Giáo án môn Tiếng Anh Lớp 10 Global - Unit 10: Ecotourism

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 
stalactite (n)
/ˈstæləktaɪt/
piece of rock hanging down from the roof of a cave
nhũ đá, thạch nhũ, vú đá
fieldtrip (n)
/ˈfiːld ˌtrɪp/
a visit made by students to study something away from their school or college
chuyến tham quan
packaging (n)
/ˈpæk.ɪ.dʒɪŋ/
the materials in which objects are wrapped before being sold
bao bì, giấy gói hàng

Assumptions 
Anticipated difficulties
Solutions
- Students may not know some words in the conversation.
- Students may not know how to work in teams. 
- Provide students with some lexical items before listening and reading the conversation.
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
*** Discuss
**** Give comments or feedback
Stage
Stage aim
Procedure
Interaction
Time
WARM-UP
To activate students’ knowledge on the topic of the unit. 
To create a lively atmosphere in the classroom
- To lead into the new unit

BRAINSTORMING: WHAT WOULD YOU LIKE TO DO THIS SUMMER VACATION?
* Teacher asks students to brainstorm answers for the question:
What would you like to do this summer vacation?
** Students work in groups to do brainstorming.
*** Teacher and students discuss the answers.
**** Teacher provides suggested answers and focuses on the phrase “take part in an eco-tour” to lead in the topic of the unit.
Suggested answers:


5 mins

VOCABULARY - PRE-TEACH
To help students use key language more appropriately before they read and listen 
VOCABULARY
* Teacher asks students to look at the explanation and the photos to guess the meaning of new words. 
1. stalactite (n)

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. 

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4 mins
READ AND LISTEN
- To introduce the unit topic (Ecotourism);
- To introduce some vocabulary and the grammar points to be learnt in the unit.
TASK 1. LISTEN AND READ. (P. 110)
* Teacher asks students to look at the picture (p. 110), the heading of the conversation and answer the questions: 
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 environment in the conversation.
** Ss do the task individually.
*** Teacher puts students in pairs and asks them to compare the words and phrases they have underlined and discuss their meaning.
**** Teacher checks check comprehension as a class. 
Suggested answers: eco-friendly, damage the environment

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T-S
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Pair work
T-S
7 mins
CONTROLLED PRACTICE
To check students’ comprehension of the conversation.
TASK 2: READ THE CONVERSATION AGAIN. THEN FIND AND CORRECT A MISTAKE IN EACH SENTENCE BELOW. (P. 111)
* Teacher asks students to find a mistake in each sentence and correct it:
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.
** Students do the task individually.
*** Teacher has students work in pairs to discuss and compare their answers.
**** Teacher checks the answers as a class. 
Have them call out the part of the sentence which is incorrect first. Then ask them to give the corrections. 
Finally, have some students read the complete correct sentences.
Suggested answers:
1. On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment.
à but not (OR: and protect / learn about)
2. Nam will take pieces of stalactites because they take a long time to form.
à will not / won’t
3. Mai will bring snacks with a lot of packaging on the trip. 
à will not / won’t (OR: will bring  less )

T-S
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Pair work
T-S
10 mins
To help students revise phrases related to ecotourism
TASK 3: PUT EACH PHRASE INTO THE CORRECT COLUMN. (P. 111)
* Teacher has students read the phrases in the box and explains that these are 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 Don’ts.
*** Teacher puts students in pairs and asks them to compare their answers.
****Teacher checks answers as a class and elicit the meaning of any words students don’t know or find hard to understand.
Answers:
T-S
S
Pair work
T-S
4 mins

To help students identify conditional sentences Type 1 and Type 2.
TASK 4: COMPLETE THESE SENTENCES FROM TASK 1. (P. 111)
* Teacher asks students to read the two incomplete sentences and focus attention on the word ‘if’, elicits what kind of words are missing (verbs).
** Teacher asks students to complete the sentences, using words from Task 1.
*** Teacher puts students in pairs and asks them to compare their answers.
**** Teacher checks the answers as a class.
Answers: 
1. add, will be 
2. were, wouldn’t

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Pair work
T-S
4 mins
 LESS CONTROLLED PRACTICE
The aim of this activity is to inform students what the final product of the Project should be like and howSs can prepare for it.
Project preparation
* Teacher asks students open their books at the last page of Unit 10, the Project section, look at the picture and say what the topic of the Project is (Ecotours). Teacher then tells students about the Project requirements: 
Students will have to design an ecotour and then give an oral 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:
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. 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 throughout the process

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10 mins
WRAP UP
HOMEWORK
To help students memorise the target language and skills that they have learned
WRAP-UP
- Some lexical items about ecotourism
- Reading for specific information
- Scanning 
HOMEWORK
- Choose a local tourist attraction and find information about it.
- Exercises in the workbook 
T-S
1 min

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 sentences
Form
Use & Examples
Type 1
If + present simple,  (will) 
Conditional sentences type 1 talk about real situations in the present or future that we believe are possible or likely to happen.
à If you work hard, you will pass the exam.
Type 2
If + past simple,  (would) 
Conditional sentences type 2 talk about imaginary situations that are impossible or unlikely to happen.
à If I were a bird, I would fly

Assumptions 
Anticipated difficulties
Solutions
- Students may be confused when using conditional sentences type 1 and type 2.
- Students may have underdeveloped speaking and co-operating skills.
- Give short and clear explanations with legible examples for each case.
- Give clear instructions, give examples before letting 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)  ... edback
Stage
Stage aim
Procedure
Interaction
Time
Warm-up
To introduce the topic.

Brainstorming: 
* Teacher asks students to answer the question: 
“What kind of advice do you need before a tour/trip?”
** Students raise hands to do brainstorming.
*** Teacher and students discuss the answers.
**** Teacher provides the suggested answers and introduce the topic of the listening task.
Suggested answers:
T-S
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T-S
T-S

5 mins

EVERYDAY ENGLISH
To introduce and help students remember different structures to ask for and give advice.
Asking for and giving advice
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)
* Teacher tells students that they are going to listen to a conversation 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. 
Encourage them to guess the answers before listening.
** Students listen to the conversation and complete the listening task.
*** Teacher asks students to swap their textbooks for peer checking.
**** Teacher checks the answers as a class:
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

T-S
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Pair work
T-S
7 mins

To help students practise asking for and giving advice about a trip. 
TASK 2: WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS ASKING FOR AND GIVING ADVICE ABOUT TRIPS. USE THE EXPRESSIONS BELOW TO HELP YOU. (P. 117)
* Teacher gives the instruction of the task:
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:
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.
**** Teacher asks some pairs to role-play their conversations in front of the whole class, praises for good effort, clear pronunciation and fluent delivery.

T-S
Pair work
T-S
S-S

10 mins
CULTURE
To help students learn about types of tourism through CLIL (Environmental studies) and learn some content vocabulary.
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)
* Teacher sets the context:
Ask Ss some questions to find out what they already know about the topic:
What kinds of impact does tourism have on the environment? 
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: 
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); 
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 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 chimneys and is considered environmentally friendly).
**** Teacher confirms the answers as a class.
Key: 
T-S
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S-S
T-S

10 mins
To help students understand differences between four main types of tourism.
TASK 2: WHICH KIND OF TOURISM DOES EACH DESCRIPTION BELOW FIT BEST? TICK THE APPROPRIATE COLUMN. (P. 118)
* Teacher tells students to read the text again to decide which statement fits which type of tourism.
** Students do the task in groups.
*** Teacher lets students discuss their answers.
**** Teacher checks answers as a class: 
Have Ss call out their answers first. 
Then provide, or ask some Ss to provide the clue for the answers in the text
Key:
T-S
Group work
S-S
T-S
10 mins
WRAP UP
HOMEWORK
To help Ss memorise what they have learned
WRAP-UP
- 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 
T-S
3 min

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 and co-operating skills.
- Encourage students to work in pairs and 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 explain task expectations in small chunks (before every activity).

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 ecotourism complex and lead in the next part of the lesson.

Watch the video and guess the name of the place.
* Teacher plays the video and asks students to guess the name of the place.
** Students watch the video and try to find out the name of the place based on the sights in the video as soon as possible.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers as a class.
Link video: https://www.youtube.com/watch?v=iCspAti-0T8&t=18s
Key:
à Trang An Ecotourism Complex
T-Ss
Ss
T-Ss
T-Ss
5 mins

VOCABULARY
To revise words students have learnt in this unit
CHOOSE THE CORRECT WORDS TO COMPLETE THE CONVERSATION. (P.118)
* Teacher asks students to read each sentence and check comprehension and asks students study the context carefully and decide on the correct words to complete the conversation.
** Students complete the task individually.
*** Teacher asks students to exchange their textbooks for peer checking..
**** Teacher checks answers as a class by asking individual student to read the sentences.
Key:
1. sustainable 
2. protect 
3. profits 
4. litter
5. aware 
6. ecotourism 
7. impact

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Pair work
T-S

5 mins
PRONUNCIATION
To practise different intonation patterns
WORK IN PAIRS. ROLE-PLAY THE CONVERSATION ABOVE. TRY TO USE APPROPRIATE INTONATION. (P. 118)
* Teacher asks students to work in pairs to role-play the conversation in Vocabulary. 
** Students role-play the conversation, using the appropriate intonation.
*** 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
Pair work
T-S
5 mins
GRAMMAR
To revise conditional sentences Type 1 and Type 2.
PUT THE VERBS IN BRACKETS IN THE CORRECT FORMS. (P. 118)
* Teacher explains to students that they are going to review the use of conditional sentences Type 1 and Type 2, gives students some time to 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.
**** Teacher corrects the answers as a class by asking individual student to read the sentences and explain why they used conditional sentences Type 1 or Type 2.
Key:
1. were / was; would live 
2. work; will be 
3. allow; will have 
4. had; would go

T-Ss
Ss
Pair work
T-Ss
7 mins
PROJECT 
To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation.
DESIGN AN ECOTOUR
* As students have prepared for the project throughout the unit, the focus of this lesson should be on the final product, which is an oral presentation.
** Teacher has students work in their groups. 
Give them a few minutes to get ready for the presentation.
Give Ss a checklist for peer and self-assessment. Explain that they will have to tick appropriate items while listening to their classmates’ presentations and write comments if they have any.
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.
*** Teacher invites two or three groups to give their presentations, encourages the rest of the class to ask questions at the end.
**** Teacher gives praise and feedback after each presentation. 

T-S
Group work
S-S
T-S
20 mins
WRAP UP
HOMEWORK
To help students memorise what they have learned
WRAP-UP
- Review the vocabulary and grammar of Unit 10
- Apply what they have learnt (vocabulary and grammar) into practice through a project
HOMEWORK
- Exercises in the workbook 
T-S
3 mins