Kế hoạch bài dạy buổi sáng Tiếng Anh Lớp 12 - Chương trình học kì 2 - Trường THPT Đoàn Kết

 Unit 6: ENDANGERED SPECIES
I. Objectives: 
1. Language 
- To help learners get started with some language items in Unit 6
 Vocabulary +-Use words and phrases related to the topic “endangered species”
 Pronunciation: + Identify and pronounce linking vowel to vowel
 Grammar: +-Use the future perfect and double comparatives
 -Learn about the sea turtles and how to protect them.
 2. Skills
- To help learners get started with 4 skills in Unit 6
- Reading: Reading for general ideas and specific information and identify different opinions about 
protecting endangered species.
- Speaking: -Talk about how to protect endangered species.
- Listening: Listening for general ideas and specific information in a talk about why animals are in danger 
of extinction
- Writing: -Write a report about an endangered species 
3. Communication and culture
 Bringing extinct species back to life
How sea turtle are protected in Malaysia
II. Methods: Communicative approach.
 III. Teaching aids: textbook, pictures, , handouts and real objects, CD player 
 IV Anticipated problems: Students may not have enough vocabulary to talk about the topic, so 
 teacher should be ready to help them.
 -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 (7 periods)
 Period 1: Getting started
 Period 2: Language 
 Period 3: Reading
 Period 4: Speaking
 Period 5: Listening
 Period 6: Writing
 Period : Communication and culture (giảm tải)
 Period 7: Looking back and project 
 1 Date of preparation: 
 Period: 55
 LESSON 1: GETTING STARTED
I. Objectives: By the end of the lesson, students will be able to interact with their friends about the topic
 - Practice reading the conservation.
 - Develop comprehension skills by matching, combining sentences and deciding true/ fall
 - Recognize the future perfect tense
II . Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
III. Methods: Integrated, mainly communicative.
IV. Procedures:
 Steps Learning activities Language Focus Modes
 I/Warm- #Brainstorming Endangered animals
 up T asks Ss to work in groups and write -leopard Group work
 (5’) down as many endangered species as -cheetah
 possible -rhinoceros Whole class
 -sea turtle
 -panda
 - shark
 II/Pre- (7’) Activity 1: Listen to a conversation 
 among 2 children and their dad talking Vocabulary
 about a new wildlife park -dinosaur (n)
 -Listen twice -extinct (adj): die out Whole class
 #Vocabulary -Botanical garden: vườn bách Individuals
 -Note down thảo
 -Practice reading vocabulary -scare (v): make Sb frightened Group works
 #Practice reading -
 +Read quietly
 + Read aloud
 -Listen and correct pronunciation’s 
 mistakes
 III/Throug 1/Activity 2: 
 h- # Discussion: Decide T/F/NG Individuals
 (27’) -Read the 6 sentences carefully and make Key
 sure to understand them 1/T 2/F – endangered Pairs
 -Decide T/F/NG, find the cues in the animals Whole class
 conversation, correct the F statements 3/NG 4T 
 -Come to the board and write down 5/T 6F – can’t
 2/ Activity 3
 #Finding suitable words Individuals
 -Read the conversation again Key Pair works
 -Come to the board and write down 1/ extinct 2/ extinction
 -Check and correct 3/ endangered 4/ build Whole class
 3/ Activity 4
 #Deciding verb forms Individuals
 -Base on the connectors – “by”, “by the Whole class
 time” to decide tenses Key
 -Come to the board and write down 1/ will have gathered
 2 2/ will have walked
 IV/ Post- #Discussion
 (5’) Should we open wildlife parks? Why or Vocabulary Group works
 Why not? -in danger of extinction
 -Work in 4 groups -enhance knowledge Whole class
 -Point out reasons - ..
 -Make presentations Grammar
 I think more wildlife parks should be Present tenses
 opened because of the following reasons. Passive voice
 First, people have more chances to see on 
 their own eyes rare animals, .
 V/ #Guiding homework
 Homewor -Remember vocabulary Whole class
 k -Prepare the use of future perfect tense and 
 (1’) double comparatives
Comments: 
 Date of preparation: 
 Period: 56
 LESSON 2: LANGUAGE
I. Objectives: 
 Language 
- To provide learners some language items in Unit 6
- vocabulary: help Ss to work out the meanings of key vocabulary items in the conversation and use them 
in different context.
- pronunciation: linking vowel to vowel
- grammar: help Ss to know how to use future perfect, double comparatives.
 II . Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers, cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
 Steps Learning activities Language Focus Modes
 I/Checking- #Checking the old lesson Vocabulary
 up -Talk about the advantages of opening -endangered animals Individual
 (5’) wildlife parks -extinction
 -on the verge of Whole class
 -at risk of
 ..
 II/ 1/ Activity 1
 Vocabulary #Completing the word diagrams Vocabulary Pairs
 (15’) -Find out the word forms 1/ extinct (adj)
 -Come to the board and write down Extinction (n) Whole class
 Key Extinguish (v)
 1/ extinction (n) 2/ danger (n)
 2/ dangerous (adj) Dangerous (adj)
 3 Endanger (v) Endangered (adj)
 3/ survival (n) Endanger (v)
 4/ diversity (n) 3/ survive (v)
 Diversify (v) Survival (n)
 5/ evolution (n) Survivor (n)
 4/ diverse (adj)
 Diversity (n)
 Biodiversity (n)
 Diversify (v)
 5/ evolve (v)
 Evolution (n)
 2/ Activity 2 Evolutionary (adj)
 #Completing the sentences with the 
 words in the box -vulnerable (adj): easily to be hurt
 -Read the 7 sentences carefully -habitat: the place where animals 
 -Find the word forms and plants live
 -Come to the board and write down -conservation = protection (n)
 Key
 1/ evolution/survival
 2/ endangered
 3/ habitat
 4/ vulnerable
 5/ extinct
 6/ biodiversity
 7/ conservation
III/Pronunci 1/ Activity 1
ation -Listen and repeat Linking vowel to vowel Whole class
(8’) -Pay attention to the linked sounds Vowel + vowel = /r/
 -Practice reading the phrases Ex: saola or deer Individuals
 2/ Activity 2 r/re + vowel = /r/
 -Listen to the whole sentences, pay Ex: failure is Pairs
 attention to the linking vowel to vowel
 -Practice reading
IV/ #The future perfect Grammar: 
Grammar(1 1/ Exercise 1: The future perfect Whole class
6’) Decide verb forms: present perfect, 1/ Meaning: ST will have 
 future perfect, future progressive, completed or finished by a certain 
 present tense time in the future Individuals
 -Find the cues 2/ Form
 -Come to the board and write down (+) S + will/shall + have +V3/ed
 ) 3/ Notes
 -by the time Pairs
 -as soon as
 -before/after
 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)
 4 Will have finished (by then)
 2/ Exercise 2 5/ won’t have completed (by Whole class
 Decide verb form: present perfect or Monday
 future perfect
 -Come to the board and write down Individuals
 the answers Key
 -Give the cues 1/ will have saved and taken in
 2/ has lived
 3/ will have finished Pairs
 4/ will have visited
 5/ have collected
 #Double comparatives
 -Instruct Ss the use and form of double Double comparatives
 comparatives 1/ Meaning: a cause-and-effect Whole class
 process. The first half expresses a 
 cause, and the second half 
 expresses an effect. Individuals
 2/ Form
 - The +comparative adj/adv + 
 S + V, the + comparative 
 adj/adv + S + V Pairs
 The +more/less+(N) + S + V, the 
 3/ Activity 3 more/less + (N) + S + V Whole class
 -Find the suitable adjectives to fill in 
 the blanks Key
 -Come to the board and write down 1/more/longer, better/higher
 4/ Activity 4 2/more/better
 -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/ #Guiding homework Whole class
 Homework -Review vocabulary, future perfect 
 (1’) and double comparatives
 -Prepare Reading: Find vocabulary 
 and check the meanings in the reading 
 text
Comments: 
 5 Date of preparation: 
 Period: 57
 LESSON 3: READING
 Saving endangered species: Pros and cons 
I. Aims 
 - By the end of the lesson, students will be able to improve their reading skills by practising micro 
skills such as skimming and scanning for general ideas and for specific information about the topic 
Endangered species
 - To teach Ss some words and phrases related to the topic 
 II. Teaching aids
 - Teacher: Handouts, textbook, pieces of papers, lesson plan and CD player 
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
 Steps Learning activities Language Focus Modes
 I/Checking- #Checking the old lesson Individual
 up Call Ss write down meaning and form Future perfect
 (5’) of future perfect and double Double comparatives
 comparatives
 II/ Pre- Activity 1 Vocabulary Whole 
 Reading(10’) Discussion: Animals are on the list of a/ tigers, saolas, elephants, sea class
 endangered animals turtles and giant pandas Individuals
 -Come to the board and write down the b/ tigers, saolas, elephants and Pairs
 names of endangered animals sea turtles
 -Write down the endangered animals in 
 the list in Vietnam
 III/Through- 1/ Activity 2 Vocabulary
 Reading -Do skimming -put oneself in shoes: put sb in 
 (20’) -Vocabulary sb’s situation Individuals
 +Note down -attribute: duoc cho la
 +Read after -poaching: illegal hunting
 -interfere with: can thiep vao
 -livestock: gia cam
 -derive from: come from
 #Find the most suitable title for 3 Pairs
 extracts: C
 -1: it’s our duty to start 
 -2: should we .? Whole 
 -3: that’s the best reason to preserve class
 it .
 2/ Activity 3
 #Discussion: whose opinions Key
 -Read the text carefully 1/Ai Lien 2/ Yoshiko Pairs
 -Find the cues 3/ Simon 4/ Yoshiko
 #Finding the suitable prepositions 5/ Simon 6/ Ai Lien
 -Read the text again 3/ Activity 4 Whole 
 -Give the meanings of phrases class
 Preposition phrases
 1/ in –put oneself in someone’s 
 shoes: be in another person’s Individuals
 6 situation
 2/ to – attribute ST to ST else: Whole 
 believe that ST is the result of a class
 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
 IV/ Post - #Discussion: which of the 3 people do Group 
 Reading(6’) you agree and give the reasons works
 -Work in groups
 -Choose one person Whole 
 -Give reasons class
 #Making presentations
 -Come to the board and speak out
 -Give comments
 -I agree with because of the 
 following reasons. First ..
 V/ #Guiding homework
 Homework -Remember vocabulary and phrases of Whole 
 (1’) prepositions class
 -Find out more phrases of prepositions
 -Prepare Speaking: Find some 
 measures to protect rhinos and coral 
 reefs
 Comments: 
 Date of preparation: 
 Period: 58
 LESSON 4: SKILL: SPEAKING
 Action for endangered species conservation
I. Aims 
 By the end of the lesson, students will be able to talk about how protect endangered species and then make 
reports before the class.
II. Teaching aids
 : Handouts, textbook, lesson plan and pieces of papers.
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
 Steps Learning activities Language Focus Modes
 I/Checking- #Checking the old lesson Phrases of prepositions Individual
 up Come to the board and write down -with a view to
 (7’) phrases of prepositions -have great influence/impact on Whole class
 -put pressure on
 .
 7 II/ Pre- Activity 1 Vocabulary
 speaking -Read the 8 given measures to -launch (v) phát động Whole class
 (10’) protect rhinos and coral reefs -anti-poaching campaign: chiến 
 -Discuss and put them in the right dịch chống săn bắt trộm Pairs
 boxes -litter = rubbish=waste
 -Number the measures -snorkelling: lặn có ong duong khí Whole class
 -Read out the measures -organic fertilizers: phân bón hữu 
 -Come to the board and write cơ
 down Key
 1/ How to protect rhinos: 1-2-3-6
 2/ How to protect coral reef: 4-5-
 7-8
 III/Through- 1/ Activity 2
 speaking #Note down some useful phrases Some useful expressions Individuals
 (20’) and expressions 1/ Good morning .
 1/ To introduce the topic It’s my pleasure to talk to you 
 2/ Introduce the first idea about today Whole class
 3/ Move to the next point 2/ To begin with, I’ll suggest 
 4/ Indicate the end of the talk 3/ My next point is 
 5/ Thank the audience 4/ Finally, I’d like to summarize 
 the key issues 
 5/ Thanks for your attention
 2/ Activity 3
 #Make reports Group works
 -Topic: Measures to protect rhinos 
 or coral reefs Whole class
 -Use given expressions in activity 
 2
 -Make small presentations
 IV/ Post- #Giving comments
 speaking(6’) 1/ Form Whole class
 2/ Contents
 3/ Grammar and vocabulary
 4/ Pronunciation
 5/ Fluency
 V #Guiding homework
 Homework -Practice speaking at home Whole class
 (2’) -Prepare skill: listening: find out 
 more vocabulary related to the 
 topic extinction
Comments: 
 8 Date of preparation: 
 Period: 59
 LESSON 5: SKILL: LISTENING
 Dangers to wildlife
I. Aims 
 By the end of the lesson, Students will be able to : develop Ss’ skill of listening to for general ideas and 
specific about the topic why animals are in danger of extinction 
 : help Ss understand general ideas and specific details to answer comprehension questions.
II. Teaching aids:
 - Teacher: Handouts, textbook, pieces of papers and cassette.
 - Students: Textbook 
III. Methods: - The whole lesson: Integrated, mainly communicative.
IV. Procedures:
 Steps Learning activities Language focus Modes
 I/Checking- #Checking the old lesson Individual
 up (5’) Some Ss come to the board and talk 
 about measures to protect rhinos or Whole class
 coral reefs
 II/ Pre- Activity 1 Vocabulary Whole class
 listening(7’ -Discuss the conservation status -vulnerable (adj): dễ bị tổn thương
 scale -critically endangered: bi đe dọa 
 -Match 3 phrases: VU, CR, EN nghiêm trọng Individuals
 with the suitable number 1,2 and 3 -Near threatened: gần bị đe dọa
 -Pre-teach some vocabulary -elephant tusk: ngà voi Whole class
 -Note down -pesticide (n): thuốc trừ sâu
 -Give predictions - 
 III/While- 1/ Activity 2
 listening -Listen to the recordings – the first Whole class
 (24’) part of a talk twice Key
 -Check the predictions 1CR Individuals
 -Listen again to check the answers 2EN
 2/ Activity 3 3VU Whole class
 -Listen twice to the second part of a 
 talk to choose the best answer to Key
 complete the statements or answer 1/B Whole class
 the questions 2/ C
 -Choose the best answers 3/A Individuals
 -Find the suitable cues 4/C
 -Come to the board and write down Whole class
 3/ Activity 4
 -Listen to the second part again and Key 
 complete the summary of the talk 1/ dangers 2/ habitat
 -Come to the board and write down 3/ poaching 4/ human
 -Listen again to check the answers 5/ conserve
 IV/ Post Activity 5 Group work
 listening(5’) Discussion: Humans are 
 responsible for the loss of Whole class
 biodiversity 
 #Make small presentations
 9 V Guiding homework
 Homework -Practice talking about why people Whole class
 (2 must be responsible for the loss of 
 ’) biodiversity
 -Prepare skill writing: find the form 
 of a report
Comments: 
 Date of preparation: 
 Period: 60
 LESSON 6: SKILL: WRITING
 Endangered species report
 I. Aims:
 By the end of the lesson, Ss will be able to know how to write a report about an endangered species
 II. Methods
 Integrated and Communicative
 III. Teaching aids: textbook, lesson plan, pieces of paper
 III. Procedures
 Steps Learning activities Language focus Modes
 I/ Checking- #Checking the old lesson Individual
 up Come to the board and talk about the 
 (5’) reasons why people must be responsible 
 for the loss of biodiversity
 II/ Pre- 1/ Activity 1
 writing(15’) # Do the matching Pairs
 -Match the pictures with the names of Key
 animals 1B Whole class
 +Read out the names of animals to 2A
 make sure to know all of them
 +Come to the board and write down the 
 matching
 # Discussion
 -Ask and answer 3 questions Key
 1/ Komodo dragons are 
 not found in Vietnam
 Blue whales can be found Pairs
 on Vietnam’s coastal 
 areas Whole class
 2/ Komodos eat meat
 Blue whales eat small 
 shellfish
 3/ They are both 
 vulnerable and 
 2/ Activity 2 endangered
 #Discussion
 -Discuss some information about 
 Komodo dragon and Blue whales Vocabulary
 10