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 nhũ đá, thạch nhũ, vú
cave đá

2. fieldtrip (n) /ˈfiːldˌtrɪp/ a visit made by students to study something chuyến tham quan
away from their school or college

3. packaging /ˈpæk.ɪ.dʒɪŋ/ the materials in which objects are wrapped bao bì, giấy gói hàng
(n) before being sold
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 - Give short, clear instructions and help if necessary.
teams.

Board Plan

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.

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 BRAINSTORMING 10 mins
students’ knowledge * T asks Ss to brainstorm answers for the question: What would you like to do T-S
on the topic of the this summer vacation?
unit. ** Ss work in groups to do brainstorming. S-S
- To create a lively *** T and Ss discuss the answers. T-S
atmosphere in the **** T provides suggested answers and focuses on the phrase “take part in an
classroom. eco-tour” to lead in the topic of the unit.
- To lead into the Suggested answer:
new unit

PRESENTATION To introduce some VOCABULARY 5 mins

vocabulary related * T asks Ss to look at the explanation and the photos to guess the meaning of T-S
to the unit new words.
 ** Ss say the Vietnamese meanings of the words. S
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. S-S
**** T shows the meanings, says the words aloud and asks Ss to repeat them. T-S
PRACTICE To introduce the unit TASK 1. LISTEN AND READ. (p. 110) 10 mins
topic. * T asks Ss to look at the picture (p. 110), the heading of the conversation and T-S
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).
* T then plays the recording twice, has Ss listen to the conversation, read T-S
along and underline words / phrases related to the environment in the
conversation. S
** Ss do the task individually. Pair work
*** T puts Ss in pairs and asks them to compare the words and phrases they
have underlined and discuss their meaning. T-S
**** T checks comprehension as a class.
To check students’ TASK 2. READ THE CONVERSATION AGAIN. THEN FIND AND CORRECT A 5 mins
comprehension of MISTAKE IN EACH SENTENCE BELOW. (p. 111)
the conversation. * T asks Ss to find a mistake in each sentence and correct it: T-S
⮚ 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. S
*** T has Ss work in pairs to discuss and compare their answers. Pair work
**** T checks the answers as a class. T-S
⮚ 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)
To help students TASK 3: PUT EACH PHRASE INTO THE CORRECT COLUMN. (p. 111) 7 mins
revise phrases * T has Ss read the phrases in the box and explains that these are things that T-S
related to tourists should do or shouldn’t on an eco-friendly fieldtrip.
ecotourism ** T asks Ss to sort the phrases into the columns of Dos and Don’ts. S
*** T puts Ss in pairs and asks them to compare their answers. Pair work
****T checks answers as a class and elicits the meaning of any words students T-S
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
To help students TASK 4: COMPLETE THESE SENTENCES FROM TASK 1. (p. 111) 5 mins
identify conditional * T asks Ss to read the two incomplete sentences and focus attention on the T-S
sentences Type 1 word ‘if’, eliciting what kind of words are missing (verbs).
and Type 2. ** T asks Ss to complete the sentences, using words from Task 1. S
*** T puts Ss in pairs and asks them to compare their answers. Pair work
**** T checks the answers as a class. T-S
 Answers:
1. add, will be
2. were, wouldn’t
WRAP-UP - To help students WRAP-UP T-S 3 mins
HOMEWORK memorise the target - Some lexical items about ecotourism
language and skills - Reading for specific information
that they have - Scanning
learned HOMEWORK
- To inform students - Choose a local tourist attraction and find information about it.
what the final - Exercises in the workbook
product of the PROJECT PREPARATION
Project should be like - Ask Ss to open their books at the last page of Unit 10, the Project section, look
and how Ss can at the picture and say what the topic of the project is (An ecotour).
prepare for it. - 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.
 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.
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 and repeat.
Task 2: Role-play the conversation.
II. Vocabulary
Task 1. Match the sentences with the explanations.
Task 2: Complete the sentences.
III. Grammar
Task 1: Decide whether these statements can be real (R) or not (N).
Task 2: Put the verbs in brackets in the correct form.
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’ MATCHING: CAVES IN PHONG NHA – KE BANG NATIONAL PARK 5 mins
prior knowledge and * T reveals that beside Phong Nha Cave, there are 9 other caves in Phong T-S
introduce caves in Nha – Ke Bang National Park and asks Ss to match the pictures with the
Phong Nha – Ke Bang correct names of the caves.
National Park. ** Ss work in groups of four to do the matching task. Group work
*** T and Ss discuss the answers. T-S
**** T confirms the answers as a class.
Key:

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

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 * T asks Ss to listen to some sentences and has them pay attention to the T-S
in different types of arrows at the end.
sentences. ** T asks Ss to listen to the sentences again, but this time have them use T-S
their hands to indicate the falling and rising tones at the end of each
sentence. T then asks Ss to read the notes in the Remember box and checks
understanding by asking individual SS 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.
***T plays the recording again, pausing after each sentence for Ss to repeat. T-S
T encourages them to use their hands to indicate the intonation pattern.
**** T confirms the correct intonation. T-S
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 * T asks Ss to read quickly through the conversation and checks T-S
in a conversation. understanding.
** T has Ss work in pairs to role-play the conversation. Pair work
*** T asks Ss to peer check and give comments to their partners.
**** T asks Ss to pay attention to the three intonation patterns they have T-S
just learnt.
Key:

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)
meanings of words / * T explains the context of the activity and tells Ss that the statements T-S
phrases related to represent things that ecotourists do.
ecotourism. ** Ss read the statements, focusing their attention on the key word S
highlighted in each sentence.
*** T puts Ss in pairs and asks them to compare their answers. Pair work
**** T checks answers as a class: T-S
⮚ 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.
Key:
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 * T asks Ss to work in pairs and tells them to read the sentences carefully T-S
contexts. and decides which highlighted word in Task 1 can be used to complete each
of the sentences.
** Ss work in pairs to complete the task. Pair work
*** T asks Ss to peer check and give comments to their partners.
**** T checks answers as a class: T-S
⮚ 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.
Key:
1. profit; crafts
2. aware; impact
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 * T asks Ss to study the sentences individually. T-S
Types 1 and Type 2 ** Ss decide which statement is possible or likely to happen, and which one S
conditional is imaginary or unlikely to happen.
sentences. *** T asks Ss to peer check and give comments to their partners. Pair work
**** T 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.
Key:
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 * T asks Ss to put the verbs in brackets in the correct forms and tells them to
sentences Types 1 pay attention to the meaning of each sentence, and whether the situation is
and Type 2. possible (Conditional sentence Type 1) or not (Conditional sentence Type 2).
** Ss complete the task individually. S
*** T asks Ss to peer check and give comments to their partners. Pair work
**** T checks answers as a class: T-S
⮚ 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.
Key:
1. will stay
2. would grow
3. were / was; would be
4. give; will reduce
EXTRA ACTIVITY To give students a GAME: SURPRISING MATCHING! 4 mins
chance to apply *T divides the class into 4 groups. T-S
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.
- T then will match members of group A with ones of group B, and do the
same with group C and D.
** Ss do as instructed. S
*** T and Ss discuss and give comments to the surprising results. S-S
**** T confirms the possible answers and restates the use of Conditional T-S
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
 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 skills 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 skills;
- 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) khám phá
Assumptions

Anticipated difficulties Solutions

- Students may lack knowledge about some - Provide students with the meaning and pronunciation of
lexical 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
Task 1: Answer these questions.
Task 2: Solve the crossword.
Task 3: Which tour does each statement below talk about?
Task 4: Think of new ideas for making one of the tours better for the environment.
* 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 NAME THE TOURS 5 mins
reading. * T shows the pictures and asks Ss to name the tours based in these T-S
pictures.
** Ss raise hands to provide the answers. S
*** T and Ss discuss the answers. T-S
**** T confirms the appropriate names of the tours and provides suggested T-S
answers.
Suggested answers:

Reef Tour Trekking Tour

National Park Tour Whale-watching Tour

PRE-READING To introduce the topic of TASK 1: WORK IN PAIRS. ANSWER THESE QUESTIONS. (p. 113) 7 mins
the reading and get * T puts Ss in pairs to ask and answer the questions. T-S
students involved in the **T explains that each photo is part of a brochure advertising a tour in four T-S
lesson. different places: Australia, Viet Nam, Zimbabwe, Hawaii and asks them to
discuss what tourists can do on the tours without reading the texts.
*** T has some Ss share their answers with the whole class. S
 **** T gives comments and checks students’ pronunciation if necessary. T-S
WHILE- To help students practise TASK 2: READ THE BROCHURES BELOW. THEN WORK IN PAIRS TO SOLVE 10 mins
READING guessing the meaning of THE CROSSWORD USING WORDS FROM THE BROCHURES. (p. 113)
words from context. * T 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.
** T asks Ss to work in pairs to solve the crossword using words from the Pair work
brochures.
*** T walks round the class and provides help if necessary. T-S
**** T 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.
Key:

To help students practise TASK 3: WHICH TOUR DOES EACH STATEMENT BELOW TALK ABOUT? 10 mins
reading for specific WRITE A, B, C OR D. (p. 113)
information. * T reminds Ss of the scanning skill: T-S
⮚ 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 asks Ss to match each statement with the correct brochure. T-S
*** T asks Ss to peer check and give comments to their partners. Pair work
**** T checks answers as a class. T-S
Key:
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)
the unit to make * T asks Ss if they think the four tours in Task 2 are friendly to the T-S
suggestions for more environment and has Ss read the brochures again and underline things that
eco-friendly tours. make them eco-friendly.
** T puts Ss into groups. Each group should choose a tour and brainstorm Group work
ideas for making it more eco-friendly. Ss read the example, then elicit which
brochure it refers to (c) and how it will help the environment
*** T asks Ss some groups to present a summary of their ideas or just the S
most useful ones in front of the class.
**** T encourages the rest of the class to give comments and praises for T-S
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
 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

Giving … should (not) / ought (not) to / do sth. We should not litter on the beach or the
suggestions street.

One of the things … can / should (not) do / is One of the things we should not do is to
(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.
 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.
- Create a comfortable and encouraging environment for
students to speak.
Students may have underdeveloped speaking and
- Encourage students to work in pairs, in groups so that
co-operating skills.
they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Have excessive talking students practise.
Some students will excessively talk in the class.
- Continue to clarify task expectations in small chunks
(before every activity).

Board Plan

Date of teaching
UNIT 10: ECOTOURISM
Lesson 4: Speaking
* Warm-up
Matching game
Task 1: Match each verb on the left with a phrase on the right.
* Speaking: Benefits of volunteering activities
Task 2: Discuss which of the things in Task 1 we should or should not do to become ecotourists.
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.
Task 4: Share your ideas with the whole class. Vote for the best ideas.
* 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 MATCHING GAME 5 mins
of 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 * T puts Ss work in groups of four. Each group will have to match a verb with T-S
teammates. the appropriate phrase. The fastest groups with the correct answers will be
the winner.
** Ss work in groups. S-S
*** Ss give comments to other groups.
**** T confirms the answers. T-S
Key:
1. c 2. d 3. a
4. b 5. f 6. e)
CONTROLED To help students TASK 2: WORK IN PAIRS. DISCUSS WHICH OF THE THINGS IN TASK 1 WE 10 mins
PRACTICE brainstorm more ideas SHOULD OR SHOULD NOT DO TO BECOME ECOTOURISTS. USE THE
for the main speaking EXPRESSIONS BELOW TO HELP YOU. (p. 115)
task. * T asks Ss to read the useful expressions and the examples in the box. T T-S
asks S to work in pairs and discuss which of the activities in Task 1 they
should do, and which they should not do to become ecotourists.
** Ss do as instructed. S
*** T walks round the class and provides help and encourages pairs to try to T-S
use the structures in the box.
**** T asks some pairs to present their ideas in front of the whole class and S-S
praises them for interesting suggestions and fluent delivery.
LESS- To give students an TASK 3: WORK IN GROUPS. TALK ABOUT WHAT TOURISTS SHOULD OR 10 mins
CONTROLED opportunity to discuss in SHOULD NOT DO IF THEY ARE ON AN ECOTOUR TO A TOURIST
PRACTICE groups and give ATTRACTION IN YOUR LOCAL AREA. USE THE DISCUSSION QUESTIONS
suggestions to BELOW TO HELP YOU. (p. 115)
ecotourists. * T asks S to study the discussion questions first and checks understanding T-S
by eliciting some responses from the whole class. T puts Ss into groups and
asks 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.
⮚ Give sheets of paper form them to take notes of their ideas.
** Ss do as instructed. S
*** T walks round the class and provide help when necessary. T-S
FREE To help students present TASK 4: SHARE YOUR IDEAS WITH THE WHOLE CLASS. VOTE FOR THE BEST 17 mins
PRACTICE their ideas in front of the IDEAS. (p. 115)
class. * T has each group prepare a brief presentation of their ideas. T allows a T-S
time limit of 3 - 4 minutes for Ss to practise their presentations in their
group. T 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 Ss finish their
presentations, T lets them reflect on their performance.
** Ss do as instructed. S
*** T walks round the class and provides help when necessary. T-S
**** T asks other students to give further comments. T then praises for
good effort, highlights 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
 UNIT 10: ECOTOURISM
Lesson 5: Listening – 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

Date of teaching
UNIT 10: ECOTOURISM
Lesson 5: An ecotour in the Mekong Delta
* Warm-up
Answer the questions.
* Listening
Task 1: What do you think ecotourists can do there?
Task 2: Listen to a tour guide introducing the tour. Number the pictures in Task 1 in the order you hear
them.
Task 3: Fill in each gap in the brochure.
Task 4: Discuss the question.
* 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. *T 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. **Ss spend some time thinking about the answers for the questions. S
***Some Ss share the answers with the whole class. S-S
****T confirms the answers and leads in the new lesson. T-S
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 * T sets the context.
knowledge. ⮚ Ask Ss 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).
** T puts Ss in pairs and asks them to study the pictures and describe what S-S
they see in each one. T encourages Ss to think what ecotourists can do
there based on the pictures.

*** T asks some Ss to share their ideas with the whole class. S-S
**** T and Ss discuss the ideas. T-S
Suggested answers:
- Picture a: Have a traditional meal/food (with a host family or at a local
restaurant)
- Picture b: Visit a weaving village, buying traditional arts and crafts
- Picture c: Visit a floating market, buying fruits there
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 * T tells Ss to listen to a tour guide introducing an eco-friendly tour in the T-S
 order pictures. Mekong Delta. T asks Ss to order the pictures while they are listening to
the recording.
** Ss do as instructed. S
*** T has Ss swap their textbooks for peer checking. S-S
**** T checks the answers as a class. T-S
Key:
1. c
2. b
3. a
To help students TASK 3: LISTEN AGAIN. FILL IN EACH GAP IN THE BROCHURE BELOW WITH 10 mins
practise listening for ONE WORD. (p. 115)
specific information. * T tells Ss that they are going to listen to the recording again. T-S
** Ss have some time to study the brochure first then fill in the gaps in a S
brochure.
*** T asks Ss to discuss their answers in pairs when they finish. S-S
**** T checks the answers as a class, plays the recording again, pausing T-S
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 * T has Ss look at the brochure in 3 again and underline the activity they T-S
ideas and language in find most interesting.
the listening to talk ** T puts Ss in pairs to discuss their choices. S-S
about their opinions *** T invites some groups to share their ideas in front of the class. S
and give reasons. **** Other groups discuss the questions, take notes of the ideas and give
feedback to their friends.
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
 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
Video watching
* Writing
Task 1: Look at the photos and complete the notes.
Task 2: Rewrite the sentences.
Task 3: Write a website advertisement for an ecotour to Hoi An villages.
* 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 VIDEO WATCHING 5 mins
of writing. * T plays a video and asks Ss to guess the place in the video. T-S
- To set the context for ** Ss raise hands to provide the name of the place. S
the writing part. *** Ss discuss their friends’ answers. S-S
**** T confirms the answer as a class. T-S
Video link: https://www.youtube.com/watch?v=ZSyoQflfkyU
Answers: Hoi An Ancient Town
PRE-WRITING To brainstorm ideas for TASK 1: LOOK AT THE PHOTOS OF AN ECOTOUR TO HOI AN VILLAGES (DA 7 mins
their writing task NANG, VIET NAM), AND COMPLETE THE NOTES BELOW. THEN DISCUSS
YOUR IDEAS IN PAIRS. (p. 116)
* T tells Ss that they are going to write about an ecotour in Hoi An. T-S
** T puts Ss in pairs to work on the notes together: Pair work
⮚ Asks Ss to focus attention on the pictures on page 54 and study
them.
 ⮚ Asks each question and has students read the examples.
*** Ss discuss their answers. S-S
**** T 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
- 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 * T asks Ss to study the useful expressions in the box, then focuses T-S
their writing task. attention on the sentences and checks comprehension.
** T asks Ss to rewrite them, using the suggested words and the structures S
in the box.
*** T asks Ss to swap their textbook for peer checking. Pair work
**** T checks answers as a class. T-S
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 TASK 3: WRITE A WEBSITE ADVERTISEMENT (120 – 150 WORDS) FOR AN 15 mins
WRITING practise writing a ECOTOUR TO HOI AN VILLAGES. USE WHAT YOU HAVE LEARNT IN TASK 1
website advertisement AND TASK 2 AND THE SUGGESTED OUTLINE BELOW TO HELP YOU. (p. 116)
for an ecotour to Hoi * T asks Ss to study the suggested outline in their Student’s Book. T-S
An villages.
 S
T-S

** T gives Ss a time limit to do the writing task.

*** T walks round the class to provide help when necessary.
POST- To do a cross-check and PEER CHECK 7 mins
WRITING final check on students’ * T has the groups swap and gives feedback on each other’s writing. T-S
writing. ** Ss work in pairs and swap their draft letters for peer review. Pair work
*** T then gives feedback on one writing as a model. T-S
****T collects Ss’ writings to mark and provides written feedback in the T-S
next lesson.
Sample answer:
Welcome to Hoi An villages in Da Nang, Viet Nam!
Hoi An villages are famous for their beautiful vegetable and herb gardens.
They are also well-known for the coconut palms near the Thu Bon River and
traditional crafts such as colourful paper lanterns.
Here in Hoi An villages, you can spend the morning gardening on the local
farms. Other leisure activities include riding bicycles through the villages,
travelling on basket boats and visiting craft villages.
We offer an ecotour to Hoi An villages, and tourists are encouraged to use
eco-friendly transport such as bicycles to avoid polluting the environment.
You can also buy local products and beautiful crafts to help local businesses!
Call us at 0929292929 and book your tour today!
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 - Write a website advertisement for an ecotour.
learned. HOMEWORK
- Rewrite the paragraph in the notebooks.
- Prepare for the next lesson: Unit 10 – Communication and culture/ CLIL.
- Exercises in the workbook.
 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's 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).
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 and complete the conversation.
Task 2: Make similar conversations.
II. CLIL
Task 1: Complete the table.
Task 2: Tick the appropriate column.
* 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. BRAINSTORMING 5 mins
* T asks Ss to answer the question: “What kind of advice do you need before T-S
a tour/trip?”
** Ss raise hands to do brainstorming. S
*** T and Ss discuss the answers. T-S
**** T provides the suggested answers and introduces the topic of the T-S
listening task.
Suggested answers:

EVERYDAY To introduce and help TASK 1: LISTEN TO A CONVERSATION BETWEEN A WOMAN AND A TOUR 7 mins
ENGLISH students remember GUIDE. FILL IN EACH GAP WITH ONE WORD YOU HEAR. THEN PRACTISE IT
different structures to WITH YOUR PARTNER. (p. 117)
ask for and give advice. * T tells Ss that they are going to listen to a conversation between a woman
and a tour guide: T-S
⮚ While listening, Ss should complete the conversation with the words
they hear.
⮚ Gives them some time to skim through the conversation. Checks
understanding of the words such as surfing, surfboard and wetsuit.
⮚ Encourages them to guess the answers before listening.
** Ss listen to the conversation and complete the listening task. S
*** T asks Ss to swap their textbooks for peer checking. Pair work
**** T checks the answers as a class: T-S
 ⮚ Plays the recording again, pausing after each word to confirm the
correct answers.
⮚ Puts Ss into pairs and has 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)
* T gives the instruction of the task: T-S
⮚ Tells Ss that the words they used to fill in the gaps in 1 are part of
expressions for asking for and giving advice.
⮚ Asks Ss to read the list of expressions and checks understanding.
** Ss work in pair to complete the task: Pair work
⮚ Ss 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.
⮚ Ss have a few minutes to plan their conversations before they role-
play them.
⮚ Ss should decide on the type of tour, the place, the activities and
what advice to ask for and give.
⮚ Ss then swap roles.
*** T walks round the class and provides help when necessary. T-S
**** T asks some pairs to role-play their conversations in front of the whole S-S
class, praises for good effort, clear pronunciation and fluent delivery.
CLIL 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 * T sets the context: T-S
(Environmental studies) ⮚ Asks Ss some questions to find out what they already know about
and learn some content the 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?
⮚ Asks Ss what they want to know about the topic. Writes 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).
⮚ Asks 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.
** T tells Ss that they are going to read about four popular types of tourism S
and puts them into categories in the table according to their negative or
positive impact on the environment.
*** T and Ss elicit any new or difficult words, e.g. Why is tourism called ‘the S-S
smokeless industry’? (Because it is an industry without chimneys and is
considered environmentally friendly).
**** T confirms the answers as a class. T-S
Key:

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 * T tells Ss to read the text again to decide which statement fits which type T-S
of tourism. of tourism.
** Ss do the task in groups. Group work
*** T lets Ss discuss their answers. S-S
**** T checks answers as a class: T-S
 ⮚ Has Ss call out their answers first.
⮚ Then provides, or asks some Ss to provide the clue for the answers in
the text
Key:

WRAP-UP To help Ss memorise WRAP-UP T-S 3 min

HOMEWORK what they have learned - Use the lexical items related to the topic Ecotourism.
- Ask for and give advice.
- Know more information about tourism's impact on the environment.
HOMEWORK
- Prepare for the next lesson: Unit 10 – Looking back and project.
- Exercises in the workbook .
 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 skills;
- 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 excessively talkative 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
Video watching
I. Looking back
Vocabulary: Complete the conversation.
Pronunciation: Role-play the conversation.
Grammar: Put the verbs in brackets in the correct forms.
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 VIDEO WATCHING 5 mins
ecotourism complex * T plays the video and asks Ss to guess the name of the place. T-S
and lead in the next ** Ss watch the video and try to find out the name of the place based on S
part of the lesson. the sights in the video as soon as possible. T-S
*** T and Ss discuss the answers. T-S
**** T confirms the answers as a class.
Link video: https://www.youtube.com/watch?v=iCspAti-0T8&t=18s
Key:
🡪 Trang An Ecotourism Complex
LOOKING BACK To revise words VOCABULARY 5 mins
students have learnt in Choose the correct words to complete the conversation. (p. 118)
this unit * T asks Ss to read each sentence and check comprehension and asks Ss to T-S
study the context carefully and decide on the correct words to complete the
conversation.
** Ss complete the task individually. S
*** T asks Ss to exchange their textbooks for peer checking. Pair work
**** T checks answers as a class by asking individual students to read the T-S
sentences.
Key:
1. sustainable
2. protect
3. profits
4. litter
5. aware
6. ecotourism
7. impact
To practise different PRONUNCIATION 5 mins
intonation patterns Work in pairs. Role-play the conversation above. Try to use appropriate
intonation. (p. 118)
* T asks Ss to work in pairs to role-play the conversation in Vocabulary. T-S
** Ss role-play the conversation, using the appropriate intonation.
 *** T asks some pairs to role-play or read out loud the conversation in front Pair work
of the class.
**** T praises for good effort and natural delivery. T-S
To revise conditional GRAMMAR 7 mins
sentences Type 1 and Put the verbs in brackets in the correct forms. (p. 118)
Type 2. * T explains to Ss that they are going to review the use of conditional T-S
sentences Type 1 and Type 2, gives Ss some time to review the grammar
rules in the Language lesson before doing the activity.
** Ss complete the task individually. S
*** T asks Ss to swap their textbooks for peer checking. Pair work
**** T corrects the answers as a class by asking individual students to read T-S
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
PROJECT To provide an DESIGN AN ECOTOUR 20 mins
opportunity for * As Ss have prepared for the project throughout the unit, the focus of this T-S
students to develop lesson should be on the final product, which is an oral presentation.
their research and ** T has Ss work in their groups. Group work
collaboration skills, and ⮚ Give them a few minutes to get ready for the presentation.
to practise giving an ⮚ Give Ss a checklist for peer and self-assessment. Explains that they
oral presentation. 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, T goes through the assessment criteria to make sure Ss
are familiar with them.
*** T invites two or three groups to give their presentations, encouraging S-S
the rest of the class to ask questions at the end.
**** T gives praise and feedback after each presentation. T-S
 WRAP-UP To help students WRAP-UP T-S 3 mins
HOMEWORK memorise what they - Review the vocabulary and grammar of Unit 10.
have learned - Apply what they have learnt (vocabulary and grammar) into practice
through a project.
HOMEWORK
- Exercises in the workbook.