SỞ GIÁO DỤC VÀ ĐÀO TẠO THỪA THIÊN HUẾ

TRƯỜNG THPT NGUYỄN HUỆ

––––

BÁO CÁO THU HOẠCH

CÔNG TÁC THỰC TẬP GIẢNG DẠY
TOÀN ĐỢT

GVHD chuyên môn: Nguyễn Thị Phương Hiền

Sinh viên thực tập: Võ Hoàng Quân
Mã sinh viên: 20F7010224
Chuyên ngành: Sư phạm Tiếng Anh
Trường thực tập: THPT Nguyễn Huệ
Năm học: 2023-2024

HUẾ - 2024
 SỞ GD&ĐT THỪA THIÊN HUẾ
TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 08/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 2.1 - Vocab - Reading

Hue, March 2024

School: ……………………………………….. Date:……………………………………..
Class: Period: …………………………….........
…………………………….....................

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 2.1 – Vocab & Reading, (Page 67)

1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- practice and learn vocab. for improving the environment: landfill, compost, livestock,
deforestation, solution.
- practice reading for main ideas and specific information.
- improve critical thinking skills through giving opinions.
1.2. Competences
- improve Ss’ communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- develop environmentally-friendly awareness.
2. Teaching aids and materials
- Teacher’s aids: Student’s book and Teacher’s book, projector /board /TV, PowerPoint
slides.
- Students’ aids: Student’s book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks Performance Assessment Tools
Products
- Activate the nouns related to the - Ss’ answers in - T’s feedback.
environment from Ss. notebooks.
- Match the words with the descriptions. - T’s observation/ DCR.
- Use the words to talk about the problems - Ss’ answers.
and solutions. - T’s observation.
- Read and complete the reading tasks. - Ss’ performance.
- Talk about going one week without meat or - T’s feedback/ DCR.
vegetables.
- Ss’ answers/ - T’s feedback/Peers’
presentation. feedback.

- Ss’ answers/
presentation.

4. Procedures
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 video
c. Expected outcomes: Ss can talk more about saving the earth.
d. Organization
 Teacher’s activities Students’ activities
A video
We have #OnlyOneEarth (World Environment Day 2022) - Watch the clip and answer the questions.
- Show/write the question. - Share the answers with a partner.
What is the video about? - Give answers to T.
What are the activities in the video that save the environment? Ss’ own answers
Can you think of any other activity?
- Play the clip.
- Go around and give help if needed.
- Get the answers from Ss.
- Lead into 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. Expected outcomes: Ss can complete the tasks using the new words.
d. Organization
Teacher’s activities Students’ activities
Task a. Work in individual
- Introduce the task - Do as directed.
- Ask Ss to look at the words, the descriptions, match them together, - Give the answers.
and then compare the answers with a partner. - Give the meanings of the words/ phrases.
- Get the answers from Ss. - Listen to the teachers and take notes the
- Get Ss to give meanings of the phrases or T explain the meanings of meanings of those words/ phrases.
the phrases (if needed). - Listen and repeat chorally and
- Check the Ss’ answers. individually. Answer Keys: 1.e; 2.d; 3.a;
- Use the DHA to check the vocab. 4.b; 5.c
- Play the audio file and ask Ss to listen and repeat chorally and
individually.
- Check and give comments.

Extra practice: Fill in the blanks using the new words:

1. A great way to reduce waste is to _________ your food
waste and use it for your garden.
2. _____________ is a serious problem in Brazil. The Amazon
rainforest has lots more than 13% of its original size.
3. We need to find a __________ to solve air pollution in our - Do as directed
city
4. We don’t need another_________ for our city’s trash
because it will smell.
5. _________ production food provides food for many people
but it uses a lot of the Earth’s resources.

Give handouts
Show answer
 Answer Keys: 1.compost; 2.landfill;
3.livestock; 4.deforestation; 5.solution

Task b. Discuss the problems and choose the best solution.

- Ask Ss to work in pairs - Discuss the problems and solutions in
- Introduce the task . pairs.
- Ask Ss to discuss quickly the problems and solutions in pairs. - Present their answers.
- Set the time for the activity.
- Call some Ss to talk to the whole class. Ss’ own answers
- Check the answers, give feedback

C. While – Reading: 15 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. Expected outcomes: Ss can read for general and specific information.
d. Organization:
Teacher’s activities Students’ activities
Task a: Read the article and choose the best title
- Ask Ss to work in individual - Read the two options
- Ask Ss to read the two options of the title. - Read the passage and choose the correct answers.
- Ask Ss to identify keywords of the titles. - Give answer to T.
- Ask Ss to scan the text and choose the correct title. Answer Keys: 1
- Check Ss’ answers and give feedback if needed.

Task b: Read and fill in the blank

- Ask Ss to work in pairs - Read the sentences.
- Get Ss to go through the sentences. - Guess the word type of each sentence.
- Have Ss guess the word type of each sentence. - Read again and fill in the blanks.
- Ask Ss to read the passage again and fill in the blanks. - Raise hand to share answer.
- Call Ss to write their answer on board. Answer Keys: 1. diet
- Check Ss’ work. 2. over 15,000
3. more food for humans
4. eating more plant-based foods

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: Discuss and give presentation in groups: Could you go one week without
meat? Could you go one week without vegetables? Why (not)?
c. Expected outcomes: Ss can express their opinion about the issue.
d. Organization

Teacher’s activities Students’ activities

Task c: Discuss in groups
- Introduce the task.
- Ask Ss to work in 4 groups and assigns questions for Ss - Work in groups.
Question for group 1 and 2: Could you go one week without meat?
Why (not)?
Question for group 3 and 4: Could you go one week without
vegetables? Why (not)?
- Ask Ss to provide answer, reason and example
- Set the time for the activity.
- Move around to assist Ss if needed. - Discuss the questions and give the
- Ask groups to present their work. reasons for that.

- Give presentations in front of class.

Ss’ own answers

E. Consolidation and homework assignments: 5 minutes

- Write a paragraph about what will happen if we go one week without vegetables.
- Do exercises in the workbook on page 46.
- Prepare the next lesson: Lesson 2.2 – Grammar (page 68).
- Practice vocabulary in the Notebook page 46.
5. Reflection

a. What I liked most about this lesson today:

…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………

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Nguyễn Thị Phương Hiền

 SỞ GD&ĐT THỪA THIÊN HUẾ
TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 22/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 1.1 - Vocab - Listening

 Hue, March 2024

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 1.1 – Vocab & Listening, (page 64)

I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- practice and learn vocab about 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 communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 1.1 - Grammar
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Raise Ss’ - Get Ss to work in pairs to discuss the - Work in pairs to discuss the 5
awareness of question. question. minutes
the topic and “Why do you think it is important to
get them ready look after the environment?”
for the lesson. - Get the answers from Ss. - Give answers.
- Check the answers and lead to new
lesson.

Pre-listening Prepare Ss for Task a. 10

the listening - Have Ss read the definitions and match - Read the definitions. minutes
activity by with the words: - Match the words with the
introducing the 1. ban descriptions, and then compare the
vocabulary. 2. reduce answers with a partner.
3. reuse - Raise hand, give answers.
4. recycle
5. pollute
6. protect - Listen and repeat.
7. damage AnswerKeys: 1e;2d;3g;4c;5d;6a;7f
a. keep someone or something safe or
stop something dangerous happening
b. make the environment dirty
c. make trash (paper, glass, plastic,
etc.) into a new product
d. make something less or smaller
e. officially stop people from doing
something
f. hurt someone or something
g. use something again

- Call Ss to give the answers and

meaning
- Explain more if needed.
- Have whole class listen and repeat.
- Call Ss to repeat.
- Ask questions to concept check
vocabulary?
“If we ban smoking, do we allow or stop
it?”
“If we reduce something, do we make it
 more or less?”
“If we reuse paper, do we use it one time
or more?”
“If we recycle plastic, do we throw it
away or use it again?” - Work in pairs.
“If we plant more trees, we are - Talk about ways people in their
protecting or damaging the community look after the
environment.” environment and suggest other
- Have Ss copy the words ways.

- Give answers.
Ss’ own answers

Task b.
- Have Ss work in pairs to talk about the
ways people in their community look
after the environment and suggest other
ways

- Give Ss time to work.

- Call pairs to answer.

Listening
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 - Look at instruction and question.
their school, in their town, or both? - Answer the questions
You will listen to the conversation
once in this task.

- Have Ss look at instruction and

question.
- Have Ss answer questions:
What are you going to listen?
What is the question?
What are some key words in the
question?
While- help Ss get the - Play the audio file once. - Listen to audio. 15
listening main content - Have Ss answer the question: minutes
of the “Do they want to try their ideas at their
conversation school, in their town, or both?”
 and improve A. School
Ss’ listening B. Town
skill. C. Both - Give the answer.
- Call Ss to give the answer.
Answer Keys:A. School
- Check Ss’ answers and give feedback
if needed.

Task b. Now, listen again and match

Huy and Jane to their ideas. Circle
the tick (✔) or cross (x) if the other
person thinks it’s a good or bad idea.
You will listen to the conversation
twice in this task.
- Look at instruction.
- Have Ss look at instruction. - Answer questions
- Have Ss answer questions:
What are you going to do?
What are some key words in the - Study the pictures and the ideas.
question? - Listen, match, and circle.
- Ask Ss to look at the pictures and the - Raise hand to give answers.
ideas. - Listen to audio with script.
- Play audio twice. Answer Keys: Jane: ban single-use
- Call Ss to give answers. plastic/X; Turn lights off/
- Check answers and play audio again
Huy: Recycle more/ ; Use electric
with script.
hand dryers/X

- Listen and repeat the phrases in

the Conversation Skill box.

Task c, d.
- Listen and circle the phrases.
- Have Ss listen and repeat the phrases
in the Conversation skill box.
- Give answers.
- Play audio once and ask Ss to circle
Answer Keys: I think that will be
the phrases.
difficult to do.
- Call Ss to give answers.
That’s a great idea.
- Check Ss’ answers.

Post- help Ss to use Task e. 10

Listening the language and - Ask Ss to work in pair - Discuss in pair minutes
information in - Ask Ss to discuss causes of - Discuss causes, ideas, respond and
the real environmental problems in their area, give reason.
situation. suggest ideas to protect the
 environment, respond to ideas and give
reasons.
- Monitor the class and help them if
necessary.
- Ask some Ss to present their ideas in Talk to the whole class.
front of class.
- Feedback.
Suggested answers:
Student A: Tell me some
environmental problems in your
area.
Student B: “Air pollution is one of
them, because there is a lot of traffic
in my hometown. I suggest
increasing the road tax.”
Student A: “That’s a great idea.
That will encourage people to use
public transport.”
Consolidation - Write a short list about what you 5
and do at school that protect the minutes
homework 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.

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LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 1.3 Lesson 1.3–Pronunciation &

Speaking
 Hue, March 2024

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 1.3 – Pronunciation & 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 communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 1.3 - Pronunciation and speaking
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Warm up and Game: Crossword - Give answer 5

start the lesson. T introduces the game. minutes
Have Ss guess answer.
 Answer key: 1. recycle; 2.
deforestation; 3. preserve; 4.
landfill; 5. flood; 6. protect; 7.
pollution; 8. reduce; 9. reuse

Pre-speaking Prepare Ss for Task b. Listen to the sentence and 10

the speaking notice how the intonation falls. minutes
activity by Get Ss to look at the sentence in b. - Look at the sentence.
introducing - Play audio once and ask whole class - listen and repeat
Intonation for and individual repeat.
conditional
sentences. - Ask Ss to notice the intonation.
- Call Ss to read the sentence with the - read the sentence
right intonation.
- Give help if necessary.
Task c. Listen and cross out the
sentence with the wrong intonation.
- Ask Ss to read the sentences before
- read the sentence
listening.
- Listen and cross out the
- Play audio. sentence with the wrong
- Elicit the answer from Ss. intonation.
- Check the answers.
Task d. Make sentences with the
correct intonation using 1st
conditional with a partner.
- Show useful expressions: If we do/ - Do as instructed
don’t/ stop doing/…, we will….
- Get Ss to work in pairs to make
sentences using 1st conditional.
- Set the time for the activity. - Give answer
 - Move around to give help.
- Call some Ss to talk to the whole class.
Practice Help Ss get used Practice, task a. Ask and answer 15
to practicing using the pictures and prompts. minutes
Intonation for - Have Ss look at pictures and prompts. - Do as instructed
conditional - Elicit the information.
sentences and - Have Ss practice asking and
improve Ss’ answering in pairs.
speaking skill. - Call some pairs to talk to the whole
class. - Give answer
- Check Ss’ answers and give feedback.

Practice, task b. Practice with your

own ideas.
- Get Ss to go on working in pairs.
- Have them use their ideas to ask and
answer. - Do as instructed.
- Set the time for the activity.
- Call some pairs to talk to the whole
class.
- Give answers.
- Check Ss’ answers and give feedback
if needed.

Speaking, task a.
- Get Ss to work in pairs to add two
more ideas and reasons, ask Ss to
- Do as instructed.
explain further or provide an example
for each idea.
- Set time for the activity.
- Get around to assist Ss.
- Call some Ss to present their answers.
- Check the answers and give comment. - Give answer
Production help Ss to use Speaking, Task b: Interview. 10
the language and Interview a friend. Talk to the whole minutes
information in class what their idea is, their reason
the real and example.
situation. Introduce the task to Ss
- Ask Ss to move around class to - Move around class to
interview another Ss. interview another Ss.
- Set the time for Ss to do.
- Get around to give help and take notes
of some mistakes.
- Call some Ss to talk to the whole - Give answers.
class.
 - Give comments.

Consolidation - Make a short clip to advise your 5

and friends to make your school greener. minutes
homework
- Prepare the next lesson: Lesson 2.1 –
Vocab & Reading, (page 67).

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 LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 3.2 Writing

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 3.2 – Writing, (page 71)
 I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- write a problem and solution essay.
- make progress in writing skill.
2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 3.2 - Pronunciation and speaking
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage Procedure Time

aim
Teacher’s activity Students’ activity

Warm- Warm up Unscramble sentence - Raise hand to give 5

up and start 1. pollute/ a/ you / bike / If/, / answer minutes
the ride/ you/ won’t.
lesson. 2. we/more/ocean/there/./
won’t/ in/ bottles/, /be /the/ If Answer key:
/recycle. 1. If you ride a bike,
3. will/ we/ if/ become/ recycle/ you won’t pollute.
Plastic/ more common/ less. 2. If we recycle
4. help/ Machines/ the/ might more, there won’t
in/ future/ pollution/ reduce be bottles in the
5. recycling/ make/ ocean.
Technology/ for/ everyone/ 3. Plastic will
easier/ would. become less
- Call Ss to give answers. common of we
recycle more.
4. Machines might
help reduce
pollution in the
future.
5. Technology
would make
recycling easier
for everyone.
Pre- prepare 15
writing Ss for the Read Jane's essay again and minutes
speaking underline the sentences she - Read the Writing
and used to.... Skill box
writing 1. explain why plastic pollution
tasks. is a big problem.
2. Introduce the solution.
- Show Jane’s essay
- Ask Ss questions:
How many paragraphs are there?
What are first, second. third and
final paragraph about?

-Elicit the structure of an essay:

Introduction, main body 1, main
body 2, conclusion

- Have Ss underline the sentences - Underline the

sentences
- Move around to give help if
- Share answers
necessary. with a partner.
- Call some to write their answers
on the board.
- Give feedback.

Task a. Read about writing

problem and solution essays,
- Have Ss look at the Writing Skill
box

- Show Ss how to write an essay:

Introduction
-Introduce the topic
- State the problem.
Body paragraph 1:
- Describe the problem.
- Explain why the problem
needs solving.
- Give example
Body paragraph 2:
- Suggest a solution
- Explain how it can solve the
problem
- Give example.
Conclusion:
- Summarize main points.
 - Give a comment on the
topic or prediction about the
future to close the essay.

Writing, task b: Match the

problems with the solutions.
- Ask Ss to have a look at the
problems and solutions
- Have Ss matching them together.
- Look at problems
and solution
- Call Ss to give answer - Match problems
- Give feedback if needed. with solutions
- Give answer
Speaking, task b. Choose one
problem and think of a solution
to solve it. Complete the notes
below.
- Divide class into 4 groups
- Give handouts.
- Assign group with problems and
have Ss complete the handout:
Group 1 and 2: People dumping - Do as instructed.
trash into rivers.
Group 1: What is the problem?
What are its effects?
- Give answers.
Group 2: What is the solution?
How can it solve the
problem?
Group 3 and 4: Air pollution from
factories
Group 3: What is the problem?
What are its effects?
Group 4: What is the solution?
How can it solve the
problem?

- Take the notes of groups together

to make plans for 2 essays.

While- Help Ss 15
writing practice Group work minutes
speaking Let’s write.
and Now, write a problem and
 writing a solution essay about an
problem environmental problem in your
and country. Use the Feedback form
solution to help you. Write 120 to 150 - Do as instructed.
essay. words.
- Have Ss write a problem and
solution essay in groups. - Give answer
- Give each group a handout to
write in.
- Have each group write the
paragraphs based on the plan:
People dumping trash into
rivers.
Group 1: Introduction, Main body
paragraphs 1.
Group 2: Main body paragraphs 2,
Conclusion
Air pollution from factories.
Group 3: Introduction, Main body
paragraphs 1.
Group 4: Main body paragraphs 2,
Conclusion

- Set the time for Ss to do.

- Get around to give help and take
notes of some mistakes.
Post- help Ss to Correct students’ essay 5
writing use the Have Group 1 and 2, 3 and 4 minutes
language correct each other’s work.
and - Show 2 paragraphs on board and
informatio correct.
n in the - Give feedback based on the
real feedback form.
situation. - Give feedback on their writing.
- Work in groups,
- Write the essay.

- Show essays
 - Give feedback
Consoli - Make a short clip to advise your 5
dation friends to make your school minutes
and greener.
homew
ork - Prepare the next lesson: Lesson
2.1 – Vocab & Reading, (page 67).

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Nguyễn Thị Phương Hiền

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 TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 2.2 – Grammar

 Date:……………………………………..
School: ………………………………………..
Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

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 and materials
- Student’s book, UNIT 8, Lesson 2.2 – Grammar
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Get Ss ready Game: What’s your solution?

for the lesson.
T divide class into 2 teams - Do as instructed
T assigns each team with one
environmental problem.
T gives instruction: Each team will have - Go to the board and write
one student at a time to go to the board down solutions.
and write down a solution for their
problem. Which team have more
solutions will win.
T sets a 1 minute timer.
T checks answers and announces
winner.
Presentation Prepare Ss for - T uses picture prompts to give a 10
the writing situation and lead in model minutes
activity by sentence:
“If he won the lottery, he would
providing the
be rich.”
form, meaning
- T have whole class and individual
and use of the - Listen and repeat chorally
repeat.
structure. and individually.
- T uses picture prompts to give
another model sentence:
“If he were rich, he would buy
a car.”
- T have whole class and individual - Listen and repeat chorally
repeat. and individually.

- T concept check with questions.

“Is he going to be very rich?”
“Is it real? Unreal?”
- T asks a Ss questions in 2nd - Answers question in 2nd
conditional. conditional.
“ What would you buy if you were
rich?” - Practice asking and anwering in
- T have that S ask another S in 2nd 2nd conditional.
conditional.

- T use picture prompts to lead in

negative sentence.
“ If she were rich, she wouldn’t buy a
car.” - Listen and repeat chorally
- T have whole class and individual and individually.
repeat.
- T shows structure (Positive, - Listen and write down structure
Negative, Interrogative) and
meaning of 2nd conditional:
+ :If + S + V2/ed/ were, S + would +
V0.
- :If + S + V2/ed/ were, S + would not/
wouldn’t + V0.
? :If + S + V2/ed/ were, (Wh-) +
would + S + V0?

Practice Help Ss get used Task b: Write sentences using the 15

to using the prompts. minutes
grammar point - T have Ss to read the prompts - Read the prompts and write
and improve Ss’ and write complete sentences. complete sentences.
writing skill. - Call Ss to write answers on
board. - Raise hand to write answers
- T checks answers. on board.
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 that could create
rain
4. If I were a billionaire, I would use
money to clean oceans.
5. We wouldn’t need to farm if we
got our meals in pills.

Task c: Write sentences using the

First Conditional or Second
Conditional. Write two sentences for
each situation.
- T ask Ss to work in pairs
- T have Ss write sentences for each
situation using 2nd conditional. - Work in pairs
- Write sentences for each
- T calls Ss to share answers. situation using Second
conditional.
- Raise hand to share
- T checks answers.
answers.
Answer Keys:
2.If-clause first: If we could compost
plastic, it wouldn’t end up in
landfills and oceans.
If-clause last:Plastic wouldn’t end
up in landfills and oceans if we
could compost plastic.
3.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 and water to grow food if
scientists could make food in their
labs.
 4.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.

Production Help Ss to use Task d: In groups: Say what 10

the language and you would do to help the minutes
information in environment if you were your
the real town's mayor.
situation. - T introduces the task
- T Ask Ss to work in tables. - Work in tables.
- Set the time
- Have Ss Answer the question: - Answer the question: what
what would you do to help the you would do to help the
environment if you were your environment if you were
town's mayor ? and explain your town's mayor.
what would happen if you do - Explain what would happen
that? if you do that.

- T goes around to help Ss.

- T calls one student at each table
- Raise hand to share answer
to talk in front of class.
and explain.
- T checks and gives comments.
Consolidation Consolidate and Conditional review rally game 5
and apply what Ss Homework minutes
homework have learnt - 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).

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