Giáo án Tiếng Anh Lớp 10 (Global Success) - Unit 10: Ecotourism - Năm học 2022-2023

 Date of planning: / / 2022
Date of teaching: / / 2022
WEEK: 
 Period 
 UNIT 10: ECOTOURISM
 Lesson 1: Getting started – An eco-friendly fieldtrip to Phong Nha Cave
I. OBJECTIVES: * By the end of this unit, students will be able to gain the following things:
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. TEACHING AIDS: 
- Teacher: Grade 10 text book, laptop, projector / TV/ pictures and cards.....
- Students: Text books, studying equipment.
- Computer connected to the Internet.
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 activate students’ knowledge on the topic of the unit. 
 - To create a lively atmosphere in the classroom.
 - 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: Suggested answer:
 BRAINSTORMING
 * T asks Ss to brainstorm answers for the question: 
 What would you like to do this summer vacation?
 ** Ss work in groups to do brainstorming.
 *** T and Ss discuss the answers.
 **** T provides suggested answers and focuses on 
 the phrase “take part in an eco-tour” to lead in the 
 topic of the unit.
 2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To introduce some vocabulary related to the unit
* Content: Vocabulary which is incorrect first. Then T asks them to ￿ will not / won’t 
 give the corrections. (OR: Mai will bring snacks with a lot of 
 ⮚ Finally, T has some students read the packaging on the trip. less)
 complete correct sentences.
 * T has Ss read the phrases in the box and TASK 3: PUT EACH PHRASE INTO THE 
 explains that these are things that tourists should CORRECT COLUMN. (p. 111)
 do or shouldn’t on an eco-friendly fieldtrip. Answers:
 ** T asks Ss to sort the phrases into the columns Dos: explore the place, learn about the place
 of Dos and Don’ts. Don’ts: damage the environment, leave litter 
 *** T puts Ss in pairs and asks them to compare behind
 their answers.
 ****T checks answers as a class and elicits the 
 meaning of any words students don’t know or find 
 hard to understand.
 4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: 
To help students identify conditional sentences Type 1 and Type 2.
* Content: Task 4
* Outcome: answers 
* Organization: 
 Teacher’s Student’s activities Content
 * T asks Ss to read the two incomplete sentences TASK 4: COMPLETE THESE SENTENCES 
 and focus attention on the word ‘if’, eliciting what FROM TASK 1. (p. 111)
 kind of words are missing (verbs). Answers: 
 ** T asks Ss to complete the sentences, using 1. add, will be 
 words from Task 1. 2. were, wouldn’t
 *** T puts Ss in pairs and asks them to compare 
 their answers.
 **** T checks the answers as a class.
 5. WRAP-UP & HOME WORK (2’)
 WRAP-UP
 - Some lexical items about ecotourism
 - Reading for specific information
 - Scanning 
 HOMEWORK
 - Choose a local tourist attraction and find information about it.
 - Exercises in the workbook 
 PROJECT PREPARATION
 - Ask Ss to open their books at the last page of Unit 10, the Project section, look at the picture and say 
 what the topic of the project is (An ecotour). 
 - Students will have to design an ecotour and then give an oral presentation of their ideas in the last 
 lesson of the unit. 
 - Alternatively, ask students to prepare a poster presenting their ideas. In a poster presentation, students 
 will display their inventions on posters and hang them around the classroom. One representative from 
 each group will stand next to the poster. The rest will walk around, study the posters and talk to any 
 representative of a group if they want to learn more about an invention. 
 - Then the class will sit down and vote for the best invention.
 - Suggested steps students should follow:
 ⮚ Collect information (search the Internet, read newspapers, etc.); 
 ⮚ Illustrate their ecotours on computers or on posters, etc. 
 ⮚ Rehearse for the oral or poster presentation.
- Put students into groups and have them choose their group leader. Then ask them to assign tasks for 
 each group member, making sure that all group members contribute to the group work. * T asks Ss to listen to some sentences and has TASK 1: LISTEN TO THESE SENTENCES. 
 them pay attention to the arrows at the end. PAY ATTENTION TO THE INTONATION 
 ** T asks Ss to listen to the sentences again, but AND REPEAT. (p. 111)
 this time have them use 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 encourages them to 
 use their hands to indicate the intonation pattern.
**** T confirms the correct intonation.
 * T asks Ss to read quickly through the TASK 2: WORK IN PAIRS AND ROLE-
 conversation and checks understanding. PLAY THIS CONVERSATION. PAY 
 ** T has Ss work in pairs to role-play the ATTENTION TO THE INTONATION. THEN 
 conversation. LISTEN AND CHECK. (p. 111)
 *** T asks Ss to peer check and give comments to Key 
 their partners.
 **** T asks Ss to pay attention to the three 
 intonation patterns they have just learnt.
 * T explains the context of the activity and tells Ss Vocabulary 
 that the statements represent things that THE LEFT WITH ITS EXPLANATION ON 
 ecotourists do. THE RIGHT. (P. 112)
 ** Ss read the statements, focusing their attention Key:
 on the key word highlighted in each sentence. 1. b 
 *** T puts Ss in pairs and asks them to compare 2. a 
 their answers. 3. e 
 **** T checks answers as a class: 4. d 
 ⮚ Explain or elicit any new or difficult words 5. c
 ⮚ 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.
 3. PRACTICE ( 15’)
Aim: To help students practise these words in meaningful contexts. 
To help students recognise the differences between Types 1 and Type 2 conditional sentences.
To help students practise conditional sentences Types 1 and Type 2.
* Content: Vocabulary and grammar 
* Outcome: keys 
* Organisation: 
 Teacher’s Student’s activities Content
 * T asks Ss to work in pairs and tells them to read TASK 2: COMPLETE THESE SENTENCES 
 the sentences carefully and decides which WITH THE HIGHLIGHTED WORDS IN 
 highlighted word in Task 1 can be used to TASK 1. (p. 112)
 complete each of the sentences. Key: 
 ** Ss work in pairs to complete the task. 1. profit; crafts 
 *** T asks Ss to peer check and give comments to 2. aware; impact surprising results.
**** T confirms the possible answers and restates 
 the use of Conditional sentences type 1 and type 2.
 5. WRAP-UP & HOME WORK (2’)
 WRAP-UP
 - Use the lexical items related to the topic ecotourism;
 - Identify intonation patterns and use appropriate intonation (i.e. rising or falling tone)
 - Use conditional sentences Type 1 and Type 2 correctly.
 HOMEWORK
 - Prepare for the next lesson: Unit 10 - Reading
- Exercises in the workbook 
 =========================
Date of planning: / / 2022
Date of teaching: / / 2022
WEEK: 
 Period 
 UNIT 10: ECOTOURISM
 LESSON 3: Reading – Ecotour brochures
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things: 
1. Knowledge: 
 - Develop reading skills for specific information in a brochure about ecotours.
2. 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. Qualities:
 - Develop a sense of an ecotourist;
 - Be aware of tourism and their impact on 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.
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 the topic of reading.
 * 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:
 NAME THE TOURS NAME THE TOURS
 * T shows the pictures and asks Ss to name the 
 tours based in these pictures.
 ** Ss raise hands to provide the answers.
 *** T and Ss discuss the answers.