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)
/ˈstæləktaɪt/
piece of rock hanging down from the roof of a cave
nhũ đá, thạch nhũ, vú đá
2. fieldtrip (n)
/ˈfiːld ˌtrɪp/
a visit made by students to study something away from their school or college
chuyến tham quan
3. 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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Pair work
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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 …)
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Pair work
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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:
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Pair work
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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
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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
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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) or not (N). (p. 112)
Task 2: Put the verbs in brackets in the correct forms. (p. 112)
IV. Production
Game: Surprising matching!
* 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 activate students’ prior knowledge and introduce caves in Phong Nha – ke Bang National Park.
MATCHING: CAVES IN PHONG NHA – KE BANG NATIONAL PARK
* Teacher reveals that beside Phong Nha Cave, there are 9 other caves in Phong Nha – Ke Bang National Park and asks students to match the pictures with the correct names of the caves.
** Students work in groups of four to do the matching task.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers as a class.
Answers:
Phong Nha Cave
Son Doong Cave
Hang En Cave
Hang Toi Cave (Dark Cave)
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
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Group work
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5 mins
PRONUNCIATION
To help students recognise the intonation patterns in different types of sentences.
TASK 1: LISTEN TO THESE SENTENCES. PAY ATTENTION TO THE INTONATION AND REPEAT. (P. 111)
* Teacher asks students to listen to some sentences and has them pay attention to the arrows at the end.
** 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 each sentence. Teacher then asks students to read the notes in the 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 students to repeat. Encourage them to use their hands to indicate the intonation pattern.
**** Teacher confirms the correct intonation.
Key:
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5 mins
To help students practise different intonation patterns in a conversation.
TASK 2: WORK IN PAIRS AND ROLE-PLAY THIS CONVERSATION. PAY ATTENTION TO THE INTONATION. THEN LISTEN AND CHECK. (P. 111)
* Teacher asks students to read quickly through the conversation and checks understanding.
** Teacher has students work in pairs to role-play the conversation.
*** Teacher asks students to peer check and give comments to their partners.
**** Teacher asks students to pay attention to the three intonation patterns they have just learnt.
Audio script:
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Pair work
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5 mins
VOCABULARY
To help students understand the meanings of words / phrases related to ecotourism.
TASK 1. BELOW IS WHAT ECOTOURISTS DO. MATCH EACH SENTENCE ON THE LEFT WITH ITS EXPLANATION ON THE RIGHT. (P. 112)
* Teacher explains the context of the activity and tells students that the statements represent things that ecotourists do.
** Students read the statements, focusing their attention on the key word highlighted in each sentence.
*** Teacher puts students in pairs and asks them to compare their answers.
**** Teacher checks answers as a class:
* Explain or elicit any new or difficult words
* 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
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Pair work
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4 mins
To help students practise these words in meaningful contexts.
TASK 2: COMPLETE THESE SENTENCES WITH THE HIGHLIGHTED WORDS IN TASK 1. (P. 112)
* Teacher asks students to work in pairs and tells them to read the 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.
*** Teacher asks students to peer check and give comments to their partners.
**** 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
3. responsible
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Pair work
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10 mins
GRAMMAR
To help students recognise the differences between Types 1 and Type 2 conditional sentences.
TASK 1: DECIDE WHETHER THESE STATEMENTS CAN BE REAL (R) OR NOT (N). (P.112)
* Teacher asks students to study the sentences individually.
** Students decide which statement is possible or likely to happen, and which one is imaginary or unlikely to happen.
*** Teacher asks students to peer check and give comments to their partners.
**** Teacher checks answers as a class:
* 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
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Pair work
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6 mins
To help students practise conditional sentences Types 1 and Type 2.
TASK 2: PUT THE VERBS IN BRACKETS IN THE CORRECT FORMS. (P. 112)
* Teacher asks students to put the verbs in brackets in the correct forms and tells them to pay attention to the meaning of each sentence, and whether the situation is possible (Conditional sentence Type 1) or not (Conditional sentence Type 2).
** Students complete the task individually.
*** Teacher asks students to peer check and give comments to their partners.
**** 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
2. would grow
3. were / was. would be
4. give. will reduce
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Pair work
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5 mins
EXTRA ACTIVITY
To give students a chance to apply what they have learnt.
GAME: SURPRISING MATCHING!
*Teacher divides the class into 4 groups.
* Group A will write If clause type 1. Group B will write Main clause 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.
Group work
4 mins
WRAP UP
HOMEWORK
To help Ss memorise what they have learned
WRAP-UP
- 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.
HOMEWORK
- Prepare for the next lesson: Unit 10_Reading
- Exercises in the workbook
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1 min
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, damage, or loss
bảo vệ
2. souvenir (n)
/ˌsuː.vənˈɪər/
something you buy or keep to help you remember a holiday or special event
quà lưu niệm
3. explore (v)
/ɪkˈsplɔːr/

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