Giáo án Tiếng Anh 10 (Global Success) - Period 93, Unit 10: Ecotourism (Language)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 93, Unit 10: Ecotourism (Language)

1. Week 31 Preparing date: ___ Teaching date: ___ Period: 93 UNIT 10 – ECOTOURISM Language A. AIMS: By the end of this lesson, students will be able to gain: 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 B. TEACHING AIDS: 1- Students: Text books 2- Teacher- Grade 10 textbook, Unit 10, Language - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: Matching: Caves in Phong Nha – Ke Bang National Park (5 minutes) Objectives: - 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. Output: Arouse the classroom atmosphere to lead in the lesson Process: - Teacher reveals that beside Phong Nha Cave, there are 9 other caves in Phong Nha – Ke Bang National Park and asks students to match the pictures with the correct names of the caves. - Students work in groups of four to do the matching task. - Teacher and students discuss the answers. - Teacher confirms the answers as a class. Answers: Page | 1
2. Phong Nha Cave Son Doong Cave Hang En Cave Hang Toi Cave (Dark Cave) Hang Voi Cave (Elephant Cave) Thien Duong Cave (Paradise Cave) Tra Ang Cave Tu Lan Cave Hang Va Cave Hang Vom & Hang Gieng Vooc Cave II. New lesson Page | 2
3. 1. Activities Pronunciation (5 minutes) Activity 1: Objectives: To help students recognise the intonation patterns in different types of sentences. Content: Pronunciation Output: recognise the intonation patterns in different types of sentences. Process: Task 1: Listen to these sentences. Pay attention to the intonation and repeat. (p. 111) Teacher asks students to listen to some sentences and has them pay attention to the arrows at the end. Teacher asks students to listen to the sentences again, but this time have them use their hands to indicate the falling and rising tones at the end of each sentence. Teacher then asks students to read the notes in the Remember! Box and checks understanding by asking individual students 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. Teacher plays the recording again, pausing after each sentence for students to repeat. Encourage them to use their hands to indicate the intonation pattern. Teacher confirms the correct intonation. Activity 2: Work in pairs and role-play this conversation. Pay attention to the intonation. Then listen and check.(5 minutes) Objective: To help students practise different intonation patterns in a conversation. Content: Practise role-play this conversation. Output: Students can identify different intonation patterns in sentences. Process: Teacher asks students to read quickly through the conversation and checks understanding. Teacher has students work in pairs to role-play the conversation. Teacher asks students to peer check and give comments to their partners. Teacher asks students to pay attention to the three intonation patterns they have just learnt. Audio script: Page | 3
4. Vocabulary (4 minutes) Activity 3: Below is what ecotourists do. Match each sentence on the left with its explanation on the right. (p. 112) Objective: To help students understand the meanings of words / phrases related to ecotourism. Content: Vocabulary related to ecotourism. Output: Ss understand more the use some vocabulary related to and students understand the meaning of some lexical items about ecotourism Process : Teacher explains the context of the activity and tells students that the statements represent things that ecotourists do. Students read the statements, focusing their attention on the key word highlighted in each sentence. Teacher puts students in pairs and asks them to compare their answers. Teacher checks answers as a class: Explain or elicit any new or difficult words 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. Answers: 1. b 2. a 3. e 4. d 5.c Activity 4: Completing (10 minutes) Objective: To help students practise these words in meaningful contexts. Content: Complete these sentences with the highlighted words in Task 1. (p. 112) Output: Read the sentences carefully and decides which word in task 1 can be used to complete each of the sentences. Process: Teacher asks students to work in pairs and tells them to read the sentences carefully and decide which highlighted word in Task 1 can be used to complete each of the sentences. Students work in pairs to complete the task. Teacher asks students to peer check and give comments to their partners. Teacher checks answers as a class: ➢ Have Ss call out the word they have used in each sentence first. ➢ Confirm the correct answers. Page | 4
5. ➢ Ask Ss to explain the meaning of each word using the definitions in Task 1. ➢ Ask some students to read the complete sentences. Answers: 1. profit; crafts 2. aware; impact 3. responsible Grammar (10 minutes) Activity 5: Decide whether these statements can be real (R) or not (N). (p. 112) Objective: To help students recognise the differences between Types 1 and Type 2 conditional sentences. Content: Grammar points Output: Answers key Process: * Teacher asks students to study the sentences individually. Students decide which statement is possible or likely to happen, and which one is imaginary or unlikely to happen. Teacher asks students to peer check and give comments to their partners. Teacher checks answers as a class: ➢ Tell students that all sentences that are ‘possible or likely to happen’ are 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. Answers: 1. N 2. R 3. N 4. R Activity 6: Put the verbs in brackets in the correct forms. (p. 112) Objective: To help students practise conditional sentences Types 1 and Type 2 Content: Grammar points Page | 5
6. Output: Answers key Process: * Teacher asks students to put the verbs in brackets in the correct forms and tells them to pay attention to the meaning of each sentence, and whether the situation is possible (Conditional sentence Type 1) or not (Conditional sentence Type 2). Students complete the task individually. Teacher asks students to peer check and give comments to their partners. Teacher checks answers as a class: ➢ Check 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. Answers: 1. will stay 2. would grow 3. were / was. would be 4. give. will reduce Activity 7: Game: Surprising matching! (4 minutes) Objective: To give students a chance to apply what they have learnt. Content: Game Output: Answers Process: *Teacher divides the class into 4 groups. ➢ Group A will write If clause type 1. Group B will write Main clause type 1. ➢ Group C will write If clause type 2 Group D will write Main clause type 2. Teacher then will match members of group A with ones of group B, and do the same with group C and D. Teacher and students discuss and give comments to the surprising results. Teacher confirms the possible answers and restates the use of Conditional sentences type 1 and type 2. 3. Consolidation (1 minutes) - T helps students memorize the target language and skills that they have learnt 3. Homework (1 minutes) - Exercises in the workbook - Prepare for Reading lesson 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ Page | 6
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