Giáo án tiếng Anh 10 Unit 10: Ecotourism

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)

/ˈfiːldˌtrɪp/

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

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.

Date of teaching

UNIT 10: ECOTOURISM

Lesson 1: Getting started – An eco-friendly fieldtrip to Phong Nha Cave

* Warm-up: Brainstorming

Vocabluary

Task 1. Listen and read.

Task 2: Correct the mistakes.

Task 3: Put each phrase into the correct column.

Task 4: Complete these sentences from Task 1.

* Homework

Choose a local tourist attraction and find information about it.

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

* T asks Ss to brainstorm answers for the question: What would you like to do this summer vacation?

** Ss work in groups to do brainstorming.

*** T and Ss discuss the answers.

**** T provides suggested answers and focuses on the phrase “take part in an eco-tour” to lead in the topic of the unit.

Suggested answer:

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S-S

T-S

10 mins

PRESENTATION

To introduce some vocabulary related to the unit

VOCABULARY

* T asks Ss to look at the explanation and the photos to guess the meaning of new words.

** Ss say the Vietnamese meanings of the words.

1. stalactite (n): piece of rock hanging down from the roof of a cave

2. fieldtrip (n): a visit made by students to study something away from their school or college

3. packaging (n): the materials in which objects are wrapped before being sold

*** Other Ss correct if the previous answers are incorrect.

**** T shows the meanings, says the words aloud and asks Ss to repeat them.

T-S

S

S-S

T-S

5 mins

PRACTICE

To introduce the unit topic.

TASK 1. LISTEN AND READ. (p. 110)

* T asks Ss to look at the picture (p. 110), the heading of the conversation and answer the questions:

* T then plays the recording twice, has Ss listen to the conversation, read along and underline words / phrases related to the environment in the conversation.

** Ss do the task individually.

*** T puts Ss in pairs and asks them to compare the words and phrases they have underlined and discuss their meaning.

**** T checks comprehension as a class.

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T-S

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Pair work

T-S

10 mins

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)

* T asks Ss to find a mistake in each sentence and correct it:

⮚ T asks them to identify and underline the key words in the sentences first. Then T has them read the conversation again and locate the part that contains the information for each sentence.

⮚ T has them compare the information in the conversation with each sentence to know which part of the sentence is incorrect, and how to correct it.

** Ss do the task individually.

*** T has Ss work in pairs to discuss and compare their answers.

**** T checks the answers as a class.

⮚ T has them call out the part of the sentence which is incorrect first. Then T asks them to give the corrections.

⮚ Finally, T has 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: On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment. 🡪 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: Mai will bring snacks with a lot of packaging on the trip. 🡺 less)

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Pair work

T-S

5 mins

To help students revise phrases related to ecotourism

TASK 3: PUT EACH PHRASE INTO THE CORRECT COLUMN. (p. 111)

* T has Ss read the phrases in the box and explains that these are things that tourists should do or shouldn’t on an eco-friendly fieldtrip.

** T asks Ss to sort the phrases into the columns of Dos and Don’ts.

*** T puts Ss in pairs and asks them to compare their answers.

****T checks answers as a class and elicits the meaning of any words students don’t know or find hard to understand.

Answers:

Dos: explore the place, learn about the place

Don’ts: damage the environment, leave litter behind

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Pair work

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7 mins

To help students identify conditional sentences Type 1 and Type 2.

TASK 4: COMPLETE THESE SENTENCES FROM TASK 1. (p. 111)

* T asks Ss to read the two incomplete sentences and focus attention on the word ‘if’, eliciting what kind of words are missing (verbs).

** T asks Ss to complete the sentences, using words from Task 1.

*** T puts Ss in pairs and asks them to compare their answers.

**** T checks the answers as a class.

Answers:

1. add, will be

2. were, wouldn’t

T-S

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Pair work

T-S

5 mins

WRAP-UP

HOMEWORK

- To help students memorise the target language and skills that they have learned

- To inform students what the final product of the Project should be like and how Ss can prepare for it.

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

PROJECT PREPARATION

- Ask Ss to 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 (An ecotour).

- 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.

- Suggested 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.

- Put 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.

T-S

3 mins