UNIT 8: WILDLIFE CONSERVATION
Lesson 1: Getting started – At a rescue center
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic wildlife conservation;
- Understand the words and phrases related to wildlife;
- Use adverbial clauses of condition and comparison correctly.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
- Digital Competence : (2.4.NC2a): Use digital platforms to collaborate and share conservation ideas within a group.
3. Personal qualities
- Be aware of conservation issues and think of new ways to protect animals

II. MATERIALS
- Grade 12 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV
Language analysis
Form

Pronunciation

1. enclosure (n)

/ɪnˈkləʊʒə/

Vietnamese

Meaning

equivalent

an area surrounded by a wall or fence, and used for a particular

mảnh đất đã được rào

purpose
2. primate (n)

/ˈpraɪmeɪt/

lại

 a member of the group of animals that includes humans and

linh trưởng

monkeys
3. house (v)

/haʊz/

4. endangered (adj)

/ɪnˈdeɪndʒəd/

provide someone with a place to live

cung cấp nơi ở

at risk of no longer existing

gặp nguy hiểm

Assumption
Anticipated difficulties

Solutions
- Encourage students to work in pairs and in groups so that they can help each

Students are reluctant to work in groups.

other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.

Students may lack vocabulary to deliver a speech.

- Continue to explain task expectations in small chunks (before every activity).
- Provide vocabulary and useful language before assigning tasks.
- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create a friendly and lively atmosphere in the classroom;
- To set the context for the listening and reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:

- Video watching
c. Expected outcomes:
- Students can answer questions about wildlife conservation.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Video watching

Questions:

- Teacher asks students to read through some questions before watching the video.

- What is wildlife conservation?

- Teacher asks students to watch a video about wildlife conservation.

- What can wildlife conservation be broken down

- Call on some students to give their answers.

into?
- Which country is mentioned in the video as an
example of protecting wildlife?

e. Assessment:
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)
a. Objectives:
- To provide students with new words related to the topic;
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching

New words:

- Teacher introduces the vocabulary.

1. enclosure (n)

- Teacher explains the meaning of the new vocabulary by pictures.

2. primate (n)

- Teacher checks students' understanding with the “Rub out and remember” technique.

3. house (v)

- Teacher reveals that these four words will appear in the reading text and asks students to open their textbook to discover further.

4. endangered (adj)

e. Assessment:
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes students' writing of vocabulary in their notebooks.
3. ACTIVITY 2: PRACTICE (22 mins)
a. Objectives:
- To help students get to know the topic;
- To introduce words and phrases related to wildlife conservation;
- To help Ss identify adverbial clauses of condition and comparison.
b. Content:
- Task 1: Listen and read. (p.100, 101)
- Task 2: Read the conversation again and decide whether the statements are true or false. (p.101)
- Task 3: Match the words and phrases with their meanings. (p.101)
- Task 4: Complete the sentences using clauses from task 1. (p.101)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

Task 1: Listen and read. (6 mins)
- Put Ss into groups. Draw a mind map on the board and write Endangered Species in the middle. Have groups brainstorm as
many aspects of the topic as possible, e.g. kinds of species, where they are found,…. Give Ss a time limit for the brainstorming.
- Ask some groups to call out their ideas and write them into the mind map on the board. Praise groups for good effort.

CONTENTS

- Have Ss look at the picture and elicit the context of the conversation by asking some questions, e.g. What animals do you see
in the pictures? Where is Mark?
- Play the recording twice for Ss to listen and read along. Have Ss underline words and phrases related to the world of work
while they are listening and reading.
- Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their meanings. Then check
comprehension as a class.
- Call on three Ss to read the conversation aloud.

Task 2: Read the conversation again and decide whether the statements are true or false. (5 mins)
- Put Ss in pairs. Ask them to read the statements carefully and decide whether the statements are true or false. In stronger

Key:

classes, encourage Ss to do the task without looking back at the conversation.

1. T

- Then have them read the conversation again and locate the part of the conversation that has the information for each of the

2. F

questions.

3. F

- Have Ss share their answers with the class.

4. T

- Confirm the correct answers.
Task 3: Match the words and phrases with their meanings. (6 mins)
- Have Ss read the conversation quickly again, find these words and phrases, and guess their meanings from the context.

Answer key:

- Ask Ss to do the matching.

1. d

- To check answers, write the individual words on the board and have Ss come to the board to match them.

2. b

- Alternatively, have one student read the word and another student say the meaning of the word.

3. a

- Give further explanation to the words and phrases.

4. c

Task 4: Complete the sentences using clauses from task 1. (5 mins)
- Have Ss read each sentence and try to think of the missing information to complete the sentences.

Answer key:

- In weaker classes, encourage Ss to read the conversation again and find the sentences.

1. If you have any questions during the tour,

- Check answers by calling on individual Ss to read the complete sentences.

don't hesitate to ask the guide.

- Remind Ss of types of clauses learned in the unit (adverbial clauses of condition and comparison). Draw Ss' attention to these

2. Apes are as good at using tools as they're at

types and tell Ss that they will revise all these types in later lessons.

learning sign language.
3. We can help gibbons if we stop keeping them
as pets.
4. Gibbons can become ill or weak unless
they're fed the right type of food.

e. Assessment:
- Teacher checks students' exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss memorize the key information about wildlife conservation;
- To get Ss to speak about some ways to protect the wildlife.
b. Content:
- Make a mini presentation about ways to protect the wildlife.
c. Expected outcomes:
- Ss can make a presentation about ways to protect the wildlife before class.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Make a presentation about ways to protect the wildlife. (10 mins)
- Teacher lets Ss work in groups of 4.

Students' own creativity

- T guides students to access conservation websites (such as WWF or Red List) to find images and information about an animal

Websites:

mentioned in the reading passage.

- worldwildlife.org
- iucnredlist.org
Digital Skill:
- Image Search & Citation.

e. Assessment:
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION
a. Wrap-up:
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework:
- Do exercises in the workbook.
- Prepare for the project in Lesson 8.
PROJECT PREPARATION – CONSERVATION CAMPAIGN




Task Briefing: Ask Ss to open their books at the last page of Unit 8, the project section, and read the task given.
Project Requirements: Ss will work in groups at home to search for verified information about a specific endangered species and propose a conservation campaign

from official websites. Their final product will be a Digital Conservation Poster (a slide or digital infographic) and a short video clip (60 seconds).



Submission Requirement: The group leader must submit the final product (Image or video file) to the teacher's Zalo at least 1 day before Lesson 8. The teacher will

collect all products to project on the big screen or upload to a Virtual Gallery during the lesson.



Organisation & Roles: Ss pick their own group members to make a group of 4-5 and choose their group leader. The group leader assigns tasks:

Researcher: Finds verified data and high-quality images from Creative Commons at home.
Designer: Creates the digital poster/infographic using Canva or CapCut at home.
Presenter: Will present in class based on the projected slide.
Board plan
Unit 8: WILDLIFE CONSERVATION
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. enclosure (n)
2. primate (n)
3. house (v)
4. endangered (adj)
Task 1: Listen and read.
Task 2: True or false.
Task 3: Matching.
Task 4: Complete the sentences.
Mini presentation
*Homework

UNIT 8: WILDLIFE CONSERVATION
Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic wildlife conservation;
- Identify and use assimilation in connected speech to sound natural;
- Use adverbial clauses of condition and comparison correctly.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be eager to learn more about ways to protectthe wildlife;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV
Assumption
Anticipated difficulties

Solutions

Students may lack knowledge about some lexical items.

Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills.

- Play the recording many times if any necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class.

- Define expectation in explicit detail.
- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Game: Say it out loud.
c. Expected outcomes:
- Students can list names of endangered species.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Game: SAY IT OUT LOUD
- Divide the class into two teams.
- Ask students to give names of endangered species.
- Each team takes turns to shout out the names.
- The team with more accepted species become the winner.

Students' own creativity.

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise assimilation of consonant sounds in connected speech.
b. Content:
- Task 1: Listen and repeat the examples above. Pay attention to the highlighted sounds. (p.102)
- Task 2: Listen and underline the parts where assimilation occurs. Then practice reading the sentences in pairs. (p.102)
c. Expected outcomes:
- Students can correctly pronounce the words in assimilation.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat the examples above. Pay attention to the highlighted sounds. (6 mins)
- Explain the process of assimilation to Ss, that is, when the ending sound of one word blends into the beginning sound /m/, /

Students' practise.

b/, /p/, and /s/ of the following word. Tell them that this is a natural process that appears in rapid speech. (Ss should not intentionally change the ending sounds as described.)
- Play the recording for Ss to listen and follow.
- Read out the examples in the Remember Box (or play the recording again) for Ss to repeat as a class.
- Ask Ss to work in pairs and take turns pronouncing the phrases. Encourage Ss to say them as naturally as possible.

Task 2: Listen and underline the parts where assimilation occurs. Then practice reading the sentences in pairs. (6 mins)
- Ask Ss to read the sentences and underline the parts where assimilation occurs.

Answer key:

- In weaker classes, demonstrate by reading the sentences or play the recording first then let Ss repeat the sentences.

1. Apes are larger than monkeys. /ˈðəm

- Extend this task by having Ss take turns reading each of the sentences twice: 1) slowly, trying to enunciate the sounds clearly

ˈmʌŋkiz/

and avoid any assimilation and 2) quickly, trying to blend the final and initial sounds. Ask their partners to listen carefully and

2. If fed properly, the bear will recover soon.

identify any assimilated sounds.

/ˈʃeb ˈprɑːpərli/

- Play the recording (several times if necessary) to check the answers. Further explain this phenomenon in English so that Ss can

3. Both species benefit from living together.

understand more clearly.

/ˈbəʊs ˈspiːʃiːz/
4. Ten per cent of the world's population was
infected by the virus. /ˈtem pəˈsent/

e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words related to wildlife conservation.
- To help Ss practise using the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.102)
- Task 2: Complete the sentences using the words in task 1. (p.103)

c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Match the words with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask them to read the wordsand match them to their meanings.

Answer key:

- Check answers as a class. Call on one student to read an item aloud and another student to read its meaning.

1. d

- Have Ss practise vocabulary building skills by thinking of wordsassociated with the five items in this activity.

2. a

- Put Ss in pairs or groups. Provide some synonyms or antonyms for the words for Ss' reference, e.g. extinct - common, conserve -

3. b

destroy…

4. c
5. e

Task 2: Complete the sentences using the words in task 1. (6 mins)
- Have Ss work in pairs. Tell them to read the sentences carefully and decide which word in task 1 can be used to complete each of

Answer key:

the sentences. Explain that they should use the context clues to decide on the word, e.g. in the first sentence, the gapped word is a

1. survive

verb that explains the reason why wild animals need to live in natural habitats.

2. rare

- Check answers as a class. Have Ss call out the word they have used in each sentence first.

3. extinct

- Confirm the correct answers. Ask Ss to give reasons why they have chosen the words by referring to the context clues.

4. captivity

- Ask individual Ss to read the complete sentences.

5. conserve

e. Assessment:
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To give Ss an opportunity to practice adverbial clauses of condition and comparison.
- To help Ss practise adverbial clauses of condition and comparison in a speaking activity.
b. Content:
- Task 1: Combine the sentences using adverbial clauses of condition or comparison. Use the conjunctions in brackets and make any necessary changes. (p.103)
- Task 2: Work in pairs. Make sentences about endangered animals using adverbial clauses of condition or comparison. (p.103)
c. Expected outcomes:
- Students know how to use adverbial clauses of condition and comparison and can apply them to give a short talk on the given topic.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1: Combine the sentences using adverbial clauses of condition or comparison. Use the conjunctions in brackets and make any necessary changes. (6 mins)
- Tell Ss to read the explanation and examples in the Remember! box. Check understanding of the grammar point by asking questions

Answer key:

such as What does the clause describe? What conjunctions does it use?

1. If you don't release the sea turtle

- In weaker classes, give more examples to demonstrate the use of all conjunctions.

into the sea, it will die soon.

- In stronger classes, have Ss come up with their own example sentences.

2. Raising people's awareness is as

- Ask Ss to work in pairs or individually to combine the pairs of sentences by using the conjunctions in brackets. If necessary, help Ss

important to preserve wildlife as

identify the type of adverbial clause before they start writing. In weaker classes, underline the words that they don't need to include in

imposing strict laws is.

their new sentences and tell

3. Unless we stop poaching, many

them where to place the conjunctions, e.g. at the beginning of the first or second sentence.

endangered species will become

- Check answers as a class and ask Ss to explain the structure of each sentence.

extinct.
4. A monkey is more intelligent than
you may think.

Task 2: Work in pairs. Make sentences about endangered animals using adverbial clauses of condition or comparison. (7 mins)
- Have Ss read the instructions and example, and make sure they all understand the context and what they have to do. In weaker classes,

Suggested answers:

brainstorm some ideas and write them as prompts on the board.

You might be surprised to know that

- Put Ss in pairs and have them make their own sentences.

dolphins are more intelligent than

- Invite some pairs of Ss to share their sentences with the class.

many other sea creatures are.

.

If we do not take immediate
measures to stop global warming,

polar bears may become extinct.
If we continue to breed and keep
tigers in captivity, they will not
develop the skills to survive in
the wild.
e. Assessment:
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up:
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework:
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board plan

Unit 8: WILDLIFE CONSERVATION
Lesson 2: Language
* Warm-up
Game: Say it out loud
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Listen and underline the parts.
* Vocabulary
- Task 1. Match the words with their meanings.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Combine the sentences.
- Task 2. Make sentences.
* Homework

UNIT 8: WILDLIFE CONSERVATION
Lesson 3: Reading – Wildlife conservation news
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in news items about wildlife conservation;
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be responsible for wildlife conservation;

II. MATERIALS
- Grade 12 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV
Language analysis
Form

Pronunciation

1. extinction (n)

/ɪkˈstɪŋkʃn/

Meaning

Vietnamese equivalent

a situation in which a plant, an animal, a way of life, etc.

tuyệt chủng

stops existing
2. measure (n)

/ˈmeʒə(r)/

an official action that is done in order to achieve a particular

biện pháp

aim
3. biodiversity (n)

/ˌbaɪəʊdaɪˈvɜːsəti/

the existence of a large number of different kinds of animals

sự đa dạng sinh học

and plants which make a balanced environment
4. entitle (v)

/ɪnˈtaɪtl/

give a title to a book, play, etc.

đặt tiêu đề

Assumption
Anticipated difficulties
Students may lack knowledge about some lexical items.

Solutions
Provide students with the meaning and pronunciation of words.
- Let students read the text again (if necessary).

Students may have underdeveloped reading, speaking and co-

- Create a comfortable and encouraging environment for students to speak.

operating skills.

- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere;
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Spot the word

c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Spot the word

1. volunteer

- Teacher prepares printed handouts of a table of words and gives them to the children.

2. stress

- Teacher asks students work in pairs to find as many words as possible in 2 minutes.

3. species

- The pair with the most correct words becomes the winner.

4. measure
5. awareness
6. conservation
7. extinct

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e. Assessment:
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To activate Ss' background knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Discuss the following questions. (p.104)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 1. Work in pairs. Discuss the following questions. (4 mins)
- Have Ss work in pairs and ask Ss questions in the book Do you often read news stories about wildlife? What are they about?

Suggested answers:

- Tell Ss that they are going to read several news items about wildlife conservation. Ask Ss to look at the pictures and say what the

- Yes, I do. Last week, I read a news story

news items are about.

about a young girl who saved hundreds of

- Encourage Ss to guess freely. Accept Ss' possible answers and further discuss them by elaborating follow-up questions about the

starfish washed up on a beach. She and her

topic.

mum were walking on the beach when they

- Invite some groups to share their ideas with the class before reading.

spotted the starfish stranded on the sand.
Then they moved the creatures into rock
pools and deep puddles.
- Yes, I do. Yesterday, I watched an
interesting documentary about how sea
turtles lay their eggs on a nesting beach.

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.

New words:

- Teacher explains the meaning of the new vocabulary by pictures/examples.

1. extinction (n)

- Teacher checks students' understanding with the “Rub out and remember” technique.

2. measure (n)

- Teacher reveals that these words will appear in the reading text and asks students to open their textbook to discover further.

3. biodiversity (n)
4. entitle (v)

e. Assessment:
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise guessing the meanings of words/ phrase from context.
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2: Read the news items and choose the most suitable headline for each one. There are two extra headlines. (p. 104)
- Task 3: Read the news items again and match the highlighted words and phrase with their meanings. (p.105)
- Task 4: Read the news items again and choose the correct answer. (p.105)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 2: Read the news items and choose the most suitable headline for each one. There are two extra headlines. (6 mins)
- Ask Ss to read 5 headlines in 2 and read the news items to match the headline with the correct item.

Answer key:

- Remind Ss to read the items quickly to find out the significant information which matches the headline.

1. B

- Note that there two extra headlines that Ss do not need to use.

2. A

- Ask Ss to locate key information that help them have correct answer.

3. D

- Check answers as a class. Write them on the board.
Task 3: Read the news items again and match the highlighted words and phrase with their meanings. (7 mins)
- Have Ss focus on the highlighted words and phrase, looking for context clues in the text and working out the correct meaning.

Answer key:

- Encourage Ss to use the context in which the words are used rather than looking them up in the dictionary.

1. c

- Have Ss discuss the context clues and compare answers in small groups.

2. e

- Check answers as a class by inviting Ss to write them on the board.

3. b
4. d
5. a

Task 4: Read the news items again and choose the correct answer. (7 mins)
- Ask Ss to read 4 statements and their options first. Make sure Ss understand all of them.

Answer key:

- Have Ss read the news items again and choose the correct answer for each question.

1. A

- Ask Ss to give reasons for their answers by providing the information from the news items.

2. A

- Check answers as a class. Call on some Ss to explain their answers.

3. C
4. D
5. B

e. Assessment:
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (8 mins)
a. Objectives:
- To help Ss use the language and ideas from the unit to express their ideas and opinions.
b. Content:
- Task 5: Work in pairs. Discuss the following questions. (p. 105)

c. Expected outcomes:
- Students can use the language and ideas from the unit to express their opinions.
d. Organisation:
TEACHER'S ACTIVITIES

STUDENTS' ACTIVITIES

CONTENTS

Task 5: Work in pairs. Discuss the following questions. (p. 37)
- Ask Ss to review the news items quickly and note down some ideas for their answers.

Suggested answer:

- Encourage Ss to explain their answers using as many reasons as possible.

- I find news item No. 3 most interesting because this is a

- Invite Ss from different groups to give their answers to the class.

great
opportunity for art lovers to gather together for a
meaningful event. They can enjoy viewing paintings, and at
the same time they can help promote public awareness
about wildlife conservation.
- I find news item No. 1 most useful because it helps raise
public awareness about sea turtles as an endangered species
that
requires special protection. It also provides information
about
this unique volunteering opportunity and encourages
people to take part in such conservation projects.

e. Assessment:
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up:
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework:
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
Board plan

Unit 8: WILDLIFE CONSERVATION
Lesson 3: Reading
* Warm-up
Spot the word
Vocabulary
1. extinction (n)
2. measure (n)
3. biodiversity (n)
4. entitle (v)
- Task 1: Discussion.
- Task 2: Choose the suitable headline.
- Task 3: Match the words/phrase with their meanings.
- Task 4: Choose the correct answer.
- Task 5: Discussion.
* Homework

UNIT 8: WILDLIFE CONSERVATION
Lesson 4: Speaking – Activities for conserving wildlife
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Suggest activities for a wildlife conservation event;
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be aware and more responsible for wildlife conservation.

II. MATERIALS
- Grade 12 textbook, Unit 8, Speaking
- Computer connected to the Internet
- Projector / TV
Assumption

Anticipated difficulties

Solutions

Students may lack vocabulary to deliver a

- Provide vocabulary and useful language before assigning tasks.

speech.

- Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic;
- To set the conte