Giáo án Tiếng Anh 10 (Global Success) - Period 102, Unit 10: Ecotourism (Communication & Culture)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 102, Unit 10: Ecotourism (Communication & Culture)

1. Week 35 Preparing date: ___ Teaching date: ___ Period: 102 UNIT 10 – ECOTOURISM Communication & Culture A. AIMS By the end of this lesson, Ss will be able to: 1. Knowledge - Use the lexical items related to the topic Ecotourism; - Ask for and give advice - Know more information about tourism 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. Quality - Develop a sense of an ecotourist - Be aware of tourism and their impact on the environment B. TEACHING AIDS 1. Students: - Grade 10 textbook 2. Teachers: - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up (5 minutes) Objectives: - To create an active atmosphere in the class before the lesson; - To introduce the topic. Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Students’ interest in the lesson Process: * Teacher asks students to answer the question: ➢“What kind of advice do you need before a tour/trip?” Students raise hands to do brainstorming. Teacher and students discuss the answers. Teacher provides the suggested answers and introduce the topic of the listening task. Page | 1
2. Suggested answers: II. New lesson 1. Activities Communication: Asking for and giving advice Activity 1: Listen to a conversation between a woman and a tour guide. Fill in each gap with one word you hear. Then practise it with your partner. (p. 117) (7 minutes) Objective: To introduce and help students remember different structures to ask for and give advice. Content: Listening, filling gaps and practising the conversation Output: The complete conversation Process: * Teacher tells students that they are going to listen to a conversation between a woman and a tour guide: ➢ While listening, they should complete the conversation with the words they hear. ➢ Give them some time to skim through the conversation. Check understanding of the words such as surfing, surfboard and wetsuit. ➢ Encourage them to guess the answers before listening. Students listen to the conversation and complete the listening task. Teacher asks students to swap their textbooks for peer checking. Teacher checks the answers as a class: ➢ Play the recording again, pausing after each word to confirm the correct answers. ➢ Put students into pairs and have them practise the conversation Answers: 1. should 2. were 3. Should 4. recommend Activity 2: Work in pairs. Make similar conversations asking for and giving advice about trips. Use the expressions below to help you. (p. 117) (10 minutes) Page | 2
3. Objectives: - To help students practise asking for and giving advice about a trip. Content: Forming conversation Output: Students’ comversations Process: * Teacher gives the instruction of the task: ➢ Tell Ss that the words they used to fill in the gaps in 1 are part of expressions for asking for and giving advice. ➢ Ask Ss to read the list of expressions and check understanding. Students work in pair to complete the task: ➢ Students 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. ➢ Students have a few minutes to plan their conversations before they role-play them. ➢ Students should decide on the type of tour, the place, the activities and what advice to ask for and give. ➢ Students then swap roles. Teacher walks round the class and provides help when necessary. Teacher asks some pairs to role-play their conversations in front of the whole class, praises for good effort, clear pronunciation and fluent delivery. Culture: ENVIRONMENTAL STUDIES Activity 3: Read the text below and fill in each gap in the table below with one of the highlighted words from the text. (p. 117) (10 minutes) Objectives: To help students learn about types of tourism through CLIL (Environmental studies) and learn some content vocabulary. Content: Introducing vocabulary Output: Students’ understanding the given words Process: * Teacher sets the context: ➢ Ask Ss some questions to find out what they already know about the topic: o What kinds of impact does tourism have on the environment? o Name different kinds of tourism which are good / bad for the environment that you know? Page | 3
4. ➢ Ask Ss what they want to know about the topic. Write their questions on the board: o 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); o 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). ➢ Ask 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. Teacher tells students that they are going to read about four popular types of tourism and put them into categories in the table according to their negative or positive impact on the environment. Teacher and students elicit any new or difficult words, e.g. Why is tourism is called ‘the smokeless industry’? (Because it is an industry without chimneys and is considered environmentally friendly). Teacher confirms the answers as a class. Answers: Activity 4: Which kind of tourism does each description below fit best? Tick the appropriate column. (p. 118) (10 minutes) Objectives: To help students understand differences between four main types of tourism. Content: Reading the text and tick the appropriate column Output: Ss can do the given task Process: * Teacher tells students to read the text again to decide which statement fits which type of tourism. Students do the task in groups. Teacher lets students discuss their answers. Teacher checks answers as a class: ➢ Have Ss call out their answers first. ➢ Then provide, or ask some Ss to provide the clue for the answers in the text Answers: 2. Consolidation (2 minutes) To help Ss memorise what they have learned: Page | 4
5. - Use the lexical items related to the topic Ecotourism; - Ask for and give advice - Know more information about tourism impact on the environment. 3. Homework (1 minutes) - Prepare for the next lesson: Unit 10_Looking back and project - Exercises in the workbook 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5