GA CV5512 HKII TIẾNG ANH 10 mới

Date of preparation: 02/01/2021 Period 55 Unit 6: GENDER EQUALITY LESSON 1: GETTING STARTED - - I OBJECTIVES Knowledge: - Get familiar to topic gender equality; - Improve reading, speaking, listening, writing skills Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Introduce the topic of the lesson and to raise students' Objectives interest (Mục tiêu) b) Content -Ask students what they think about when they see or (Nội dung) hear the words “gender”, “equality” and “gender equality” c) Products - Visualize what they think of when they hear or see such (Sản phẩm) words as: gender, equality or gender equality - Possible answers: + I think of men and women + I think of the word same - + I think that men and women should be treated in the same way and given the same opportunities d) Elicit students’ answers Implementation Give feedback (Tổ chức thực Lead into new lesson hiện) ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) Use lexical items related to the topic Gender Equality Objectives (Mục tiêu) b) Content Activity - Look at the picture and answer the questions about it (Nội dung) Give the answers questions about it: c) Products (Sản phẩm) Suggested questions: + Who you see in the picture? + Where you think they are? + What are they doing? d) - Play the recording Implementation Ask students to listen and read (Tổ chức thực hiện) ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) - Listening to a conversation with new words, agreement and Objectives disagreement among three characters (Mục tiêu) - Practice the conversation - Enhance reading techniques b) Content Activity (Nội dung) Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given c) Products (Sản phẩm) - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Suggested answer: F F T NG T d) - Step 1- Transfer the tasks (Chuyển giao nhiệm Implementation vụ) (Tổ chức thực State the requirements for each activity for the students hiện) Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) - To provide Ss some motivation Objectives - Students are more aware of the drawbacks of gender (Mục tiêu) discrimination b) Content - Activity 3: Read the conversation again and answer to (Nội dung) the questions c) Products - Suggested answers: (Sản phẩm) Only 82 girls enrolled per 100 boys in secondary school Because they might be forced to work at home and in the fields There are slightly more boys than girls in both primary and secondary schools Women Gender discrimination should be eliminated so that everyone has equal opportunities in education d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Từ vựng tham khảo UNIT GENDER EQUALITY (Bình đẳng giới) address (v) /əˈdres/ giải eliminate /ɪˈlɪmɪneɪt/(v) xóa bỏ affect /əˈfekt/ (v) ảnh hưởng encourage /ɪnˈkʌrɪdʒ/(v) động viên, khuyến khích caretaker /ˈkeəteɪkə(r)/(n) người trơng nom nhà challenge /ˈtʃỉlɪndʒ/ thức enroll /ɪnˈrəʊl/(v) đăng học ký nhập (n) thách enrolment /ɪnˈrəʊlmənt/ (n) đăng ký nhập học discrimination /dɪˌskrɪmɪˈneɪʃn/ (n) phân biệt đối xử 10 equal /ˈiːkwəl/ (adj) ngang effective /ɪˈfektɪv/(adj) có + equality /iˈkwɒləti/ bằng, bình đẳng hiệu (n) ngang + inequality /ˌɪnɪˈkwɒləti/ (n) khơng bình đẳng 21 pursue /pəˈsjuː/(v) theo đuổi 11 force /fɔːs/ (v) bắt buộc, ép buộc 22 qualified /ˈkwɒlɪfaɪd/(adj) đủ khả năng/ lực 12 gender /ˈdʒendə(r)/ (n) giới, giới tính 23.remarkable /rɪˈmɑːkəbl/ (adj) đáng ý, khác thường 13 government /ˈɡʌvənmənt/ (n) phủ 25 right /raɪt/ (n) quyền lợi 26 sue /suː/(v) kiện 14 income /ˈɪnkʌm/ (n) thu nhập 15 limitation /ˌlɪmɪˈteɪʃn/ chế, giới hạn 27 treatment /ˈtriːtmənt/(n) xử (n) hạn 28 violent /ˈvaɪələnt/(adj) có bạo lực, 16 loneliness /ˈləʊnlinəs/ (n) đơn đối tính + violence /ˈvaɪələns/ (n) bạo lực; dội 17 opportunity /ˌɒpəˈtjuːnəti/ (n) hội 29 wage /weɪdʒ/(n) tiền lương 18 personal /ˈpɜːsənl/ (adj) cá nhân 30 workforce /ˈwɜːkfɔːs/ lượng lao động 19 progress /ˈprəʊɡres/ (n) tiến 20 property /ˈprɒpəti/ (n) tài sản Date of preparation: 02/01/2021 Period 56 Unit 6: GENDER EQUALITY LESSON 2: LANGUAGE I OBJECTIVES Knowledge: (n) lực - - - Recall words and phrases related to topic; - Recall stress position in two-syllable words; - Use passive voice with modals Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Introduce the topic of the lesson and to raise students' Objectives interest (Mục tiêu) b) Content - Vocabulary checking (Nội dung) c) Products - Understand new words related to the topic (Sản phẩm) d) Elicit students’ answers Implementation Give feedback (Tổ chức thực Lead into new lesson hiện) ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) Use lexical items related to the topic Gender Equality Objectives (Mục tiêu) b) Content VOCABULARY (Nội dung) Activity - Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f) Activity Work individually first, and then check with a partner c) Products (Sản phẩm) Activity - Suggested answers: D F E A C B Activity -Suggested answers: Enroll Force Eliminate Discrimination Equal Gender d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved /explained; Learning tasks must be performed next ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) - Understand more about modal verbs use in passive Objectives voice (Mục tiêu) b) Content Activity (Nội dung) - Explain to students that modal verbs are special verbs that behave differently from other verbs Shouldn’t – advice Must - duty May - permission Might - possibility Will – request Mustn’t - prohibition Can - ability Activity - Read the sentences - Underline the passive voice with modals May be kept Might be forced Shouldn’t be allowed Should be eliminated c) Products - Master modal verbs use in passive voice (Sản phẩm) d) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) Implementation State the requirements for each activity for the students (Tổ chức thực Make sure the students have a clear understanding of the hiện) task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved /explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) - To help learners get started with skills in Unit Objectives (Mục tiêu) b) Content Activity (Nội dung) - Have students work in pairs first, and then write down the correct answers c) Products Write words related to the topic that learned in “Getting (Sản phẩm) started” lesson - Have students work in pairs first, and then write - Expect answers: Lan might be chosen to represent us in the School Youth Union Will Korean be taught in our school next year? The instructions must be followed strictly by the students Sugary food shouldn’t be eaten by very young children Men and women should be given equal rights to education and employment Hopefully, a planet similar to Earth will be discovered by scientist d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Date of preparation: 02/01/2021 Period 57 Unit 6: GENDER EQUALITY LESSON 3: SKILL- READING - - I OBJECTIVES Knowledge: - Know / recall words and phrases related to topic - Improve speaking, listening and mainly reading skills (Reading for general and specific information about gender equality in employment) Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Introduce the topic of the lesson and to raise students' Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện) interest - Look at the pictures and name the women - Understand new words related to the topic Gender equality in employment (Bình đẳng giới việc làm) - Show some pictures of some famous women in some aspects like politic, economic…: Hillary Clinton, Teresa May, Nguyen Thi Kim Tien… - Have sts name these women - Lead sts into new lesson ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) - Know more about Brenda Berkman- a brave woman Objectives daring to fight for her own desire (Mục tiêu) b) Content Activity (Nội dung) - Look at the symbols and give the answers Activity 2: Firstly, work individually to the task, then work in pairs to compare the answers c) Products - Possible answers 1: (Sản phẩm) - “They are the symbols of genders, gender equality and gender discrimination.” Possible answers 2: “They are the symbols of genders, gender equality and gender discrimination.” d) Have students look at the symbols and answer the Implementation questions (Tổ chức thực hiện) ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) Reading for general and specific information about gender Objectives equality in employment (Mục tiêu) b) Content Activity 3: Quickly read the text and choose the best (Nội dung) title for it - Firstly, work individually to the task, then work in pairs to compare the answers Activity 4: Read the statements, decide whether it is T, F or NG - Wor in pairs to the task - Give the answers - Check and correct Activity 5: Answer the questions - Work in groyps of to the task - Give the answers - Check and correct c) Products Activity 3: Quickly read the text and choose the best (Sản phẩm) title for it Expected answers: The best title of the text is "A woman who did a man's job Activity 4: Read the statements, decide whether it is T, F or NG F NG F T T F Activity 5: Answer the questions - Expected answers: She wanted to become a firefighter She sued New York City and the DNY for gender discrimination and won They were unwelcomed at meals, faced loneliness and even violence d) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) Implementation State the requirements for each activity for the students (Tổ chức thực Make sure the students have a clear understanding of the hiện) task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) - Discussion Objectives (Mục tiêu) b) Content Discus with a partner: should a woman a man's (Nội dung) job? - - Work in groups of to discuss the question c) Products Disscus with a partner: should a woman a man's (Sản phẩm) job? - Put Ss in groups of four and let them discuss the questions freely - Useful languages: + I think/ In my opinion… - + Woman should be strongly encouraged to… + I not think woman can… + They have the same qualifications as men d) Turn Students Into Instructors Implementation Plan Time for Students to Interact 10 d) Assign tasks; explain Implementatio Monitor; help; tutorial n Review; Commendation Reported results (Tổ chức thực Conclusion; emphasize knowledge to remember hiện) ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) Listening for gist and specific information about ecoObjectives tourism (Mục tiêu) b) Content Task 2: (Nội dung) This activity focuses on listening for gist in a news reports - Play the recording without pauses Have Ss listen and choose the caption that best summarises the main idea Task 3: - Have Ss underline key words in the questions and focus on these words while listening - Let Ss listen again and answer the questions Then ask Ss to compare their answers with a partner Task 4; Listen again Complete the notes about the two farmers' ecotourism places for tourists c) Products Suggested answers (Sản phẩm) Task 2: a (How the MeKong Delta became an ecotourism destination) Task 3: Key: Tourists did not have many interesting activities to 100 2005 They released small fish back into the pond 300 Task 4: Key: Ba Đức garden 2.5 hectares area: activities a visiting the old house for tourists: b catching fish c enjoy home – made meals d cooking local food/learning how to cook local food Tư Bình -fish pond 2.1 hectares area: -activities for a catching fish tourists: b watching birds c riding ostriches d) - Step 1- Transfer the tasks (Chuyển giao nhiệm Implementatio vụ) n State the requirements for each activity for the students 160 (Tổ chức thực hiện) Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) Students apply the knowledge they have just learned into Objectives communicative and practical situations (Mục tiêu) b) Content Look at the travel brochure below and find the different (Nội dung) parts Match the numbered parts in the brochure with their content c) Products Suggested answers (Sản phẩm) If I took a tour to Mekong Delta, I would like to catch fish I like fish so much If I catch the big ones, I will fry them If I catch the small ones, I will release them back into the pond/river There are many kinds of fishes that live in the pond/river d) Implementatio n (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next 161 Date of preparation: 02/01/2021 Period 98 Unit 10: ECOTOURISM - Writing - - I OBJECTIVES Knowledge: - Know / recall words and phrases related to topic - Writing a travel brochure promoting an eco- tour Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Introduce the topic of the lesson and to raise students' Objectives interest (Mục tiêu) b) Content Let’s go on an eco tour! (Nội dung) Inform Ss of the lesson objectives: preparing a travel brochure promoting an eco tour c) Products Be confident in learning; appreciate ecotourism (Sản phẩm) d) Elicit students’ answers Implementatio Give feedback n Lead into new lesson (Tổ chức thực hiện) ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) Introduce new lexical and grammatical structures related Objectives to the lesson (Mục tiêu) b) Content Activity 1: Vocabulary (Nội dung) - elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down 162 + + + + + + sunrise#sunset take aboat to hunt for food litter cause a fire brochure c) Products Master use of the words related to the leson (Sản phẩm) d) Assign tasks; explain Implementatio Monitor; help; tutorial n Review; Commendation Reported results (Tổ chức thực Conclusion; emphasize knowledge to remember hiện) ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) Writing a travel brochure promoting an eco- tour Objectives (Mục tiêu) b) Content Work in groups Use the information about the eco (Nội dung) tours to Sa Pa or Central Highlands in the Speaking section to design a travel brochure You can add more information and pictures to make your brochure attractive c) Products Modal: (Sản phẩm) Our brochure is about an eco tour to Can Gio Biosphere Reserve The tour leaves Ho Chi Minh City at a.m and gets back at p.m The tour doesn’t cost too much only 400,000 VND per person During this one-day trip, you can watch birds, see crocodiles hunting for food and bats hanging on the trees But you need to behave responsibly You should speak softly while watching the animals d) - Step 1- Transfer the tasks (Chuyển giao nhiệm Implementatio vụ) n State the requirements for each activity for the students (Tổ chức thực Make sure the students have a clear understanding of the hiện) task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) 163 a) Objectives (Mục tiêu) b) Content (Nội dung) c) Products (Sản phẩm) d) Implementatio n (Tổ chức thực hiện) Students apply the knowledge they have just learned into communicative and practical situations Show your group's brochure to other groups Prepare a brief report to advertise your eco tour Modal: - Now I have learnt how to design and make a brochure for an eco tour Our brochure is about an eco tour to Can Gio Biosphere Reserve The tour leaves Ho Chi Minh City at a.m and gets back at p.m The tour doesn’t cost too much only 400,000 VND per person During this one-day trip, you can watch birds, see crocodiles hunting for food and bats hanging on the trees But you need to behave responsibly You should speak softly while watching the animals - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next 164 Date of preparation: 02/01/2021 Period 99 Unit 10: ECOTOURISM - Communication and Culture - - I OBJECTIVES Knowledge: - Recall the use of words and phrases related to topic; be aware of problems with eco –tourism in Vietnam and Africa Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance 165 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Introduce the topic of the lesson and to raise students' Objectives interest (Mục tiêu) b) Content - Inform the class of the lesson objective: further skill (Nội dung) development c) Products Get involed in the lesson (Sản phẩm) d) Elicit students’ answers Implementation Give feedback (Tổ chức thực Lead into new lesson hiện) ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) Introduce new lexical and grammatical structures related Objectives to the lesson (Mục tiêu) b) Content Communication: (Nội dung) Activity 1: - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking - Help Ss to complete the diagram with appropriate information about that place c) Products Communication: (Sản phẩm) Activity 1: Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest - The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature d) Assign tasks; explain Implementation Monitor; help; tutorial (Tổ chức thực Review; Commendation Reported results hiện) Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) - Improve reading, speaking, listening, writing skills Objectives (Mục tiêu) b) Content Communication: (Nội dung) Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in Culture: Activity 1: 166 - Ask Ss to look at the pictures and discuss with a partner how the tourism activity in each situation may affect the environment Activity 2: - Tell Ss that they are going to read about some problems with ecotourism in Viet Nam and some countries in Africa (Kenya and Tanzania) - Ask Ss to guess which problems mentioned in can be found in Viet Nam and Africa Activity 3: Explain to Ss how to the next activity: Read through the five principles in the table first, and then read each article carefully to decide if these principles have been applied in Viet Nam or Africa c) Products (Sản phẩm) Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in Culture: Activity 1: Suggested answers a Tourists may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking tree branches or cutting down trees for firewood Campfires may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Endangered animals can be in danger of extinction Activity 2: Key: c a Activity 3: Key: Principles of ecotourism Reduce the impact of tourism activities on the local nature and culture Increase tourists’ environmental and cultural awareness and b respect Provide financial benefits for the conversation of local c destinations a d Provide financial benefits for local people e Provide positive experiences for both visitors and host Explanation: - Principle a: In neither places, there are strong measures to limit tourists’ activities that may harm the environment (littering, cutting tree branches, hunting) - Principle b: In VN, tourists have little or no access to environmental information or local cultural activities - Principle d: In Africa, ecotourism has not provided more 167 jobs for the local people - Principle e: In VN, tourists have little or no understanding of the local culture; in Africa, local people are deprived of their best land d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) Students apply the knowledge they have just learned into Objectives communicative and practical situations (Mục tiêu) b) Content Activity 4: (Nội dung) - Have Ss work in pairs Ask Ss to look back at the pictures and tourists’ harmful activities that have been discussed in (leaving litter, making campfires, and hunting animals.) c) Products Suggested answers (Sản phẩm) Activity 4: - More efforts (such as producing educational brochures and TV programmes about ecotourism) need to be made to fully inform and educate tourists on the environmental and social impacts of ecotourism - Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities) d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): 168 Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Date of preparation: 02/01/2021 Period 100 Unit 10: ECOTOURISM - Looking back and Project - - I OBJECTIVES Knowledge: - Use words and phrases related to the topic; use conditionals Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION (Hoạt động 1: Mở đầu) a) Objectives Introduce the topic of the lesson and to raise students' interest (Mục tiêu) b) Content Teacher may introduce the review by asking Ss if they remember what (Nội dung) they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary c) Products Suggested answers (Sản phẩm) Remember what have learnt so far in terms of language d) Elicit students’ answers Implementation Give feedback (Tổ chức thực Lead into new lesson 169 hiện) ACTIVITY 2: KNOWLEDGE BUILDING (Hoạt động 2: Hình Thành Kiến Thức) a) Objectives Introduce new lexical and grammatical structures related to the lesson (Mục tiêu) b) Content Pronunciation: (Nội dung) Task 1: - Help Ss to review the pronunciation rules for words ending in –ity,-ic, -ica, -tion on page 98 (Student’s Book) Vocabulary: Activity 1: - The six words in the box are the ones most commonly used in the unit Ask Ss to write them in the gaps, using the plural forms of the nouns when necessary c) Products Suggested answers (Sản phẩm) Pronunciation: Task 1: Key: ac’tivity conser’vation tra’ditional desti’nation eco’nomic eco’nomical under’standing degra’dation Vocabulary: Activity 1: Key: conservation Destinations impacts, environment ecology exotic d) Assign tasks; explain Implementation Monitor; help; tutorial (Tổ chức thực Review; Commendation Reported results hiện) Conclusion; emphasize knowledge to remember ACTIVITY 3: PRACTICE (Hoạt động 3: Luyện Tập) a) Objectives - Improve reading, speaking, listening, writing skills (Mục tiêu) b) Content Grammar: (Nội dung) Activity 1: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are real or very probable - Let Ss read through the eight cues to grasp the general idea of the story they are going to create Activity 2: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are unreal or unlikely to happen - Ask Ss to read situations carefully and write the conditional sentences with the same meaning Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences c) Products Grammar: (Sản phẩm) Activity 1: Key: If I miss the lesson, I will not the test well 170 If I don’t the test well, I’ll feel very sad If I feel very sad, I’ll go to the gym If I go to the gym, I’ll keep fit If I keep fit, I’ll look attractive If I look attractive, I’ll be very happy Activity 2: Key: If I could swim, I’d go scuba-diving with you (or: I’d go scubadiving if I could swim.) I’d go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I could manage an eco rour to Phu Quoc National Park, I’d go on one.) If Sue had Tony’s email address, she would send him a message (or: Sue would send him a message if she had his email address.) I’d make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, I’d make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didn’t have so much homework to (or: If I didn’t have so much homework to do, I could/ would go to the concert.) If Nam had a camera, he’d take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Activity 3: Hints: - For Type 1, the modal verb ‘might’ should be used because it expresses probability Example: If your test score is high…-> The test score might be high - For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present activity or event that is unreal or not probable Example: If your test score was high…-> The test score isn’t high If the air was not polluted…-> The air is polluted Key: The computer isn’t working It might snow tonight This golden block might be made of pure gold My father isn’t here now The air is polluted John might call d) Implementation (Tổ chức thực hiện) - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers 171 Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION (Hoạt động 4: vận dụng) a) Objectives Students apply the knowledge they have just learned into (Mục tiêu) communicative and practical situations b) Content Project: (Nội dung) Present your group's findings to the whole class c) Products (Sản phẩm) d) Implementation (Tổ chức thực hiện) Suggested answers Modal Hi everyone, I have conducted a survey and gained some results The first finding is almost people that have been on an eco-tour love the trip and enjoy the beauty of nature of people never have been on a trip like that want to be on a eco tour And the rest say no because they think the trip won’t be exciting Ha Long Bay and Phu Quoc Island seem to be the most interesting destinations visited by people Some other attractive destinations are Ninh Binh, Co To and Ba Vi - Step 1- Transfer the tasks (Chuyển giao nhiệm vụ) State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform tasks (Thực nhiệm vụ): Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report, discussion (Báo cáo, thảo luận ) Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Conclusion, judgment (Kết luận, nhận định): Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Date of preparation: 02/01/2021 Period 101 REVIEW - - I OBJECTIVES Knowledge: - Use words and phrases related to topics preserving environment and ecotourism; use conditionals; use reported speech, recall stress position in words from syllables Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties 172 II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: Date of preparation: 02/01/2021 Period 102 REVIEW - - I OBJECTIVES Knowledge: - Use words and phrases related to topics preserving environment and ecotourism; use conditionals; use reported speech, recall stress position in words from syllables Targted competences: Increasing students’ communication, self-study skills, critical thinking, problemsolving and creativeness Qualifications : Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Checking: During the lesson New lesson: 173 174 ... something new’, for good luck (Ở Anh, người ta tin cô dâu nên mặc “được mượn, màu xanh, cũ mới? ?? để có may mắn.) People in Russia believe that ‘money goes to money’ (Người Nga tin tiền trở nơi tạo ra.)... (n): khách There will be about 100 (grooms/guests) at my cousin’s wedding (Có khoảng 100 khách đám cưới em họ tơi) before: Trước In the past, the proposal and engagement ceremonies took place... lễ đính diễn năm trước lễ cưới ) engaged (adj): đính My brother got (engaged/married) to one of his friends from college and started saving for the big day (Anh trai tơi đính với người bạn từ