Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 10: Ecotourism - Năm học 2022-2023

Nội dung text: Giáo án Tiếng Anh Lớp 10 (Global review) - Unit 10: Ecotourism - Năm học 2022-2023

1. UNIT 10: ECOTOURISM Lesson 1: Getting started – An eco-friendly fieldtrip to Phong Nha Cave I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge - an overview about the topic ecotourism - words and phrases related to ecotourism 2. Core competence - Develop communication skills and awareness of tourism and their impact on the environment - Be collaborative and supportive in pair work and teamwork - Actively join in class activities 3. Personal qualities - Develop a sense of being an ecotourist - Be aware of tourism and their impact on the environment II. MATERIALS - Grade 10 textbook, Unit 10, Getting started - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. stalactite (n) /ˈstổləktaɪt/ piece of rock hanging down from the roof of a nhũ đỏ, thạch nhũ, vỳ đỏ cave 2. fieldtrip (n) /ˈfiːld ˌtrɪp/ a visit made by students to study something chuyến tham quan away from their school or college 3. packaging /ˈpổk.ɪ.dʒɪŋ/ the materials in which objects are wrapped bao bỡ, giấy gúi hàng (n) before being sold
2. Assumptions Anticipated difficulties Solutions - Students may not know some words in the - Provide students with some lexical items before listening and conversation. reading the conversation. - Students may not know how to work in teams. - Give short, clear instructions and help if necessary. Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 1: Getting started – An eco-friendly fieldtrip to Phong Nha Cave * Warm-up: Brainstorming I. Vocabulary 1. stalactite (n) 2. fieldtrip (n) 3. packaging (n) II. Practice Task 1. Listen and read. (p. 110) Task 2: Read the conversation again. Then find and correct a mistake in each sentence below. (p. 111) Task 3: Put each phrase into the correct column. (p. 111) Task 4: Complete these sentences from Task 1. (p. 111) * Project preparation * Homework Choose a local tourist attraction and find information about it. III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task
3. Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To activate students’ BRAINSTORMING: WHAT WOULD YOU LIKE TO DO THIS SUMMER VACATION? 5 mins knowledge on the * Teacher asks students to brainstorm answers for the question: topic of the unit. What would you like to do this summer vacation? - To create a lively Students work in groups to do brainstorming. atmosphere in the Teacher and students discuss the answers. classroom Teacher provides suggested answers and focuses on the phrase “take part - To lead into the new in an eco-tour” to lead in the topic of the unit. unit Suggested answers:
4. VOCABULARY To help students use VOCABULARY 4 mins - PRE-TEACH key language more * Teacher asks students to look at the explanation and the photos to guess the T-S appropriately before meaning of new words. they read and listen 1. stalactite (n) S S-S T-S 2. fieldtrip (n) 3. packaging (n) Students say the Vietnamese meaning of the word. Other students correct if the previous answers are incorrect. Teacher shows the Vietnamese meaning, says the words aloud and asks students to repeat them. READ AND - To introduce the unit TASK 1. LISTEN AND READ. (P. 110) 7 mins LISTEN topic (Ecotourism); * Teacher asks students to look at the picture (p. 110), the heading of the T-S - To introduce some conversation and answer the questions: vocabulary and the grammar points to be learnt in the unit.
5. What can you see? (A cave / Phong Nha Cave) Who are the speakers? (Nam, Mai, and their teacher) What do you think they are discussing? (A trip to the cave). * Teacher then plays the recording twice, has students listen to the conversation, read along and underline words / phrases related to the T-S environment in the conversation. Ss do the task individually. S Teacher puts students in pairs and asks them to compare the words and phrases they have underlined and discuss their meaning. Pair work Teacher checks check comprehension as a class. T-S Suggested answers: eco-friendly, damage the environment CONTROLLED To check students’ TASK 2: READ THE CONVERSATION AGAIN. THEN FIND AND CORRECT A 10 mins PRACTICE comprehension of the MISTAKE IN EACH SENTENCE BELOW. (P. 111) conversation. * Teacher asks students to find a mistake in each sentence and correct it: T-S ➢ Ask them to identify and underline the key words in the sentences first. Then have them read the conversation again and locate the part that contains the information for each sentence. ➢ Have them compare the information in the conversation with each sentence to know which part of the sentence is incorrect, and how to correct it. S Students do the task individually. Teacher has students work in pairs to discuss and compare their answers. Pair work Teacher checks the answers as a class. T-S ➢ Have them call out the part of the sentence which is incorrect first. Then ask them to give the corrections.
6. ➢ Finally, have some students read the complete correct sentences. Suggested answers: 1. On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment. but not (OR: and protect / learn about) 2. Nam will take pieces of stalactites because they take a long time to form. will not / won’t 3. Mai will bring snacks with a lot of packaging on the trip. will not / won’t (OR: will bring less ) To help students TASK 3: PUT EACH PHRASE INTO THE CORRECT COLUMN. (P. 111) 4 mins revise phrases related * Teacher has students read the phrases in the box and explains that these are T-S to ecotourism things that tourists should do or shouldn’t on an eco-friendly fieldtrip. Teacher asks students to sort the phrases into the columns of Dos and S Don’ts. Teacher puts students in pairs and asks them to compare their answers. Pair work Teacher checks answers as a class and elicit the meaning of any words T-S students don’t know or find hard to understand. Answers: To help students TASK 4: COMPLETE THESE SENTENCES FROM TASK 1. (P. 111) 4 mins identify conditional * Teacher asks students to read the two incomplete sentences and focus T-S sentences Type 1 and attention on the word ‘if’, elicits what kind of words are missing (verbs). Type 2. Teacher asks students to complete the sentences, using words from Task 1. S Teacher puts students in pairs and asks them to compare their answers. Pair work Teacher checks the answers as a class. T-S Answers: 1. add, will be 2. were, wouldn’t
7. LESS The aim of this activity Project preparation 10 mins CONTROLLED is to inform students * Teacher asks students open their books at the last page of Unit 10, the Project T-S PRACTICE what the final product section, look at the picture and say what the topic of the Project is (Ecotours). of the Project should Teacher then tells students about the Project requirements: be like and howSs can ➢ Students will have to design an ecotour and then give an oral prepare for it. presentation of their ideas in the last lesson of the unit. ➢ Alternatively, ask students to prepare a poster presenting their ideas. In a poster presentation, students will display their inventions on posters and hang them around the classroom. One representative from each group will stand next to the poster. The rest will walk around, study the posters and talk to any representative of a group if they want to learn more about an invention. ➢ Then the class will sit down and vote for the best invention. Teacher suggests the steps students should follow: T-S ➢ Collect information (search the Internet, read newspapers, etc.); ➢ Illustrate their ecotours on computers or on posters, etc. ➢ Rehearse for the oral or poster presentation. Teacher puts students into groups and have them choose their group leader. T-S Then ask them to assign tasks for each group member, making sure that all group members contribute to the group work. Teacher helps students set deadlines for each task and support them T-S throughout the process WRAP UP To help students WRAP-UP T-S 1 min HOMEWORK memorise the target - Some lexical items about ecotourism language and skills that - Reading for specific information they have learned - Scanning HOMEWORK - Choose a local tourist attraction and find information about it. - Exercises in the workbook
8. UNIT 10: ECOTOURISM Lesson 2: Language I. OBJECTIVES By the end of this lesson, students will be able to gain: 1. Knowledge - Use the lexical items related to the topic ecotourism; - Identify intonation patterns and use appropriate intonation (i.e. rising or falling tone); - Use conditional sentences Type 1 and Type 2 correctly. 2. Core competence - Be collaborative and supportive in pair work and teamwork; - Access and consolidate information from a variety of sources; - Actively join in class activities. 3. Personal qualities - Develop a sense of an ecotourist; - Be aware of tourism and their impact on the environment. II. MATERIALS - Grade 10 textbook, Unit 10, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Conditional Form Use & Examples sentences Conditional sentences type 1 talk about real situations in the present or future that we believe Type 1 If + present simple, (will) are possible or likely to happen. If you work hard, you will pass the exam. Conditional sentences type 2 talk about imaginary Type 2 If + past simple, (would) situations that are impossible or unlikely to happen. If I were a bird, I would fly
9. Assumptions Anticipated difficulties Solutions - Students may be confused when using - Give short and clear explanations with legible examples for conditional sentences type 1 and type 2. each case. - Students may have underdeveloped speaking - Give clear instructions, give examples before letting and co-operating skills. students work in groups. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 2: Language * Warm-up Matching: Caves in Phong Nha – Ke Bang National Park I. Pronunciation Task 1: Listen to these sentences. Pay attention to the intonation and repeat. (p. 111) Task 2: Work in pairs and role-play this conversation. Pay attention to the intonation. Then listen and check. (p. 111) II. Vocabulary Task 1. Below is what ecotourists do. Match each sentence on the left with its explanation on the right. (p. 112) Task 2: Complete these sentences with the highlighted words in Task 1. (p. 112) III. Grammar Task 1: Decide whether these statements can be real (R) or not (N). (p. 112) Task 2: Put the verbs in brackets in the correct forms. (p. 112) IV. Production Game: Surprising matching! * Homework
10. III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To activate MATCHING: CAVES IN PHONG NHA – KE BANG NATIONAL PARK 5 mins students’ prior * Teacher reveals that beside Phong Nha Cave, there are 9 other caves in T-S knowledge and Phong Nha – Ke Bang National Park and asks students to match the pictures introduce caves in with the correct names of the caves. Phong Nha – ke Bang Students work in groups of four to do the matching task. Group work National Park. Teacher and students discuss the answers. S-S Teacher confirms the answers as a class. T-S Answers: Phong Nha Cave Son Doong Cave Hang En Cave Hang Toi Cave (Dark Cave)
11. Hang Voi Cave (Elephant Cave) Thien Duong Cave (Paradise Cave) Tra Ang Cave Tu Lan Cave Hang Va Cave Hang Vom & Hang Gieng Vooc Cave PRONUNCIATION To help students TASK 1: LISTEN TO THESE SENTENCES. PAY ATTENTION TO THE 5 mins recognise the INTONATION AND REPEAT. (P. 111) intonation patterns * Teacher asks students to listen to some sentences and has them pay in different types of attention to the arrows at the end. T-S sentences. Teacher asks students to listen to the sentences again, but this time have them use their hands to indicate the falling and rising tones at the end of T-S each sentence. Teacher then asks students to read the notes in the
12. Remember! Box and checks understanding by asking individual students to briefly explain the intonation patterns in the three types of sentences: statements, Wh-questions and Yes-No questions and provide an example for each kind. Teacher plays the recording again, pausing after each sentence for T-S students to repeat. Encourage them to use their hands to indicate the intonation pattern. T-S Teacher confirms the correct intonation. Key: To help students TASK 2: WORK IN PAIRS AND ROLE-PLAY THIS CONVERSATION. PAY 5 mins practise different ATTENTION TO THE INTONATION. THEN LISTEN AND CHECK. (P. 111) intonation patterns * Teacher asks students to read quickly through the conversation and T-S in a conversation. checks understanding. Teacher has students work in pairs to role-play the conversation. Pair work Teacher asks students to peer check and give comments to their partners. T-S Teacher asks students to pay attention to the three intonation patterns they have just learnt. Audio script: VOCABULARY To help students TASK 1. BELOW IS WHAT ECOTOURISTS DO. MATCH EACH SENTENCE ON 4 mins understand the THE LEFT WITH ITS EXPLANATION ON THE RIGHT. (P. 112)
13. meanings of words / * Teacher explains the context of the activity and tells students that the phrases related to statements represent things that ecotourists do. T-S ecotourism. Students read the statements, focusing their attention on the key word highlighted in each sentence. S Teacher puts students in pairs and asks them to compare their answers. Teacher checks answers as a class: Pair work ➢ Explain or elicit any new or difficult words T-S ➢ Draw attention to the prepositions after some of the highlighted words ➢ Tell students they should try to memorise both the words and the prepositions that go with them. Answers: 1. b 2. a 3. e 4. d 5. c To help students TASK 2: COMPLETE THESE SENTENCES WITH THE HIGHLIGHTED WORDS IN 10 mins practise these words TASK 1. (P. 112) in meaningful * Teacher asks students to work in pairs and tells them to read the T-S contexts. sentences carefully and decide which highlighted word in Task 1 can be used to complete each of the sentences. Students work in pairs to complete the task. Pair work Teacher asks students to peer check and give comments to their partners. T-S Teacher checks answers as a class: ➢ Have Ss call out the word they have used in each sentence first. ➢ Confirm the correct answers. ➢ Ask Ss to explain the meaning of each word using the definitions in Task 1. ➢ Ask some students to read the complete sentences. Answers: 1. profit; crafts 2. aware; impact
14. 3. responsible GRAMMAR To help students TASK 1: DECIDE WHETHER THESE STATEMENTS CAN BE REAL (R) OR NOT 6 mins recognise the (N). (P.112) differences between * Teacher asks students to study the sentences individually. Types 1 and Type 2 Students decide which statement is possible or likely to happen, and which T-S conditional one is imaginary or unlikely to happen. S sentences. Teacher asks students to peer check and give comments to their partners. Pair work Teacher checks answers as a class: T-S ➢ Tell students that all sentences that are ‘possible or likely to happen’ are conditional sentences Type 1, while sentences that are ‘imaginary or unlikely to happen’ are conditional sentences Type 2. ➢ Ask students to read the notes in the Remember! box. Check understanding by asking questions about each type. Answers: 1. N 2. R 3. N 4. R To help students TASK 2: PUT THE VERBS IN BRACKETS IN THE CORRECT FORMS. (P. 112) T-S 5 mins practise conditional * Teacher asks students to put the verbs in brackets in the correct forms sentences Types 1 and tells them to pay attention to the meaning of each sentence, and and Type 2. whether the situation is possible (Conditional sentence Type 1) or not (Conditional sentence Type 2). Students complete the task individually. S Teacher asks students to peer check and give comments to their Pair work partners. T-S Teacher checks answers as a class: ➢ Check answers as a class: ➢ Have individual students write the sentences on the board. ➢ Go through each sentence and ask Ss to explain why they have used that particular form. Answers: 1. will stay
15. 2. would grow 3. were / was. would be 4. give. will reduce EXTRA ACTIVITY To give students a GAME: SURPRISING MATCHING! Group work 4 mins chance to apply *Teacher divides the class into 4 groups. what they have ➢ Group A will write If clause type 1. Group B will write Main clause learnt. type 1. ➢ Group C will write If clause type 2 Group D will write Main clause type 2. Teacher then will match members of group A with ones of group B, and do the same with group C and D. Teacher and students discuss and give comments to the surprising results. Teacher confirms the possible answers and restates the use of Conditional sentences type 1 and type 2. WRAP UP To help Ss memorise WRAP-UP T-S 1 min HOMEWORK what they have - Use the lexical items related to the topic ecotourism; learned - Identify intonation patterns and use appropriate intonation (i.e. rising or falling tone) - Use conditional sentences Type 1 and Type 2 correctly. HOMEWORK - Prepare for the next lesson: Unit 10_Reading - Exercises in the workbook
16. UNIT 10: ECOTOURISM LESSON 3: READING _ ECOTOUR BROCHURES I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Develop reading skill for specific information in a brochure about ecotours. 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Develop presentation skill - Actively join in class activities 3. Personal qualities - Develop a sense of an ecotourist - Be aware of tourism and their impact on the environment II. MATERIALS - Grade 10 textbook, Unit 10, Reading - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. protect (v) /prəˈtekt/ to keep someone or something safe from injury, bảo vệ damage, or loss 2. souvenir (n) /ˌsuː.vənˈɪər/ something you buy or keep to help you remember quà lưu niệm a holiday or special event 3. explore (v) /ɪkˈsplɔːr/ to search and discover (about something) khỏm phỏ Assumptions
17. Anticipated difficulties Solutions - Students may lack knowledge about some lexical - Provide students with the meaning and pronunciation of items. words. - Students may have underdeveloped reading, - Let students read the text again (if necessary). speaking and co-operating skills. - Create a comfortable and encouraging environment for students to speak. - Encourage students to work in pairs, in groups so that they can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 3: Reading _ Ecotour brochures * Warm-up Name the tours * Reading Vocabulary 1. protect (v) 2. souvenir (n) 3. explore (v) Task 1: Work in pairs. Answer these questions. (p. 113) Task 2: Read the brochures below. Then work in pairs to solve the crossword using words from the brochures. (p. 113) Task 3: Which tour does each statement below talk about? Write a, b, c or d. (p. 113) Task 4: Work in groups. Think of new ideas for making one of the tours better for the environment. (p. 114) * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task
18. Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP To introduce the topic of Name the tours 5 mins reading. * Teacher shows the pictures and asks students to name the tours based in T-S these pictures. Students raise hands to provide the answers. S Teacher and students discuss the answers. T-S Teacher confirms the appropriate names of the tours and provides T-S suggested answers. Suggested answers: Reef Tour Trekking Tour National Park Tour Whale-watching Tour
19. PRE- To provide students with VOCABULARY 7 mins READING some lexical items before * Teacher asks students to look at the explanation and the photos to guess T-S reading the text. the meaning of new words. 1. protect (v) 2. souvenir (n) 3. explore (v) Students say the Vietnamese meaning of the word. S Other students correct if the previous answers are incorrect. S-S Teacher shows the Vietnamese meaning, says the words aloud and T-S asks students to repeat them. To introduce the topic of TASK 1: WORK IN PAIRS. ANSWER THESE QUESTIONS. (P. 113) the reading and get * Teacher puts students in pairs to ask and answer the questions. T-S students involved in the Teacher explains that each photo is part of a brochure advertising a tour T-S lesson. in four different places: Australia, Viet Nam, Zimbabwe, Hawaii and asks them to discuss what tourists can do on the tours without reading the texts. Teacher has some students share their answers with the whole class. S Teacher gives comments and checks students’ pronunciation if T-S necessary. WHILE- To help students practise TASK 2: READ THE BROCHURES BELOW. THEN WORK IN PAIRS TO SOLVE 20 mins READING guessing the meaning of THE CROSSWORD USING WORDS FROM THE BROCHURES. (P. 113) words from context. * Teacher points out that the part of speech (v, n, adj) as well as the brochure T-S where they can find the words are provided in brackets. Teacher asks students to work in pairs to solve the crossword using words Pair work from the brochures. Teacher walks round the class and provide help if necessary. T-S Teacher checks the answers as a class. T-S ➢ Have individual Ss write the words on the board. ➢ In weaker classes, check understanding of the words by asking students to make sentences with them. Answers:
20. To help students practise Task 3: Which tour does each statement below talk about? Write a, b, c or reading for specific d. (p. 113) T-S information. * Teacher reminds students of the scanning skill: ➢ Ask Ss to read the four statements and underline the key words in each of them. ➢ Check the key words students have underlined ➢ Remind Ss that the statements may include paraphrased information. Tell them to read through the brochures again looking for the key words they underlined in the statements or words with the same or similar meaning T-S Teacher asks students to match each statement with the correct brochure. Pair work Teacher asks students to peer check and give comments to their T-S partners. Teacher checks answers as a class: Answers: 1. d (Clue: Buy local souvenirs to help the local Whale Protection Program) 2. c (Clue: Learn how you can help save wild animals in the local research centre) 3. b (Clue: Children not allowed) 4. a (Clue: Watch 3D documentaries to learn about sea animals and the coral reef, and what you can do to protect it) POST- To help students use the TASK 4: WORK IN GROUPS. THINK OF NEW IDEAS FOR MAKING ONE OF 10 mins READING language and ideas from THE TOURS BETTER FOR THE ENVIRONMENT. (P. 114)
21. the unit to make * Teacher asks students if they think the four tours in Task 2 are friendly to T-Ss suggestions for more eco- the environment and has students read the brochures again and underline friendly tours. things that make them eco-friendly. Teacher puts students into groups. Each group should choose a tour and Group work brainstorm ideas for making it more eco-friendly. Students read the example, then elicit which brochure it refers to (c) and how it will help the environment S Teacher asks students some groups to present a summary of their ideas or just the most useful ones in front of the class. S-S Teacher encourages the rest of the class to give comments and praises for good effort and interesting ideas. Suggested answers: A. If they ban swimming with fish, the Great Barrier Reef will be better protected. Tourists should not be allowed to dive very close to the coral reefs. B. Tourists should always follow the walking paths and trails on the Sa Pa Trekking Tour. The local people with whom the tourists stay should only use local ingredients. If they only use local ingredients, their carbon footprint will be lower. D. The boats on the Whale-watching Tour should not get too close to the whales or make too much noise. If the boats are environmentally friendly, they will not harm the whales or their habitats. This is because environmentally-friendly boats use less fuel and oil, make small waves and are quiet. WRAP UP To help Ss memorise the WRAP-UP T-S 3 mins HOMEWORK target language and skills - Some lexical items about ecotourism. that they have learned - Reading for general and specific information in a brochure about ecotours HOMEWORK - Prepare for the next lesson: Unit 10: Speaking - Exercises in the workbook
22. UNIT 10: ECOTOURISM LESSON 4: SPEAKING – HOW TO BECOME AN ECOTOURIST I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Talk about how to become an ecotourist. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Develop presentation skills; - Actively join in class activities. 3. Personal qualities - Develop a sense of being an ecotourist; - Be aware of tourism and their impact on the environment. II. MATERIALS - Grade 10 textbook, Unit 10, Speaking - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Functions Useful expressions Examples should (not) / ought (not) to / do sth. We should not litter on the beach or the street. Giving One of the things can / should (not) do / is One of the things we should not do is to suggestions (to) do sth. litter on the beach or the street. I suggest that (should / should not) do sth. I suggest that we should not litter on the beach or the street.
23. It will (be better / good ) if / do / avoid It will be better for the environment if we doing sth. avoid littering on the beach or the street. Assumptions Anticipated difficulties Solutions Students may lack knowledge about some useful Provide students with the form and use of some useful structures. structures in their talk. Students may have underdeveloped speaking and - Create a comfortable and encouraging environment for co-operating skills. students to speak. - 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. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to clarify task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 4: Speaking _ How to become an ecotourist * Warm-up: Matching game Task 1: Match each verb on the left with a phrase on the right. (p. 114) * Speaking: Benefits of volunteering activities Task 2: Discuss which of the things in Task 1 we should or should not do to become ecotourists. (p. 115) Task 3: Talk about what tourists should or should not do if they are on an ecotour to a tourist attraction in your local area. (p. 115) Task 4: Share your ideas with the whole class. Vote for the best ideas. (p. 115) * Homework
24. III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the topic of MATCHING GAME 5 mins reading. Task 1: Match each verb on the left with a phrase on the right. use the - To enhance students’ pictures to help you. (p. 114) skills of cooperating with * Teacher puts students work in groups of four. Each group will have to Group work teammates. match a verb with the appropriate phrase. The fastest groups with the correct answers will be the winner. Students work in groups. Students give comments to other groups. T-Ss Teacher confirms the answers. 1. litter 2. avoid 3. follow 4. hunt 5. waste 6. buy
25. Key: 1. c (on the beach or the street) 2. d (crowded places) 3. a (walking paths and trails) 4. b (wild animals) 5. f (water and electricity) 6. e (locally made souvenirs) PRE- To help students TASK 2: WORK IN PAIRS. DISCUSS WHICH OF THE THINGS IN TASK 1 WE 10 mins SPEAKING brainstorm more ideas for SHOULD OR SHOULD NOT DO TO BECOME ECOTOURISTS. USE THE the main speaking task. EXPRESSIONS BELOW TO HELP YOU. (P. 115) * Teacher asks students to read the useful expressions and the examples in T-S the box. Teacher asks students to work in pairs and discuss which of the activities in Task 1 they should do, and which they should not do to become Pair work ecotourists. Teacher walks round the class and provide help and encourages pairs to try to use the structures in the box. T-S Teacher asks some pairs to present their ideas in front of the whole class and praises for interesting suggestions and fluent delivery. S-S WHILE- To give students an TASK 3: WORK IN GROUPS. TALK ABOUT WHAT TOURISTS SHOULD OR 10 mins SPEAKING opportunity to discuss in SHOULD NOT DO IF THEY ARE ON AN ECOTOUR TO A TOURIST groups and give ATTRACTION IN YOUR LOCAL AREA. USE THE DISCUSSION QUESTIONS suggestions to ecotourists. BELOW TO HELP YOU. (P. 115) T-S * Teacher asks students to study the discussion questions first and checks understanding by eliciting some responses from the whole class. Group work Teacher puts students into groups and ask each group to choose a tourist attraction in their local area. ➢ Tell them to talk about what tourists should or should not do if they are on an ecotour to that tourist attraction. ➢ Remind them that they are going to share their ideas with the whole class later. T-S ➢ Give sheets of paper form them to take notes of their ideas. Teacher walks round the class and provide help when necessary.
26. POST- To help students present TASK 4: SHARE YOUR IDEAS WITH THE WHOLE CLASS. VOTE FOR THE BEST 17 mins SPEAKING their ideas in front of the IDEAS. (P. 115) class. * Teacher has each group prepare a brief presentation of their ideas. T-S Teacher allows a time limit of 3 - 4 minutes for students to practise their Group work presentations in their group. Teacher invites some groups to present in front of the class while the rest of the class give feedback and say what they like about it. When students finish their presentations, let them reflect on their performance Teacher then asks other students to give further comments. Teacher S-S then praises for good effort, highlight the presenters’ strong points and makes suggestions for better organisation and presentation of their ideas. WRAP UP To help students WRAP-UP T-S 3 mins HOMEWORK memorise the target Talk about how to become an ecotourist language and skills that HOMEWORK they have learned - Prepare for the next lesson: Unit 10: Listening - Exercises in the workbook
27. UNIT 10: ECOTOURISM LESSON 5: AN ECOTOUR IN THE MEKONG DELTA I. Objectives By the end of this lesson, Ss will be able to gain: 1. Knowledge - Use the lexical items related to the topic ecotourism; - Listen for specific information in a tour guide speech welcoming ecotourists in the Mekong Delta. 2. Core competence - Develop communication skills and creativity; - Be collaborative and supportive in pair work and team work; - Actively join in class activities. 3. Personal qualities - Develop a sense of an ecotourist; - Be aware of tourism and their impact on the environment. II. Materials - Grade 10 textbook, Unit 10, Listening - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped - Play the recording many times if necessary. listening skills. - 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 - Explain expectations for each task in detail. Have class. excessive talking students practice. - Continue to explain task expectations in small chunks (before every activity). Board Plan
28. Date of teaching UNIT 10: ECOTOURISM Lesson 5: An ecotour in the Mekong Delta * Warm-up Answer the questions. * Listening Task 1: Work in pairs. Look at the photos from an ecotour in the Mekong Delta. What do you think ecotourists can do there? (p. 115) Task 2: Listen to a tour guide introducing the tour. Number the pictures in Task 1 in the order you hear them. (p. 115) Task 3: Listen again. Fill in each gap in the brochure below with one word. (p. 115) Task 4: Work in groups and discuss the question. (p. 115) * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the topic ANSWER THE QUESTIONS 5 mins of reading. *Teacher asks Ss some questions about river deltas. T-S - To set the context of 1. How many river deltas are there in Viet Nam? the listening text and 2. Do you know the names of the 2 river deltas in Viet Nam? activate students’ prior 3. Do you know another name for Cuu Long River Delta? knowledge. Students spend some time thinking about the answers for the questions. S Some students share the answers with the whole class. S-S Teacher confirms the answers and leads in the new lesson. T-S
29. Suggested answers: 1. There are 2. 2. Red River Delta and Cuu Long River Delta. 3. Mekong Delta PRE-LISTENING To introduce more TASK 1: WORK IN PAIRS. LOOK AT THE PHOTOS FROM AN ECOTOUR IN 7 mins topic-related THE MEKONG DELTA. WHAT DO YOU THINK ECOTOURISTS CAN DO vocabulary and THERE? (P. 115) T-S activate students’ prior * Teacher sets the context: knowledge. ➢ Ask students to imagine they are ‘travelling’ to Mekong Delta today. ➢ Describe or show it on the map. (It is in the far south of Viet Nam, covering 13 cities and provinces such as Can Tho, Long An, Tien Giang, Ben Tre, Vinh Long, Tra Vinh, Hau Giang, Soc Trang, Dong Thap, An Giang, Kien Giang, Bac Lieu and Ca Mau.) ➢ Introduce or pre-teach some words or phrases to help students describe the pictures, e.g. floating market, host family, weaving (village). Teacher puts students in pairs and ask them to study the pictures and Pair work describe what they see in each one. Teacher encourages students to think what ecotourists can do there based on the pictures. Teacher asks some students to share their ideas with the whole class. S-S Teacher and students discuss the ideas. T-S Suggested answers: - Visit a floating market, and buying fruits there - Visit a weaving village, buying traditional arts and crafts - Have a traditional meal / food (with a host family or at a local restaurant)
30. WHILE- To help students TASK 2: LISTEN TO A TOUR GUIDE INTRODUCING THE TOUR. NUMBER 10 mins LISTENING practise listening for THE PICTURES IN TASK 1 IN THE ORDER YOU HEAR THEM. (P. 115) specific information to * Teacher tells students to listen to a tour guide introducing an eco-friendly T-S order pictures. tour in the Mekong Delta. Teacher asks students to order the pictures while they are listening to the S recording. Teacher has students to swap their textbook for peer checking. Pair work Teacher checks the answers as a class. T-S Key: 1. a 2. b 3. c To help students TASK 3: LISTEN AGAIN. FILL IN EACH GAP IN THE BROCHURE BELOW 10 mins practise listening for WITH ONE WORD. (P. 115) specific information. * Teacher tells students that they are going to listen to the recording again. T-Ss Students have some time to study the brochure first then fill in the gaps Ss in a brochure. Teacher asks students to discuss their answers in pairs when they Pair work finish. T-Ss Teacher checks the answers as a class, plays the recording again, pausing after each answer. Key: 1. eco-friendly 2. local 3. souvenirs 4. traditional POST- To give students the TASK 4: WORK IN GROUPS AND DISCUSS THE QUESTION. (P. 115) 10 mins LISTENING opportunity to use the * Teacher has students look at the brochure in 3 again and underline the T-S ideas and language in activity they find most interesting. the listening to talk Teacher puts students in pairs to discuss their choices Group work about their opinions Teacher invites some groups to share their ideas in front of the class. and give reasons. Other groups discuss the questions, take notes of the ideas and give feedback to their friends.
31. WRAP UP To help Ss memorise WRAP-UP T-S 3 mins HOMEWORK the target language and - Some lexical items related to the topic Ecotourism skills that they have - Listen for specific information in a tour guide speech welcoming learned ecotourists in the Mekong Delta HOMEWORK - Prepare for the next lesson: Unit 10: Writing - Exercises in the workbook
32. UNIT 10: ECOTOURISM Lesson 6: Writing – Writing a website advertisement for an ecotour I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Use the lexical items related to the topic Ecotourism - Write a website advertisement for an ecotour 2. Core competence - Develop communication skills and creativity - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Develop a sense of an ecotourist - Be aware of tourism and their impact on the environment II. MATERIALS - Grade 10 textbook, Unit 10, Writing - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped - Encourage students to work in pairs and in groups so that they writing skills. can help each other. - Provide feedback and help if necessary. Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 6: Writing – Writing a website advertisement for an ecotour * Warm-up
33. Watch a video and guess the place: Hoi An Ancient Town * Writing Task 1: Look at the photos of an ecotour to Hoi an villages (Da Nang, Viet Nam), and complete the notes below. Then discuss your ideas in pairs. (p. 116) Task 2: Rewrite these sentences about Hoi an villages. Use the expressions below to help you. (p. 116) Task 3: Write a website advertisement (120 – 150 words) for an ecotour to Hoi An villages. Use what you have learnt in Task 1 and Task 2 and the suggested outline below to help you. (p. 116) * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce the topic of Watch a video and guess the place 5 mins writing. * Teacher plays a video and ask students to guess the place in the video. T-S - To set the context for Students raise hands to provide the name of the place. S the writing part. Students discuss their friends’ answers. S-S Teacher confirms the answer as a class. T-S Video link: Answers: Hoi An Ancient Town PRE- To brainstorm ideas for Task 1: Look at the photos of an ecotour to Hoi an villages (Da Nang, Viet 7 mins WRITING their writing task Nam), and complete the notes below. Then discuss your ideas in pairs. (p. 116) * Teacher tells students that they are going to write about an ecotour in Hoi T-S An. Teacher puts students in pairs to work on the notes together: Pair work ➢ Ask Ss to focus attention on the pictures on page 54 and study them. ➢ Ask each question and have students read the examples.
34. Students discuss their answers. S-S Teacher checks the answers as a class. T-S Suggested answers: What do you think is special about Hoi An villages? - coconut palms near Thu Bon River - traditional crafts such as colourful paper lanterns What do you think tourists can do there? - do the gardening at a local farm
35. - ride bicycles through the villages - travel on basket boats - visit craft villages What can tourists do to make their trip more eco-friendly? - use eco-friendly transport such as bicycles - buy traditional crafts to help local people To help students revise TASK 2: REWRITE THESE SENTENCES ABOUT HOI AN VILLAGES. USE THE 8 mins expressions and EXPRESSIONS BELOW TO HELP YOU. (P. 116) structures to use in their * Teacher asks students to study the useful expressions in the box, then T-Ss writing task. focuses attention on the sentences and checks comprehension. Teacher asks students to rewrite them, using the suggested words and Ss the structures in the box. Teacher asks students to swap their textbook for peer checking Pair work Teacher checks answers as a class. T-Ss Suggested answers: 1. Hoi An villages are well-known for their beautiful vegetable and herb gardens. 2. Tourists can spend the morning working on a local farm. 3. Tourists are recommended to buy handmade products to help local businesses WHILE- To help students practise TASK 3: WRITE A WEBSITE ADVERTISEMENT (120 – 150 WORDS) FOR AN 15 mins WRITING writing a website ECOTOUR TO HOI AN VILLAGES. USE WHAT YOU HAVE LEARNT IN TASK 1 advertisement for an AND TASK 2 AND THE SUGGESTED OUTLINE BELOW TO HELP YOU. (P. 116) ecotour to Hoi An villages. * Teacher asks students to study the suggested outline in their Student’s T-S Book.
36. Teacher gives students a time limit to do the writing task. S Teacher walks round the class to provide help when necessary. T-S POST- To do a cross-check and PEER CHECK 7 mins WRITING final check on students’ * Teacher has the groups swap and give feedback on each other’s writing. T-S writing. Students work in pairs and swap their draft letters for peer review. Pair work Teacher then gives feedback on one writing as a model. T-S Teacher collects Ss’ writings to mark and provide written feedback in T-S the next lesson. WRAP UP To help Ss memorise the WRAP-UP T-S 3 mins HOMEWORK target language and skills - Some lexical items related to the topic Ecotourism that they have learned - Write a website advertisement for an ecotour HOMEWORK - Rewrite the paragraph in the notebooks. - Prepare for the next lesson: Unit 10: Communication and culture/ CLIL - Exercises in the workbook
37. UNIT 10: ECOTOURISM Lesson 7: Communication and Culture/ CLIL I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Use the lexical items related to the topic Ecotourism; - Ask for and give advice - Know more information about tourism impact on the environment. 2. Core competence - Be collaborative and supportive in pair work and teamwork - Access and consolidate information from a variety of sources - Actively join in class activities 3. Personal qualities - Develop a sense of an ecotourist - Be aware of tourism and their impact on the environment II. MATERIALS - Grade 10 textbook, Unit 10, Communication and culture/ CLIL - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Language analysis Useful expressions Asking for advice Giving advice - Can you help me with (sth)? - You should / ought to / had better (do sth). - I have a problem and I need your help / advice. - It’s / It'll be a good idea (to do sth). - Should I (do sth)? - If I were you, I would (do sth). - What do you think I should (do / bring )? - What about / How about (doing sth)? - Why don’t you (do sth)? - I’d recommend (doing sth).
38. Assumptions Anticipated difficulties Solutions Students may have underdeveloped speaking - Encourage students to work in pairs and in groups and co-operating skills. so that they can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity). Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 7: Communication and Culture/ CLIL * Warm-up Brainstorming I. Everyday English Task 1: Listen to a conversation between a woman and a tour guide. Fill in each gap with one word you hear. Then practise it with your partner. (p. 117) Task 2: Work in pairs. Make similar conversations asking for and giving advice about trips. Use the expressions below to help you. (p. 117) II. Culture Task 1: Read the text below and fill in each gap in the table below with one of the highlighted words from the text. (p. 117) Task 2: Which kind of tourism does each description below fit best? Tick the appropriate column. (p. 118) * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task
39. Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time Warm-up To introduce the topic. Brainstorming: 5 mins * Teacher asks students to answer the question: T-S “What kind of advice do you need before a tour/trip?” Students raise hands to do brainstorming. S Teacher and students discuss the answers. T-S Teacher provides the suggested answers and introduce the topic of T-S the listening task. Suggested answers: EVERYDAY To introduce and help Asking for and giving advice 7 mins ENGLISH students remember Task 1: Listen to a conversation between a woman and a tour guide. Fill in different structures to ask each gap with one word you hear. Then practise it with your partner. (p. for and give advice. 117) * Teacher tells students that they are going to listen to a conversation T-S between a woman and a tour guide: ➢ While listening, they should complete the conversation with the words they hear. ➢ Give them some time to skim through the conversation. Check understanding of the words such as surfing, surfboard and wetsuit.
40. ➢ Encourage them to guess the answers before listening. Students listen to the conversation and complete the listening task. S Teacher asks students to swap their textbooks for peer checking. Pair work Teacher checks the answers as a class: T-S ➢ Play the recording again, pausing after each word to confirm the correct answers. ➢ Put students into pairs and have them practise the conversation Answers: 1. should 2. were 3. Should 4. recommend To help students practise TASK 2: WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS ASKING FOR 10 mins asking for and giving AND GIVING ADVICE ABOUT TRIPS. USE THE EXPRESSIONS BELOW TO advice about a trip. HELP YOU. (P. 117) * Teacher gives the instruction of the task: T-S ➢ Tell Ss that the words they used to fill in the gaps in 1 are part of expressions for asking for and giving advice. ➢ Ask Ss to read the list of expressions and check understanding. Students work in pair to complete the task: Pair work ➢ Students role-play conversations similar to the one in Task 1. ➢ Ss should pretend that one of them is a tourist and the other is the tour guide. ➢ Students have a few minutes to plan their conversations before they role-play them. ➢ Students should decide on the type of tour, the place, the activities and what advice to ask for and give. ➢ Students then swap roles. Teacher walks round the class and provides help when necessary. T-S Teacher asks some pairs to role-play their conversations in front of the S-S whole class, praises for good effort, clear pronunciation and fluent delivery.
41. CULTURE To help students learn TASK 1: READ THE TEXT BELOW AND FILL IN EACH GAP IN THE TABLE 10 mins about types of tourism BELOW WITH ONE OF THE HIGHLIGHTED WORDS FROM THE TEXT. (P. 117) through CLIL * Teacher sets the context: (Environmental studies) ➢ Ask Ss some questions to find out what they already know about the T-S and learn some content topic: vocabulary. o What kinds of impact does tourism have on the environment? o Name different kinds of tourism which are good / bad for the environment that you know? ➢ Ask Ss what they want to know about the topic. Write their questions on the board: o How much damage will tourism do to the environment in the future? (CO2-emissions from tourism will increase by 25% in the next 15 years); o What are the main ways for tourism to damage the environment? (direct and indirect: When tourists are littering on the street, they are damaging the environment directly. When tourists are travelling by plane and vehicles which emit CO2, they are damaging the environment indirectly). ➢ Ask Ss to look at the two pictures and think of to opposite adjectives to describe each, e.g. crowded vs. private, noisy vs. quiet, polluted vs. eco-friendly. Teacher tells students that they are going to read about four popular types of tourism and put them into categories in the table according to their S negative or positive impact on the environment. Teacher and students elicit any new or difficult words, e.g. Why is tourism is called ‘the smokeless industry’? (Because it is an industry without S-S chimneys and is considered environmentally friendly). Teacher confirms the answers as a class. Key: T-S
42. To help students TASK 2: WHICH KIND OF TOURISM DOES EACH DESCRIPTION BELOW FIT 10 mins understand differences BEST? TICK THE APPROPRIATE COLUMN. (P. 118) between four main types * Teacher tells students to read the text again to decide which statement T-S of tourism. fits which type of tourism. Students do the task in groups. Group work Teacher lets students discuss their answers. S-S Teacher checks answers as a class: T-S ➢ Have Ss call out their answers first. ➢ Then provide, or ask some Ss to provide the clue for the answers in the text Key: WRAP UP To help Ss memorise what WRAP-UP T-S 3 min HOMEWORK they have learned - Use the lexical items related to the topic Ecotourism; - Ask for and give advice - Know more information about tourism impact on the environment. HOMEWORK - Prepare for the next lesson: Unit 10 – Looking back and project - Exercises in the workbook
43. UNIT 10: ECOTOURISM Lesson 8: Looking back and project I. OBJECTIVES By the end of this lesson, Ss will be able to gain: 1. Knowledge - Review the vocabulary and grammar of Unit 10 - Apply what they have learnt (vocabulary and grammar) into practice through a project 2. Core competence - Develop communication skills and creativity - Develop presentation skill - Develop critical thinking skill - Be collaborative and supportive in pair work and team work - Actively join in class activities 3. Personal qualities - Be more creative when doing the project - Develop self-study skills II. MATERIALS - Grade 10 textbook, Unit 10, Looking back and project - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn Assumptions Anticipated difficulties Solutions Students may have underdeveloped speaking - Encourage students to work in pairs and in groups and co-operating skills. so that they can help each other. - Provide feedback and help if necessary. Some students will excessively talk in the class. - Explain expectations for each task in detail. - Have excessive talking students practise. - Continue to explain task expectations in small chunks (before every activity).
44. Board Plan Date of teaching UNIT 10: ECOTOURISM Lesson 8: Looking back and project * Warm-up Watch the video and guess the name of the place. I. Looking back Vocabulary Choose the correct words to complete the conversation. (p. 118) Pronunciation Work in pairs. Role-play the conversation above. Try to use appropriate intonation. (p. 118) Grammar Put the verbs in brackets in the correct forms. (p. 118) II. Project Design an ecotour * Homework III. PROCEDURES Notes: In each activity, each step will be represented as following * Deliver the task Implement the task Discuss Give comments or feedback Stage Stage aim Procedure Interaction Time WARM-UP - To introduce an Watch the video and guess the name of the place. 5 mins ecotourism * Teacher plays the video and asks students to guess the name of the place. T-Ss complex and lead Students watch the video and try to find out the name of the place based Ss in the next part of on the sights in the video as soon as possible. the lesson. Teacher and students discuss the answers. T-Ss Teacher confirms the answers as a class. T-Ss
45. Link video: Key: Trang An Ecotourism Complex VOCABULARY To revise words CHOOSE THE CORRECT WORDS TO COMPLETE THE CONVERSATION. 5 mins students have (P.118) learnt in this unit * Teacher asks students to read each sentence and check comprehension T-S and asks students study the context carefully and decide on the correct words to complete the conversation. Students complete the task individually. S Teacher asks students to exchange their textbooks for peer checking Pair work Teacher checks answers as a class by asking individual student to read T-S the sentences. Key: 1. sustainable 2. protect 3. profits 4. litter 5. aware 6. ecotourism 7. impact
46. PRONUNCIATION To practise WORK IN PAIRS. ROLE-PLAY THE CONVERSATION ABOVE. TRY TO USE 5 mins different APPROPRIATE INTONATION. (P. 118) intonation patterns * Teacher asks students to work in pairs to role-play the conversation in T-S Vocabulary. Students role-play the conversation, using the appropriate intonation. Pair work Teacher asks some pairs to role-play or read out loud the conversation in front of the class. Teacher praises for good effort and natural delivery. T-S GRAMMAR To revise PUT THE VERBS IN BRACKETS IN THE CORRECT FORMS. (P. 118) 7 mins conditional * Teacher explains to students that they are going to review the use of sentences Type 1 conditional sentences Type 1 and Type 2, gives students some time to T-Ss and Type 2. review the grammar rules in the Language lesson before doing the activity. Students complete the task individually. Teacher asks students to swap their textbooks for peer checking. Ss Teacher corrects the answers as a class by asking individual student to Pair work read the sentences and explain why they used conditional sentences Type 1 T-Ss or Type 2. Key: 1. were / was; would live 2. work; will be 3. allow; will have 4. had; would go PROJECT To provide an DESIGN AN ECOTOUR 20 mins opportunity for * As students have prepared for the project throughout the unit, the focus of students to this lesson should be on the final product, which is an oral presentation. T-S develop their Teacher has students work in their groups. research and ➢ Give them a few minutes to get ready for the presentation. Group work collaboration skills, ➢ Give Ss a checklist for peer and self-assessment. Explain that they will and to practise have to tick appropriate items while listening to their classmates’ giving an oral presentations and write comments if they have any. presentation. ➢ The presenters should complete their self-assessment checklist after completing their presentation. ➢ If necessary, go through the assessment criteria to make sure Ss are familiar with them.
47. Teacher invites two or three groups to give their presentations, S-S encourages the rest of the class to ask questions at the end. Teacher gives praise and feedback after each presentation. T-S WRAP UP To help students WRAP-UP T-S 3 mins HOMEWORK memorise what - Review the vocabulary and grammar of Unit 10 they have learned - Apply what they have learnt (vocabulary and grammar) into practice through a project HOMEWORK - Exercises in the workbook