Date of teaching:

Date of preparing:
Class:
Period:
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) /ˈfiːldˌtrɪp/ a visit made by students to study something away from their school or chuyến tham quan
college

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. - Provide students with some lexical items before listening and reading the
- Students may not know how to work in teams. conversation.
- Give short, clear instructions and help if necessary.

Stage Stage aim Procedure Interaction Time

WARM-UP - To activate students’ BRAINSTORMING 10 mins
knowledge on the topic of the * T asks Ss to brainstorm answers for the question: What would you T-S
unit. like to do this summer vacation?
- To create a lively atmosphere ** Ss work in groups to do brainstorming. S-S
in the classroom. *** T and Ss discuss the answers. T-S
- To lead into the new unit **** 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:
PRESENTATION To introduce some VOCABULARY 5 mins
vocabulary related to the unit * T asks Ss to look at the explanation and the photos to guess the T-S
meaning of 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 S-S
*** Other Ss correct if the previous answers are incorrect. T-S
**** T shows the meanings, says the words aloud and asks Ss to
repeat them.
PRACTICE To introduce the unit topic. TASK 1. LISTEN AND READ. (p. 110) 10 mins
* T asks Ss to look at the picture (p. 110), the heading of the T-S
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).
* T then plays the recording twice, has Ss listen to the conversation, T-S
read 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 5 mins
comprehension of the AND CORRECT A MISTAKE IN EACH SENTENCE BELOW.
conversation. (p. 111) T-S
* 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. S
** Ss do the task individually. Pair work
*** T has Ss work in pairs to discuss and compare their answers. T-S
**** 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.
è but not
(OR: On an eco-friendly fieldtrip, tourists enjoy, explore and damage
the environment. à protect/ learn about)
2. Nam will take pieces of stalactites because they take a long time to
form.
è will not / won’t
3. Mai will bring snacks with a lot of packaging on the trip.
è will not / won’t
(OR: Mai will bring snacks with a lot of packaging on the trip. è
less)
To help students revise TASK 3: PUT EACH PHRASE INTO THE CORRECT 7 mins
phrases related to ecotourism COLUMN. (p. 111) T-S
* 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. S
** T asks Ss to sort the phrases into the columns of Dos and Don’ts. Pair work
*** T puts Ss in pairs and asks them to compare their answers. T-S
****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
 To help students identify TASK 4: COMPLETE THESE SENTENCES FROM TASK 1. 5 mins
conditional sentences Type 1 (p. 111) T-S
and Type 2. * T asks Ss to read the two incomplete sentences and focus attention
on the word ‘if’, eliciting what kind of words are missing (verbs). S
** T asks Ss to complete the sentences, using words from Task 1. Pair work
*** T puts Ss in pairs and asks them to compare their answers. T-S
**** T checks the answers as a class.
Answers:
1. add, will be
2. were, wouldn’t
WRAP-UP - To help students memorise WRAP-UP T-S 3 mins
HOMEWORK the target language and skills - Some lexical items about ecotourism
that they have learned - Reading for specific information
- To inform students what the - Scanning
final product of the Project HOMEWORK
should be like and how Ss can - Choose a local tourist attraction and find information about it.
prepare for 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.
Date of teaching:
Date of preparing:
Class:
Period:
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 are
Type 1 If + present simple, … (will) … possible or likely to happen.
è If you work hard, you will pass the exam.
Conditional sentences type 2 talk about imaginary situations that are impossible or unlikely to
Type 2 If + past simple, … (would) … happen.
è If I were a bird, I would fly.
Assumptions
Anticipated difficulties Solutions
- Students may be confused when using conditional sentences type 1 - Give short and clear explanations with legible examples for each case.
and type 2. - Give clear instructions, give examples before letting students work in
- Students may have underdeveloped speaking and co-operating groups.
skills. - Provide feedback and help if necessary.

Stage Stage aim Procedure Interaction Time

WARM-UP To activate students’ MATCHING: CAVES IN PHONG NHA – KE BANG NATIONAL 5 mins
prior knowledge and PARK T-S
introduce caves in * T reveals that beside Phong Nha Cave, there are 9 other caves in Phong
Phong Nha – Ke Bang Nha – Ke Bang National Park and asks Ss to match the pictures with the
National Park. correct names of the caves. Group work
** Ss work in groups of four to do the matching task. T-S
*** T and Ss discuss the answers.
**** 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 5 mins
recognise the THE INTONATION AND REPEAT. (p. 111)
intonation patterns in * T asks Ss to listen to some sentences and has them pay attention to the T-S
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 T-S
repeat. T encourages them to use their hands to indicate the intonation
pattern. T-S
**** T confirms the correct intonation.
To help students TASK 2: WORK IN PAIRS AND ROLE-PLAY THIS 5 mins
practise different CONVERSATION. PAY ATTENTION TO THE INTONATION.
intonation patterns in THEN LISTEN AND CHECK. (p. 111) T-S
a conversation. * T asks Ss to read quickly through the conversation and checks
understanding. Pair work
** T has Ss work in pairs to role-play the conversation.
*** T asks Ss to peer check and give comments to their partners. T-S
**** T asks Ss to pay attention to the three intonation patterns they have
just learnt.
Key:

VOCABULARY To help students TASK 1. BELOW IS WHAT ECOTOURISTS DO. MATCH EACH 4 mins
understand the SENTENCE ON THE LEFT WITH ITS EXPLANATION ON THE
meanings of words / RIGHT. (P. 112) T-S
phrases related to * T explains the context of the activity and tells Ss that the statements
ecotourism. represent things that ecotourists do. S
** Ss read the statements, focusing their attention on the key word
highlighted in each sentence. Pair work
*** T puts Ss in pairs and asks them to compare their answers. T-S
**** T 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.
Key:
1. b
2. a
3. e
4. d
5. c
To help students TASK 2: COMPLETE THESE SENTENCES WITH THE 10 mins
practise these words HIGHLIGHTED WORDS IN 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 6 mins
recognise the REAL (R) OR NOT (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 sentences. is imaginary or unlikely to happen.
*** 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 T-S 5 mins
practise conditional FORMS. (p. 112)
sentences Types 1 and * T asks Ss to put the verbs in brackets in the correct forms and tells them
Type 2. to pay attention to the meaning of each sentence, and whether the situation
is possible (Conditional sentence Type 1) or not (Conditional sentence S
Type 2). Pair work
** Ss complete the task individually. T-S
*** T asks Ss to peer check and give comments to their partners.
**** T checks 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.
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 what *T divides the class into 4 groups. T-S
they have learnt. - 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.
- 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 learned - 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
Date of teaching:
Date of preparing:
Class:
Period:
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, damage, or loss bảo vệ

2. souvenir (n) /ˌsuː.vənˈɪər/ something you buy or keep to help you remember a holiday or quà lưu niệm
special event

3. explore (v) /ɪkˈsplɔːr/ to search and discover (about something) khám phá
Assumptions

Anticipated difficulties Solutions

- Students may lack knowledge about some lexical items. - Provide students with the meaning and pronunciation of words.
- Students may have underdeveloped reading, speaking and - Let students read the text again (if necessary).
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.

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 pictures. T-S
** Ss raise hands to provide the answers.
*** T and Ss discuss the answers. S
**** T confirms the appropriate names of the tours and provides suggested T-S
answers. T-S
Suggested answers:

Reef Tour Trekking Tour

 National Park Tour Whale-watching Tour
PRE- To introduce the topic of TASK 1: WORK IN PAIRS. ANSWER THESE QUESTIONS. (p. 113) 7 mins
READING 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 10 mins
READING guessing the meaning of PAIRS TO SOLVE THE CROSSWORD USING WORDS FROM THE
words from context. BROCHURES. (p. 113) T-S
* T points out that the part of speech (v, n, adj) as well as the brochure where
they can find the words are provided in brackets. Pair work
** T asks Ss to work in pairs to solve the crossword using words from the
brochures. T-S
*** T walks round the class and provides help if necessary. T-S
**** T checks the answers as a class.
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 10 mins
reading for specific ABOUT? 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 10 mins
READING language and ideas from MAKING ONE OF THE TOURS BETTER FOR THE
the unit to make ENVIRONMENT. (p. 114) T-S
suggestions for more eco-
 friendly tours. * T asks Ss if they think the four tours in Task 2 are friendly to the
environment and has Ss read the brochures again and underline things that Group work
make them eco-friendly.
** T puts Ss into groups. Each group should choose a tour and brainstorm
ideas for making it more eco-friendly. Ss read the example, then elicit which S
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 T-S
most useful ones in front of the class.
**** T encourages the rest of the class to give comments and praises for
good effort and interesting ideas.
Suggested answers:
A. If they ban swimming with fish, the Great Barrier Reef will be better
protected. Tourists should not be allowed to dive very close to the coral
reefs.
B. Tourists should always follow the walking paths and trails on the Sa Pa
Trekking Tour. The local people with whom the tourists stay should only use
local ingredients. If they only use local ingredients, their carbon footprint
will be lower.
D. The boats on the Whale-watching Tour should not get too close to the
whales or make too much noise. If the boats are environmentally friendly,
they will not harm the whales or their habitats. This is because
environmentally-friendly boats use less fuel and oil, make small waves and
are quiet.
WRAP-UP To help Ss memorise the WRAP-UP T-S 3 mins
HOMEWOR target language and skills - Some lexical items about ecotourism.
K 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
Date of teaching:
Date of preparing:
Class:
Period:
UNIT 10: ECOTOURISM
Lesson 4: Speaking – How to become an ecotourist

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Talk about how to become an ecotourist.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of being an ecotourist;
- Be aware of tourism and their impact on the environment.
II. MATERIALS
- Grade 10 textbook, Unit 10, Speaking
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
Language analysis
Functions Useful expressions Examples

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

One of the things … can / should (not) do / is (to) do sth. One of the things we should not do is to litter on the beach or the
Giving suggestions
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 doing sth. It will be better for the environment if we avoid littering on the
beach or the street.

Assumptions
Anticipated difficulties Solutions
Students may lack knowledge about some useful structures. Provide students with the form and use of some useful structures in their talk.

- Create a comfortable and encouraging environment for students to speak.

- Encourage students to work in pairs, in groups so that they can help each
Students may have underdeveloped speaking and co-operating skills. other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
Some students will excessively talk in the class. - Have excessive talking students practise.
- Continue to clarify task expectations in small chunks (before every activity).

Stage Stage aim Procedure Interaction Time

WARM-UP - To introduce the topic of MATCHING GAME 5 mins
reading. Task 1: Match each verb on the left with a phrase on the right.
- To enhance students’ Use the pictures to help you. (p. 114)
skills of cooperating with * T puts Ss work in groups of four. Each group will have to match T-S
teammates. a verb with 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 10 mins
PRACTICE brainstorm more ideas for THINGS IN TASK 1 WE SHOULD OR SHOULD NOT DO
the main speaking task. TO BECOME ECOTOURISTS. USE THE EXPRESSIONS
BELOW TO HELP YOU. (p. 115) T-S
* T asks Ss to read the useful expressions and the examples in the
 box. T 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 S
ecotourists. T-S
** Ss do as instructed.
*** T walks round the class and provides help and encourages S-S
pairs to try to use the structures in the box.
**** T asks some pairs to present their ideas in front of the whole
class and praises them for interesting suggestions and fluent
delivery.
LESS-CONTROLED To give students an TASK 3: WORK IN GROUPS. TALK ABOUT WHAT 10 mins
PRACTICE opportunity to discuss in TOURISTS SHOULD OR SHOULD NOT DO IF THEY ARE
groups and give ON AN ECOTOUR TO A TOURIST ATTRACTION IN
suggestions to ecotourists. YOUR LOCAL AREA. USE THE DISCUSSION
QUESTIONS BELOW TO HELP YOU. (p. 115) T-S
* T asks S to study the discussion questions first and checks
understanding 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. S
Give sheets of paper form them to take notes of their ideas. T-S
** Ss do as instructed.
*** T walks round the class and provide help when necessary.
FREE PRACTICE To help students present TASK 4: SHARE YOUR IDEAS WITH THE WHOLE 17 mins
their ideas in front of the CLASS. VOTE FOR THE BEST IDEAS. (p. 115)
class. * T has each group prepare a brief presentation of their ideas. T T-S
allows a 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. S
** Ss do as instructed. T-S
*** T walks round the class and provides help when necessary.
 **** 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 memorise WRAP-UP T-S 3 mins
HOMEWORK the target language and Talk about how to become an ecotourist
skills that they have HOMEWORK
learned - Prepare for the next lesson: Unit 10 – Listening
- Exercises in the workbook
Date of teaching:
Date of preparing:
Class:
Period:
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 listening skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail. Have excessive talking students practice.
- Continue to explain task expectations in small chunks (before every activity).
 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- To introduce more TASK 1: WORK IN PAIRS. LOOK AT THE PHOTOS FROM AN 7 mins
LISTENING topic-related ECOTOUR IN THE MEKONG DELTA. WHAT DO YOU THINK
vocabulary and ECOTOURISTS CAN DO 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.

S-S
 *** T asks some Ss to share their ideas with the whole class. T-S
**** T and Ss discuss the ideas.
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. 10 mins
LISTENING practise listening for NUMBER THE PICTURES IN TASK 1 IN THE ORDER YOU HEAR
specific information to THEM. (p. 115) T-S
order pictures. * T tells Ss to listen to a tour guide introducing an eco-friendly tour in the
Mekong Delta. T asks Ss to order the pictures while they are listening to the
recording. S
** Ss do as instructed. S-S
*** T has Ss swap their textbooks for peer checking. T-S
**** T checks the answers as a class.
Key:
1. c
2. b
3. a
To help students TASK 3: LISTEN AGAIN. FILL IN EACH GAP IN THE 10 mins
practise listening for BROCHURE BELOW WITH 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. 10 mins
LISTENING opportunity to use the 115) T-S
ideas and language in
 the listening to talk * T has Ss look at the brochure in 3 again and underline the activity they S-S
about their opinions find most interesting. S
and give reasons. ** T puts Ss in pairs to discuss their choices.
*** T invites some groups to share their ideas in front of the class.
**** 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
Date of teaching:
Date of preparing:
Class:
Period:
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 writing skills. - Encourage students to work in pairs and in groups so that they can help each other.
- Provide feedback and help if necessary.

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- To brainstorm ideas for TASK 1: LOOK AT THE PHOTOS OF AN ECOTOUR TO HOI AN 7 mins
WRITING their writing task VILLAGES (DA 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.
**** T checks the answers as a class. S-S
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 8 mins
expressions and VILLAGES. USE THE EXPRESSIONS BELOW TO HELP YOU. (p.
structures to use in their 116) T-S
writing task. * T asks Ss to study the useful expressions in the box, then focuses attention
on the sentences and checks comprehension. S
** T asks Ss to rewrite them, using the suggested words and the structures in
the box. Pair work
*** T asks Ss to swap their textbook for peer checking. T-S
**** T checks answers as a class.
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 15 mins
WRITING practise writing a WORDS) FOR AN ECOTOUR TO HOI AN VILLAGES. USE WHAT
website advertisement YOU HAVE LEARNT IN TASK 1 AND TASK 2 AND THE
for an ecotour to Hoi SUGGESTED OUTLINE BELOW TO HELP YOU. (p. 116) T-S
An villages. * T asks Ss to study the suggested outline in their Student’s Book.

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 next T-S
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.
Date of teaching:
Date of preparing:
Class:
Period:
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 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).

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 T-S
before 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 7 mins
ENGLISH students remember AND A TOUR GUIDE. FILL IN EACH GAP WITH ONE WORD
different structures to YOU HEAR. THEN PRACTISE IT WITH YOUR PARTNER. (p.
ask for and give advice. 117)
* T tells Ss that they are going to listen to a conversation between a T-S
woman and a tour guide:
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. S
** Ss listen to the conversation and complete the listening task. Pair work
*** T asks Ss to swap their textbooks for peer checking. T-S
**** T checks the answers as a class:
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 TASK 2: WORK IN PAIRS. MAKE SIMILAR CONVERSATIONS 10 mins
practise asking for and ASKING FOR AND GIVING ADVICE ABOUT TRIPS. USE THE
giving advice about a EXPRESSIONS BELOW TO HELP YOU. (p. 117)
trip. * 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-S
*** T walks round the class and provides help when necessary. S-S
**** T asks some pairs to role-play their conversations in front of the whole
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 10 mins
about types of tourism THE TABLE BELOW WITH ONE OF THE HIGHLIGHTED
through CLIL WORDS FROM THE TEXT. (p. 117) T-S
(Environmental studies) * T sets the context:
and learn some content Asks Ss some questions to find out what they already know about
vocabulary. the topic:
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. S
** T tells Ss that they are going to read about four popular types of
tourism and puts them into categories in the table according to their
negative or positive impact on the environment. S-S
*** T and Ss elicit any new or difficult words, e.g. Why is tourism called
‘the smokeless industry’? (Because it is an industry without chimneys and
is considered environmentally friendly). T-S
**** T confirms the answers as a class.
Key:
 To help students TASK 2: WHICH KIND OF TOURISM DOES EACH 10 mins
understand differences DESCRIPTION BELOW FIT BEST? TICK THE APPROPRIATE
between four main COLUMN. (p. 118) T-S
types of tourism. * T tells Ss to read the text again to decide which statement fits which
type of tourism. Group work
** Ss do the task in groups. S-S
*** T lets Ss discuss their answers. T-S
**** T checks answers as a class:
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 .
Date of teaching:
Date of preparing:
Class:
Period:
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 so that they can help each other.
and co-operating skills. - Provide feedback and help if necessary.

Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Have excessively talkative students practise.
- Continue to explain task expectations in small chunks (before every activity).
 Stage Stage aim Procedure Interaction Time
WARM-UP To introduce an VIDEO WATCHING 5 mins
ecotourism complex and * T plays the video and asks Ss to guess the name of the place. T-S
lead in the next part of ** Ss watch the video and try to find out the name of the place based on the S
the lesson. 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 To revise words VOCABULARY 5 mins
BACK 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 students * As Ss have prepared for the project throughout the unit, the focus of this T-S
to develop their lesson should be on the final product, which is an oral presentation.
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 the S-S
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.