UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 71 - Lesson 1.1 – Vocabulary & Listening, (page 64)
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice and learn vocab. for environment: ban, reduce, reuse, recycle, pollute, protect,
damage.
- practice listening for specific information.
- practice functional English (Responding to ideas).
- improve listening skill.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: Student's book and Teacher's book, paper test, Digital Book, PowerPoint
slides.
- Students' aids: Student's book, Workbook, Notebook.
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise Ss' awareness of the topic and get them ready for the lesson.
b. Content: Warm-up
In pairs: Why do you think it is important to look after the environment?
c. Products: Ss can express their view about the importance of the environment.
d. Stages:
Teacher's activities
Students' activities
Warm-up
- Work in pairs to discuss the question.
- Get Ss to work in pairs to discuss the question.
- Give answers.
- Get the answers from Ss.
Ss' own answers
- Check the answers and lead to new lesson.
B. Pre-Listening: 10 minutes
a. Objectives: to prepare Ss for the listening activity by introducing the vocabulary.
b. Content: New Words, task a, b
Task a. Match the words with the descriptions. Listen and repeat.
Task b. In pairs: How do people in your community help to look after the environment?
What else should they do?
c.Products: Ss can complete the tasks correctly using the words.
d. Stages:
Teacher's activities
Students' activities
Task a.
- Read the definitions.
- Get Ss to read the definitions and then do the
task individually before sharing the answers with a - Match the words with the descriptions,
and then compare the answers with a
partner.
partner.
- Call Ss to give the answers on the board.
- Give their answers.
- Give feedback and explain more if needed.
- Play the audio file and ask Ss to repeat in chorus - Listen and repeat.
Answer Keys

and individually.
Task b.
- Ask Ss to work in pairs to talk about the way
people in their community do to look after the
environment.
- Give them time to work.
- Check the answers.

1.e
2.d
3.g
4.c
5.b
6.a
7.f
- Work in pairs.
- Talk about the way people in their
community do to look after the
environment.
- Give their answers.
Ss' own answers
People often recycle trash. 
Our town should reuse plastic bags.

C. While-listening: 18 minutes
a. Objectives: to help Ss get the main content of the conversation and improve Ss' listening
skill.
b. Content: Listening, task a, b, c
Task a. Listen to Huy and Jane talking about what they can do to protect the environment.
Do they want to try their ideas at their school, in their town, or both?
Task b. Now, listen and match Huy and Jane to their ideas. Circle the tick (✓) or cross (✘) if
the other person thinks it's a good or bad idea.
Task c. Read the Conversation Skill box and listen to Task b. audio again. Circle the
phrases in the Conversation Skill box that you hear.
Task d. Listen and repeat.
c. Products: Ss can complete the tasks correctly.
d. Satges:
Teacher's activities
Students' activities
Task a.
- Look at the question and give the
- Ask Ss to have a look at the question in the
answers.
instruction.
- Listen and answer the question.
- Elicit the information related to it.
- Share the answers with a partner.
- Play the audio file.
- Give the answers.
- Ask Ss to share their answers with a partner.
Answer Keys
- Call Ss to give the answer.
- Check Ss' answers and give feedback if needed. at their school
Task b.
- Study the pictures and the ideas.
- Ask Ss to look at the pictures and the ideas.
- Listen, match, and circle.
- Have Ss guess the answer.
- Give answers
- Play the audio file.
Answer Keys
- Get Ss to give the answers.
1.a
2.c
3.a
4.c
- Check their answers.
5.a
Task c, d.
- Look at the Conversation Skill box.
- Have Ss look at the Conversation Skill box
- Listen and number the phrases.
before listening (one time).
- Listen and repeat.
- Use the DCR to check Ss' answers.
- Give answers.
- Play the audio file and ask them to number the
Answer Keys
phrases.

- Get the answers.
I think that will be difficult to do
- Check the answers and give comment.
That's a great idea
D. Post – Listening: 10 minutes
a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Listening, Task e.
Task e: In pairs: Which idea do you think is the best? Why?
c. Products: Ss can present their view about the best ideas.
d. Stages:
Teacher's activities
Students' activities
Task e.
- Present their view about the best ideas.
- Ask Ss to work in pairs
- Talk to the whole class.
- Ask Ss to discuss the question.
Ss' own answers
- Monitor the class and help them if necessary.
I think the best idea is…………..because
- Ask some Ss to present their ideas.
……
- Give comment.
2. Consolidation: (1 minute)
- Summarize what Ss have learnt in the lesson.
3. Homework: (1 minute)
- Write a short list about what you do at school that protect the environment.
- Do exercises in workbook on page 44.
- Prepare the next lesson: Lesson 1.2 - Grammar, (page 65).
- Practice vocabulary in the Notebook page 44.

UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 72 - Lesson 1.2 – Grammar, (page 65)
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice and use First Conditional correctly.
- improve writing skill.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: Student's book and Teacher's book, paper test, Digital Book, PowerPoint
slides.
- Students' aids: Student's book, Workbook, Notebook.
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise the Ss' awareness of the topic and get them ready for the lesson.
b. Content: A picture
c. Products: Ss can have some first ideas about first conditional.
d. Stages:
Teacher's activities
Students' activities
A picture
- Give answers.
- Show/ write a picture.
- Write them on the board.
Ss' own answers

=> Planting trees.
- Elicit some information from Ss.
- Get Ss to write their answers on the board.
- Change Ss' answers into first conditional,
and lead to new lesson.
B. Presentation: 10 minutes
a. Objectives: to prepare Ss for the writing activity by providing the form, meaning and use
of First Conditional.

b. Content: Task a. Listen and repeat.
c. Products: Ss can generalize the use of First Conditional.
d. Stages:
Teacher's activities
Students' activities
Task a.
- Look at the picture and give the answers.
- Get Ss to look at the picture and elicit
- Listen to the audio file.
some information.
- Play the audio file and ask Ss to listen and - Practice the sentence with a friend.
- Give the form, the meaning, and the use
repeat chorally and individually.
of First Conditional.
- Have Ss practice the sentence with a
Listen to the teacher and take notes.
friend.
- Get Ss to give the form, the meaning, and
the use of First Conditional or T does (if
needed).
C. Practice: 18 minutes
a. Objectives: to help Ss get used to using the grammar point and improve Ss' writing skill.
b. Content: Task b, and c
Task b: Fill in the blanks.
Task c: Write two conditional sentences for each situation.
c. Products: Ss can complete the tasks correctly.
d. Stages:
Teacher's activities
Students' activities
Task b:
- Read the sentences.
- Ask Ss to read the sentences before fill in
- Fill in the blanks.
the blanks individually.
- Share the answers
- Set time for the activity.
- Get Ss to share their answers with a friend. - Give their answers.
- Practice the sentences with a partner.
- Get the answers from Ss.
Answer Keys
- Check Ss' answers and give feedback if
1.will be/ use
needed.
2. don't stop/ will be
3. won't litter/ make
4. will be/ ban
- Have them practice the sentences with a
5. reuse / will be
partner.
6. are/ will be
Task c:
- Look at the situations.
- Ask Ss to look at the situations.
- Write two conditional sentences
- Get Ss to write two conditional sentences
individually, and then share the answers with individually.
- Share the answers with a partner.
a partner.
- Give answers and explanation.
Answer Keys
1. The school isn't clean. It's because of
plastic trash from the cafeteria.
If-clause first: If we ban plastic from the
cafeteria, the school will be cleaner.
If-clause last: The school will be cleaner if
we ban plastic from the cafeteria.
2. We have lots of trash. We don't have a

- Get answers and explanation from Ss.
- Check Ss' work.

recycling program.
If-clause first: If we have a recycling
program, we will reduce trash.
If-clause last: We will reduce trash if we
have a recycling recycling program.
3. Many students don't turn off the lights
when they go out. We use lots of electricity.
If-clause first: If students turn off the lights
when they go out, we will save electricity.
If-clause last: We will save electricity if
many students don't turn off the lights when
they go out.
4. There's lots of paper trash. We don't reuse
paper.
If-clause first: If we reuse paper, there will
be less trash.
If-clause last: There will be less trash if we
reuse more paper.

D. Production: 10 minutes
a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Task d
Task d: In pairs: Make conditional sentences from the prompts in the table.
c. Products: Ss can make first conditional sentences correctly.
d. Stages:
Teacher's activities
Students' activities
Task d:
- Work in pairs.
- Ask Ss to work in pairs to make
- Make conditional sentences.
conditional sentences.
- Give their answers.
- Set the time for Ss to do.
- Get around to give help and take notes of
Ss' own answers
some mistakes.
- Call some pairs to talk to the whole
class.
- Check and give comment.
2. Consolidation: (1 minute)
- Summarize what Ss have learnt in the lesson.
3. Homework: (1 minute)
- Write five first conditional sentences about the benefits of cleaning the classroom every
day.
- Do exercises in workbook on page 45.
- Prepare the next lesson: Lesson 1.3 – Pronunciation & Speaking (page 66).
- Practice grammar in the Notebook page 45.

UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 73 - Lesson 1.3 – Pronunciation and Speaking, (page 66)
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice Intonation for conditional sentences.
- talk about making the school green.
- improve speaking skill.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: student's book and teacher's book, digital book, powerpoint slides,
computer, chalk, lesson plan, radio
- Students' aids: student's book, workbook, notebook, pictures, color pens, real objects…
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise the Ss' interest of the topic and get them ready for the new lesson.
b. Content: games
c. Products: Ss can recognize the words related to the topic
d. Stages:
Teacher's activities
Students' activities
Game
- Work in groups
- Ask Ss to work in groups and play the
- Present their answers
game.
Answers:
- Give the rule of the game.
- environment
- ecology
- bin
- Check the answers, give comments, gifts
- pollution
and lead to new lesson.
….
B. Pre-Speaking: 10 minutes
a. Objectives: to prepare Ss for the speaking activity by introducing Intonation for conditional
sentences.
b. Content: Pronunciation, task b, c, d
Task b. Listen to the sentence and notice how the intonation falls.
Task c. Listen and cross out the sentence with the wrong intonation.
Task d. Read the sentences with the correct intonation to a partner.
c. Products: Ss can practice putting Intonation for conditional sentences correctly and naturally.
d. Stages:
Teacher's activities
Students' activities
Task b.
- Listen to the audio file and repeat the sentence.
- Get Ss to look at the sentence in b.
- Play the audio file and ask Ss to listen and - Notice the intonation.
repeat chorally and individually.
- Ask Ss to notice the intonation.

- Call some Ss to read the sentence with the
right intonation.
- Give help if necessary.
Task c.
- Ask Ss to read the sentences before
listening to them.
- Play the audio.
- Elicit the answer from Ss.

- Do as told.

- Read the sentences individually.
- Listen and cross out the sentence with the
wrong intonation.
- Give their answers.
Answers:
If we stop using plastic bags, we will reduce
plastic pollution

- Check the answers.
Task d.
- Work in pairs.
- Get Ss to work in pairs to read the
- Take turns reading the sentence.
sentence.
- Present their answers.
- Set the time for the activity.
- Move around to give help.
Ss' own answers
- Call some Ss to talk to the whole class.
C. Practice: 18 minutes
a. Objectives: to help Ss get used to practicing Intonation for conditional sentences and
improve Ss' speaking skill.
b. Content: Practice task a, b and Speaking, task a.
Practice, task a. Ask and answer using the pictures and prompts.
Practice, task b. Practice with your own ideas.
Speaking, task a. You are planning a presentation about protecting the environment in your
school. In pairs: Add two more ideas for what you can do. Write why your ideas are good.
c. Products: Ss can talk about making the school green in a meaningful way.
d. Stages:
Teacher's activities
Students' activities
Practice, task a
- Look at the pictures and the prompts provided.
- Ask Ss to have a look at the pictures, real
- Give the answers.
objects and the prompts provided.
- Practice asking and answering in pairs.
- Elicit the information.
- Ask Ss to practice asking and answering in Answers
- What will happen if we don't ban plastic
pairs.
cups?
- Call some pairs to talk to the whole class.
-> If we don't ban plastic cups, our school
- Check Ss' answers and give feedback if won't be cleaner
needed.
- What will happen if we reuse old paper?
-> If we reuse old paper, we will have less
trash
Practice, task b
- Go on working in groups.
- Get Ss to go on working in groups.
- Have them use their ideas to ask and - Use their ideas to ask and answers.
- Give the answers.
answers.
Ss' own answers
- Set the time for the activity.
- Call leaders to ask / talk to the members of
the groups.
- Check Ss' answers and give feedback if
needed.

Speaking, task a.
- Do as directed.
- Get Ss to work in groups to use the
- Present their answers.
products (real objects) to ask/ talk to the
Ss' own answers
whole class.
- Set the time for the activity.
- Get around to assist Ss and note down some
possible mistakes.
- Call some Ss to present their answers.
- Check the answers and give comment.
D. Production: 10 minutes
a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Speaking, Task b
Join another pair. Present your ideas to them. As a group, decide which idea is the best. Why do
you think so?
c. Products: Ss can present their view and decide the best idea.
d. Stages:
Teacher's activities
Students' activities
Task b:
- Work with a partner.
- Introduce the task
- Ask Ss to work in groups and talk about - Discuss the situation.
their ideas/ pictures/ plans to make their - Give their answers.
Ss' own answers
school cleaner.
- Set the time for Ss to do.
- Get around to give help and take notes of
some mistakes.
- Call some to talk to the whole class.
- Give comment.
2. Consolidation: (1 minute)
- Summarize what Ss have learnt in the lesson.
3. Homework: (1 minute)
- Make a short clip to advise your friends to make your school greener.
- Prepare the next lesson: Lesson 2.1 – Vocab & Reading, (page 67).

UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 74 - Lesson 2.1 – Vocabulary & Reading, (Page 67)
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice and learn vocab. for improving the environemt: landfill, compost, livestock,
deforestation, solution.
- practice reading for main ideas and specific information.
- improve critical thinking skills through giving opinions.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: Student's book and Teacher's book, paper test, Digital Book, PowerPoint
slides.
- Students' aids: Student's book, Workbook, Notebook.
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise the Ss' awareness of the topic and get them ready for the lesson.
b. Content: A clip
c. Products: Ss can talk more about saving the earth.
d. Stages:
Teacher's activities
Students' activities
A clip
https://www.youtube.com/watch?v=YHLS7JlSoJ8 - Watch the clip and answer the
questions.
- Show/write the question.
- Share the answers with a partner.
What is the clip about?
- Give answers to T.
What are the activities saving the environment?
Ss' own answers
- Play the clip.
- Go around and give help if needed.
- Get the answers from Ss.
- Lead to new lesson.
B. Pre-reading: 10 minutes
a. Objectives: to prepare Ss for the reading activity by providing vocabulary related to the
reading topic.
b. Content: New Words, task a, b.
Task a. Match the words with the descriptions. Listen and repeat.
Task b. In pairs: Discuss the problems and choose the best solutions.
c. Pproducts: Ss can complete the tasks using the new words.
d. Stages:
Teacher's activities
Students' activities

Task a.
- Do as directed.
- Introduce the task .
- Give the answers.
- Ask Ss to look at the words, the
descriptions, match them together, and then - Give the meanings of the words/ phrases.
- Listen to the teachers and take notes the
compare the answers with a partner.
meanings of those words/ phrases.
- Get the answers from Ss.
- Get Ss to give meanings of the phrases or - Listen and repeat chorally and individually.
Answer Keys
T explain the meanings of the phrases (if
1.e
needed).
2.d
- Check the Ss' answers.
3.a
- Check the vocab.
4.b
- Play the audio file and ask Ss to listen
5.c
and repeat chorally and individually.
- Check them and give comment.
Task b.
- Discuss the problems and solutions in pairs.
- Introduce the task.
- Present their answers.
- Ask Ss to discuss the problems and
Ss' own answers
solutions in pairs.
In my opinion, banning snacks is a good
- Set the time for the activity.
solution to trash on the street.
- Call some Ss to talk to the whole class.
- Check the answers.
C. While – Reading: 18 minutes
a. Objectives: to help Ss have some information about saving the environment and improve
Ss' reading skill.
b. Content: Reading -Task a, and b
Task a: Read the article and choose the best title.
Task b: Now, read and fill in the blanks.
c. Products: Ss can read for general and specific information.
d. Stages:
Teacher's activities
Students' activities
Task a:
- Read the two options and guess the
- Ask Ss to read the two options and guess
answers.
the answers.
- Read the passage and choose the correct
- Ask Ss to scan the text and choose the
answers.
correct answers.
- Give answer to T.
Answer Keys
- Check Ss' answers and give feedback if
1. What would happen if we all stopped
needed.
eating meat?
Task b:
- Read the sentences.
- Get Ss to go through the sentences.
- Ask Ss to read the passage again and fill in - Read again and fill in the blanks.
- Share the work with partners.
the blanks.
- Do as T's instructions.
- Ask Ss to share their work.
Answer Keys
1. diet
2. over 15,000
3. more food for humans 
4. eating more plant-based foods.
- Check Ss' work.

- Correct their answers.
D. Post – Reading: 10 minutes
a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Reading -Task c
Task c: In pairs: Could you go one week without meat? Could you go one week without
vegetables? Why (not)?
c. Products: Ss can express their opinion about the issue.
d. Stages:
Teacher's activities
Students' activities
Task c:
- Work in pairs.
- Introduce the task.
- Discuss the questions and give the reasons
- Ask Ss to work in pairs.
for that.
- Set the time for the activity.
- Give answers to T.
- Move around to assist Ss if needed.
Ss' own answers
- Ask some pairs to present their work.
2. Consolidation: (1 minute)
- Summarize what Ss have learnt in the lesson.
3. Homework: (1 minute)
- Write a paragraph about what will happen if we go one week without vegetables.
- Do exercises in workbook on page 46.
- Prepare the next lesson: Lesson 2.2 – Grammar (page 68).
- Practice vocabulary in the Notebook page 46.

UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 75 - Lesson 2.2 – Grammar, (page 68)

I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice and use Second conditional correctly.
- improve writing skill.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: Student's book and Teacher's book, paper test, Digital Book, PowerPoint
slides.
- Students' aids: Student's book, Workbook, Notebook.
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise the Ss' awareness of Second conditional and get them ready for the
lesson.
b. Content: Situation
c. Products: Ss can use Second conditional in their answers.
d. Stages:
Teacher's activities
Students' activities
Questions
- Present their answers.
- Show/write some situations.
Ss' own answers
A teacher/ not a teacher
-> If I were a teacher, ………..
Sunday/not Sunday
-> If today were Sunday, ………….
- Elicit the answers from Ss.
- Check the answers, focus on Second
conditional and lead to new lesson.
B. Presentation: 10 minutes
a. Objectives: to prepare Ss for the writing activity by providing the form, meaning and use of
the structure.
b. Content: Task a. Listen and repeat.
c. Products: Ss can generalize the use of Second conditional.
d. Stages:
Teacher's activities
Students' activities
Task a.
- Listen to the audio file.
- Ask Ss to look at the picture and sentence.
- Practice the sentence with a friend.
- Play the audio file and ask Ss to listen and
- Give the form, the meaning, and the use
repeat chorally and individually.
- Have Ss practice reading the sentence in pairs. of Second conditional.
- Get Ss to give the form, the meaning, and the
- Listen to the teachers and take notes
use of Second conditional or T does (if needed).
C. Practice: 18 minutes
a. Objectives: to help Ss get used to using the grammar point and improve Ss' writing skill.

b. Content: Task b, and c
Task b: Write sentences using the prompts.
Task c: Write sentences using the First Conditional or Second Conditional. Write two sentences
for each situation.
c. Products: Ss can write sentences using the prompts and write two sentences for each
situation using Second conditional correctly.
d. Stages:
Teacher's activities
Students' activities
Task b:
- Read the sentences, write complete
- Ask Ss to study the prompts, write complete
sentences.
sentences, and share them with a partner.
- Have some SS write the answers on the board. - Share the answers with a partner.
- Present the answers.
Answer Keys
1. What would happen if trees disappeared?
2. If bees disappeared, we wouldn't have
enough food.
3. We would have more water if we had a
machine which could create rain.
4. If I were a billionaire, we would use
- Check Ss' work.
money to clean oceans.
5. We wouldn't need to farm if we got meals
in pills.
Task c:
- Ask Ss to write sentences for each situation - Write sentences for each situation using
Second conditional.
using Second conditional.
- Share the answers.
- Get Ss to share their answers with a friend.
- Give their answers.
Answer Keys
1. Plastic food packaging causes plastic
pollution. Food packaging can't be eaten.
If-clause first: If food packaging could be
eaten, we would reduce plastic pollution.
If-clause last: We would reduce plastic
pollution if food packaging could be eaten.
2. We can't compost plastic. Plastic ends up
in landfills and oceans.
If-clause first: If we can't compost plastic, it
will end up in landfills and oceans.
If-clause last: If we couldn't compost plastic,
it would end up in landfills and oceans.
3. We use lots of energy and water to grow
food. Scientists can't make food in their labs
yet.
If-clause first: If scientists could make food
in their labs, we wouldn't use lots of energy
and water to grow food.
If-clause last: We wouldn't use lots of energy
- Check Ss' answers and give feedback if
and water to grow food if scientists could
needed.

make food in their labs.
4. We use lots of plastic. There's lots of trash.
If-clause first: If we use less plastic, there
will be less trash.
If-clause last: There will be less trash if we
use less plastic.

D. Production: 10 minutes
a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Task d
Task d: In pairs: Say what you would do to help the environment if you were your town's
mayor.
c. Products: Ss can express their view on the mentioned issue using Second conditional.
d. Stages:
Teacher's activities
Students' activities
Task d:
- Work in pairs to do as directed.
- Introduce the task.
- Present their answers.
- Ask Ss to work in pairs.
Ss' own answers
- Set the time for Ss to do.
If I were the mayor, I'd allow people to use
- Get around to give help and take notes of
public transportation without any fee.
some mistakes.
- Call some pairs to talk to the whole class.
- Check and give comment.
2. Consolidation: (1 minute)
- Summarize what Ss have learnt in the lesson.
3. Homework: (1 minute)
- Write five sentences about your class using Second conditional.
- Do exercises in workbook on page 47.
- Prepare the next lesson: Lesson 2.3 – Pronunciation & Speaking (page 69).
- Practice grammar in the Notebook page 47.

UNIT 8: ECOLOGY AND THE ENVIRONMENT
Period 76 - Lesson 2.3 – Pronunciation & Speaking, (page 69)
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge.
- practice sound change of Would.
- talk about improving the environment.
- improve speaking skill.
2. Competences
- improve Ss' communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. TEACHING AIDS:
- Teacher's aids: Student's book and Teacher's book, paper test, Digital Book, PowerPoint
slides.
- Students' aids: Student's book, Workbook, Notebook.
III. PROCEDURES:
1. New lesson:
A. Warm up: 5 minutes
a. Objectives: to raise the Ss' awareness of the sound change of Would and get them ready
for the lesson.
b. Content: Checking homework
c. Products: Ss can have a general view of the sound change of Would.
d. Stages:
Teacher's activities
Students' activities
Checking homework
- Present their answers.
- Get the answers from Ss.
- Give comment.
- Get other Ss to give comment.
Ss' own answers
- Check the answers, focus on the sound
change of Would and lead to new lesson.
B. Pre-speaking: 10 minutes
a. Objectives: to prepare Ss for the speaking activity by introducing the sound change of
Would.
b. Content: Pronunciation, task b, c, d.
Task b. Listen. Notice the sound changes of the underlined words.
Task c. Listen and cross out the sentence with the wrong sound changes.
Task d. Read the sentences with the correct sound changes to a partner.
c. Products: Ss can make the sound change of Would correctly and naturally.
d. Stages:
Teacher's activities
Students' activities
Task b.
- Listen to the audio file and repeat.
- Ask Ss look at the sentences provided.
- Notice the sound change of Would.
- Play the audio file and ask Ss to listen and
- Do as told.
repeat chorally and individually.
- Ask Ss to notice the sound change of Would. Answer Keys
If cars could clean air, there would be
- Call some Ss to read the sentences.
less pollution.
- Give help if necessary.
If all plastic could be recycled,

Task c.
- Ask Ss to look at the sentences before
listening to them.
- Play the audio file.
- Elicit the answers from Ss.

there would be fewer landfills.
- Study the sentences individually.
- Listen and cross out the one with the
wrong sound changes.
- Give their answer.
Answer Keys
If we had recycling machines at home,
we would reduce waste.

- Check the answers.
Task d.
- Get Ss to work in pairs to read the sentences. - Work in pairs.
- Do as told.
- Set the time for the activity.
- Move around to give help.
Ss' own answers
- Call some Ss to do in front of the whole
class.
C. While-speaking: 18 minutes
a. Objectives: to help Ss pronounce the sound change of Would correctly, and improve Ss'
speaking skill.
b. Content: Practice, task a, b and Speaking, task a.
Practice, task a: What problems would these things solve? Do you think they would be
good solutions? Discuss.
Practice, task b: Think of more advantages and disadvantages for the solutions.
Speaking, task a. Imagine you are a scientist who wants to save the environment. What
would you invent? In pairs: Discuss and choose two solutions for each problem below.
c. Products: Ss can think of creative solutions, and develop their speaking skill.
d. Stages:
Teacher's activities
Students' activities
Practice, task a.
- Practice discussing in pairs.
- Ask Ss to practice discussing in pairs.
- Present their answers.