Giáo án Speaking

Ss activate prior knowledge of ecotourism and start thinking about what makes a tour ecological.

T asks Ss to think individually for 1 minute and then share with a partner: “What makes a tour ecological, in your opinion?” Pairs then write up to five ideas on a sticky note. T gives one example: a tour that visits a natural place but leaves rubbish on the trail.

A list of ideas on sticky notes, for example: keeping to paths, not feeding wildlife, asking local residents before taking photographs, checking that the tour benefits the local community, using a refillable bottle instead of single-use packaging. T writes the most common ideas on the board to use in the next activity.

Ss identify the structure and content of a complete spoken contribution on ecotourism and see how each part does its job.

Ss listen to the model paragraph once, then read it silently. In pairs, Ss complete Worksheet 1 by identifying: (1) the opening sentence, (2) the supporting details, (3) the qualifying closing sentence, and (4) what a speaker should add in their own talk to acknowledge a limitation and invite a response. T models the reading with clear pauses and then the class repeats in chorus.

Completed Worksheet 1:

• Opening sentence: “A responsible ecotourist asks about access, safety and local benefit before booking.” It introduces the subject (a responsible ecotourist) and the situation (before booking).
• Supporting details: “I would follow the guide, keep to paths and avoid feeding wildlife.” / “I would also ask residents before taking photographs.” These are specific actions that the audience can evaluate.
• Qualifying closing sentence: “A tour is not ecological merely because it visits a natural place; its behaviour and impacts matter.” It sums up the message and sets a standard.
• Limitation and invitation: the model does not state a limitation or invite a response, so the speaker should add them in their own talk, for example: “This is only my view, and I would like to hear your opinion.”

Ss recognise and form first and second conditional sentences in ecotourism contexts and use the intonation tendencies of questions and statements.

T writes the two example sentences on the board: “If we leave early, we will avoid the heat.” (first conditional) and “If I owned a boat, I would use it responsibly.” (second conditional). T explains: first conditional = if + present simple, will/can/may + base verb, for a real future possibility; second conditional = if + past simple, would + base verb, for an imagined or unlikely situation. T notes that “were” is the standard form with all persons, while “was” is also common with I/he/she in informal use. Then T models three intonation patterns: “Have you packed your bottle?” (rising), “What will you bring?” (falling), “I will bring less packaging.” (falling). T explains these are neutral practice patterns, not universal rules, and that context can change them.

Grammar notes:

• First conditional (real future): If + present simple, will/can/may + base verb. Example: “If we leave early, we will avoid the heat.”
• Second conditional (imagined situation): If + past simple, would + base verb. Example: “If I owned a boat, I would use it responsibly.” / “If I were a guide, I would explain the rules clearly.”

Intonation notes:

• Yes/no question: “Have you packed your bottle?” (usually rising)
• Wh-question: “What will you bring?” (usually falling)
• Statement: “I will bring less packaging.” (usually falling)

Ss practise responding to a partner with a recommendation and a concrete reason, and use conditionals accurately in a controlled exercise.

Ss work in pairs. Part 1: Ss read the A/B interaction “What should I bring on the nature walk?” / “Can I pick a few flowers as souvenirs?” and act it out, then replace the items with the proposals in Worksheet 2 (Part B). Part 2: Ss complete the conditional gap-fill in Worksheet 2 (Part C). Each partner checks the other’s answers.

Worksheet 2, Part C answers:

1. If we leave (leave) early, we will avoid (avoid) the heat.
2. If I owned (own) a boat, I would use (use) it responsibly.
3. If you visit a village, you should ask (ask) residents before taking photographs.
4. If I were (be) a local guide, I would explain (explain) the rules clearly.

Part B example response (proposal, not an observation): A: “Can I buy a plastic souvenir at the market?” B: “I wouldn’t recommend it. Choose a locally made item and bring your own bag.”

Ss develop and defend their own viewpoint on ecotourism in a 1–2 minute spoken contribution and respond to a partner’s follow-up question.

Ss prepare a 1–2 minute spoken contribution on “Ecotourism” for their classmates (the audience is a group of classmates planning a visit to a national park; this scenario is a proposal). The talk must include: an opening sentence, one concrete supporting detail, a condition (use at least one first or second conditional), an acknowledged limitation and an invitation to respond. After the talk, a partner asks one real follow-up question. Ss then reflect on how well the talk met the criteria.

A complete spoken contribution with four parts:

• Opening: a clear viewpoint on ecotourism (e.g., “A responsible ecotourist should check the local benefit before booking.”)
• Supporting detail: a specific, checkable action (e.g., “I would keep to the trail and carry my own bottle.”)
• Condition: at least one conditional sentence (e.g., “If the tour is run by local people, I would choose it.”)
• Limitation and invitation: “This is only my view. What do you think?”

Follow-up question from the partner: a real question that asks for more detail, for example “How would you check whether the tour benefits local people?”