes Individual. Pairs Whole class. Pairs Whole class. Vocabulary -in the wild: ở vùng hoang dã -hilltop: đỉnh núi -lizard: thằn lằn -migrate (v): di cư -whalers: people for hunt for whales illegally -collision (n): đụng độ Some useful structures -….are found in …They live in… -Although they are called. Whole class Individuals Pairs.

<span class='text_page_counter'>(11)</span> …, they look like…. -There are about ……. -Paragraph 3: Population and conservation status #Writing the report -Come to the board and write down -Exchange writings for peer correction IV/ Postwriting (5’). #Giving comments 1/ Form 2/ Contents 3/ Vocabulary 4/Grammar 5/ Connectors -Give remarks -Check and correct. Whole class Individuals Pairs. V/ Homework (1’). Guiding homework -Finish the writings -Prepare communication and culture: Read the reading in Culture and translate it. Whole class. Comments: ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………… Ngày. 9. tháng. 1. năm. Ký duyệt của tổ trưởng. Trần Ngọc Quân. 2017.

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