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

Giáo án Listening

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: extract gist and specific information from an original recording about an ecotourism visit.
  • By the end of the lesson, Ss will be able to: identify contrasts, conditions and the sequence of events in an announcement.
  • By the end of the lesson, Ss will be able to: use the first and second conditionals to talk about real and imagined situations, with the vocabulary of the unit (ecotourism, local guide, responsible, trail, packaging, conserve).

2. Competences

a) General competences

  • Self-control and independent learning: Ss replay the recording on their own, answer before checking the explanation, and justify their answers with evidence from the audio.
  • Communication and collaboration: Ss work in pairs to compare answers, explain their reasoning and role-play a guide and a visitor.
  • Problem-solving and creativity: Ss decide which information is required for each question, separate similar details (such as meeting time and departure time) and create their own conditional sentences in a real situation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to an en-US announcement for gist and specific details, then state the answers orally and in short written sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the key words of the unit, recognise the intonation patterns of yes/no questions, Wh-questions and statements, and form first and second conditional sentences correctly.

3. Personal qualities

  • Responsibility: Ss follow the safety and privacy rules mentioned in the recording, and explain why a life jacket must be fastened and why residents’ privacy must be respected.
  • Kindness: Ss show respect for local residents and the environment when they role-play a visitor asking permission and promising to conserve nature.
  • Diligence: Ss replay the audio carefully, complete all tasks on time and write their own conditional sentences as homework.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector, speakers and the en-US audio of the listening exercises (Unit 10, Listening)
  • Slides showing the key vocabulary, the first and second conditional patterns and the intonation examples
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • NeoEdu online lesson with explanations, examples and interactive exercises: neoedu.vn/learn/10/english/unit-10-listening

2. Students

  • Student’s book Tiếng Anh 10 (Global Success), Unit 10
  • Notebook, pen, pencil and highlighter
  • Earphones or a device to replay the audio (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Ecotourism brainstorm

a) Aims

Ss activate prior knowledge about ecotourism and predict the kind of information they will hear in an announcement from a local guide.

b) Content

T shows a picture of a boat trip through a forest and asks Ss to brainstorm words related to ecotourism.
Ss predict what a local guide might announce before a visit (e.g. timetable, safety rules, activities, rules about photos or purchases).
T asks: “What do you think a local guide tells visitors before a trip?” and “Which information do you need to listen for?”

c) Expected outcomes

A list of about 6 words on the board, for example: ecotourism, local guide, trail, life jacket, timetable, packaging, responsible, conserve. Ss predict 3 kinds of information: the order of activities, safety rules, and rules about permission or buying things.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: “What can you see? Where are the visitors?” Then T asks: “What does a local guide usually tell visitors?”

    Students

    Ss look at the picture and answer orally, e.g. “They are on a boat.” / “The guide tells them about the rules and the timetable.”

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for 2 minutes and write down as many ecotourism words as they can, then predict the information they will hear.

    Students

    Pairs write words on their notebooks and predict: “The guide will tell us the order of activities.” / “The guide will explain the safety rules.”

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their words and predictions and writes the key words on the board.

    Students

    Representative pairs read their lists. Other Ss add words, e.g. “conserve” or “responsible”.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the predictions and explains: “Before listening, predict the kind of information you need, not the answer. Listen once for the gist, then again for details.”

    Students

    Ss note the listening strategy in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary and conditional sentences

a) Aims

Ss understand the meaning of the six key words and recognise the first and second conditionals and the intonation patterns used in the recording.

b) Content

T presents the vocabulary: 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).
T presents the grammar on the slide:

  • First conditional (real future possibility): If we leave early, we will avoid the heat.
  • Second conditional (imagined or unlikely situation): If I owned a boat, I would use it responsibly.
    T presents intonation examples: Have you packed your bottle? ↗ What will you bring? ↘ I will bring less packaging. ↘
    T notes that these are neutral practice patterns, not universal rules.
    Ss work in pairs with a Matching game on Worksheet 1, Part A.

c) Expected outcomes

Ss match the 6 words with the meanings:

  • 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 complete the rule: First conditional = if + present simple, will / can / may + base verb. Second conditional = if + past simple, would + base verb.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words in a random order and asks Ss to match them with the Vietnamese meanings on Worksheet 1, Part A.

    Students

    Ss read the task and check the words they do not know.

  2. Teacher

    Step 2: Task performance

    T asks pairs to match the words in 3 minutes. Then T shows the two conditional examples and asks: “Is the situation real or imagined? Which tense is used in the if-clause?”

    Students

    Pairs match the words. Ss answer: “The first sentence is real, so we use the present simple and will.” / “The second sentence is imagined, so we use the past simple and would.”

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their matches and the answers about the conditionals. T models the intonation: “Have you packed your bottle? ↗” and asks Ss to repeat.

    Students

    Ss read their answers aloud and repeat the intonation examples chorally, then individually.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: “Yes/no questions often rise; Wh-questions and statements often fall. Context can change the intonation.”

    Students

    Ss copy the rules and examples into their notebooks.

Activity 2.2: Knowledge formation · 12 minutes

Listening for gist and specific information

a) Aims

Ss extract the gist and specific details from the en-US recording, including sequence, safety instructions, permission and optional purchase.

b) Content

Ss listen to the recording once for gist, then again for specific information.
T asks Ss to complete Worksheet 1, Part B:

  1. What is the main topic of the recording? (answer: a local guide’s announcement about an ecotourism visit)
  2. Which activity comes first in the visit?
  3. When should the life jacket be fastened?
  4. What requires permission?
  5. Is buying at the workshop required?
    T reminds Ss: “Record only the information required. Do not read the solution until after answering.”

c) Expected outcomes

Ss record the following information:

  • Gist: a local guide’s announcement about an ecotourism visit, including activities, safety rules and rules for visitors.
  • Sequence: the guide explains the order of activities (e.g. a boat journey comes first).
  • Safety: the life jacket must be fastened before boarding and during the boat section.
  • Permission: visitors need permission before photographing residents.
  • Optional purchase: buying at the craft workshop is optional.
    Ss note at least one condition and one contrast from the recording, for example: “If you want to take photos of residents, you must ask first.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio once and asks Ss to listen for the main topic only. T then gives Worksheet 1, Part B and explains the task.

    Students

    Ss listen and write one sentence about the gist. They read the questions in Part B.

  2. Teacher

    Step 2: Task performance

    T plays the audio a second time, pausing if needed. T monitors and helps Ss with difficult words but does not give the answers.

    Students

    Ss listen again and write short answers to questions 2–5. They may replay the audio on their own devices if needed.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to compare answers in pairs, then invites 3–4 Ss to share. T asks: “What information did you hear first? When should the life jacket be fastened?”

    Students

    Ss answer: “The guide says the boat journey comes first.” / “The life jacket must be fastened before boarding.” Ss ask for repetition if they are not sure: “Could you repeat that, please?”

  4. Teacher

    Step 4: Conclusion and assessment

    T plays the parts again if needed and confirms the correct information. T explains: “Numbers can refer to different things. Separate a meeting time from a departure time.” T writes the key structures on the board.

    Students

    Ss correct their answers and copy the key information into their notebooks.

Activity 3: Practice · 12 minutes

Checking answers and justifying choices

a) Aims

Ss choose the correct answers to the multiple-choice questions and explain why each answer fits the recording.

b) Content

Ss answer questions 2–5 of the Listening exercises (Unit 10, Listening) and then justify the answers in questions 6–9.
Question 2: Listen. What comes first? A. A boat journey; B. The craft workshop; C. Fruit picking; D. A school lesson.
Question 3: Listen. When should the life jacket be fastened? A. Only for photographs; B. Only after landing; C. Only if a friend asks; D. Before boarding and throughout the boat section.
Question 4: Listen. What requires permission? A. Listening to the guide; B. Using the timetable; C. Photographing residents; D. Keeping a jacket fastened.
Question 5: Listen. Is buying at the workshop required? A. It replaces the fee.; B. No, it is optional.; C. Yes, every visitor must buy.; D. Only pupils must buy.
Questions 6–9: Listen again and explain why each answer fits the recording. Worksheet 2 is used for this task.

c) Expected outcomes

Answers and justifications:

  • Q2: A. A boat journey. The guide gives the sequence.
  • Q3: D. Before boarding and throughout the boat section. The safety instruction precedes boarding.
  • Q4: C. Photographing residents. Residents’ privacy must be respected.
  • Q5: B. No, it is optional. Optional purchase is clearly stated.
    For Q6–9, the teacher accepts any equivalent explanation that matches the meaning of the recording, not only the model answer. A strong answer gives the correct information and a clear reason, e.g. “A boat journey. The guide gives the sequence.”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to answer questions 2–5 individually in 3 minutes, without checking the solution. T reminds: “Do not open the explanation until you have answered.”

    Students

    Ss choose one answer for each question and write the letter in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays the audio again and asks pairs to compare answers and find evidence in the recording. For questions 6–9, pairs explain their answers in full sentences.

    Students

    Pairs check each other’s answers and discuss, e.g. “The guide says the boat journey comes first, so the answer is A.” They write the explanations on Worksheet 2.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and explanations. T asks: “Why is the answer not B?” to encourage elimination of distractors.

    Students

    Ss answer, e.g. “It is not B, because the workshop is later and buying is optional.” Other Ss agree or add comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and the justifications. T reminds Ss: “Keep legitimate accent and wording variants when they keep the meaning.”

    Students

    Ss correct their answers and note the key evidence for each question.

Activity 4: Application · 8 minutes

Guide and visitor role-play

a) Aims

Ss use the first and second conditionals and the key vocabulary to talk about a real or imagined ecotourism visit in a role-play.

b) Content

Ss work in groups of three (guide, visitor, observer) and role-play a short conversation on an ecotourism trip. Worksheet 2, Part B gives the prompts:

  • First conditional: If you want to take photos of the residents, you will need to ask first.
  • Second conditional: If I owned a boat, I would use it responsibly.
    Ss must use at least 2 vocabulary words and 1 conditional sentence and must use the intonation pattern for a question.

c) Expected outcomes

Each group performs a 1-minute role-play. A sample exchange:
Guide: Have you packed your bottle? ↗
Visitor: Yes, I have. ↘ What will we do first? ↗
Guide: The boat journey comes first. If you take photos of the residents, you will need to ask for permission. ↘
Visitor: If I owned a boat, I would use it responsibly. ↘

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides Ss into groups of three and gives each group the role cards and the prompts in Worksheet 2, Part B. T models one short exchange.

    Students

    Ss read the roles and the prompts and decide who plays the guide, the visitor and the observer.

  2. Teacher

    Step 2: Task performance

    T circulates, checks the use of will/would and the intonation, and helps Ss with pronunciation of key words.

    Students

    Ss practise the conversation for 3 minutes and check each other’s conditional sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to perform in front of the class and gives feedback on language and intonation.

    Students

    Groups perform. Observers say one strength and one suggestion, e.g. “Your conditional was correct. Try a falling intonation at the end.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the main language points and reminds Ss to ask for repetition or confirmation when information about safety, time or permission is unclear.

    Students

    Ss note the key conditionals and the phrases they used well.

Worksheets

Worksheet 1: Vocabulary and listening for gist and specific information

Part A. Match the words with their meanings.

  • ecotourism
  • local guide
  • responsible
  • trail
  • packaging
  • conserve
    Meanings (in random order): có trách nhiệm; đường mòn; bảo tồn; du lịch sinh thái; hướng dẫn viên địa phương; bao bì

Part B. Listen to the recording and answer the questions.

  1. What is the main topic of the recording?
  2. Which activity comes first in the visit?
  3. When should the life jacket be fastened?
  4. What requires permission?
  5. Is buying at the workshop required?

Part C. Complete the rules.

  • First conditional: if + ______, will / can / may + ______
  • Second conditional: if + ______, would + ______

Worksheet 2: Explaining answers and role-play

Part A. Listen again and explain why each answer fits the recording.

  • Question 2: What comes first? Answer: ______. Reason: ______
  • Question 3: When should the life jacket be fastened? Answer: ______. Reason: ______
  • Question 4: What requires permission? Answer: ______. Reason: ______
  • Question 5: Is buying at the workshop required? Answer: ______. Reason: ______

Part B. Role-play prompts.

  • Guide: Tell the visitor about the trail and the boat journey. Use a first conditional sentence.
  • Visitor: Ask about the rules for photos. Use a question with rising intonation.
  • Guide: Explain what you would do to conserve nature if you were a visitor. Use a second conditional sentence.
  • Observer: Give one strength and one suggestion for pronunciation and intonation.

Homework

  • Review the key vocabulary: ecotourism, local guide, responsible, trail, packaging, conserve. Write one sentence with each word.
  • Write 3 first conditional sentences about what you will do to protect nature during a trip, e.g. “If I visit a national park, I will keep the trail clean.”
  • Write 2 second conditional sentences about an imagined situation, e.g. “If I were a local guide, I would explain the rules clearly.”
  • Replay the recording on the NeoEdu lesson (neoedu.vn/learn/10/english/unit-10-listening) and check your answers to questions 2–5. Write one sentence explaining why each answer is correct.

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