Planning day: 3/4/2026
Teaching class: 10B,D

Period: 91

UNIT 10: ECOTOURISM
Lesson 1:  Getting started – An eco-friendly fieldtrip to Phong Nha Cave
I. Objectives
By the end of this lesson, students will be able to gain:
1. Knowledge
- an overview about the topic ecotourism
- words and phrases related to ecotourism
2. Core competence
- Develop communication skills and awareness of tourism and their impact on the
environment
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
Digital Literacy competences
1.1NC1a, Meets information needs: Search for online resources on ecotourism; interact via
surveys, discussion forums, or polls
3. Personal qualities
- Develop a sense of being an ecotourist
- Be aware of tourism and their impact on the environment
II. Materials 
- Grade 10 textbook, Unit 10, Getting started
- Computer connected to the Internet
- TV
Procedures
In each activity, each step will be represented as following  
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage aim

Warm- - To
up
activate
students'
knowledg
e on the
topic of
the unit. 
- To
create a
lively
atmospher
e in the
classroom
- To lead
into the
new unit
-1.1NC1a,
Meets

Procedure
Brainstorming: What would you like to do this
summer vacation?
* Teacher asks students to brainstorm answers for the
question:
What would you like to do this summer vacation?
** Students work in groups to do brainstorming.
*** Teacher and students discuss the answers.
**** Teacher provides suggested answers and focuses
on the phrase “take part in an eco-tour” to lead in the
topic of the unit.
Suggested answers:

Interac
tion

Ti
me
5
min
s

informatio
n needs:
Search for
online
resources
on
ecotouris
m;
interact
via
surveys,
discussion
forums, or
polls

Vocabu
lary preteach

VOCABULARY
To help
students
* Teacher asks students to look at the explanation and
use key
the photos to guess the meaning of new words. 
language
more
1.
appropriat
stalactite
ely before
(n)
they read
and listen 

2.
fieldtrip
(n)

3.
packagin
g (n)

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4
min
s

Read
and
listen

-To
introduce
the unit
topic
(Ecotouris
m);
-To
introduce
some
vocabular
y and the
grammar
points to
be learnt
in the
unit.

** Students say the Vietnamese meaning of the word.
*** Other students correct if the previous answers are
incorrect.
**** Teacher shows the Vietnamese meaning, says
the words aloud and asks students to repeat them. 
Task 1. Listen and read. (p. 110)
* Teacher asks students to look at the picture (p. 110),
the heading of the conversation and answer the
questions: 
What can
you see?
(A cave /
Phong Nha
Cave) Who
are the
speakers? 
(Nam, Mai,
and their
teacher)
What do
you think
they are
discussing
? 
(A trip to
the cave). 
* Teacher then plays the recording twice,  has students
listen to the conversation, read along and underline
words / phrases related to the environment in the
conversation.
** Ss do the task individually.
*** Teacher puts students in pairs and asks them to
compare the words and phrases they have underlined
and discuss their meaning.
**** Teacher checks check comprehension as a class. 

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7
min
s

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work
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Suggested answers: eco-friendly, damage the
environment
Control To check
led
students'
practice comprehe
nsion of
the
conversati
on.

Task 2: Read the conversation again. Then find
and correct a mistake in each sentence below. (p.
111)
* Teacher asks students to find a mistake in each
sentence and correct it:
 Ask them to identify and underline the key
words in the sentences first. Then have them
read the conversation again and locate the part
that contains the information for each sentence.
 Have them compare the information in the
conversation with each sentence to know
which part of the sentence is incorrect, and

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work
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10
min
s

how to correct it.
** Students do the task individually.
*** Teacher has students work in pairs to discuss and
compare their answers.
**** Teacher checks the answers as a class. 
 Have them call out the part of the sentence
which is incorrect first. Then ask them to give
the corrections. 
 Finally, have some students read the complete
correct sentences.

To help
students
revise
phrases
related to
ecotouris
m

To help
students
identify
conditiona
l
sentences
Type
1
and Type
2.

Less

Suggested answers:
1. On an eco-friendly fieldtrip, tourists enjoy, explore
and damage the environment.
🡪 but not (OR: and protect / learn about)
2. Nam will take pieces of stalactites because they
take a long time to form.
🡪 will not / won't
3. Mai will bring snacks with a lot of packaging on the
trip. 
🡪 will not / won't (OR: will bring … less …)
Task 3: Put each phrase into the correct column.
(p. 111)
* Teacher has students read the phrases in the box and
explains that these are things that tourists should do or
shouldn't on an eco-friendly fieldtrip.
** Teacher asks students to sort the phrases into the
columns of Dos and Don'ts.
*** Teacher puts students in pairs and asks them to
compare their answers.
****Teacher checks answers as a class and elicit the
meaning of any words students don't know or find
hard to understand.
Answers:

Task 4: Complete these sentences from Task 1. (p.
111)
* Teacher asks students to read the two incomplete
sentences and focus attention on the word 'if', elicits
what kind of words are missing (verbs).
** Teacher asks students to complete the sentences,
using words from Task 1.
*** Teacher puts students in pairs and asks them to
compare their answers.
**** Teacher checks the answers as a class.

Answers: 
1. add, will be 
2. were, wouldn't
- The aim Project preparation

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4
min
s

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work
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ns

Ss
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work
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10

controll of
this
ed
activity is
practice to inform
students
what the
final
product of
the
Project
should be
like and
howSs
can
prepare
for it.

Wrap
up
Homew
ork

- To help
students
memorise
the target
language
and skills
that they
have
learned

Period: 92
Planning date:

* Teacher asks students open their books at the last
page of Unit 10, the Project section, look at the picture
and say what the topic of the Project is (Ecotours).
Teacher then tells students about the Project
requirements: 
 Students will have to design an ecotour and
then give an oral presentation of their ideas in
the last lesson of the unit. 
 Alternatively, ask students to prepare a poster
presenting their ideas. In a poster presentation,
students will display their inventions on
posters and hang them around the classroom.
One representative from each group will stand
next to the poster. The rest will walk around,
study the posters and talk to any representative
of a group if they want to learn more about an
invention. 
 Then the class will sit down and vote for the
best invention.
** Teacher suggests the steps students should follow:
 Collect information (search the Internet, read
newspapers, etc.); 
 Illustrate their ecotours on computers or on
posters, etc. 
 Rehearse for the oral or poster presentation.
*** Teacher puts students into groups and have them
choose their group leader. Then ask them to assign
tasks for each group member, making sure that all
group members contribute to the group work.
**** Teacher helps students set deadlines for each
task and support them throughout the process

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- Some lexical items about ecotourism
- Reading for specific information
- Scanning 
Homework: 
- Choose a local tourist attraction and find information
about it.
- Exercises in the workbook 

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UNIT 10: ECOTOURISM
Lesson 2:  Language
Teaching date:

min
s

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1mi
n

Students' attendance

I. Objectives
By the end of this lesson, students will be able to gain:
1. Knowledge

Use the lexical items related to the topic ecotourism;

Identify intonation patterns and use appropriate intonation (i.e. rising or falling tone);

Use conditional sentences Type 1 and Type 2 correctly.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
Digital Literacy competences
1.1NC1b, Applies search techniques to use online dictionaries, grammar checkers, and apps
to check meanings and forms
3. Personal qualities
- Develop a sense of an ecotourist
- Be aware of tourism and their impact on the environment
II. Materials 
- Grade 10 textbook, Unit 10, Language
- Computer connected to the Internet
- TV


Procedures
Notes
In each activity, each step will be represented as following  
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage
aim
Warm-up To
activate
students
' prior
knowled
ge and
introduc
e caves
in Phong
Nha –
ke Bang
National
Park.

Procedure
Matching: Caves in Phong Nha – Ke Bang National
Park
* Teacher reveals that beside Phong Nha Cave, there
are 9 other caves in Phong Nha – Ke Bang National
Park and asks students to match the pictures with the
correct names of the caves.
** Students work in groups of four to do the matching
task.
*** Teacher and students discuss the answers.
**** Teacher confirms the answers as a class.
Answers:

Phong Nha Cave

Son Doong Cave

Intera
ction
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work
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me
5
mi
ns

Presentati
on
(Pronunci
ation)

To help
students
recognis
e the
intonati
on
patterns
in
different
types of
sentence
s.

Hang En Cave

Hang Toi Cave (Dark
Cave)

Hang Voi Cave
(Elephant Cave)

Thien Duong Cave
(Paradise Cave)

Tra Ang Cave

Tu Lan Cave

Hang Va Cave

Hang Vom & Hang
Gieng Vooc Cave

PRONUNCIATION
Task 1: Listen to these sentences. Pay attention to
the intonation and repeat. (p. 111)
* Teacher asks students to listen to some sentences
and has them pay attention to the arrows at the end.
** Teacher asks students to listen to the sentences
again, but this time have them use their hands to
indicate the falling and rising tones at the end of each
sentence. Teacher then asks students to read the notes
in the Remember! Box and checks understanding by
asking individual students to briefly explain the
intonation patterns in the three types of sentences:
statements, Wh-questions
and Yes-No questions and provide an example for

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5
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ns

each kind.

***Teacher plays the recording again, pausing after
each sentence for students to repeat. Encourage them
to use their hands to indicate the intonation pattern.
**** Teacher confirms the correct intonation.

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Practice

Presentati
on
(Vocab –
pre-teach

Task 2: Work in pairs and role-play this
conversation. Pay attention to the intonation. Then
listen and check. (p. 111)
* Teacher asks students to read quickly through the
conversation and checks understanding.
** Teacher has students work in pairs to role-play the
conversation. 
To help *** Teacher asks students to peer check and give
students comments to their partners.
practise **** Teacher asks students to pay attention to the
different three intonation patterns they have just learnt.
intonati
Audio script:
on
patterns
in
a
convers
ation.

To help
students
understa
nd the
meaning
s of
words /
phrases
related
to
ecotouri
sm.
1.1NC1
b,

VOCABULARY
Task 1. Below is what ecotourists do. Match each
sentence on the left with its explanation on the
right. (p. 112)
* Teacher explains the context of the activity and tells
students that the statements represent things that
ecotourists do.
** Students read the statements, focusing their
attention on the key word highlighted in each
sentence.
*** Teacher puts students in pairs and asks them to
compare their answers.
**** Teacher checks answers as a class:
 Explain or elicit any new or difficult words

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5
mi
ns

Pair
work
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work
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4
mi
ns

Applies
 Draw attention to the prepositions after some
search
of the highlighted words 
techniqu
 Tell students they should try to memorise both
es to use
the words and the prepositions that go with
online
them.
dictionar
ies,
Answers:
gramma 1. b 2. a 3. e 4. d 5. c
r
checkers
, and
apps to
check
meaning
s and
forms
Practice

Presentati
on
(Gramma
r–
pre-teach)

To help
students
practise
these
words in
meaning
ful
contexts
.

Task 2: Complete these sentences with the
highlighted words in Task 1. (p. 112)
* Teacher asks students to work in pairs and tells them
to read the sentences carefully and decide which
highlighted word in Task 1 can be used to complete
each of the sentences.
** Students work in pairs to complete the task.
*** Teacher asks students to peer check and give
comments to their partners.
**** Teacher checks answers as a class:
 Have Ss call out the word they have used in
each sentence first.
 Confirm the correct answers. 
 Ask Ss to explain the meaning of each word
using the definitions in Task 1.
 Ask some students to read the complete
sentences.
Answers: 
1. profit; crafts 
2. aware; impact 
3. responsible

To help
student
s
recogni
se the
differen
ces
betwee
n Types
1 and
Type 2
conditi
onal
sentenc
es.

GRAMMAR: 
Task 1: Decide whether these statements can be
real (R) or not (N). (p. 112)
* Teacher asks students to study the sentences
individually.
** Students decide which statement is possible or
likely to happen, and which one is imaginary or
unlikely to happen.
*** Teacher asks students to peer check and give
comments to their partners.
**** Teacher checks answers as a class:
 Tell students that all sentences that are
'possible or likely to happen' are conditional
sentences Type 1, while sentences that are
'imaginary or unlikely to happen' are
conditional sentences Type 2.

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ns

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work
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work
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mi
ns

1.1NC1
 Ask students to read the notes in the
b,
Remember! box. Check understanding by
Applies
asking questions about each type.
search
techniqu
es to use
online
dictiona
ries,
gramma
r
checker
s, and
apps to
Answers:
check
meaning 1. N 2. R 3. N 4. R
s and
forms
Practice

Productio
n

Task 2: Put the verbs in brackets in the correct
forms. (p. 112)
* Teacher asks students to put the verbs in brackets in
the correct forms and tells them to pay attention to the
meaning of each sentence, and whether the situation is
possible (Conditional sentence Type 1) or not
To help (Conditional sentence Type 2).
students ** Students complete the task individually.
practise *** Teacher asks students to peer check and give
conditio comments to their partners.
**** Teacher checks answers as a class:
nal
 Check answers as a class:
sentence
 Have individual students write the sentences
s Types
on the board. 
1 and
 Go through each sentence and ask Ss to
Type 2.
explain why they have used that particular
form.
Answers:
1. will stay 2. would grow 
3. were / was. would be 
4. give. will reduce
* Game: Surprising matching!
*Teacher divides the class into 4 groups. 
 Group A will write If clause type 1. Group B
To give
will write Main clause type 1.
students
 Group C will write If clause type 2 Group D
a chance
will write Main clause type 2.
to apply
** Teacher then will match members of group A with
what
ones of group B, and do the same with group C and D.
they
*** Teacher and students discuss and give comments
have
to the surprising results.
learnt.
**** Teacher confirms the possible answers and
restates the use of Conditional sentences type 1 and
type 2.

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ns

Ss
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work
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work

4
mi
ns

Wrap up To
Homewor help Ss
k
memoris
e what
they
have
learned

Period: 93
Planning date:

Use the lexical items related to the topic
ecotourism;

Identify intonation patterns and use appropriate
intonation (i.e. rising or falling tone)

Use conditional sentences Type 1 and Type 2
correctly.
Homework: 
- Prepare for the next lesson: Unit 10_Reading
- Exercises in the workbook 


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1m
in

UNIT 10: ECOTOURISM
Lesson 3:  Reading _ Ecotour brochures
Teaching date:
Students' attendance

I. Objectives
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- Develop reading skill for specific information in a brochure about ecotours.
2. Core competence
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and team work
- Develop presentation skill
- Actively join in class activities
Digital Literacy competences
1.2NC1b, Evaluate online articles, case studies, and reports; integrate multiple sources for
understanding
3. Personal qualities
- Develop a sense of an ecotourist
- Be aware of tourism and their impact on the environment
II. Materials 
- Grade 10 textbook, Unit 10, Reading
- Computer connected to the Internet
- TV
Procedures
Notes
In each activity, each step will be represented as following  
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage
aim
Warm- - To
up
introduce
the topic
of
reading.
1.2NC1b,
Evaluate
online
articles,

Procedure
Name the tours
* Teacher shows the pictures and asks students to name
the tours based in these pictures.
** Students raise hands to provide the answers.
*** Teacher and students discuss the answers.
**** Teacher confirms the appropriate names of the
tours and provides suggested answers.
Suggested answers:

Interac
tion
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Ss
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Ti
me
5
mi
ns

case
studies,
and
reports;
integrate
multiple
sources
for
understan
ding

PreReadin
g

To
provide
students
with
some
lexical
items
before
reading
the text.
To
introduce
the topic
of the
reading
and get
students
involved
in the
lesson.

WhileReadin To help
students
g
practise
guessing
the
meaning
of words
from

Reef Tour

Trekking Tour

National Park Tour
Whale-watching Tour
VOCABULARY
* Teacher asks students to look at the explanation and
the photos to guess the meaning of new words. 
1. protect (v)
2. souvenir (n)
3. explore (v)
** Students say the Vietnamese meaning of the word.
*** Other students correct if the previous answers are
incorrect.
**** Teacher shows the Vietnamese meaning, says the
words aloud and asks students to repeat them.
Task 1: Work in pairs. answer these questions. (p.
113)
* Teacher puts students in pairs to ask and answer the
questions. 
**Teacher explains that each photo is part of a
brochure advertising a tour in four different places:
Australia, Viet Nam, Zimbabwe, Hawaii and asks them
to discuss what tourists can do on the tours without
reading the texts.
*** Teacher has some students share their answers
with the whole class.
**** Teacher gives comments and checks students'
pronunciation if necessary.
Task 2: Read the brochures below. Then work in
pairs to solve the crossword using words from the
brochures. (p. 113)
* Teacher points out that the part of speech (v, n, adj)
as well as the brochure where they can find the words
are provided in brackets.
** Teacher asks students to work in pairs to solve the
crossword using words from the brochures.
*** Teacher walks round the class and provide help if

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ns

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work
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mi
ns

context.

necessary. 
**** Teacher checks the answers as a class. 
 Have individual Ss write the words on the
board. 
 In weaker classes, check understanding of the
words by asking students to make sentences
with them.
Answers:

To help
students
practise
reading
for
specifi c
informati
on.

Task 3: Which tour does each statement below talk
about? Write a, b, c or d. (p. 113)
* Teacher reminds students of the scanning skill:
 Ask Ss to read the four statements and
underline the key words in each of them.
 Check the key words students have underlined
 Remind Ss that the statements may include
paraphrased information. Tell them to read
through the brochures again looking for the key
words they underlined in the statements or
words with the same or similar meaning
** Teacher asks students to match each statement with
the correct brochure.
*** Teacher asks students to peer check and give
comments to their partners.
**** Teacher checks answers as a class:

Answers:
1. d (Clue: Buy local souvenirs to help the local Whale
Protection Program)
2. c (Clue: Learn how you can help save wild animals
in the local research centre)
3. b (Clue: Children not allowed)
4. a (Clue: Watch 3D documentaries to learn about sea
animals and the coral reef, and what you can do to
protect it)
Post- To help Task 4: Work in groups. Think of new ideas for
making one of the tours better for the environment.
Readin students
g
use the (p. 114)
language * Teacher asks students if they think the four tours in

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work
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10
mi
ns

and ideas
from the
unit
to
make
suggestio
ns
for
more
ecofriendly
tours.

Wrap
up
Home
work

Task 2 are friendly to the environment and has students
read the brochures again and underline things that
make them eco-friendly.
** Teacher puts students into groups. Each group
should choose a tour and brainstorm ideas for making it
more eco-friendly. Students read the example, then
elicit which brochure it refers to (c) and how it will
help the environment
*** Teacher asks students some groups to present a
summary of their ideas or just the most useful ones in
front of the class. 
**** Teacher encourages the rest of the class to give
comments and praises for good effort and interesting
ideas.

Suggested answers:
A. If they ban swimming with fish, the Great Barrier
Reef will be better protected. Tourists should not be
allowed to dive very close to the coral reefs.
B. Tourists should always follow the walking paths and
trails on the Sapa Trekking Tour. The local people with
whom the tourists stay should only use local
ingredients. If they only use local ingredients, their
carbon footprint will be lower.
D. The boats on the Whale-watching Tour should not
get too close to the whales or make too much noise. If
the boats are environmentally friendly, they will not
harm the whales or their habitats. This is because
environmentally-friendly boats use less fuel and oil,
make small waves and are quiet.
- To help - Some lexical items about ecotourism.
Ss
- Reading for general and specific information in a
memorise brochure about ecotours..
the target Homework: 
language - Prepare for the next lesson: Unit 10: Speaking
and skills - Exercises in the workbook 
that they
have
learned

Period: 94
Planning date:

Group
work
Ss
Ss-Ss

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UNIT 10: ECOTOURISM
Lesson 4:  Speaking _ How to become an ecotourist
Teaching date:
Students' attendance

I. Objectives
By the end of this lesson, Ss will be able to gain:
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 skill

3
mi
ns

- Actively join in class activities
Digital Literacy competences
2.1NC1a, Use multiple digital technologies to interact: video calls, chat app
3. Personal qualities
- Develop a sense of being an ecotourist
- Be aware of tourism and their impact on the environment
II. Materials 
- Grade 10 textbook, Unit 10, Speaking
- Computer connected to the Internet
- TV
Procedures
Notes
In each activity, each step will be represented as following  
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage
Warm-up

PreSpeaking

Stage aim
- To
introduce
the topic of
reading.
- To
enhance
students'
skills of
cooperating
with
teammates.

Procedure

I

Matching game:
Task 1: Match each verb on the left with a phrase on the right. use the
pictures to help you. (p. 114)
* Teacher puts students work in groups of four. Each group will have to
match a verb with the appropriate phrase. The fastest groups with the correct
answers will be the winner.
** Students work in groups.
*** Students give comments to other groups.
**** Teacher confirms the answers.

1. litter

2. avoid

3. follow

4. hunt

5. waste

6. buy

Answers:
1. c (on the beach or the street)
2. d (crowded places)
3. a (walking paths and trails)
4. b (wild animals)
5. f (water and electricity)
6. e (locally made souvenirs)
Task 2: Work in pairs. discuss which of the things in Task 1 we should or
To help
should not do to become ecotourists. use the expressions below to help
students
you. (p. 115)
brainstorm

* Teacher asks students to read the useful expressions and the examples in
the box.

more ideas
for the main
speaking
task.
Digital
Literacy
competences

-2.1NC1a,
Use
multiple
digital
technologies
to interact:
video calls,
chat app

   

WhileSpeaking

To give
students an
opportunity
to discuss in
groups and
give
suggestions
to
ecotourists.

** Teacher asks students to work in pairs and discuss which of the activities
in Task 1 they should do, and which they should not do to become
ecotourists.
*** Teacher walks round the class and provide help and encourages pairs to
try to use the structures in the box.
**** Teacher asks some pairs to present their ideas in front of the whole class
and praises for interesting suggestions and fluent delivery.
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. (p. 115)
* Teacher asks students to study the discussion questions first and checks
understanding by eliciting some responses from the whole class.

PostSpeaking

To help
students
present their
ideas in
front of the
class.

Wrap up - To help
Homework students
memorise
the target
language and
skills that
they have
learned

Period: 95
Planning date:

** Teacher puts students into groups and ask 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.
*** Teacher walks round the class and provide help when necessary. 
Task 4: Share your ideas with the whole class. Vote for the best ideas. (p.
115)
* Teacher has each group prepare a brief presentation of their ideas.
** Teacher allows a time limit of 3 - 4 minutes for students to practise their
presentations in their group.
*** Teacher 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 students
finish their presentations, let them reflect on their performance
**** Teacher then asks other students to give further comments. Teacher
then praises for good effort, highlight the presenters' strong points and makes
suggestions for better organisation and presentation of their ideas.
Talk about how to become an ecotourist 
Homework: 
- Prepare for the next lesson: Unit 10: Listening
- Exercises in the workbook 

UNIT 10: ECOTOURISM
Lesson 5:  Listening - An ecotour in the Mekong Delta
Teaching date:
Students' attendance

I. Objectives
By the end of this lesson, Ss will be able to gain:
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
Digital Literacy competences
1.1NC1a, Meets information needs: Listen to interviews, or documentaries; evaluate source
credibility
3. Personal qualities
- Develop a sense of an ecotourist
- Be aware of tourism and their impact on the environment
II. Materials 
- Grade 10 textbook, Unit 10, Listening
- Computer connected to the Internet
- TV

Procedures
Notes
In each activity, each step will be represented as following  
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
Stage

Stage
aim
Warm- - To
up
introduce
the topic
of
reading.
-  To set
the
context
of the
listening
text and
activate
students'
prior
knowled
ge.

Prelistenin
g

To
introduce
more
topicrelated
vocabula
ry and
activate
students'
prior
knowled
ge.
   

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

Interac
tion
T-Ss

Ti
me
5
mi
ns

Ss
Ss-Ss
T-Ss

Suggested answers:
1. There are 2.
2. Red River Delta and Cuu Long River Delta.
3. Mekong Delta
Task 1:  Work in pairs. Look at the photos from an
ecotour in the Mekong Delta. What do you think
ecotourists can do there? (p. 115)
* Teacher sets the context: 
 Ask  students to imagine they are 'travelling' to
Mekong Delta today. 
 Describe or show it on the map. (It is in the far
south of Viet Nam, covering 13 cities and
provinces such as Can Tho, Long An, Tien
Giang, Ben Tre, Vinh Long, Tra Vinh, Hau
Giang, Soc Trang, Dong Thap, An Giang, Kien
Giang, Bac Lieu and Ca Mau.)
 Introduce or pre-teach some words or phrases to
help students describe the pictures, e.g. floating
market, host family, weaving (village).
** Teacher puts students in pairs and ask them to study
the pictures and describe what they see in each one.
Teacher encourages students to think what ecotourists
can do there based on the pictures.

T-Ss

Pair
work

Ss-Ss
T-Ss

7
mi
ns

*** Teacher asks some students to share their ideas
with the whole class.
**** Teacher and students discuss the ideas.

Whilelistenin
To help
g
students
practise
listening
for
specific
informati
on to
order
pictures. 

To help 
students
practise
listening
for
specific
informati
on. 

Suggested answers:
 Visi