th
The 100 period Unit 10: ECOTOURISM
Lesson 8: Looking back & Project
I. OBJECTIVES: By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Review the vocabulary and grammar of Unit 10;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. 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. Qualities:
- Be more creative when doing the project;
- Develop self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
To introduce an ecotourism complex and lead in the next part of the lesson.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student’s answers
* Organisation: Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Asking question: VIDEO WATCHING
* T plays the video and asks Ss to guess the name of the place. Link video: https://www.youtube.com/watch?v=iCspAti-0T8&t=18s
** Ss watch the video and try to find out the name of the place based on the Key:
sights in the video as soon as possible. 🡪 Trang An Ecotourism Complex
*** T and Ss discuss the answers.
**** T confirms the answers as a class.
Link video: https://www.youtube.com/watch?v=iCspAti-0T8&t=18s
Key:
🡪 Trang An Ecotourism Complex
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To revise words students have learnt in this unit
* Content: Vocabulary
* Outcome: New words
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
Choose the correct words to complete the conversation. (p. 118) VOCABULARY
* T asks Ss to read each sentence and check comprehension and asks Ss to Key:
study the context carefully and decide on the correct words to complete the 1. sustainable
conversation. 2. protect
** Ss complete the task individually. 3. profits
*** T asks Ss to exchange their textbooks for peer checking. 4. litter
**** T checks answers as a class by asking individual students to read the 5. aware
sentences. 6. ecotourism
7. impact
3. PRACTICE ( 15’)
Aim: To practise different intonation patterns
* Content: Pronunciation, Grammar
* Outcome: Students’ talk
* Organisation: Instruction
Teacher’s Student’s activities Content
* T asks Ss to work in pairs to role-play the conversation in Vocabulary. PRONUNCIATION
** Ss role-play the conversation, using the appropriate intonation. Work in pairs. Role-play the conversation above. Try to use appropriate
*** T asks some pairs to role-play or read out loud the conversation in front intonation. (p. 118)
of the class.
**** T praises for good effort and natural delivery.
* T explains to Ss that they are going to review the use of conditional GRAMMAR
sentences Type 1 and Type 2, gives Ss some time to review the grammar Put the verbs in brackets in the correct forms. (p. 118)
rules in the Language lesson before doing the activity. Key:
** Ss complete the task individually. 1. were / was; would live
*** T asks Ss to swap their textbooks for peer checking. 2. work; will be
**** T corrects the answers as a class by asking individual students to read 3. allow; will have
the sentences and explain why they used conditional sentences Type 1 or 4. had; would go
Type 2.
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation.
* Content: Project
* Outcome: Students’ talk
* Organisation: Teacher’s instruction
Teacher’s Student’s activities Content
* As Ss have prepared for the project throughout the unit, the focus of this DESIGN AN ECOTOUR
lesson should be on the final product, which is an oral presentation. ⮚ Give them a few minutes to get ready for the presentation.
** T has Ss work in their groups. ⮚ Give Ss a checklist for peer and self-assessment. Explains that
⮚ . they will have to tick appropriate items while listening to their classmates’
*** T invites two or three groups to give their presentations, encouraging presentations and write comments if they have any.
the rest of the class to ask questions at the end. ⮚ The presenters should complete their self-assessment checklist
**** T gives praise and feedback after each presentation. after completing their presentation.
If necessary, T goes through the assessment criteria to make sure Ss are
familiar with them
5. WRAP-UP & HOME WORK (2’)
WRAP-UP
- Review the vocabulary and grammar of Unit 10.
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
HOMEWORK
- Exercises in the workbook.
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st
The 101 REVIEW 4
Lesson 1: Language
I. OBJECTIVES: By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Review using words related to protecting the environment and ecotourism;
- Review how to pronounce the sentences with suitable rhythm and intonation;
- Apply the knowledge of grammar points learnt in the previous units (reported speech and conditional sentences type 1 and 2) to do the tasks.
2. Competence:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student’s answers
* Organisation: Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Asking question: GAME: VIDEO WATCHING
* T plays the video of ecotourism. Link: https://www.youtube.com/watch?v=1i4ioqIaXrE
- Ss watch the video and write down the main ideas.
- T and Ss discuss the contents of the video.
- T confirms the answers and leads in the lesson.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To help Ss review sentence stress and practise speaking with a natural rhythm
* Content: Pronunciation
* Outcome: Students’ talks
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
* T asks Ss to read the sentences and mark the stressed syllables in MARK THE STRESSED SYLLABLES IN THE WORDS IN BOLD. LISTEN
the words in bold. AND REPEAT, PAYING ATTENTION TO THE RHYTHM. (p. 120)
** Ss listen to the recording and check the answers. Key:
*** T plays the recording again, pausing after each sentence for Ss to 1. I 'like 'trekking in the 'mountains.
repeat as naturally as possible. 2. The 'children are 'looking 'forward to the 'boat 'trip.
**** T checks students’ pronunciation and gives feedback. 3. Are you going to 'visit the mu'seum to'morrow?
4. 'Don’t 'litter while you are on the 'ecotour
3. PRACTICE ( 15’)
Aim: To help Ss review phrases related to environment and tourism.
To help Ss further practice the use of the words related to environment and tourism.
To help Ss review the use of reported speech.
* Content: Vocabulary and grammar
* Outcome: Keys
* Organisation: Teacher’s instruction
Teacher’s Student’s activities Content
* T tells Ss to read the sentences carefully and makes sure they TASK 1: COMPLETE THE FOLLOWING SENTENCES USING THE
understand their meanings. PHRASES FROM THE BOX. (p. 120)
** Ss do this exercise individually. Key:
*** T allows Ss to share their answers before discussing as a class 1. c
and encourages them to pronounce the sentences correctly. 2. e
**** T checks the answers as a class and gives feedback. 3. b
4. d
5. a
* T asks Ss to work in pairs to complete the sentences with the given TASK 2: CHOOSE THE CORRECT WORD OR PHRASE TO COMPLETE
words and phrases. EACH OF THE FOLLOWING SENTENCES. (p. 120)
** Ss work in pairs to complete the task. Key:
*** T allows Ss to share answers before discussing as a class. 1. ecosystem
**** T asks Ss to say the sentences aloud and makes sure they 2. eco-friendly
pronounce the words and phrases correctly. T can ask for translation 3. litter
to check their understanding. 4. Ecotourism
5. biodiversity
* T elicits when we use reported speech and what changes we make TASK 1: CHANGE THESE SENTENCES INTO REPORTED SPEECH. (p.
when we convert direct speech to reported and asks Ss to do the 121)
activity individually. Key:
** Ss do the task individually. 1. My brother said he was doing research into sustainable tourism.
*** T allows Ss to share answers before discussing as a class. 2. Minh asked Nam if / whether he liked watching programmes about wildlife and
**** T can ask Ss to read aloud the full sentences and correct their nature.
pronunciation if needed. 3. Hoa asked Mr Smith what they could / can do to reduce the impact of global
warming on the environment.
4. The club’s secretary said they were going to organise a lot of activities during
Earth Hour that year.
5. The teacher explained that the animals would / will not survive extreme cold
weather in the North.
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To help Ss review conditional sentences Types 1 and 2.
* Content: Task 2
* Outcome: Key
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
* T elicits the structure and use of conditional sentences Types 1 and TASK 2: MATCH THE TWO PARTS TO MAKE COMPLETE
2 and asks Ss to do the task. SENTENCES. (p. 121)
** Ss do the task individually. Key:
*** T asks Ss to compare their answers in pairs. 1. d 2. a 3. c 4. e 5. b
**** T can ask Ss to read aloud the full sentences and correct their
pronunciation if needed.
5. WRAP-UP & HOME WORK (2’)
WRAP-UP
T asks Ss to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
- Prepare for Review 4 – Skills: Listening and Speaking
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nd
The 102 REVIEW 4
Lesson 2: Skills – Listening and Speaking
I. OBJECTIVES: By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Practice listening for general and specific information about a day trip;
- Practice talking about the plan of a day trip.
2. Competence:
- Develop communication skills and cultural awareness;
- De collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims:
- To create an active atmosphere in the class before the lesson;
- To lead into the new unit
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student’s answers
* Organisation: Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Asking question: VIDEO WATCHING: TRAVEL PLANS
* T plays the video of travel plans. Link: https://www.youtube.com/watch?v=ePtKgkMVtOc
** Ss watch the video and write down the main ideas.
*** T and Ss discuss the contents of the video.
**** T confirms the answers and leads in the lesson.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To help Ss practise listening for gist.
* Content: Task 1
* Outcome: Key
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
* T has Ss read the three options for the title of the talk. TASK 1: LISTEN AND CHOOSE THE BEST TITLE FOR THE TALK. (p. 122)
** Ss look at three options, read and underline key words. Key: A
*** T plays the recording once for Ss to listen and choose the
best answer.
**** T confirms the answers as a class.
3. PRACTICE ( 15’)
Aim: To help Ss practise listening for specific information and keywords.
* Content: Listening
* Outcome: Key
* Organisation: Teacher’s instruction
Teacher’s Student’s activities Content
* T asks Ss to look at the notes, underline the key words and TASK 2: LISTEN AGAIN AND COMPLETE THE NOTES WITH NO MORE
decide what kind of information they need to fill in each blank, THAN TWO WORDS. (p. 122)
e.g. 1: number; 2: noun (phrase); 3: noun (phrase); 4: noun Key:
(phrase); 5: noun (phrase). 1. 8
** Ss listen and do the task individually. 2. house
*** T calls on some students to report their answers for the class. 3. local family
**** T checks the answers and adds more information if 4. pagoda
necessary. 5. litter
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To help Ss practise discussing and planning about a day trip.
* Content: Speaking
* Outcome: Students’ talks
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
* T asks Ss to read through the suggestions and take notes of the IMAGINE THAT YOU ARE GOING ON A DAY TRIP. WORK IN PAIRS.
ideas. DISCUSS AND PLAN YOUR TRIP. USE THE FOLLOWING POINTS TO
** Ss work in pairs to exchange their ideas about their day trip HELP YOU. (p. 122)
plan.
*** T calls on some students to report their answers for the class.
**** T checks the answers and adds more information if
necessary
5. WRAP-UP & HOME WORK (2’)
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
=========================
rd
The 103 REVISION FOR SECOND TERM TEST
I. OBJECTIVES: By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Practice reading for general and specific information about how to protect the environment;
- Practice writing a short paragraph about things they should or shouldn’t do to reduce the negative impact of travelling on the environment.
2. Competence:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Qualities:
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
II. TEACHING AIDS:
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students : Text books, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
Notes: In each activity, each step will be represented as following:
* Deliver the task.
* Implement the task.
* Discuss.
* Give comments or feedback.
1. WARM UP & INTRODUCTION ( 3’- 5’)
Aims: To check the knowledge in the previous lesson and give students more chance to practice speaking.
* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.
* Outcome: Student’s answers
* Organisation: Teacher’s instructions …
Teacher’s Student’s activities Content
+ Greeting + Asking question: TALK ABOUT YOUR PLAN FOR A DAY TRIP
* T elicits the requirement of talking about your plan for a day trip.
** Ss raise hands to answer.
*** T listens to student‘s answers and takes notes for comments.
**** T provides comments and feedback.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To help Ss practise understanding word meanings from context.
* Content: Task 1
* Outcome: Key
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
* T asks Ss to read the whole text once to get an overall idea. TASK 1: READ THE TEXT. MATCH THE HIGHLIGHTED WORDS
** Ss read the text again, paying attention to the context of each highlighted IN THE TEXT WITH THEIR MEANINGS. (p.123)
word, then look at the three definitions. Key:
*** T tells Ss to work in groups to discuss the context clue for each word 1. b
and compare answers. 2. a
**** T confirms the answers as a class. 3. c
3. PRACTICE ( 15’)
Aim: To help Ss practise reading for main ideas and specific information.
* Content: Task 2
* Outcome: Key
* Organisation: Teacher’s instruction
Teacher’s Student’s activities Content
* T asks Ss to read through the questions and checks understanding of the TASK 2: READ THE TEXT AGAIN AND CHOOSE THE BEST
vocabulary. ANSWERS.
** Ss read the text again and look for the answers to the questions. (p.123)
*** T calls on some students to report their answers for the class. Key:
**** T checks the answers and adds more information if necessary. 1. A
2. B
3. C
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To help Ss practise writing a paragraph about things they should or shouldn’t do to reduce the negative impact of travelling on the environment.
* Content: Writing
* Outcome: students’ writings
* Organization: Teacher’s instruction
Teacher’s Student’s activities Content
WRITE A PARAGRAPH (120 - 150 WORDS) ABOUT THINGS YOU Sample answer:
SHOULD OR SHOULDN’T DO TO REDUCE THE NEGATIVE There are several things that we should do to reduce the negative impact of
IMPACT OF TRAVELLING ON THE ENVIRONMENT. YOU MAY travelling on the environment. Firstly, we should reduce our carbon
USE THE IDEAS IN THE READING TO HELP YOU. (p. 123) footprint during the trip. We should only fly when the trip is long and
* T asks Ss to read the text again and extract some ideas for their writing, choose environmentally-friendly means of transport such as cycling or
e.g. walk, cycle or use public transport. public transport. Secondly, wherever we go, we should always protect our
** Ss complete the task individually and write a paragraph (120 – 150 environment. By keeping it clean and safe, we can reduce the negative
words), then swap their paragraphs for peer review with a partner. impact of travelling on the environment.
*** T gives Ss enough time to complete the paragraph. T sets a time limit
depending on the Ss’ ability level.
**** T asks individual Ss to read their paragraphs or collects them to check
after class and provides written feedback.
5. WRAP-UP & HOME WORK (2’)
WRAP-UP
Teacher asks students to talk about what they have learnt in the lesson.
HOMEWORK
- Do exercise in the workbook.
- Write the final draft for the paragraph about things they should or shouldn’t do to reduce the negative impact of travelling on the environment.
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