Week 32 – Period 94

UNIT 10: ECOTOURISM

Lesson 4: Speaking – How to become an ecotourist
I. Objectives
By the end of this lesson, Ss will be able to:
1. Knowledge
- Talk about how to become an ecotourist.
2. Core 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. Personal qualities
- Develop a sense of being an ecotourist;
- Be aware of tourism and their impact on the environment.
II. Materials
- Teacher: Handouts, textbook, lesson plan, Computer connected to the Internet
(PowerPoint lesson).
- Students: Textbook, notebook, project plans.
Language analysis

Functions Useful expressions Examples

… should (not) / ought We should not litter on the beach or the

(not) to / do sth. street.

One of the things … One of the things we should not do is to litter

Giving can / should (not) do / on the beach or the street.
suggestions is (to) do sth.

I suggest that … I suggest that we should not litter on the

(should / should not) beach or the street.
do sth.

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Assumptions

Anticipated difficulties Solutions

Students may lack knowledge about Provide students with the form and use of
some useful structures. some useful structures in their talk.

- Create a comfortable and encouraging

environment for students to speak.
Students may have underdeveloped
- Encourage students to work in pairs, in
speaking and co-operating skills.
groups so that they can help each other.
- Provide feedback and help if necessary.

- Explain expectations for each task in

detail.
Some students will excessively talk in
- Have excessive talking students practise.
the class.
- Continue to clarify task expectations in
small chunks (before every activity).

Board Plan

Date of teaching
UNIT 10: ECOTOURISM
Lesson 4: Speaking
* Warm-up
Matching game
Task 1: Match each verb on the left with a phrase on the right.
* Speaking: Benefits of volunteering activities
Task 2: Discuss which of the things in Task 1 we should or should not do to
become ecotourists.
Task 3: Talk about what tourists should or should not do if they are on an ecotour
to a tourist attraction in your local area.
Task 4: Share your ideas with the whole class. Vote for the best ideas.
* Homework

III. PROCEDURES
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1. WARM-UP (5 mins)
a. Objectives
- To introduce the topic of speaking;
- To enhance students’ skills of cooperating with teammates.
b. Content:
Matching game: Task 1: Match each verb on the left with a phrase on the right. Use
the pictures to help you.
c. Expected outcomes: Students can match a verb with the appropriate phrase.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

* T puts Ss work in groups of four. Each group Key:

will have to match a verb with the appropriate 1. c 2. d 3. a
phrase. The fastest groups with the correct
answers will be the winner. 4. b 5. f 6. e

** Ss work in groups.
*** Ss give comments to other groups.
**** T confirms the answers.

2. CONTROLLED PRACTICE (10 mins)

a. Objectives
- To help students brainstorm more ideas for the main speaking task.
b. Content
- Task 2: Work in pairs. Discuss which of the things in task 1 we should or should not
do to become ecotourists. Use the expressions below to help you.
c. Organisation

TEACHER’S AND STUDENTS’ PRODUCTS

ACTIVITIES

* T asks Ss to read the useful Students’ presentation.

expressions and the examples in the
box. T asks S to work in pairs and
discuss which of the activities in Task 1

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 they should do, and which they should
not do to become ecotourists.
** Ss do as instructed.
*** 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. LESS CONTROLLED PRACTICE (10 mins)

a. Objectives
- To give students an opportunity to discuss in groups and give suggestions to
ecotourists.
b. Content
- Task 3: Work in groups. Talk about what tourists should or should not do if they are
on an ecotour to a tourist attraction in your local area. Use the discussion questions
below to help you.
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES PRODUCTS

* T asks S to study the discussion questions first Students’ presentation.

and checks understanding by eliciting some
responses from the whole class. T puts Ss into
groups and asks each group to choose a tourist
attraction in their local area.
⮚ Tell them to talk about what tourists should or
should not do if they are on an ecotour to that
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.

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 ** Ss do as instructed.
*** T walks round the class and provide help when
necessary.

4. FREE PRACTICE (17 mins)

a. Objectives
- To help students present their ideas in front of the class.
b. Content
- Task 4: Share your ideas with the whole class. Vote for the best ideas.
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES PRODUCTS

* T has each group prepare a brief presentation of Students’ presentation.

their ideas. T allows a time limit of 3 - 4 minutes for
Ss to practise their presentations in their group. 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.
**** T asks other students to give further
comments. T then praises for good effort, highlights
the presenters’ strong points and makes suggestions
for better organisation and presentation of their
ideas

5. CONSOLIDATION (3 mins)
a. Wrap-up
Talk about how to become an ecotourist .
b. Homework
- Prepare for the next lesson: Unit 10 – Listening;
- Exercises in the workbook.
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 Week 32 – Period 95
UNIT 10: ECOTOURISM
Lesson 5: Listening – An ecotour in the Mekong Delta
I. Objectives
By the end of this lesson, Ss will be able to:
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. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop a sense of an ecotourist;
- Be aware of tourism and their impact on the environment.
II. Materials
- Teacher: Handouts, textbook, lesson plan, Computer connected to the Internet
(PowerPoint lesson).
- Students: Textbook, notebook, project plans.
Assumptions

Anticipated difficulties Solutions

1. Students may have underdeveloped - Play the recording many times if

listening skills. necessary.
- Encourage students to work in pairs,
in groups so that they can help each
other.
- Provide feedback and help if
necessary.

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 2. Some students might excessively talk in - Explain expectations for each task in
the class. detail. Have excessive talking students
practise.
- Continue to explain task
expectations in small chunks (before
every activity).

Board Plan

Date of teaching
UNIT 10: ECOTOURISM
Lesson 5: An ecotour in the Mekong Delta
* Warm-up
Answer the questions.
* Listening
Task 1: What do you think ecotourists can do there?
Task 2: Listen to a tour guide introducing the tour. Number the pictures in Task 1
in the order you hear them.
Task 3: Fill in each gap in the brochure.
Task 4: Discuss the question.
* Homework

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives
- To introduce the topic of reading.
- To set the context of the listening text and activate students’ prior knowledge.
b. Content: Answer the questions.
c. Expected outcomes: Students can guess another name for Cuu Long River Delta
(Mekong Delta).
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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 **T asks Ss some questions about river deltas. Suggested answers:
1. How many river deltas are there in Viet 1. There are 2.
Nam? 2. Red River Delta and Cuu
2. Do you know the names of the 2 river deltas Long River Delta.
in Viet Nam? 3. Mekong Delta
3. Do you know another name for Cuu Long
River Delta?
**Ss spend some time thinking about the answers
for the questions.
***Some Ss share the answers with the whole
class.
****T confirms the answers and leads in the new
lesson.

2. PRE-LISTENING (7 mins)
a. Objectives
- To introduce more topic-related vocabulary and activate students’ prior knowledge.
b. Content
- Task 1: Work in pairs. Look at the photos from an ecotour in the mekong delta. What
do you think ecotourists can do there?
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES PRODUCTS

** T sets the context. Suggested answers:

⮚ Ask Ss to imagine they are ‘travelling’ to - Picture a: Have a traditional

Mekong Delta today. meal/food (with a host family
or at a local restaurant)
⮚ Describe or show it on the map. (It is in the
far south of Viet Nam, covering 13 cities - Picture b: Visit a weaving
and provinces such as Can Tho, Long An, village, buying traditional
Tien Giang, Ben Tre, Vinh Long, Tra Vinh, arts and crafts
Hau Giang, Soc Trang, Dong Thap, An - Picture c: Visit a floating
Giang, Kien Giang, Bac Lieu and Ca Mau.) market, buying fruits there.
⮚ Introduce or pre-teach some words or
phrases to help students describe the
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 pictures, e.g. floating market, host family,
weaving (village).
** T puts Ss in pairs and asks them to study the
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. WHILE-LISTENING (20 mins)

a. Objectives
- To help students practise listening for specific information to order pictures;
- To help students practise listening for specific information.
b. Content
- Task 2: Listen to a tour guide introducing the tour. Number the pictures in task 1 in the
order you hear them;
- Task 3: Listen again. Fill in each gap in the brochure below with one word.
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES PRODUCTS

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 TASK 2: LISTEN TO A TOUR GUIDE INTRODUCING THE TOUR.
NUMBER THE PICTURES IN TASK 1 IN THE ORDER YOU HEAR THEM
(10 mins)

* T tells Ss to listen to a tour guide introducing an eco-friendly Key:

tour in the Mekong Delta. T asks Ss to order the pictures while 1. c
they are listening to the recording.
2. b
** Ss do as instructed.
3. a
*** T has Ss swap their textbooks for peer checking.
**** T checks the answers as a class.

TASK 3: LISTEN AGAIN. FILL IN EACH GAP IN THE BROCHURE

BELOW WITH ONE WORD (10 mins)

* T tells Ss that they are going to listen to the recording Key:

again. 1. eco-friendly
** Ss have some time to study the brochure first then fill in 2. local
the gaps in a brochure.
3. souvenirs
*** T asks Ss to discuss their answers in pairs when they
finish. 4. traditional

**** T checks the answers as a class, plays the recording

again, pausing after each answer.

4. POST-LISTENING (10 mins)

a. Objectives
To give students the opportunity to use the ideas and language in the listening to talk
about their opinions and give reasons.
b. Content
- Task 4: Work in groups and discuss the questions.
c. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES PRODUCTS

* T has Ss look at the brochure in 3 again and underline Students present their
the activity they find most interesting. answers in front of the
** T puts Ss in pairs to discuss their choices. whole class.

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*** 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. CONSOLIDATION (3 mins)
a. 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.
b. Homework
- Prepare for the next lesson: Unit 10 – Writing
- Exercises in the workbook.

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 Week 32 – Period 95
REVISION 1
I. OBJECTIVES
1. Knowledge:
- Vocabulary: To helps student revise words in the unit 9, 10 relating to the topic.
- Grammar: Reported speech, conditional sentences.
2. Core competence:
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities. .
3. Personal qualities
- Helps sts understand more about English and have the effective ways to learn it.
- Practice more about listening, writing and reading skill.
II. MATERIALS
- Teacher: Handouts, PowerPoint lesson, TV, laptop
- Students: handouts, study tools.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To arouse the classroom atmosphere.
- To lead in the lesson
b. Content: Board Race.
c. Expected outcomes: students can revise vocabulary related to learning languages.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Board race Suggested answer:
- T divides the class into four teams. One 1. Deforestation
representative from each team comes to the 2. Global warming
board. 3. Eco – friendly
- T asks a question, and the first person to 4. Solution
write the correct answer on the board wins a 5. Biodiversity
point for their team.
- Note: the students on the board only get one
try. If they all miss the question, T takes the
answer from the first person in the audience
who raises their hand.
- The team with the most points becomes the
winner
- T leads in the reading part of the lesson.
- Students play in teams and listen to teacher’s
instruction
BÀI TẬP ÔN TẬP HỌC KÌ II 2024-2025
I. Mark the letter A, B, C, or D on your answer sheet to indicate the word whose
underlined part differs from the other three in pronunciation in each of the following
questions.
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1. A. contaminate B. deforest C. pollute D. protect
2. A. physical B. domestic C. kindergarten D. pilot
3. A. regional B. gender C. singular D. surgeon
4. A. essential B. expert C. experience D. economic
5. A. immediate B. schedule C. blended D. lesson
II. Mark the letter A, B, C, or D to indicate the word that differs from the other three
in the
position of the primary stress in each of the following questions.
6. A. environment B. electrical C. ecosystem D. material
7. A. natural B. chemical C. atmosphere D. solution
8. A. technical B. encourage C. personal D. confident
9. A. connection B. internet C. suitable D. digital
10. A. traditional B. communicate C. intelligence D. economic
III. Mark the letter A, B, C or D to indicate the word(s) CLOSEST in meaning to the
underlined word(s)
in each of the following questions.
11. Weather could become more violent and extreme.
A. severe B. gentle C. quiet D. peaceful
12. Global warming has become a very difficult trend to reverse.
A. turn right B. reduce more C. change to opposite D. increasing
sharply
13. Nam believes that illegal hunting can be prevented by banning wildlife trade.
A. banned B. legal C. allowed D. important
14. In addition, this problem leads to global warming and climate change.
A. results from B. causes C. suffers D. destroy
IV. Mark the letter A, B, C or D to indicate the word(s) OPPOSITE in meaning to the
underlined
word(s) in each of the following questions.
15. People can take part in a number of activities to raise awareness of environmental
problems.
A. boost B. reduce C. increase D. improve
16. Our women’s football team has gained some significant achievements since it was
established
in 1990.
A. important B. unimportant C. reliable D. successful
17. When he has a problem, he often asks for answers or help immediately.
A. closely B. at short notice C. later D. likely
18. Learning in a traditional classroom also has fewer distractions than learning online.
A. tiredness B. happiness C. disadvantages D. attention
V. Mark the letter A, B, C or D to indicate the correct answer to each of the following
questions.
19. UNDP has done a lot to help developing countries reduce ________________ .
A. poverty B. economy C. connection D. distraction
20. ___________is the gradual increase of temperature on the earth's surface due to
greenhouse effect.
A. Sustainable tourism B. Global warming C. Deforestation D. Ecotourism
21. Some animals lose their habitats because of ___________.
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A. tourism B. protection C. emvironment D. deforestation
22. The ____________ of forests can have a negative impact on the environment.
A. lose B. lost C. loss D. losed
23. For many years, the museum of history has been a major ____________ of the city.
A. tourist attraction B. sustainable tourism C. ecotourism D. attraction
24. Seattle is one of the most __________ cities in the US.
A. eco – friendly B. unfriendly C. protective D.
unbelievable
25. The presentation focused on _______________ protection and climate change.
A. environment B. environmentally C. environmental D. environmentalist
26. Individuals, organisations and governments should work together to find out possible
____________ to soil, air and water pollution.
A. solve B. solution C. soluble D. soluvable
27. He asked them _______________.
A. help him B. should help him C. to help him D. help to him
28. She said that she _______________ there the year before.
A. went B. had gone C. would go D. goes
29. ______________ is important because plants and animals depend on each other to
survive.
A. Biology B. Tree C. Fish D. Biodiversity
30. He said he would do it __________________ .
A. the following day B. yesterday C. the previous day D. the day before
31. Mr. Hawk told me that he would give me his answer the_________ day
A. previous B. following C. before D. last
32. Peter asked Jane why _________________ the film on T.V the previous night.
A. didn’t she watch B. hadn’t she watched C. she doesn’t watch D. she hadn’t
watched
33. "Don't make so much noise," he said.
A. He said me not to make so much noise. B. He told me to not make so much
noise.
C. He told to me not to make so much noise. D. He told me not to make so much
noise.
34. She said to us “Don’t be late again”.
A. She said us not to be late again. B. She told us to be not late again.
C. She told to us not to be late again. D. She told us not to be late again
35. “Can I borrow your pen please, Sam?”, said Gillian.
A. Gillian asked Sam if she can borrow his pen.
B. Gillian asked Sam if she could borrow his pen.
C. Gillian asked Sam she can borrow his pen.
D. Gillian asked Sam she could borrow his pen.
36. “Where did you go last night, Nam?”, said Hoa
A. Hoa said to Nam where had he gone the night before.
B. Hoa said to Nam where he had gone the night before.
C. Hoa told Nam where he had gone last night.
D. Hoa asked Nam where he had gone the night before.
37. Mrs. Green said to her friend: “Can you help my son with his literature?”
A. Mrs. Green asked her friend if she can help her son with his literature.
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B. Mrs. Green asked her friend if she could help her son with his literature.
C. Mrs. Green asked her friend if she could help my son with his literature.
D. Mrs. Green asked her friend she could help her son with his literature.
38. “What were you doing last night, Mr. John?” The police asked.
A. The police asked what were you doing last night, Mr. John.
B. The police asked Mr. John what he had been doing the night before.
C. The police asked Mr. John what had he been done the night before.
D. The police asked Mr. John what he had done the night before
39. “We are very tired.”, they said.
A. They said we were very tired. B. They said they are very tired.
C. They said they were very tired D. They said we are very tired
40. My mother told me “You should visit your grandmother tomorrow”
A. My mother told me I should visit your grandmother tomorrow.
B. My mother invited me to visit my grandmother tomorrow.
C. My mother told me I should visit my grandmother the day after.
D. My mother urged me visiting your grandmother the next day.
41. “I want to see you next Wednesday”, said Mary to her boy friend.
A. Mary said to her boy friend she wanted to see you the following Wednesday.
B. Mary said to her boy friend that she want to see him the following Wednesday.
C. Mary said to see her boy friend the following Wednesday.
D. Mary told boy her friend that she wanted to see him the following Wednesday.
42. If you ___________the instructions carefully, you wouldn't have answered the wrong
question.
A. read B. reads C. have read D. had read
43. I would repair the roof myself if I _________________ a long ladder.
A. have B. had C. have had D. had had
44. If she_________ late again, she'll lose her job.
A. comes B. come C. had come D. came
45. If I had enough money, _____________ that house.
A. I am buy B. I could buy C. I can buy D. I will buy
46. If you had told me earlier, I _____________ it to you.
A. would give B. will give C. would have given D. gave
47. If it ____________, I will come to see you.
A. didn't rain B. doesn't rain C. don't rain D. not rain
48. If there were no gravity, everything ___________.
A. would float B. floated C. would be floating D. will float
49. You______ if you take a map.
A. will get lost B. would get lost C. won't get lost D. would
have got
50. Unless she comes, he will never talk to her again.
A. If she doesn’t come, he will never talk to her again.
B. If she doesn’t come, he will talk to her again.
C. If she didn’t come, he will never talk to her again.
D. If she comes, he will never talk to her again.
51. I don’t buy it because I don’t have enough money.
A. If I had enough money, I wouldn’t buy it.

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B. If I has enough money, I will buy it.
C. If I had enough money, I would buy it.
D. If I didn’t have enough money, I would buy it
52. I didn’t buy it because I didn’t have enough money.
A. If I had had enough money, I would have bought it.
B. If I had enough money, I would buy it.
C. If I had enough money, I wouldn’t buy it.
D. If I hadn’t had enough money, I would have bought it.
53. I’m busy right now, I can’t help you.
A. If I’m busy right now, I can’t help you.
B. If I weren’t busy right now, I could help you.
C. If I was busy right now, I could help you.
D. If I were busy right now, I could help you
54. I didn’t eat breakfast. I would feel hungry.
A. If I didn’t eat breakfast, I wouldn’t feel hungry.
B. If I eat breakfast, I feel hungry
C. If I hadn’t eaten breakfast, I would have feel hungry.
D. If I had eaten breakfast, I wouldn’t have felt hungry.
55. If he is a good student, he will receive a gift from his mother.
A. Unless he is a good student, he won’t receive a gift from his mother.
B. Unless he isn’t a good student, he won’t receive a gift from his mother.
C. Unless he is a good student, he would receive a gift from his mother.
D. Unless he isn’t a good student, he will receive a gift from his mother.

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