Giáo án Tiếng Anh 10 (Global Success) - Period 94, Unit 10: Ecotourism (Reading)

Nội dung tài liệu: Giáo án Tiếng Anh 10 (Global Success) - Period 94, Unit 10: Ecotourism (Reading)

1. Week 32 Preparing date: ___ Teaching date: ___ Period: 94 UNIT 10 – ECOTOURISM Reading A. AIMS By the end of this lesson, Ss will be able to gain: 1. Knowledge - Develop reading skill 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 skill - 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: - Grade 10 textbook, Unit 10, Reading - Computer connected to the Internet - Projector/ TV/ pictures and cards - sachmem.vn C. TEACHING PROCEDURES I. Warm up: Name the tours (5 minutes) Objectives: - To introduce the topic of reading. Content: Having some warm-up activities to create a friendly and relaxed atmosphere to interest Ss in the lesson. Output: Students’ interest in the new lesson Process: Teacher shows the pictures and asks students to name the tours based in these pictures. Students raise hands to provide the answers. Teacher and students discuss the answers. Teacher confirms the appropriate names of the tours and provides suggested answers. Suggested answers: Page | 1
2. Reef Tour Trekking Tour National Park Tour Whale-watching Tour II. New lesson 1. Activities Activity 1: Pre-reading (7 minutes) Objective: To provide students with some lexical items before reading the text. Content: Look the photos to guess the meaning of new words Output: SS can get to know the topic Process: Teacher asks students to look at the explanation and the photos to guess the meaning of new words. protect (v) souvenir (n) explore (v) Students say the Vietnamese meaning of the word. Other students correct if the previous answers are incorrect. Teacher shows the Vietnamese meaning, says the words aloud and asks students to repeat them. * Task 1: Work in pairs. answer these questions. (p. 113) Objective: To introduce the topic of the reading and get students involved in the lesson. Content: Answer these questions. Output: SS can get to know the topic Process: * Teacher puts students in pairs to ask and answer the questions. Page | 2
3. Teacher 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. Teacher has some students share their answers with the whole class. Teacher gives comments and checks students’ pronunciation if necessary. While-reading (20 minutes) Activity 2: Read the brochures below. Then work in pairs to solve the crossword using words from the brochures. (p. 113) Objective: To help students practise guessing the meaning of words from context. Content: Guessing the meanings of words in context. Output: Ss can understand some words in context Process: * Teacher points out that the part of speech (v, n, adj) as well as the brochure where they can find the words are provided in brackets. Teacher asks students to work in pairs to solve the crossword using words from the brochures. Teacher walks round the class and provide help if necessary. Teacher 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. Answers: Activity 3: Which tour does each statement below talk about? Write a, b, c or d. (p. 113) Objective: To help students practise reading for specific information. Content: Read the text gain and give the answers Output: Students can improve their reading skill for specific information Process: * Teacher reminds students of the scanning skill: ➢ Ask Ss to read the four statements and underline the key words in each of them. ➢ Check the key words students have underlined Page | 3
4. ➢ Remind Ss that the statements may include paraphrased information. Tell them to read through the brochures again looking for the key words they underlined in the statements or words with the same or similar meaning Teacher asks students to match each statement with the correct brochure. Teacher asks students to peer check and give comments to their partners. Teacher checks answers as a class: Answers: 1. d (Clue: Buy local souvenirs to help the local Whale Protection Program) 2. c (Clue: Learn how you can help save wild animals in the local research centre) 3. b (Clue: Children not allowed) 4. a (Clue: Watch 3D documentaries to learn about sea animals and the coral reef, and what you can do to protect it) Activity 4: Post-reading (10 minutes) Objective: To help students use the language and ideas from the unit to make suggestions for more eco-friendly tours. Content: Think of new ideas for making one of the tours better for the environment Output: Students can use the language and ideas from the unit to make suggestions for more eco-friendly tours. Process: Teacher asks students if they think the four tours in Task 2 are friendly to the environment and has students read the brochures again and underline things that make them eco-friendly. Teacher puts students into groups. Each group should choose a tour and brainstorm ideas for making it more eco-friendly. Students read the example, then elicit which brochure it refers to (c) and how it will help the environment Teacher asks students some groups to present a summary of their ideas or just the most useful ones in front of the class. Teacher encourages the rest of the class to give comments and praises for good effort and interesting ideas. Suggested answers: If they ban swimming with fish, the Great Barrier Reef will be better protected. Tourists should not be allowed to dive very close to the coral reefs. Tourists should always follow the walking paths and trails on the Sapa Trekking Tour. The local people with whom the tourists stay should only use local ingredients. If they only use local ingredients, their carbon footprint will be lower. 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. 3. Homework (3 minutes) Page | 4
5. - Some lexical items about ecotourism. - Reading for general and specific information in a brochure about ecotours. 4. Teaching experience: ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ Page | 5