Giáo án Tiếng Anh lớp 11 nâng cao phần 2 (giải bài tập tiếng Anh 11 nâng cao)

1
Chu Quang B×NH




ThiÕt kÕ bµi gi¶ng

11
N©ng cao −
−−
− TËp hai









Nhµ xuÊt b¶n Hµ néi
2

Thiết kế bài giảng
tiếng anh 11
-
nâng cao, tập hai

chu quang bình

Nhà xuất bản Hà nội
Nhà xuất bản Hà nộiNhà xuất bản Hà nội
Nhà xuất bản Hà nội




Chịu trách nhiệm xuất bản:
Nguyễn khắc oánh
Biên tập:
Phạm quốc tuấn
Vẽ bìa:
Tào thu huyền
Trình bày:
thái sơn sơn lâm
Sửa bản in:
phạm quốc tuấn

In 1000 cuốn, khổ 17 x 24 cm, tại Công ty cổ phần in Khoa học và Công
nghệ mới. Giấy phép xuất bản số: 208 2007/CXB/46 e TK 47/HN.
In xong và nộp lu chiểu quý I/2008.
3
Unit 9
nature in danger
Period 1 & 2
(Reading)
I. Aim
Reading a passage about environmental problems on Mt. Everest
II. Objectives
By the end of the lesson, Ss will be able to:
− talk about common activities that people often do when they visit
national parks and tourist attractions and the current problems in Viet
Nam’s national parks and tourist attractions through various activities in
class.
− enrich background knowledge on expeditions to Mt. Everest.
− improve mirco-reading skill by answering questions and finding the
words for the given definitions.
III. Materials
Textbook, whiteboard markers,
Pictures of national parks and famous tourist attractions
LCD screen showing tourist attractions if possible
IV. Anticipated problems
Ss may not have proper background knowledge on the topic so T should
provide necessary related information.
V. Procedure
Time Steps

Work
arrangement

15’
Warm-up
Give brief information about the given tourist
attractions:

Whole class
and Group
4
Time Steps
Work
arrangement
A national park in Dong Thap Muoi, Dong Thap
Province. This national park is created to protect
several rare birds, especially Sarus Crane (grus
antigone), a species listed in Red Book.
The highest mountain in Japan located near the
Pacific coast of central Honshū.
A large rock formation located in Uluru-Kata Tjuta
National Park in Central Australia.
The world's first national park on March 1, 1872
located in the USA.
The highest mountain on earth located on the border
between Nepal and Tibet, China. It is sometimes
called Chomolungma.
A national park and UNESCO World Heritage Site in
the center of Quang Binh province in north-central
Viet Nam.

Ask Ss to work in groups to match the national parks
and tourist attractions in the book with the above
information and then match them with the pictures.
Call on some Ss to give their answers in front of the
class.
Gather ideas and give correct answers:
1. Ayers Rock is a large rock formation located
in Uluru-Kata Tjuta National Park in Central
Australia. b
2. Tram Chim is a national park in Dong Thap
Muoi, Dong Thap Province. This national park
is created to protect several rare birds,
especially Sarus Crane (grus antigone), a
species listed in Red Book. e
work
5
Time Steps
Work
arrangement
3. Mt. Everest is the highest mountain on earth
located on the border between Nepal and
Tibet, China. It is sometimes called
Chomolungma and considered as the roof of
the world. a
4. Mount Fuji is the highest mountain in Japan
located in the Mount Fuji National Park near
the Pacific coast of central Honshū. f
5. Phong Nha Cave is a cave, a national park
and UNESCO World Heritage Site in the
center of Quang Binh province in north-

central Viet Nam. c
6. Yellowstone is the world's first national park
on March 1, 1872 located in the USA. d

15’
Pre-reading
What may be harmful to the environment?
Ask Ss to look at the activities that tourists often do
when they visit the national parks and tourist
attractions.
Explain some of the activities which may cause
difficulties to Ss.
Have Ss work in groups and discuss the activities
normally done by tourists which may be harmful to
the environment.
Call on some Ss to explain their answers in front of
the class.
Feedback and give correct answers:
Activities tourists often do:
- make a campfire (all of these places)
- have a swim (c, d, f)
- carve names or drawings on rocks (a, b, c, f)

Group work
6
Time Steps
Work
arrangement
- eat and drink (all of these places)
- take photos (all of these places)

- pick flowers or break tree branches (b, e, f)
- dispose of garbage (all of these places)
- go boating (c, d, e, f)
Activities which may be harmful to the environment:

- make a campfire (may cause a forest fire)
- carve names or drawings on rocks (may destroy
the beauty of nature)
- break tree branches (may harm trees)
- dispose of garbage (will pollute the environment)
- go boating (will bring about waves that may
cause soil erosion at the banks)
Vocabulary pre-teach
junkyard (n): a place where junk (abandoned or
unimportant things) is thrown or collected (nơi tập kết
đồ phế liệu, bãi rác)
hallucinate (v): to perceive a non-existent object or
phenomenon; to believe that one is experiencing
something which in reality does not exist; to
experience a hallucination (gợi ảo giác)
fuel canister (n): a small box or case for holding fuel
(bình đựng nhiên liệu)
summit (n): top, peak of something (mountain) (đỉnh
núi)
cleanups: campaigns or programs to make the
environment clean (chiến dịch làm sạch môi trường)
deposit (n): an amount of money given as part
payment or as security (tiền đặt cọc)
authority (n):

government; the persons or the body
exercising power or command (chính quyền)
7
Time Steps
Work
arrangement
Checking technique
Rub out and remember
Write all the new words on the board in two columns:
English and Vietnamese equivalents.
Rub out all the words in the English column and ask
Ss to look at the Vietnamese column to write down or
read aloud the rubbed ones.








10’

15’


While-reading
Set the scene
For a long time, exploring our world has been
human’s passion and the peak of Mt. Everest, the
highest mountain in the world, has been conquered by
a number of tourists. However, expeditions of tourists
has put the environment of Mt. Everest at risk. In
today’s reading, we will read about Mt. Everest and
its problems.
Task 1 - Choosing the best title
Have Ss scan the passage and choose the best title

for it.
Note that the title must convey the main idea of the
passage. The other three options may be correct but
they fail to cover the major points of the reading.
Call on some Ss to give their answers in front of the
class.
Ask for Ss’ explanations.
Give correct answer:
The best title of the text is a): Mt. Everest’s
Environmental Problems and Solutions
Task 2 - Answering questions
Tell Ss to read the text individually and more
carefully to answer the questions in b).

Individual
work









Individual
work

8
Time Steps
Work
arrangement

15’
Ask Ss to underline or highlight the information
which provides the answers.
Call on some Ss to read aloud their answers in front of
the class.
Feedback and give correct answers.
1. Because Mt. Everest – the highest place on
earth – has a lot of garbage now.
2. They need oxygen bottles when they climb to the
height of more than 7,000 meters, where there
is not enough oxygen to breathe in.
3. They need fuel canisters, oxygen bottles,
batteries, foods, and drinks.
4. The Sherpas pick up garbage, put it in their
backpacks, and bring it down to the foot of the
mountain.

5. They collected more garbage in 1998 than they
had done in 1995.
6. This is a measure to force tourists not to leave
their equipment on the mountain. If they do so,
they cannot get back the deposit.
Task 3 - Finding words and expressions
Ask Ss to continue working on their own and find the
words and expressions in the text with meanings
given in the book.
Note: If Ss are at lower level, T may provide the
paragraph which contains the word or expression.
Have Ss compare their words with a friend.
Call on some Ss to write their answers on the board.
Check the answers in front of the class as a whole.
Give correct answers:

Individual
work and
Pair work


9
Time Steps
Work
arrangement
1. hallucinate
2. explode
3. summit
4. attempt
5.
deposit


15’
Post-reading
Have Ss work in groups and discuss the question:
What are some current problems in Viet Nam’s
national parks and tourist attractions? Suggest
solutions.
Encourage all members in the groups to actively
engage in the discussion and contribute relevant ideas.
Call on some Ss to present their ideas in front of the

class.
Make necessary comments and corrections.
Give suggested ideas.

Problems Solutions
- Pollution (caused by
littering)
- Extinction of some species
of animals (caused by
illegal hunting)
- Erosion and flooding
(caused by felling trees)
- Forest fire (caused by
smoking)
- Raise people’s awareness
about the environmental
issues and wildlife
protection.
- Impose heavy fines on
people who litter garbage
and hunt illegally.
- Urge people to stop felling
trees and immediately to
prevent floods and
erosions.


Group work

10

Time Steps
Work
arrangement

5’
Wrapping
Summarize the main points.
Assign homework.

Whole class


Supplements
Extra reading
1. List of national parks in Viet Nam
1. Ba Bể National Park (Bắc Kạn)
2. Ba Vì National Park (Hà Tây)
3. Bạch Mã National Park (Thừa Thiên-Huế)
4. Bái Tử Long National Park (Quảng Ninh)
5. Bến En National Park (Thanh Hóa)
6. Bù Gia Mát National Park(Bình Phước)
7. Cát Bà National Park (on Cát Bà Island, Hải Phòng)
8. Cát Tiên National Park (Đồng Nai, Lâm Đồng, and Bình Phước)
9. Chu Mom Ray National Park (Kon Tum)
10. Chư Yang Sin National Park (Dak Lak)
11. Côn Đảo National Park (Bà Rịa-Vũng Tàu)
12. Cúc Phương National Park (Ninh Bình, Thanh Hóa, and Hòa Bình)
13. Hoàng Liên National Park (Lào Cai)
14. Kon Ka Kinh National Park (Gia Lai)
15. Lò Gò Xa Mát National Park (Tây Ninh)

16. Mũi Cà Mau National Park (Cà Mau)
17. Núi Chúa National Park (Ninh Thuận)
18. Phong Nha-Kẻ Bàng National Park (Quảng Bình)
19. Phú Quốc National Park (Kiên Giang)
20. Pù Mát National Park (Nghệ An)
21. Tam Đảo National Park (Vĩnh Phúc, Thái Nguyên and Tuyên Quang)
22. Tràm Chim National Park (Đồng Tháp)
23. U Minh Thượng National Park (Kiên Giang)
24. Vũ Quang National Park (Hà Tĩnh)
25. Xuân Sơn National Park (Phú Thọ)
26. Xuân Thuỷ National Park (Nam Định)
27. Yok Don National Park (Dak Lak)
11
2. Facts About Mt. Everest
•
Highest mountain in the world – 8848m.
•
Number of people to attempt to climb Mt. Everest: approximately
4,000.
•
Number of people to successfully climb Mt. Everest: 660.
•
Number of people who have died trying to climb Mt. Everest: 142.
•
Height: 29,028 feet, or 5 and a half miles above sea level. This is
equivalent to the size of almost 20 Empire State Buildings.
•
Location: part of the Himalaya mountain range; straddles border of
Nepal and Tibet.
•

Named for: Sir George Everest, a British surveyor-general of India.
•
Age: approximately 60 million years old.
•
Other names: called "Chomolungma" by Tibetans and Sherpas, which
means "Mother Goddess of the Earth."
•
Countries visible from the summit: Tibet, India, and Nepal.
•
First people to climb to the summit: Edmund Hillary and Tenzing
Norgay on May 29, 1953.
•
Notable dates:
1921 - Dalai Lama allowed British reconnaissance party to visit Tibet
and the northern side of Mt. Everest.
1924 - British explorers George Mallory and Andrew Irvine
disappeared near the summit, along the Northeast Ridge. It was
possible that they may have actually been the first to reach the
summit, but they never returned.
1949 - Nepal opened its borders, making access to the mountain's
southern peak possible.
1953 - Hillary and Norgay reached summit.
1963 - First Americans reached the summit.
1989 - First two women, both American, reached the summit.
1990 - Sir Edmund Hillary's son, Peter, reached summit.
1996 - Eleven people died during spring expeditions.

12
Period 3
(Listening)

I. Aim
Listening to a conversation about the effects of ecotourism on environment
II. Objectives
By the end of the lesson, Ss will be able to:
− talk about the effects of ecotourism on environment by using environment-
related words such as hunting, environment-friendly, awareness, dolphin,
whale,
− enrich background knowledge on ecotourism.
− enhance listening skill through True or false and Table completion exercises.
III. Materials
Textbook, whiteboard markers, cassette,
IV. Anticipated problems
Ss may not understand the concept of ecotourism thoroughly so T should
give necessary background information to make sure Ss understand the
concept before listening to the tape.
V. Procedure
Time Steps
Work
arrangement

7’
Warm-up
Pictures recognition
Have Ss work in groups of four and discuss what
they see in the pictures/ what ecotourists in the
pictures might be doing.
Note that they are common activities that people
do when they are on holiday.
Call on some Ss to explain their answers in front of
the class.

Accept the answers in Vietnamese and provide
English equivalents later.

Group work
13
Time Steps
Work
arrangement
Give suggested answers:
a. Some ecotourists are watching birds with
binoculars.
b. Two tourists are riding an elephant.
c. A lot of tourists are taking a boat trip along a
canal (or a river).
d. Tourists are hiking / walking in the forest.
e. Some tourists are making a campfire.
f. A lot of tourists are watching a whale swimming
in the sea.
Ask further questions to make sure Ss understand
the activities such as: Are these activities good or
bad to the environment?
Which activity do you like best?
Which one have you tried? Which one do you wish
to try?


5’
Pre-listening
Briefly explain the definition of an ecotour.
An ecotour is a small, individually guided tour that

takes conservation and preservation issues into
consideration, donates to the local economy, and
teaches the travelers something about the nature
and culture of the area in which they are located.
Activities on an ecotour
Ask Ss to work in pairs and discuss:
What might you do if you go on an ecotour?

Gather ideas from Ss and lead in the listening.

Pair work
14
Time Steps
Work
arrangement
Introduce some new words which might cause
difficulties to Ss while listening to the tape:
environment-friendly (a): thân thiện với môi
trường
wildlife (n): cuộc sống hoang dã
awareness (n): nhận thức
flash (n): đèn pin

10’













While-listening
Set the scene
Mr. Christ Green, an environmentalist, is invited
to talk to students of Le Lai High School about the
effects of ecotourism. Listen to the first part of his
talk and check (√) whether the statements are true
(T) or false (F).
Task 1 - True or false
Have Ss read the statements carefully before
listening to the tape.
Tell Ss to highlight or underline the key words if
necessary.
Play the tape twice so that Ss can be sure about
their answers.
Have Ss compare their answers with a friend.

Check and give correct answers:
1. F (Surely not. Tourists don’t go hunting.)
2. T
3. T
4. F (Many activities cause harm to the
environment.)







Individual
work












15
Time Steps
Work

arrangement
10’

Task 2 - Table completion
Instruct the task carefully: Ask Ss to listen to the
tape and complete the table with two columns of
ecotour activities and their effects.
Play the second part of the talk several times if
necessary.
Have Ss exchange their answers and discuss them.
Pause at certain points which contain the answers.
Give correct answers:
1. (Watching) whales of dolphins
2. (Noise from boats) disturbs whales and
dolphins, which can become stressed and eat
less.
3. (Watching) birds
4. (The strong light from the flashes) might
frighten the birds.
5. (Walking) on the grass and plants
6. (The vegetation) might be harmed, which causes
soil erosion when there are heavy rains.
Listening script
b)
Mr. Green: Hello, everyone. Today I’ll talk
about the effects of ecotourism on
our environment. Anybody here
knows what ecotourism is?
(Male voice): Is it for tourists who want to go
hunting?

(Female voice): Surely not. I read from books that
it’s for those who want to know
more about nature.
Individual
work







16
Time Steps
Work
arrangement
Mr. Green: You’re right. Ecotourists are
interested in watching wildlife
without destroying nature.
(Female voice): So ecotourism is environment-
friendly, isn’t it?
Mr. Green: Yes and no. Many tourists have the
intention of protecting wildlife,
but many of their activities cause
harm to the environment without
their awareness.
(Female voice): This means they don’t know
they’re harming wildlife?
Mr. Green: No. Probably not.
c)

(Female voice): I don’t quite understand. Why
don’t they know they’re harming
wildlife?
Mr. Green: Let me give you an example. To
watch the whales or dolphins,
people travel in boats. The noise
from the engines of these boats
disturbs these animals, and they
may get stressed or eat less.
(Female voice): I see. But Mr. Green, when people
watch the birds, they don’t make
any noise at all!
Mr. Green: Right. But they take photographs
and the strong light from the
flashes frightens the birds.
(Male voice): How about the effects on flowers
and trees, Mr. Green?
17
Time Steps
Work
arrangement
Mr. Green: You mean the vegetation. Yes,
tourists usually walk on the same
path over time, and this may harm
the ground cover – I mean the
grass or wild plants that cover
and protect the soil.
(Female voice): What happens then?
(Male voice): Without this cover, the soil is
washed away when there are

heavy rains. Now, let’s talk about
the fires

10’
Post-listening
Have Ss work in pairs and discuss possible effects
other ecotour activities might have on wildlife or
the environment.
Go round the class and provide Ss with necessary
support.
If time allows, call on some Ss to present their
ideas in front of the class.
Make necessary comments and corrections.
Give suggested answers:
- Buying objects made from endangered species
(ivory, coral, seashells, etc) may encourage
illegal hunting or killing of these species.
- Littering might pollute the environment.
- Feeding animals may change their eating habits
and cause their unhealthy dependency on men’s
source of food.
- Touching animals can transmit diseases to them,
which are already in danger.
- Boating might cause soil erosion.

Pair work
18
Time Steps
Work
arrangement

3’
Wrapping
Summarize the main points.
Assign homework.

Whole class


Supplements
Extra reading
ecotourism
Definitions
Defining "Ecotourism" has proven to be a difficult task given all the different
players attempting to define it. People tend to define things in terms that are
beneficial to themselves, hence the variety of definitions. There are, however,
several workable definitions currently in wide use.
The International Ecotourism Society defines Ecotourism as: "responsible
travel to natural areas that conserves the environment and improves the
welfare of local people".
The Australian Commission on National Ecotourism Strategy calls it: "nature-
based tourism that involves education and interpretation of the natural
environment and is managed to be ecologically sustainable".
Features
1) Involves travel to natural destinations. These destinations are often
remote areas, whether inhabited or uninhabited, and are usually under
some kind of environmental protection at the national, international,
communal or private level.
2) Minimizes Impact. Tourism causes damage. Ecotourism strives to
minimize the adverse affects of hotels, trails, and other infrastructure by

using either recycled materials or plentifully available local building
materials, renewable sources of energy, recycling and safe disposal of
waste and garbage, and environmentally and culturally sensitive
architectural design. Minimization of impact also requires that the
19
numbers and mode of behavior of tourists be regulated to ensure limited
damage to the ecosystem.
3) Builds environmental awareness. Ecotourism means education, for both
tourists and residents of nearby communities. Well before departure tour
operators should supply travelers with reading material about the country,
environment and local people, as well as a code of conduct for both the
traveler and the industry itself. This information helps prepare the tourist
as The Ecotourism Societies guidelines state"to learn about the places and
peoples visited" and "to minimize their negative impacts while visiting
sensitive environments and cultures". Essential to good ecotourism are
well-trained, multilingual naturalist guides with skills in natural and
cultural history, environmental interpretation, ethical principles and
effective communication. Ecotourism projects should also help educate
members of the surrounding community, schoolchildren and the broader
public in the host country. To do so they must offer greatly reduced
entrance and lodge fees for nationals and free educational trips for local
students and those living near the tourist attraction.
4) Provides direct financial benefits for conservation: Ecotourism helps
raise funds for environmental protection, research and education through a
variety of mechanisms, including park entrance fees, tour company, hotel,
airline and airport taxes and voluntary contributions.
5) Provides financial benefits and empowerment for local people: National
Parks and other conservation areas will only survive if there are "happy
people" around their perimeters. The local community must be involved
with and receive income and other tangible benefits(potable water, roads,

health clinics, etc.) from the conservation area and it's tourist facilities.
Campsites, lodges, guide services, restaurants and other concessions
should be run by or in partnership with communities surrounding a park or
other tourist destination. More importantly, if Ecotourism is to be viewed
as a tool for rural development, it must also help shift economic and
political control to the local community, village, cooperative, or
entrepreneur. This is the most difficult and time-consuming principle in the
economic equation and the one that foreign operators and "partners" most
often let fall through the cracks or that they follow only partially or
formally.
20
6) Respects local culture: Ecotourism is not only "greener" but also less
culturally intrusive and exploitative than conventional tourism. Whereas
prostitution, black markets and drugs often are by-products of mass
tourism, ecotourism strives to be culturally respectful and have a minimal
effect on both the natural environment and the human population of a host
country. This is not easy, especially since ecotourism often involves travel
to remote areas where small and isolate communities have had little
experience interacting with foreigners. And like conventional tourism,
ecotourism involves an unequal relationship of power between the visitor
and the host and a commodification of the relationship through exchange
of money. Part of being a responsible ecotourist is learning beforehand
about the local customs, respecting dress codes and other social norms and
not intruding on the community unless either invited or as part of a well
organized tour.
Period 4
(Speaking)
I. Aim
Giving explanations of actions
II. Objectives

By the end of the lesson, Ss will be able to:
− use appropriate expressions to give explanations of the actions done on
an ecotour.
− discuss in-depth the DOS and DON’TS on an ecotour.
III. Materials
Textbook, whiteboard markers,
Pictures of Phong Nha Cave, Mount Fuji and Tram Chim National Parks
IV. Anticipated problems
Some activities on an ecotour may be unfamiliar with Ss. Ts should be
ready to help.
21
V. Procedure
Time Steps
Work
arrangement


7’
Warm-up
Brainstorming
Have Ss work in groups and make a list of ideas about
ecotour.
The group which has the longest list will be the winner.
Suggested ideas:
 environment-friendly
 harmless to wildlife
 respect nature
 responsible
 conserve the environment


Note: T may call some Ss from groups to further
explain their ideas when necessary.

Group
work

5’
Pre-speaking
Language of asking and giving an explanation
Explain and clarify the expressions to ask for and give
an explanation.

Asking for an explanation Giving an explanation
Why ?
Can you give me the reason
for ?

Because
Well, the thing is,

If I could explain
So as (not) to
In order (not) to
Note: T may ask Ss to make sentences with these above
expressions to make sure Ss can use them
appropriately.

Whole
class
22

10’

While-speaking
DOS and DON’TS on an ecotour
Have Ss work in groups and complete three brochures
for tourists, basing on the Tour Guide’s notes and the
information given in the box.
Tell Ss to study the Tour Guide’s notes carefully so that
they can decide on DOS and DON’TS correctly.
Go round the class and provide help when necessary.
Call on some Ss to explain their answers in front of the
class.
Give correct answers:
Phong Nha Cave

DO / DON’T (brochure) WHY? (tour guide’s notes)
DO
- bring warm clothes
- bring a flashlight
- wear a life jacket
DON’T
- throw plastic bags or cans
into the water
- leave a group without
notice
- smoke

- It’s rather cold inside
- It’s dark inside
- fall into the water

- pollute the water

- get lost

- pollute the air

Mount Fuji National Park

DO / DON’T WHY?
DO
- wear warm clothes
- wear strong shoes
- carry a backpack
DON’T
- carry a traveling bag
- litter
- make a fire

- It’s cold on top
- walk long distances
- need free hands to climb

- harm the environment

Group

work

23













10’

Tram Chim National Park

DO / DON’T WHY?
DO
- bring binoculars
- wear a hat
- wear a life jacket
DON’T
- throw plastic bags or cans
into the water
- shout or make big noises
- smoke

- watch birds nesting and
feeding
- It’s sunny.
- take a boat trip along
canals
- pollute the environment
- frighten birds
- pollute the environment

Mini-exchanges
Elicit the task: Work in groups. One of you is a tour
guide and the others are tourists. Use the information
in the brochures and tour guide’s notes to conduct
some mini-exchanges following the example in the
book.

Remind Ss to use expressions to ask for and give
explanations.
Call on some groups to act out the exchanges in front of
the class.
Feedback and give suggested answers:
1
Tourist A: Why should we bring a flashlight when
we visit Cuc Phuong Cave?
Tour guide: Because it’s rather dark inside the cave

and we may not see clearly.
Tourist B: Why shouldn’t we smoke in the cave?
Tour guide: Well, the thing is, you will
pollute the air and affect other tourists.
2
Tourist A: Why should we wear strong shoes when we
visit Mount Fuji National Park?
Tour guide: Because we have to walk long distances.

Group
work
24
Supplements
Extra reading
Tourist attractions in certain cities and provinces
Temple of Literature in Ha Noi
Located in the Dong Da section of Ha Noi, Van Mieu, or the Temple of
Literature, is the oldest school in Viet Nam, giving it the distinction of being
Tourist B: Why shouldn’t we carry a traveling bag?
Tour guide: Because we need free hands to climb.
3
Tourist A: Why should we bring binoculars when we
visit Tram Chim National Park?
Tour guide: In order to watch birds nesting and feeding.
Tourist B: Why shouldn’t we shout or make big noises?
Tour guide: In order not to frighten birds.

10’
Post-speaking
Group discussion
Have Ss work in groups, choose a national park or a
tourist attraction in their neighborhood and discuss
what tourists should do or shouldn’t do there.
Encourage Ss to choose a real place in their
neighborhood.
(See Supplements for suggested tourist attractions in
some cities and provinces in Vietnam.)
Note that each place should have appropriate DOS and
DON’TS.
Call on some Ss to explain their ideas in front of the
class.
Check Ss’ performance and have comments in front of
the class as a whole.

Group
work

3’
Wrapping
Summarize the main points.
Assign homework.

Whole
class
25

the most significant temple in both Ha Noi and Viet Nam. It is representative of
Confucian ways of thought and behavior, and is a historical and cultural relic.
In Canh Tuat Year (1070), King Ly Thanh Tong erected several important
monuments, including the Temple of Literature. In 1076, Vietnam's first
university, Quoc Tu (National University), was established under the direction
of King Ly Nhan Tong near Van Mieu for the purpose of instructing the
children of Mandarins, the aristocrats, and the brightest commoners. During
its more than 700 years of instruction (1076-1779), Quoc Tu Giam educated
thousands of talented men for Vietnam.
After more than 900 years of existence, repairs and renovations, Quoc Tu
Giam is still an example of well-preserved traditional Vietnamese architecture.
Also preserved within these confines are valued relics representing the
Millenary civilization, such as stelae with inscriptions of the names of
distinguished scholars, the Well of Heavenly Clarity (Thien Quang Tinh), the
pavilion in dedication of the Constellation of Literature (Khue Van Cac), the
statue of Confucius, the Great House of Ceremonies, the ancient wall, kowtow
portico and the sanctuary, the stone dragons, and the ink stone stands.
Particularly impressive is the collection of 82 stone stelae which rest upon
large stone tortoises. They were created between 1484 and 1780 and are
engraved with the names, places of birth and achievements of the 1,306 doctor
laureates that received their degrees during this time span. These stelae were
erected to encourage learning and bestow honor on the talented men who
assisted the Kings in defending the country
Hùng King’s temple
in Phu Tho
Hùng King’s temple, locating in Nghĩa Lĩnh mountain, Cổ Tích village, Hy
Cương commune, Phong Châu district, Phú Thọ province, is the most sacred
Vietnamese national historic and culturalcomplex of majestic architectures
consisting of Ha Temple and Thien Quang Pagoda, Gieng Temple, Trung and
Thuong temples, and King Hung Tomb Hùng temple's the place of worship

Hùng Vương- the first King of Vietnam and the first son of Lạc Long Quân and
Âu Cơ. Hùng temple's also the place where was the center of the first capital of
Vietnam- Phong Châu, according to ancient tales. It is the symbol of glorious
Đông Sơn culture. This temple is the most significant political and social