WEEK 34

Date of planning:29/04/2024
Người soạn Người kí

Nguyễn Thị Thu Ngà

UNIT 10: ECOTOURISM
Period 100 Lesson 8: Looking back and project

I. Objectives
1. Knowledge, skills, attitude
+ Knowledge:
- Review the vocabulary and grammar of Unit 10
- Apply what they have learnt (vocabulary and grammar) into practice through a project
+ Skills:
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
+ Attitude:
- Be more creative when doing the project;
- Develop self-study skills.
2. Orientation for competency development
To enable students to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
II. Preparation of teacher and students
1. On the teacher’s part: Handouts,textbook,piecesofpapers,lessonplanandcassette.
2. On the students’ part: lesson preparation, textbooks
III. Teaching procedures
1. Stabilization (1ms)
2. Check-up : No.
3. Classroom activities
Stage Procedure Interaction
WARM-UP Watch the video and guess the name of the place.
5 mins - To introduce an ecotourism complex and lead in the T-Ss
next part of the lesson. Ss
* Teacher plays the video and asks students to guess the
name of the place. T-Ss
** Students watch the video and try to find out the name T-Ss
of the place based on the sights in the video as soon as
possible.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers as a class.

Link video: [Link]

0T8&t=18s
Key:
 → Trang An Ecotourism Complex

VOCABULARY CHOOSE THE CORRECT WORDS TO

5 mins COMPLETE THE CONVERSATION. (P.118)
To revise words students have learnt in this unit T-S
* Teacher asks students to read each sentence and check
comprehension and asks students study the context
carefully and decide on the correct words to complete the S
conversation. Pair work
** Students complete the task individually. T-S
*** Teacher asks students to exchange their textbooks for
peer checking..
**** Teacher checks answers as a class by asking
individual student to read the sentences.
Key:
1. sustainable
2. protect
3. profits
4. litter
5. aware
6. ecotourism
7. impact
PRONUNCIATIO WORK IN PAIRS. ROLE-PLAY THE
N CONVERSATION ABOVE. TRY TO USE
5 mins APPROPRIATE INTONATION. (P. 118) T-S
To practise different intonation patterns
* Teacher asks students to work in pairs to role-play the Pair work
conversation in Vocabulary.
** Students role-play the conversation, using the
appropriate intonation. T-S
*** Teacher asks some pairs to role-play or read out loud
the conversation in front of the class.
**** Teacher praises for good effort and natural delivery.
GRAMMAR PUT THE VERBS IN BRACKETS IN THE
7 mins CORRECT FORMS. (P. 118)
To revise conditional sentences Type 1 and Type 2. T-Ss
* Teacher explains to students that they are going to
review the use of conditional sentences Type 1 and Type
2, gives students some time to review the grammar rules Ss
in the Language lesson before doing the activity. Pair work
** Students complete the task individually. T-Ss
*** Teacher asks students to swap their textbooks for
 peer checking.
**** Teacher corrects the answers as a class by asking
individual student to read 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 DESIGN AN ECOTOUR
20 mins To provide an opportunity for students to develop their
research and collaboration skills, and to practise giving an T-S
oral presentation.
* As students have prepared for the project throughout the Group work
unit, the focus of this lesson should be on the final product,
which is an oral presentation.
** Teacher has students work in their groups.
➢ Give them a few minutes to get ready for the
presentation.
➢ Give Ss a checklist for peer and self-assessment.
Explain that they will have to tick appropriate items
while listening to their classmates’ presentations S-S
and write comments if they have any.
➢ The presenters should complete their self- T-S
assessment checklist after completing their
presentation.
➢ If necessary, go through the assessment criteria to
make sure Ss are familiar with them.
*** Teacher invites two or three groups to give their
presentations, encourages the rest of the class to ask
questions at the end.
**** Teacher gives praise and feedback after each
presentation.
WRAP UP WRAP-UP T-S
HOMEWORK To help students memorise what they have learned
3 mins - 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

REVIEW 4
Period 101 Part 1: Language

I. Objectives
1. Knowledge, skills, attitude
+ 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.
+ Skills:
 - Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
+ Attitude:
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
2. Orientation for competency development
To enable students to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
II. Preparation of teacher and students
1. On the teacher’s part: Handouts,textbook,piecesofpapers,lessonplanandcassette.
2. On the students’ part: lesson preparation, textbooks
III. Teaching procedures
1. Stabilization (1ms)
2. Check-up : No.
3. Classroom activities

Stage Procedure Interaction

WARM-UP GAME: VIDEO WATCHING
-To lead in the lesson T-S
+T plays the video of ecotourism.
+ Ss watch the video and write down the main ideas. S
+T and Ss discuss the contents of the video.
+ T confirms the answers and leads in the lesson. S-S
Link: [Link] T-S
PRONUNCIATION
5ms MARK THE STRESSED SYLLABLES IN THE WORDS IN
BOLD. LISTEN AND REPEAT, PAYING ATTENTION TO
THE RHYTHM.(5ms
-To help Ss review sentence stress and practise speaking T-S
with a natural rhythm
+T asks Ss to read the sentences and mark the stressed
syllables in the words in bold.
+Ss listen to the recording and check the answers. S-S
+T plays the recording again, pausing after each sentence T-S
for Ss to repeat as naturally as possible.
+ T checks students’ pronunciation and gives feedback.
1. I 'like 'trekking in the 'mountains.
2. The 'children are 'looking 'forward to the 'boat 'trip.
3. Are you going to 'visit the mu'seum to'morrow?
4. 'Don’t 'litter while you are on the 'ecotour.
VOCABULARY
(5ms) TASK 1:COMPLETE THE FOLLOWING
SENTENCES USING THE PHRASES FROM THE T-S
BOX.
-To help Ss review phrases related to environment and S-S
tourism
+T tells Ss to read the sentences carefully and makes sure
they understand their meanings. S-S
+Ss do this exercise individually. T-S
+T allows Ss to share their answers before discussing as
a class and encourages them to pronounce the sentences
correctly.
+T checks the answers as a class and gives feedback.
 Answers:
1. c
2. e
3. b
4. d
5. a

TASK 2. CHOOSE THE CORRECT WORD OR PHRASE

TO COMPLETE EACH OF THE FOLLOWING
SENTENCES (5ms) T-S

-To help Ss further practice the use of the words related

to environment and tourism.
+T asks Ss to work in pairs to complete the sentences S
with the given words and phrases. S-S
+Ss work in pairs to complete the task. T-S
+ T allows Ss to share answers before discussing as a
class.
+T asks Ss to say the sentences aloud and makes sure
they pronounce the words and phrases correctly. T can
ask for translation to check their understanding.
Answers:
1. ecosystem
2. eco-friendly
3. litter
4. Ecotourism
5. biodiversity

GRAMMAR
TASK 1: Change the following sentences into reported T-S
speech.(5ms)

-To help Ss review the use of reported speech.

+T elicits when we use reported speech and what S
changes we make when we convert direct speech to S-S
reported and asks Ss to do the activity individually. T-S
+ Ss do the task individually.
+T allows Ss to share answers before discussing as a
class.
+ T can ask Ss to read aloud the full sentences and
correct their pronunciation if needed.

Answers:
1. My brother said he was doing research into
sustainable tourism.
2. Minh asked Nam if / whether he liked watching
programmes about wildlife and nature.
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.
 TASK 2: MATCH THE TWO PARTS TO MAKE
COMPLETE SENTENCES(5ms) T-S
-To help Ss review conditional sentences Types 1 and 2.
+T elicits the structure and use of conditional sentences
Types 1 and 2 and asks Ss to do the task. S-S
+ Ss do the task individually.
+ T asks Ss to compare their answers in pairs.
+ T can ask Ss to read aloud the full sentences and
correct their pronunciation if needed. S-S
T-S
Answers:
1. d 2. a 3. c 4. e 5. b
WRAP-UP T asks Ss to talk about what they have learnt in the T-S
lesson.
HOMEWORK HOMEWORK T-S
- Do exercise in the workbook.
- Prepare for Review 4 – Skills: Listening and Speaking.

REVIEW 4
Period 102 Part 2: Skills

I. Objectives
1. Knowledge, skills, attitude
+ Knowledge:
Practice listening for general and specific information about a day trip;
- Practice talking about the plan of a day trip.
- 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.
+ Skills:
- Develop communication skills and cultural awareness;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
+ Attitude:
- Develop self-study skills;
- Raise students’ awareness of the need to protect the environment.
2. Orientation for competency development
To enable students to use the language for practice correctly in order to develop students’ language
competence, collaborative competence.
II. Preparation of teacher and students
1. On the teacher’s part: Handouts, textbook, pieces of papers, lesson plan and cassette.
2. On the students’ part: lesson preparation, textbooks
III. Teaching procedures
1. Stabilization (1ms)
2. Check-up : No.
3. Classroom activities
 Stage Procedure Interaction
WARM-UP
4 mins VIDEO WATCHING: TRAVEL PLANS T-S
-To lead in the lesson. S
+T plays the video of travel plans. S-S
+ Ss watch the video and write down the main ideas.
+ T and Ss discuss the contents of the video. T-S
+ T confirms the answers and leads in the lesson.
Link: [Link]

LISTENING
8 TASK 1:LISTEN AND CHOOSE THE BEST TITLE
FOR THE TALK. 5ms) T-S
-To help Ss practise listening for gist
S-S
+T has Ss read the three options for the title of the talk.
+ Ss look at three options, read and underline key words.
+ T plays the recording once for Ss to listen and choose the
best answer.
+ T confirms the answers as a class
Key: A

TASK 2: LISTEN AGAIN AND COMPLETE THE

NOTES WITH NO MORE THAN TWO WORDS. 5ms) T-S
-To help Ss practise listening for specific information and
keywords.

+ T asks Ss to look at the notes, underline the key words and S-S
decide what kind of information they need to fill in each S-S
blank, e.g. 1: number; 2: noun (phrase); 3: noun (phrase); 4: T-S
noun (phrase); 5: noun (phrase).
Ss listen and do the task individually. T-S
+T calls on some students to report their answers for the class.
+ T checks the answers and adds more information if
necessary S-S

Key:
1. 8
2. house
3. local family
4. pagoda
5. litter
SPEAKING IMAGINE THAT YOU ARE GOING ON A
10 DAY TRIP. WORK IN PAIRS. DISCUSS
AND PLAN YOUR TRIP. USE THE
FOLLOWING POINTS TO HELP YOU
-To help Ss practise discussing and planning T-S
about a day trip.
+T asks Ss to read through the suggestions and
take notes of the ideas. S-S
+ Ss work in pairs to exchange their ideas about
their day trip plan. S-S
+ T calls on some students to report their answers T-S
for the class.
+ T checks the answers and adds more
information if necessary

READING TASK 1. READ THE TEXT. MATCH THE

10 mins HIGHLIGHTED WORDS IN THE TEXT
WITH THEIR MEANINGS. (7ms) T-S
-To help Ss practise understanding word
meanings from context.
+T asks Ss to read the whole text once to get an S S-
overall idea. S
+Ss read the text again, paying attention to the T-S
context of each highlighted word, then look at the
three definitions.
+ T tells Ss to work in groups to discuss the context
clue for each word and compare answers.
+T confirms the answers as a class.
Answers:
1. b
2. a
3. c
TASK 2. READ THE TEXT AGAIN AND
CHOOSE THE BEST ANSWERS. (7ms) T-S S
-To help Ss practise reading for main ideas and S-S
specific information T-S
+T asks Ss to read through the questions and
checks understanding of the vocabulary.
+Ss read the text again and look for the answers
to the questions.
+ T calls on some students to report their answers
for the class.
+T checks the answers and adds more
information if necessary.

Answers:

Key:
1. A
2. B
 3. C
WRITING WRITE A PARAGRAPH (120 - 150 WORDS)
10 mins ABOUT THINGS YOU SHOULD OR
SHOULDN’T DO TO REDUCE THE
NEGATIVE IMPACT OF TRAVELLING ON T-S
THE ENVIRONMENT. YOU MAY USE THE
IDEAS IN THE READING TO HELP YOU.
(10 ms)
-To help Ss practise writing a paragraph about S T-S
things they should or shouldn’t do to reduce the
negative impact of travelling on the environment.
+T asks Ss to read the text again and extract some
ideas for their writing, e.g. walk, cycle or use
public transport.
+ Ss complete the task individually and write a
paragraph (120 – 150 words), then swap their
paragraphs for peer review with a partner.
+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.
Sample answer:
There are several things that we should do to
reduce the negative impact of travelling on the
environment. Firstly, we should reduce our
carbon footprint during the trip. We should only
fly when the trip is long and choose
environmentally-friendly means of transport
such as cycling or public transport. Secondly,
wherever we go, we should always protect our
environment. By keeping it clean and safe, we
can reduce the negative impact of travelling on
the environment
WRAP-UP * To consolidate what students have learnt in the T-S
2 mins lesson.
- T asks Ss to talk about what they have learnt in
the lesson.
HOMEWORK - Do exercise in the workbook. T-S
1 min - 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.