Lesson: Unit 10: ECOTOURISM
Vocabulary – Pronunciation – Grammar
Class: 10
1. Aims and objectives
- To provide students (Ss) with words and phrases related to the importance, benefits and principles of ecotourism
- To help Ss know how to stress in words of more than three syllables
- To supply Ss with knowledge of the grammatical points: conditional sentence type 1 and conditional sentence type 2
2. Language:
- Vocabulary: culture, nature, ecology, observe, relax, wildlife
- Structure: conditional sentence type 1, conditional sentence type 2
3. Skills: integrated skills
4. Method: communicative approach
5. Techniques: questions and answers, drawing, word puzzles, group work
6. Teaching aids: flashcards, pictures, paper boards
TEACHING PROCEDURES
Teaching steps and time location
Teacher’s (T’s) activities
Ss’ activities

I. Stabilization
(Warm-up)
- Greet Ss and introduces observing teachers
- Checks the attendance
- Greet the T
- The monitor answer

II. Checking up previous knowledge
- Has the Ss play the game “Chinese Whisper”
- Divides the class into three groups
- One representative from each group comes to the front, listening to the words offered by the T, and then whispers the words to his/her group. The group having the most correct words will be the winner.



- Listen to the T and do as told

III. Presentation of the new materials
A. VOCABULARY
1. Lead-in
- Hangs on the flashcard with the key word “TOURISM”, and asks Ss questions related to the word given.
Have you ever travelled? Where have you been to?
Here, I have pictures relating to some tourism activities.
- Presents three pictures concerning the topic rapidly, asks the Ss to tell the activities they see from the pictures.
Now, look at the pictures and tell me what activities you can see from them.
- Lead to the lesson
All the activities above are related to the topic we discuss today, which is “ECOTOURISM”
2. Pre-practice
- Present new words:
+ Nature (n) /ˈneɪtʃə(r)/
plants, animals and the things that are not created by people (natural + linguistic)
+ Culture (n) /ˈkʌltʃə(r)/
the way of life, beliefs, customs of a particular country (linguistic)
+ Ecology (n) /ɪˈkɒlədʒi/
the relation of plants and living creatures to each other and to the environment (visuals + linguistic)
+ Relax (v) /rɪˈlæks/
to take a rest (T’s gesture + linguistic)
+ Observe (v) /əbˈzɜː(r)v/
to watch carefully (drawing + linguistic)
+ Wildlife (n) /ˈwaɪldˌlaɪf/
animals are wild and live in a natural environment
(visuals)
3. Controlled practice
- Has the Ss play the game “Word findings”
To help you remember the words we have studied, I have a game for you to play. It’s called “Finding words”
- Hangs on the paperboard containing the word grid and explains the rules.
I would like to divide the class in half. This side, group A, and this side, group B. Your task is to work in groups, run to the board and circle the possible words as quickly as possible. The group having more correct answers will be the winner.
Ok? You all got that? What will we do? First,... Next...And then... Good. Let’s start!
4. Free practice
- Has Ss play the game “The secret picture”
B. PRONUNCIATION
1. Lead-in
- Has Ss play the game “Syllable soup” (Ask Ss to write all the possible words which consist of three syllables)
2. Pre- Practice
- Bases on the appropriate words above and attaches words ending in /-tion/, /-ic/, /ical/, /-ial/ and /-ity/
- Introduces the rules of these word endings
Words ending in /-tion/, /-ic/, /-ical/, /-ial/ and / -ity/ have primary stress on the syllable before these endings.
3. Controlled Practice
- Has Ss play the game “Word Slap” in groups
- Hangs on the paper board













C. GRAMMAR
I. Conditional Sentence Type 1
1. Lead-in
- Draws and describes the pictures at the same time
- Leads to the lesson. (From the situation)
2. Pre-practice
- Gives examples and asks Ss to withdraw the appropriate forms
- Hangs on the paperboard of the structure of conditional sentence type 1
/
- Presents clearly the “If” clause and