Date of planning: …/… / 2023

Date of teaching: …/… / 2023

Period: 93
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.
- 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 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
* Outcome: students’ answers
* Organization:

Teacher’s Student’s activities Content

* T asks Ss to look at the explanation and the VOCABULARY
photos to guess the meaning of new words. 1. stalactite (n): piece of rock hanging down from
** Ss say the Vietnamese meanings of the words. the roof of a cave
1. stalactite (n): piece of rock hanging down 2. fieldtrip (n): a visit made by students to study
from the roof of a cave something away from their school or college
2. fieldtrip (n): a visit made by students to 3. packaging (n): the materials in which objects
study something away from their school or are wrapped before being sold.
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.
3. PRACTICE ( 15’)
Aim: To introduce the unit topic.
To check students’ comprehension of the conversation.
To help students revise phrases related to ecotourism
* Content: Task 1,2
* Outcome: Keys
* Organisation:

Teacher’s Student’s activities Content

TASK 1. LISTEN AND READ. (p. 110) What can you see?
* T asks Ss to look at the picture (p. 110), the (A cave / Phong Nha Cave) Who are the
heading of the conversation and answer the speakers?
questions: (Nam, Mai, and their teacher) What do you think
* T then plays the recording twice, has Ss listen to they are discussing?
the conversation, read along and underline words / (A trip to the cave).
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.
* T asks Ss to find a mistake in each sentence and TASK 2. READ THE CONVERSATION
correct it: AGAIN. THEN FIND AND CORRECT A
⮚ T asks them to identify and underline the MISTAKE IN EACH SENTENCE BELOW.
key words in the sentences first. Then T has (p. 111)
them read the conversation again and locate Suggested answers:
the part that contains the information for 1. On an eco-friendly fieldtrip, tourists enjoy,
each sentence. explore and damage the environment.
⮚ T has them compare the information in the but not
conversation with each sentence to know (OR: On an eco-friendly fieldtrip, tourists enjoy,
which part of the sentence is incorrect, and explore and damage the environment. 🡪 protect/
how to correct it. learn about)
** Ss do the task individually. 2. Nam will take pieces of stalactites because they
*** T has Ss work in pairs to discuss and compare take a long time to form.
their answers. will not / won’t
**** T checks the answers as a class. 3. Mai will bring snacks with a lot of packaging
 ⮚ T has them call out the part of the sentence on the trip.
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.

Date of planning: …/… / 2023

Date of teaching: …/… / 2023

Period : 94
UNIT 10: ECOTOURISM
Lesson 2: Language
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
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. 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. 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.
- 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 activate students’ prior knowledge and introduce caves in Phong Nha – Ke Bang National Park.
* 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: MATCHING: CAVES IN PHONG NHA – KE
* T reveals that beside Phong Nha Cave, there are BANG NATIONAL PARK
9 other caves in Phong Nha – Ke Bang National
Park and asks Ss to match the pictures with the
correct names of the caves.
** Ss work in groups of four to do the matching
task.
*** T and Ss discuss the answers.
**** T confirms the answers as a class.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To help students recognise the intonation patterns in different types of sentences.
To help students practise different intonation patterns in a conversation.
To help students understand the meanings of words / phrases related to ecotourism.
* Content: Pronunciation and vocabulary
* Outcome: students’ answers
* Organization:
 Teacher’s Student’s activities Content
* 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
their partners. 3. responsible
**** T checks answers as a class:
⮚ 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.

* T asks Ss to study the sentences individually. Grammar

** Ss decide which statement is possible or likely TASK 1: DECIDE WHETHER THESE
to happen, and which one is imaginary or unlikely STATEMENTS CAN BE REAL (R) OR NOT
to happen. (N). (p. 112)
*** T asks Ss to peer check and give comments to Key:
their partners. 1. N
**** T checks answers as a class: 2. R
⮚ Tell students that all sentences that are 3. N
‘possible or likely to happen’ are 4. R
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.

* T asks Ss to put the verbs in brackets in the TASK 2: PUT THE VERBS IN BRACKETS
correct forms and tells them to pay attention to the IN THE CORRECT FORMS. (p. 112)
meaning of each sentence, and whether the Key:
situation is possible (Conditional sentence Type 1) 1. will stay
or not (Conditional sentence Type 2). 2. would grow
** Ss complete the task individually. 3. were / was; would be
*** T asks Ss to peer check and give comments to 4. give; will reduce
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.

EXTRA ACTIVITY
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To give students a chance to apply what they have learnt
* Content: SURPRISING MATCHING!
* Outcome: students ‘presentation
* Organization:
Teacher’s Student’s activities Content
*T divides the class into 4 groups. GAME: SURPRISING MATCHING!
⮚ Group A will write If clause type 1. Group
B will write Main clause type 1. ⮚ Group A will write If clause type 1. Group
⮚ Group C will write If clause type 2 Group D B will write Main clause type 1.
will write Main clause type 2. ⮚ Group C will write If clause type 2 Group
- T then will match members of group A with ones D will write Main clause type 2.
of group B, and do the same with group C and D.
** Ss do as instructed.
 *** T and Ss discuss and give comments to the
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: …/… / 2023

Date of teaching: …/… / 2023

Period : 95
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.
- 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 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.
**** T confirms the appropriate names of the
tours and provides suggested answers.
Suggested answers:
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To introduce the topic of the reading and get students involved in the lesson.
* Content: Task 1
* Outcome: students’ answers
* Organization:

Teacher’s Student’s activities Content

* T puts Ss in pairs to ask and answer the TASK 1: WORK IN PAIRS. ANSWER
questions. THESE QUESTIONS. (p. 113)
**T explains that each photo is part of a brochure
advertising a tour in four 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.
**** T gives comments and checks students’
pronunciation if necessary.
3. PRACTICE ( 15’)
Aim: To help students practise guessing the meaning of words from context.
To help students practise reading for specific information.

* Content: Task 2
* Outcome: students’ answers
* Organisation:
Teacher’s Student’s activities Content
* T points out that the part of speech (v, n, adj) as TASK 2: READ THE BROCHURES
well as the brochure where they can find the BELOW. THEN WORK IN PAIRS TO
words are provided in brackets. SOLVE THE CROSSWORD USING
** T asks Ss to work in pairs to solve the WORDS FROM THE BROCHURES.
crossword using words from the brochures. (p. 113)key
*** T walks round the class and provides help if
necessary.
**** 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.

* T reminds Ss of the scanning skill: TASK 3: WHICH TOUR DOES EACH

⮚ Ask Ss to read the four statements and STATEMENT BELOW TALK
underline the key words in each of them. ABOUT? WRITE A, B, C OR D. (p. 113)
⮚ Check the key words students have Key:
underlined. 1. d (Clue: Buy local souvenirs to help the
⮚ Remind Ss that the statements may include local Whale Protection Program)
paraphrased information. Tell them to read 2. c (Clue: Learn how you can help save
through the brochures again looking for the wild animals in the local research centre)
key words they underlined in the statements 3. b (Clue: Children not allowed)
or words with the same or similar meaning. 4. a (Clue: Watch 3D documentaries to
** T asks Ss to match each statement with the learn about sea animals and the coral reef,
correct brochure. and what you can do to protect it)
*** T asks Ss to peer check and give comments to
their partners.
**** T checks answers as a class.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

Aim:
To help students use the language and ideas from the unit to make suggestions for more eco-
friendly tours.
* Content: task 4
* Outcome: answers
* Organization:
Teacher’s Student’s activities Content
* T asks Ss if they think the four tours in Task 2 TASK 4: WORK IN GROUPS. THINK
 are friendly to the environment and has Ss read OF NEW IDEAS FOR MAKING ONE
the brochures again and underline things that OF THE TOURS BETTER FOR THE
make them eco-friendly. ENVIRONMENT. (p. 114)
** T puts Ss into groups. Each group should Suggested answers:
choose a tour and brainstorm ideas for making it A. If they ban swimming with fish, the
more eco-friendly. Ss read the example, then elicit Great Barrier Reef will be better protected.
which brochure it refers to (c) and how it will help Tourists should not be allowed to dive very
the environment close to the coral reefs.
*** T asks Ss some groups to present a summary B. Tourists should always follow the
of their ideas or just the most useful ones in front walking paths and trails on the Sa Pa
of the class. Trekking Tour. The local people with whom
**** T encourages the rest of the class to give the tourists stay should only use local
comments and praises for good effort and ingredients. If they only use local
interesting ideas. 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.

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
- Some lexical items about ecotourism.
- 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 planning: …/… / 2023

Date of teaching: …/… / 2023
Period: : 96
UNIT 10: ECOTOURISM
Lesson 4: Speaking – How to become an ecotourist
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
1. Knowledge:
- Talk about how to become an ecotourist.
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 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.
- 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 the topic of reading.
- To enhance students’ skills of cooperating with teammates.
* 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:
* T puts Ss work in groups of four. Each group will MATCHING GAME
have to match a verb with the appropriate phrase. Task 1: Match each verb on the left with a
The fastest groups with the correct answers will be phrase on the right. Use the pictures to help
the winner. you.
** Ss work in groups. Key:
*** Ss give comments to other groups. 1. c 2. d 3. a
**** T confirms the answers. 4. b 5. f 6. e)

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To help students brainstorm more ideas for the main speaking task.
* Content: Task 2
* Outcome: Keys
* Organization:

Teacher’s Student’s activities Content

* T asks Ss to read the useful expressions and the TASK 2: WORK IN PAIRS. DISCUSS
examples in the box. T asks S to work in pairs and WHICH OF THE THINGS IN TASK 1 WE
discuss which of the activities in Task 1 they SHOULD OR SHOULD NOT DO TO
should do, and which they should not do to BECOME ECOTOURISTS. USE THE
become ecotourists. EXPRESSIONS BELOW TO HELP YOU. (p.
 ** Ss do as instructed. 115)
*** T walks round the class and provides help and
encourages 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.
3. PRACTICE ( 15’)
Aim: To give students an opportunity to discuss in groups and give suggestions to ecotourists.
* Content: task 3
* Outcome: students’ talks
* Organisation:

Teacher’s Student’s activities Content

* T asks S to study the discussion questions first TASK 3: WORK IN GROUPS. TALK
and checks understanding by eliciting some ABOUT WHAT TOURISTS SHOULD OR
responses from the whole class. T puts Ss into SHOULD NOT DO IF THEY ARE ON AN
groups and asks each group to choose a tourist ECOTOUR TO A TOURIST ATTRACTION
attraction in their local area. IN YOUR LOCAL AREA. USE THE
- Tell them to talk about what tourists should or DISCUSSION QUESTIONS BELOW TO
should not do if they are on an ecotour to that HELP YOU. (p. 115)
tourist attraction.
- Remind them that they are going to share their
ideas with the whole class later.
- Give sheets of paper form them to take notes of
their ideas.
** Ss do as instructed.
*** T walks round the class and provide help when
necessary.
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim:
To help students present their ideas in front of the class.
* Content: Task 4
* Outcome: students’ talks
* Organization:
Teacher’s Student’s activities Content
* T has each group prepare a brief presentation of TASK 4: SHARE YOUR IDEAS WITH THE
their ideas. T allows a time limit of 3 - 4 minutes WHOLE CLASS. VOTE FOR THE BEST
for Ss to practise their presentations in their group. IDEAS. (p. 115)
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.
** Ss do as instructed.
*** T walks round the class and provides help
when necessary.

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
Talk about how to become an ecotourist
HOMEWORK
- Prepare for the next lesson: Unit 10 – Listening
- Exercises in the workbook
Date of planning: …/… / 2023
Date of teaching: …/… / 2023
Period:: 97
UNIT 10: ECOTOURISM
Lesson 5: Listening – An ecotour in the Mekong Delta
I. OBJECTIVES:* By the end of this unit, students will be able to gain the following things:
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. Competence:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- 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.
- 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 the topic of reading.
- To set the context of the listening text and activate students’ prior knowledge.
* 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:
*T asks Ss some questions about river deltas. ANSWER THE QUESTIONS
**Ss spend some time thinking about the answers 1. How many river deltas are there in
for the questions. Viet Nam?
***Some Ss share the answers with the whole 2. Do you know the names of the 2
class. river deltas in Viet Nam?
****T confirms the answers and leads in the new 3. Do you know another name for Cuu
lesson. Long River Delta?
Suggested answers:
1. There are 2.
2. Red River Delta and Cuu Long River
Delta.
3. Mekong Delta.
2. PRESENTATION/ NEW LESSON ( 12’- 15’)
Aims: To introduce more topic-related vocabulary and activate students’ prior knowledge.
* Content: Task 1
* Outcome:
* Organization:
 Teacher’s Student’s activities Content
* T sets the context. TASK 1: WORK IN PAIRS. LOOK
⮚ Ask Ss to imagine they are ‘travelling’ to AT THE PHOTOS FROM AN
Mekong Delta today. ECOTOUR IN THE MEKONG
⮚ Describe or show it on the map. (It is in the DELTA. WHAT DO YOU THINK
far south of Viet Nam, covering 13 cities ECOTOURISTS CAN DO THERE?
and provinces such as Can Tho, Long An, (p. 115)
Tien Giang, Ben Tre, Vinh Long, Tra Vinh, Suggested answers:
Hau Giang, Soc Trang, Dong Thap, An - Picture a: Have a traditional meal/food
Giang, Kien Giang, Bac Lieu and Ca Mau.) (with a host family or at a local
⮚ Introduce or pre-teach some words or restaurant)
phrases to help students describe the - Picture b: Visit a weaving village,
pictures, e.g. floating market, host family, buying traditional arts and crafts
weaving (village). - Picture c: Visit a floating market, buying
** T puts Ss in pairs and asks them to study the fruits there
pictures and describe what they see in each one. T
encourages Ss to think what ecotourists can do
there based on the pictures.

*** T asks some Ss to share their ideas with the

whole class.
**** T and Ss discuss the ideas.

3. PRACTICE ( 15’)
Aim: To help students practise listening for specific information to order pictures.
To help students practise listening for specific information.
* Content: Task 2,3
* Outcome:
* Organisation:

Teacher’s Student’s activities Content

* T tells Ss to listen to a tour guide introducing an TASK 2: LISTEN TO A TOUR
eco-friendly tour in the Mekong Delta. T asks Ss GUIDE INTRODUCING THE TOUR.
to order the pictures while they are listening to the NUMBER THE PICTURES IN TASK
recording. 1 IN THE ORDER YOU HEAR
** Ss do as instructed. THEM. (p. 115)
*** T has Ss swap their textbooks for peer Key:
checking. 1. c
**** T checks the answers as a class. 2. b
3. a
* T tells Ss that they are going to listen to the TASK 3: LISTEN AGAIN. FILL IN
recording again. EACH GAP IN THE BROCHURE
** Ss have some time to study the brochure first BELOW WITH ONE WORD. (p. 115)
then fill in the gaps in a brochure.
*** T asks Ss to discuss their answers in pairs Key:
when they finish. 1. eco-friendly
**** T checks the answers as a class, plays the 2. local
recording again, pausing after each answer. 3. souvenirs
4. traditional
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
Aim: To help students practise listening for specific information.
* Content: Task 4
* Outcome: students’ discussion
* Organization:
Teacher’s Student’s activities Content
* T has Ss look at the brochure in 3 again and TASK 4: WORK IN GROUPS AND
underline the activity they find most interesting. DISCUSS THE QUESTION. (p. 115)
** 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.

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
- Some lexical items related to the topic Ecotourism
- Listen for specific information in a tour guide speech welcoming ecotourists in the Mekong
Delta
HOMEWORK
- Prepare for the next lesson: Unit 10 – Writing
- Exercises in the workbook

Date of planning: …/… / 2023

Date of teaching: …/… / 2023
Period: 98
UNIT 10: ECOTOURISM
Lesson 6: Writing – Writing a website advertisement for an ecotour

I. OBJECTIVES:* By the end of this unit, students will be able to gain the following
things:
1. Knowledge:
- Use the lexical items related to the topic Ecotourism;
- Write a website advertisement for an ecotour.
2. Competence:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- 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.
- 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 the topic of writing.
- To set the context for the writing part.
* 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:
* T plays a video and asks Ss to guess the place in VIDEO WATCHING
the video. Video link:
** Ss raise hands to provide the name of the place. https://www.youtube.com/watch?
*** Ss discuss their friends’ answers. v=ZSyoQflfkyU
**** T confirms the answer as a class. Answers: Hoi An Ancient Town

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To brainstorm ideas for their writing task
To help students revise expressions and structures to use in their writing task.
* Content: Task 1,2
* Outcome: keys
* Organization:

Teacher’s Student’s activities Content

* T tells Ss that they are going to write about an TASK 1: LOOK AT THE PHOTOS
ecotour in Hoi An. OF AN ECOTOUR TO HOI AN
** T puts Ss in pairs to work on the notes VILLAGES (DA NANG, VIET
together: NAM), AND COMPLETE THE
⮚ Asks Ss to focus attention on the pictures on NOTES BELOW. THEN DISCUSS
page 54 and study them. YOUR IDEAS IN PAIRS. (p. 116)
⮚ Asks each question and has students read Suggested answers:
the examples. What do you think is special about Hoi
*** Ss discuss their answers. An villages?
**** T checks the answers as a class. - 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
* T asks Ss to study the useful expressions in the TASK 2: REWRITE THESE
box, then focuses attention on the sentences and SENTENCES ABOUT HOI AN
checks comprehension. VILLAGES. USE THE
** T asks Ss to rewrite them, using the suggested EXPRESSIONS BELOW TO HELP
words and the structures in the box. YOU. (p. 116)
*** T asks Ss to swap their textbook for peer Suggested answers:
checking. 1. Hoi An villages are well-known for
**** T checks answers as a class. their beautiful vegetable and herb
gardens.
Date of planning: …/… / 2023
Date of teaching: …/… / 2023
Period: 99
UNIT 10: ECOTOURISM
Lesson 7: Communication and Culture/ CLIL LESSON I. OBJECTIVES:
* By the end of this unit, students will be able to gain the following things:
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. 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. 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.
- 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 the topic
* 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: BRAINSTORMING
BRAINSTORMING Suggested answers:
* T asks Ss to answer the question: “What kind of
advice do you need before a tour/trip?”
** Ss raise hands to do brainstorming.
*** T and Ss discuss the answers.
**** T provides the suggested answers and
introduces the topic of the listening task.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

Aims: To introduce and help students remember different structures to ask for and give advice.
* Content: Task 1
* Outcome: answers
* Organization:

Teacher’s Student’s activities Content

* T tells Ss that they are going to listen to a TASK 1: LISTEN TO A CONVERSATION
conversation between a woman and a tour guide: BETWEEN A WOMAN AND A TOUR
⮚ While listening, Ss should complete the GUIDE. FILL IN EACH GAP WITH ONE
conversation with the words they hear. WORD YOU HEAR. THEN PRACTISE IT
⮚ Gives them some time to skim through the WITH YOUR PARTNER. (p. 117)
conversation. Checks understanding of the Answers:
words such as surfing, surfboard and 1. should
wetsuit. 2. were
⮚ Encourages them to guess the answers 3. Should
before listening. 4. recommend
** Ss listen to the conversation and complete the
listening task.
*** T asks Ss to swap their textbooks for peer
checking.
**** 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.

3. PRACTICE ( 15’)
Aim: To help students practise asking for and giving advice about a trip.
* Content: Task 2
* Outcome: students’ talks
* Organisation:

Teacher’s Student’s activities Content

* T gives the instruction of the task: TASK 2: WORK IN PAIRS. MAKE
⮚ Tells Ss that the words they used to fill in SIMILAR CONVERSATIONS ASKING
the gaps in 1 are part of expressions for FOR AND GIVING ADVICE ABOUT
asking for and giving advice. TRIPS. USE THE EXPRESSIONS BELOW
⮚ Asks Ss to read the list of expressions and TO HELP YOU. (p. 117)
checks understanding.
** Ss work in pair to complete the task:
⮚ 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 walks round the class and provides help
when necessary.
**** T asks some pairs to role-play their
conversations in front of the whole class, praises
for good effort, clear pronunciation and fluent
delivery.
4. PRODUCTION/ FURTHER PRACTICE ( 8’)
 Aim:
To help students learn about types of tourism through CLIL (Environmental studies) and learn some
content vocabulary.
To help students understand differences between four main types of tourism.
* Content: task 1
* Outcome: key
* Organization:
Teacher’s Student’s activities Content
* T sets the context: TASK 1: READ THE TEXT BELOW AND
- Asks Ss some questions to find out what they FILL IN EACH GAP IN THE TABLE
already know about the topic: BELOW WITH ONE OF THE
+ What kinds of impact does tourism have on the HIGHLIGHTED WORDS FROM THE TEXT.
environment? (p. 117)
+ Name different kinds of tourism which are key
good / bad for the environment that you know?
- Asks Ss what they want to know about the topic.
Writes their questions on the board:
+ 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);
+ 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.
** 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.
*** 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 confirms the answers as a class.

* T tells Ss to read the text again to decide which TASK 2: WHICH KIND OF TOURISM
statement fits which type of tourism. DOES EACH DESCRIPTION BELOW FIT
** Ss do the task in groups. BEST? TICK THE APPROPRIATE
*** T lets Ss discuss their answers. COLUMN. (p. 118)
**** 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

5. WRAP-UP & HOME WORK (2’)

WRAP-UP
- 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 planning: …/… / 2023
Date of teaching: …/… / 2023
Period: 100
UNIT 10: ECOTOURISM
Lesson 8: Looking back and 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 Link video: https://www.youtube.com/watch?
of the place. v=iCspAti-0T8&t=18s
** Ss watch the video and try to find out the name Key:
of the place based on the sights in the video as soon 🡪 Trang An Ecotourism Complex
as possible.
*** 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 Student’s activities Content

Choose the correct words to complete the VOCABULARY
conversation. (p. 118) Key:
* T asks Ss to read each sentence and check 1. sustainable
comprehension and asks Ss to study the context 2. protect
carefully and decide on the correct words to 3. profits
complete the conversation. 4. litter
** Ss complete the task individually. 5. aware
*** T asks Ss to exchange their textbooks for peer 6. ecotourism
checking. 7. impact
**** T checks answers as a class by asking
individual students to read the sentences.

3. PRACTICE ( 15’)
Aim: To practise different intonation patterns
* Content: Pronunciation, Grammar
* Outcome: students’ talk
* Organisation:

Teacher’s Student’s activities Content

* T asks Ss to work in pairs to role-play the PRONUNCIATION
conversation in Vocabulary. Work in pairs. Role-play the conversation
** Ss role-play the conversation, using the above. Try to use appropriate intonation. (p.
appropriate intonation. 118)
*** T asks some pairs to role-play or read out
loud the conversation in front of the class.
**** T praises for good effort and natural delivery.
* T explains to Ss that they are going to review GRAMMAR
the use of conditional sentences Type 1 and Type Put the verbs in brackets in the correct forms.
2, gives Ss some time to review the grammar rules (p. 118)
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 2. work; will be
checking. 3. allow; will have
**** T corrects the answers as a class by asking 4. had; would go
individual students to read the sentences and
explain why they used conditional sentences Type
1 or 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:
* Organization:
Teacher’s Student’s activities Content
* As Ss have prepared for the project throughout DESIGN AN ECOTOUR
the unit, the focus of this lesson should be on the ⮚ Give them a few minutes to get ready for
final product, which is an oral presentation. the presentation.
** T has Ss work in their groups. ⮚ Give Ss a checklist for peer and self-
 ⮚ . assessment. Explains that they will have to
*** T invites two or three groups to give their tick appropriate items while listening to
presentations, encouraging the rest of the class to their classmates’ presentations and write
ask questions at the end. comments if they have any.
**** T gives praise and feedback after each ⮚ The presenters should complete their self-
presentation. assessment checklist 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.