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Giáo án Tiếng Anh 10
Tiếng AnhLớp 10Phần 13. Unit 10: Ecotourism

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Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: Use intonation contours (rising for yes/no questions, falling for Wh-questions and statements) in neutral practice sentences and recognise that context can change a contour.
  • Explain the form and use of the first conditional (if + present simple, will/can/may + base verb) for real future possibilities.
  • Explain the form and use of the second conditional (if + past simple, would + base verb) for imagined or unlikely situations, including the use of were with all persons and was with I/he/she in informal usage.
  • Use the six topic words of the unit (ecotourism, local guide, responsible, trail, packaging, conserve) correctly in context.
  • Apply first and second conditionals accurately in short exchanges about ecotourism.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the grammar and vocabulary tasks on their own first, check their answers against the key, and correct their own mistakes before peer or teacher feedback.
  • Communication and collaboration: Ss work in pairs and small groups to share answers, give peer feedback on intonation, and perform a guide-visitor role play.
  • Problem-solving and creativity: Ss choose the correct conditional form by analysing whether a situation is real or imagined, and create their own conditional sentences about eco-friendly travel.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate model sentences, read a guide-visitor exchange aloud, and write and say conditional sentences about responsible travel.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss mark intonation arrows correctly, match the six topic words with their Vietnamese meanings, and use first and second conditionals with correct verb forms.

3. Personal qualities

  • Diligence: Ss complete all practice items and rehearse their intonation at home before the next lesson.
  • Responsibility: Ss take responsibility for their own pronunciation practice and give constructive, accurate feedback to their partners.
  • Honesty: Ss admit their errors in the grammar and intonation tasks and do not copy answers without checking the reasoning.
  • Kindness: Ss encourage classmates during peer feedback and during the pair role play, praising specific improvements.
  • Patriotism: Ss discuss how visitors can protect the natural places of Viet Nam by staying on trails, using less packaging and supporting local guides.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, slides with the intonation sentences and conditional examples
  • Whiteboard and markers
  • Worksheets 1 and 2 (printed, one per pair)
  • Timer
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/10/english/unit-10-language
  • Answer key for exercises 1 to 9

2. Students

  • Student's book Tiếng Anh 10 (Global Success), Unit 10
  • Notebook, pen, pencil
  • Mini whiteboards and markers for the quick-answer game (optional)

III. Procedures

Activity 1: Warm-up · 8 minutes

Eco-travel brainstorm

a) Aims

Ss activate prior knowledge of responsible travel and get ready to use the unit's topic words and conditional sentences.

b) Content

Ss answer the teacher's questions in pairs: 'What can visitors do to protect nature on a trip?' and 'What should visitors avoid on a trail?' Ss use words such as ecotourism, trail, packaging, conserve and responsible if they can.

c) Expected outcomes

Sample answers from Ss: 'Bring a refillable bottle.' / 'Use less packaging.' / 'Stay on the trail so we do not damage young plants.' / 'Hire a local guide to learn about the area.' Ss write the topic on the board: Ecotourism.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Ecotourism' on the board and asks: 'What is a responsible visitor?' T gives the instruction: 'Work in pairs. Think of three things a visitor can do to protect nature. You have two minutes.'

    Students

    Ss listen to the instruction and ask clarifying questions if needed.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and gives help with vocabulary when needed.

    Students

    Ss discuss in pairs and write three ideas in their notebooks. Possible ideas: 'bring a reusable bottle', 'avoid plastic packaging', 'stay on the trail'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and writes the key words on the board. T asks: 'Which idea is about a real action we can take now?'

    Students

    Pairs report: 'We will bring a refillable bottle.' / 'We should avoid packaging.' Other Ss comment briefly.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will learn how to talk about real and imagined situations, and how to read intonation. These skills help us talk about eco-friendly travel.' T writes the lesson objectives on the board.

    Students

    Ss copy the lesson title and objectives into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Intonation in questions and statements

a) Aims

Ss recognise the neutral practice contours for yes/no questions, Wh-questions and statements, and understand that context can change a contour.

b) Content

T shows the model sentences: 'Have you packed your bottle? ↗' 'What will you bring? ↘' 'I will bring less packaging. ↘' T plays the model, then drills the sentences chorally and individually. T asks Ss to notice which type of sentence rises and which falls. Ss then mark the arrows on the sentences: 'Do you have a local guide? ___' 'Where is the trail? ___' 'The trail is closed today. ___'

c) Expected outcomes

Ss' notebook entry:

  • Yes/no questions: usually rising ↗ (example: Have you packed your bottle? ↗)
  • Wh-questions: usually falling ↘ (example: What will you bring? ↘)
  • Statements: usually falling ↘ (example: I will bring less packaging. ↘)
  • These are neutral practice contours, not universal rules. Context can change a contour.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the three sentences. Then mark the arrow for each sentence in your notebook. Be ready to say which type of sentence each one is.' T shows the slide with the three sentences.

    Students

    Ss listen to T's model and look at the arrows on the slide.

  2. Teacher

    Step 2: Task performance

    T models each sentence twice, then asks Ss to repeat chorally and then individually. T asks: 'Which sentence goes up at the end?'

    Students

    Ss repeat chorally, then one by one. Ss mark the arrows in their notebooks: Have you packed your bottle? ↗ / What will you bring? ↘ / I will bring less packaging. ↘. Possible answer: 'The yes/no question goes up.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Can a Wh-question go up?' T plays a context example: 'What? ↗' (a surprised echo). T asks: 'Does the contour change in this context?'

    Students

    Ss answer: 'Yes, when we are surprised, the contour can change.' Ss discuss in pairs why the rule is only a tendency.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Yes/no questions often rise. Wh-questions and statements often fall. These are neutral practice contours. Context can change a contour. Do not treat them as universal rules.' T writes the summary on the board.

    Students

    Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

First conditional for real future possibilities

a) Aims

Ss identify the form of the first conditional and use it to talk about real future possibilities.

b) Content

T writes on the board: 'If we leave early, we will avoid the heat.' T asks Ss to find the if-clause and the main clause. T asks Ss to look at the verb tenses and complete the form. Ss then answer the question: 'Is this situation real or imagined?' Ss work in pairs to write two sentences about a real plan for a trip, using will or can or may.

c) Expected outcomes

Ss' notebook entry:

  • Form: If + present simple, will/can/may + base verb
  • Use: a real future possibility
  • Example: If we leave early, we will avoid the heat.
  • Do not use will in the if-clause. Correct: If it rains, we will stay indoors. Incorrect: If it will rain, we will stay indoors.
  • Pair sentences (examples): If we book a local guide, we will learn about the forest. / If the trail is wet, we may change our route.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the sentence on the board. Find the if-clause and the main clause. Work in pairs and write two real plans for a trip, using first conditional.'

    Students

    Ss read the sentence and ask questions about the form if they need help.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the use of present simple in the if-clause and the base verb after will/can/may.

    Students

    Ss write their sentences in their notebooks, then check the form with their partner.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their sentences aloud and asks the class: 'Is the if-clause present simple or will?' T writes the incorrect example 'If it will rain' on the board and asks Ss to correct it.

    Students

    Pairs read: 'If we book a local guide, we will learn about the forest.' Ss correct the example: 'If it rains, we will stay indoors.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the form and use of the first conditional and emphasises: 'Do not normally use will in the if-clause.'

    Students

    Ss write the summary and the rule in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Second conditional for imagined situations

a) Aims

Ss identify the form of the second conditional and use it to talk about imagined or unlikely situations, including were and was.

b) Content

T writes on the board: 'If I owned a boat, I would use it responsibly.' T asks: 'Do I own a boat now?' T elicits the form: if + past simple, would + base verb. T introduces the note: 'Were is a standard hypothetical form with all persons. Was is also common with I/he/she in informal usage.' Ss complete the sentences in pairs: 'If I ___ (be) a tour guide, I would speak about local nature.' (answer: were/was) 'If we ___ (have) more time, we would take a longer walk.' (answer: had)

c) Expected outcomes

Ss' notebook entry:

  • Form: If + past simple, would + base verb
  • Use: an imagined or unlikely situation
  • Example: If I owned a boat, I would use it responsibly.
  • Were is used with all persons: If I/you/he/we were... Was is also common with I/he/she in informal usage.
  • Answers: If I were a tour guide, I would speak about local nature. / If we had more time, we would take a longer walk.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'Do I own a boat?' and then: 'If I owned a boat, what would I do?' T says: 'Look at the sentence. Is the situation real or imagined? Complete the two sentences in pairs.'

    Students

    Ss answer T's question: 'It is not real. It is imagined.' Ss read the two sentences and work in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss use past simple in the if-clause and would + base verb in the main clause.

    Students

    Ss complete the two gaps: 'were/was' and 'had', then write one more imagined sentence about eco-friendly travel.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why do we use were with I?' T accepts the answer 'standard hypothetical form' and asks a pair to read their sentence.

    Students

    Ss answer: 'Were is the standard form.' A pair reads: 'If I were a local guide, I would show visitors the trail.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the form and use of the second conditional and reminds Ss: 'Use would in the main clause, not in the if-clause.' T writes an example with an error, 'If I would own a boat', and asks Ss to correct it.

    Students

    Ss correct the example: 'If I owned a boat, I would use it responsibly.' Ss write the rule in their notebooks.

Activity 3.1: Practice · 15 minutes

Conditional choice quiz

a) Aims

Ss choose the correct verb form in first and second conditional sentences and explain the reason for their choice.

b) Content

Ss complete Worksheet 1 (exercises 1 to 8). Ss work in pairs. Each pair writes the answer on a mini whiteboard and shows it when T gives the signal. Then T asks one pair to explain the reason for each answer. Students should use the explanations: real future uses first conditional, imagined situation uses second conditional.

c) Expected outcomes

Answer key for Worksheet 1:

  1. A (will protect) - A real future result uses will + base verb.
  2. D (owned) - The imagined situation takes past simple.
  3. C (will visit) - Tomorrow's real possibility uses first conditional.
  4. B (would bring) - A hypothetical recommendation takes would + base verb.
  5. A (asks) - The if-clause uses present simple.
  6. D (could pass) - An imagined condition takes could + base verb.
  7. C (If we book early, we will get a place.) - Present if-clause plus will result.
  8. B (would take) - The hypothetical condition has would + base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Work in pairs. Choose the correct answer for each item and write it on your mini whiteboard. Be ready to explain your choice.'

    Students

    Ss receive Worksheet 1 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T gives Ss 8 minutes. T gives the signal after each item for pairs to show their whiteboard.

    Students

    Ss discuss each item, choose an answer and write it on their whiteboard. Possible discussion: 'Is the situation real or imagined? Then the form is first or second conditional.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers and explain item 2 and item 6. T asks the class to agree or disagree.

    Students

    A pair says: 'Item 2 is D because the situation is imagined: if I owned a tour company.' Other pairs add their own reasons.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide and says: 'Check your answers. Mark any mistake in red and write the correct form.'

    Students

    Ss check their answers and correct their mistakes in their worksheet.

Activity 3.2: Practice · 10 minutes

Topic words and reading aloud with intonation

a) Aims

Ss match the six topic words with their meanings and read a guide-visitor exchange aloud with appropriate intonation.

b) Content

Ss complete exercise 9 on Worksheet 2: match each word with its meaning (ecotourism, local guide, responsible, trail, packaging, conserve). Then Ss read the practice exchange aloud twice: first slowly, then at a natural pace. Peers give feedback on intonation. T scores with the criteria: intonation focus (4 points), clarity of sounds and meaning (3 points), rhythm suited to the sentence (2 points), and self-correction after one attempt (1 point). Total: 10 points.

c) Expected outcomes

Answer key for exercise 9:

  • 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
    Reading practice: 'Have you packed your bottle? ↗ What will you bring? ↘ I will bring less packaging. ↘' Teacher scores each pair using the 10-point rubric.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Match the words with their meanings in one minute. Then read the exchange aloud twice, first slowly, then at a natural pace. Your partner will give feedback on your intonation.'

    Students

    Ss read the instruction and prepare for the matching task.

  2. Teacher

    Step 2: Task performance

    T monitors the matching and listens to the reading in pairs. T notes any pair that needs more support.

    Students

    Ss match the six words. In pairs, one S reads the exchange, the partner listens and gives feedback. Then they switch roles.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read the exchange aloud for the class. T asks: 'Does the question go up?' and 'Does the statement go down?'

    Students

    Ss read the exchange. Peers answer: 'Yes, the first question goes up and the statement goes down.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key for exercise 9, praises specific improvements and gives the score for the pairs. T reminds Ss that the contours are tendencies, not universal rules.

    Students

    Ss check their matching answers and write the correct meanings in their notebooks.

Activity 4: Application · 12 minutes

Guide and visitor role play

a) Aims

Ss use first and second conditionals, the topic words and intonation in a short guide-visitor role play about responsible travel.

b) Content

Ss work in pairs. One S is a local guide, the other is a visitor. They role play a short conversation about a trip to a national park. The guide uses first conditional for real plans, and the visitor uses second conditional for imagined situations. Example prompts: 'If we stay on the trail, ...' / 'If I were a visitor, I would ...'. Ss must use at least one topic word and show the intonation contours.

c) Expected outcomes

A short role play of 6 to 8 lines. Example:
Guide: Have you packed your bottle? ↗
Visitor: Yes, I have. What will we do today? ↘
Guide: If we stay on the trail, we will protect young plants. ↘
Visitor: If I were you, I would hire more local guides. ↘

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Choose the roles: local guide and visitor. Write 6 to 8 lines. Use at least one first conditional sentence, one second conditional sentence, and one topic word.' T shows the example on the slide.

    Students

    Ss read the instruction and choose their roles.

  2. Teacher

    Step 2: Task performance

    T monitors, helps with the conditional forms and gives support on intonation. T gives 5 minutes for writing and 3 minutes for rehearsal.

    Students

    Ss write and rehearse their dialogue. Ss check the form: present simple in the if-clause with will for real plans; past simple with would for imagined situations.

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to perform for the class. T asks the audience: 'Was the intonation correct? Which conditional did the pair use for the imagined situation?'

    Students

    Pairs perform. The audience answers: 'The second conditional was used with were.' Ss give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the performances and reviews the key points: first conditional for real future, second conditional for imagined situations, and intonation as a tendency. T assigns the homework.

    Students

    Ss note the key points and the homework in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Conditional choice quiz (Exercises 1 to 8)
Choose the correct answer (A, B, C or D) for each sentence.

  1. If visitors stay on the path, they ___ young plants.
    A. will protect B. would protected C. will protects D. protected
  2. If I ___ a tour company, I would hire local guides.
    A. own B. will own C. have own D. owned
  3. If it rains tomorrow, we ___ the indoor exhibition.
    A. visited B. will visited C. will visit D. would visited
  4. If I were you, I ___ a refillable bottle.
    A. would brought B. would bring C. will brought D. bring to
  5. If the guide ___ us to stop, we will stop.
    A. asks B. will ask C. asked to D. asking
  6. If the trail were wider, more people ___ safely.
    A. can passed B. will passed C. could passed D. could pass
  7. Choose the first conditional.
    A. If we booked early, we will got a place.
    B. If we book early, we would got a place.
    C. If we book early, we will get a place.
    D. If we will book early, we get a place.
  8. If we had more time, we ___ a longer walk.
    A. would took B. would take C. will take D. take to
    After you answer, write one sentence explaining the reason for your choice in items 2 and 6.

Phiếu học tập số 2

Worksheet 2: Topic words and intonation
Exercise 9: Match each topic word with its meaning.

  • ecotourism a. có trách nhiệm
  • local guide b. bảo tồn
  • responsible c. đường mòn
  • trail d. du lịch sinh thái
  • packaging e. hướng dẫn viên địa phương
  • conserve f. bao bì
    Exercise 10: Read the practice aloud twice, first slowly, then at a natural pace. Draw the arrow for each sentence.
  • Have you packed your bottle? ___
  • What will you bring? ___
  • I will bring less packaging. ___
    Partner feedback: Did your partner's question go up? Did the statement go down? (Yes / No)
    Note: These are neutral practice contours. Context can change a contour.

Homework

  • Write five sentences about eco-friendly travel: three first conditional sentences about real plans (for example: If we book a local guide, we will learn about the forest.) and two second conditional sentences about imagined situations (for example: If I were a tour guide, I would show visitors the trail.).
  • Read the guide-visitor exchange from the lesson aloud three times. Mark the arrows for each sentence and record your reading on your phone.
  • Revise the six topic words (ecotourism, local guide, responsible, trail, packaging, conserve) and write one sentence with each word.
  • Practise the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/10/english/unit-10-language, then check your answers.

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