Giáo án Tiếng Anh 10 Unit 10 (Global Success 2023): Ecotourism 

Date of teaching

UNIT 10: ECOTOURISM

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

* Warm-up: Brainstorming

Vocabluary

Task 1. Listen and read.

Task 2: Correct the mistakes.

Task 3: Put each phrase into the correct column.

Task 4: Complete these sentences from Task 1.

* Homework

Choose a local tourist attraction and find information about it.

Stage

Stage aim

Procedure

WARM-UP

– To activate students’ knowledge on the topic of the unit.

– To create a lively atmosphere in the classroom.

– To lead into the new unit

BRAINSTORMING

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

** Ss work in groups to do brainstorming.

*** T and Ss discuss the answers.

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

Suggested answer:

PRESENTATION

 To introduce some vocabulary related to the unit

VOCABULARY

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

** Ss say the Vietnamese meanings of the words.

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

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

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

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

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

PRACTICE

To introduce the unit topic.

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

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

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

** Ss do the task individually.

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

**** T checks comprehension as a class.

To check students’ comprehension of the conversation.

TASK 2: READ THE CONVERSATION AGAIN. THEN FIND AND CORRECT A MISTAKE IN EACH SENTENCE BELOW. (P. 111)

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

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

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

** Ss do the task individually.

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

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

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

⮚      Finally, T has some students read the complete correct sentences.

Suggested answers:

1. On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment.

? but not

(OR: On an eco-friendly fieldtrip, tourists enjoy, explore and damage the environment. ? protect/ learn about)

2. Nam will take pieces of stalactites because they take a long time to form.

? will not / won’t

3. Mai will bring snacks with a lot of packaging on the trip.

? will not / won’t

(OR: Mai will bring snacks with a lot of packaging on the trip. ? less)

To help students revise phrases related to ecotourism

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

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

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

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

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

Answers:

Dos: explore the place, learn about the place

Don’ts: damage the environment, leave litter behind

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

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

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

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

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

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

Answers:

1. add, will be

2. were, wouldn’t