Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about ecotourism and nature walks, and get ready to read the dialogue and the CLIL text.

Ss answer T's questions: What is ecotourism? (du lịch sinh thái) Have you ever been on a nature walk? What do tourists usually do on a trail? Ss give ideas on a shared board, and T introduces the topic of the lesson: Unit 10, Ecotourism.

A class mind map on the board with at least four ideas, for example: 'protect nature', 'walk on trails', 'respect wildlife', 'avoid waste'. Ss state the lesson title 'Ecotourism' and predict the topic of the dialogue: what visitors should bring and do on a nature walk.

Ss learn the vocabulary of the lesson and understand the function of giving advice and making a polite recommendation on a nature walk.

Task 1: T presents the six key words: ecotourism (du lịch sinh thái), local guide (hướng dẫn viên địa phương), responsible (có trách nhiệm), trail (đường mòn), packaging (bao bì), conserve (bảo tồn). Ss match each word with its meaning and make a sentence with it.
Task 2: Ss read the dialogue below and answer: What is the first question? What is the advice? What does the speaker recommend instead of picking flowers?
A: What should I bring on the nature walk?
B: You should bring a refillable bottle and a hat.
A: Can I pick a few flowers as souvenirs?
B: I wouldn't recommend it. Leave plants for the habitat and take a photograph from the path instead.
Task 3: In pairs, Ss practise the dialogue and then replace 'a refillable bottle and a hat' with other items.

Task 1 answers: ecotourism = du lịch sinh thái; local guide = hướng dẫn viên địa phương; responsible = có trách nhiệm; trail = đường mòn; packaging = bao bì; conserve = bảo tồn.
Task 2 answers: The first question asks what to bring on a nature walk. The advice is 'You should bring a refillable bottle and a hat.' Instead of picking flowers, the speaker recommends leaving plants for the habitat and taking a photograph from the path.
Function notes in Ss' notebooks: giving advice = 'You should + base verb'; a polite refusal or recommendation = 'I wouldn't recommend it.'; an alternative = '... instead'.

Ss read and understand the CLIL text on the benefits and impacts of tourism, and identify the features of a responsible advertisement, without overgeneralising.

Ss read the Culture/CLIL text: 'Tourism can support local livelihoods and conservation, but it can also disturb wildlife, use scarce water and create waste. A smaller group is not automatically impact-free. Evaluate transport, behaviour, waste, habitat sensitivity and who receives income. A responsible advertisement states access limits and cancellation rules instead of promising a perfect experience for everyone.'
T asks Ss to complete Worksheet 1 in groups of four using a jigsaw: each member reads one part (benefits / impacts / evaluation factors / responsible advertisement) and reports to the group.

Worksheet 1 answers: (1) Benefits: tourism can support local livelihoods and conservation. (2) Impacts: it can disturb wildlife, use scarce water and create waste. (3) A smaller group is not automatically impact-free, so Ss must evaluate transport, behaviour, waste, habitat sensitivity and who receives income. (4) A responsible advertisement states access limits and cancellation rules and does not promise a perfect experience for everyone.
Key idea recorded in notebooks: 'Tourism has both benefits and impacts; responsible tourism needs evaluation and honest information.'

Ss recognise intonation tendencies in questions and statements and use the first and second conditionals to talk about real and imagined situations.

Task 1: T models the intonation: 'Have you packed your bottle? ↗' 'What will you bring? ↘' 'I will bring less packaging. ↘' Ss repeat and mark the contours. T explains that these are neutral practice tendencies: yes/no questions often rise, Wh-questions and statements often fall, but context can change them.
Task 2: T presents the conditionals on the board:

• First conditional (real future possibility): If + present simple, will/can/may + base verb. Example: If we leave early, we will avoid the heat.
• Second conditional (imagined or unlikely situation): If + past simple, would + base verb. Example: If I owned a boat, I would use it responsibly. Were is the standard form with all persons; was is also common with I/he/she in informal use.

Ss' notebook notes: rising contour for yes/no questions (Have you packed your bottle? ↗); falling contour for Wh-questions and statements (What will you bring? ↘; I will bring less packaging. ↘). Two model sentences per conditional, for example: 'If we bring a refillable bottle, we will reduce packaging waste.' (first) and 'If I were a guide, I would explain the rules of the trail.' (second).

Ss analyse the model text to identify its purpose, its opening sentence and specific details, and summarise it accurately without changing the conditions.

Task 1 (Worksheet 2, Q1): State the purpose and audience of the everyday exchange on 'Ecotourism'. Support your answer with one detail.
Task 2 (Worksheet 2, Q2): Identify the actual opening sentence and explain how it introduces the topic.
Task 3 (Worksheet 2, Q3): Select two useful details from the model and explain why they are better than saying only that the topic is important.
Task 4 (Worksheet 2, Q4): Write a three-sentence summary using only information in the model. Keep the essential condition or limit.

Model answers (teacher to check, accept equivalent wording):
Q1: The exchange gives visitors on a nature walk a concrete way to understand ecotourism. Detail: 'You should bring a refillable bottle and a hat.'
Q2: The opening sentence is 'A: What should I bring on the nature walk?' It establishes the situation of the exchange, so the following details are understood as answers to it.
Q3: 'You should bring a refillable bottle and a hat.' and 'Leave plants for the habitat and take a photograph from the path instead.' These are specific statements the audience can use, unlike the vague claim that ecotourism is important.
Q4: 'On a nature walk, visitors should bring a refillable bottle and a hat. Picking flowers as souvenirs is not recommended. Instead, visitors should leave plants in the habitat and take photographs from the path.'

Ss apply the everyday English functions, the CLIL content and the conditionals to create a responsible advertisement for an ecotourism trail, stating access limits and cancellation rules.

In groups of four, Ss create a short advertisement (about 80 words, or a 1-minute spoken presentation) for a nature walk on a local trail. The advertisement must:

• Describe the trail and give at least two pieces of advice (for example, what to bring or what not to do).
• Include at least one first conditional sentence and one second conditional sentence.
• State access limits and cancellation rules, and must not promise a perfect experience for everyone.
• Label any example data (group size, price, time) as a proposal or illustration.
  After the presentation, the class gives feedback using the checklist in Worksheet 2.

A group advertisement on poster paper or a spoken presentation. Example for the product check: 'Trail visit: Groups of up to 10 people (proposed limit for illustration). If you bring a refillable bottle, you will reduce packaging waste. If I were the guide, I would remind you not to pick flowers. Cancellation: rain closes the trail, and you may rebook on another day.' Ss' finished products must be checked against the criteria in Worksheet 2.