Giáo án Language

Ss activate prior knowledge of reporting speech and conditionals and get ready for the lesson topic: protecting the environment and ecotourism.

T shows a short quiz on the slide: (1) Mai said, 'I am tired.' → Mai said she ___ tired. (2) What would you do if you visited a national park? (3) If it rains tomorrow, we ___ the indoor exhibition. Ss answer individually on mini whiteboards, then share with a partner.

Ss give quick answers: (1) was; (2) e.g. 'I would pick up my rubbish and keep the trail clean.'; (3) will visit. Ss realise that the lesson will review backshift and conditionals.

Ss review and systematise the rules of backshift, pronoun and time reference changes, and the word order and whether/if in reported questions.

T presents the rules with examples: 'I am worried' → 'She said she was worried.'; 'Where do they live?' → 'He asked where they lived.'; 'Is the gate open?' → 'She asked whether the gate was open.' Key points: change pronouns and time references when the situation changes; do not add do/does/did in the reported clause; a still-true fact may keep its tense. Ss copy the rules and answer the question: Why do we not use do/does/did in reported questions?

Ss write down the key rules: (1) Backshift after a past reporting verb (am → was, will → would, do → did). (2) Pronouns and time references change with the context. (3) Reported questions use statement word order. (4) Yes/no questions use if or whether. (5) No do/does/did in the reported clause. (6) A still-true fact may keep its present tense.

Ss distinguish real future possibilities (first conditional) from imagined or unlikely situations (second conditional) and use the correct verb forms.

T presents the two patterns with examples: First conditional: 'If we leave early, we will avoid the heat.' Second conditional: 'If I owned a boat, I would use it responsibly.' T explains: were is standard with all persons, was is common with I/he/she in informal use, and will is not used in the if-clause. Ss answer the question: 'Is the boat situation real or imagined?'

Ss write the key points: (1) First conditional: if + present simple, will/can/may + base verb, for a real future possibility. (2) Second conditional: if + past simple, would + base verb, for an imagined or unlikely situation. (3) Use were (all persons) or was (I/he/she, informal). (4) Do not use will in the if-clause. (5) 'If I owned a boat' is imagined, not real.

Ss recognise content-word stress and the basic rising and falling intonation patterns, and read short sentences with a clear, natural rhythm.

T models the sentences: 'PROTECT the FOREST; KEEP the RIVER CLEAN.' and 'We can protect the forest if we work together.' T explains that content words form the main beats while short function words fit between them, and that yes/no questions often rise while Wh-questions and statements often fall. T models the contours: 'Have you packed your bottle? ↗ What will you bring? ↘ I will bring less packaging. ↘' Ss repeat chorally, then individually.

Ss can identify the stressed content words in PROTECT, FOREST, KEEP, RIVER, CLEAN and the contours of the three model sentences. Ss understand that these are common tendencies, not strict rules.

Ss apply backshift, reported questions, whether/if and the two conditionals to choose the correct answers and explain their choices.

Ss complete Worksheet 1 (items 1–8) individually for 4 minutes, then compare answers with a partner for 2 minutes. T checks answers with the class and asks Ss to explain one choice for each conditional item.

Answer key for Worksheet 1: 1 - A (was; am backshifts to was, I changes to she). 2 - D (would; will backshifts to would). 3 - C (nested; reported questions use statement order and backshift). 4 - B (whether; yes/no question). 5 - A (will protect; real future result). 6 - D (owned; imagined situation). 7 - C (will visit; real possibility for tomorrow). 8 - B (would bring; hypothetical recommendation).

Ss use reported speech, conditionals and clear rhythm and intonation in a real-life eco-tourism exchange.

In pairs, Ss prepare a short exchange between an eco-tour guide and a visitor at a national park. The exchange must include: at least one first conditional (real plan, e.g. 'If you stay on the path, you will protect the young plants.'), one second conditional (imagined situation, e.g. 'If I were the manager, I would build more bins.'), and one reported sentence reporting what the guide said earlier (e.g. 'The guide said the trail was closed.'). Pairs practise reading the exchange twice, first slowly and then at natural pace, and check each other's rhythm and intonation.

Each pair performs a 1-minute exchange with: 2 conditional sentences with correct verb forms, 1 reported sentence with backshift, and clear content-word stress. Peer feedback uses the rubric: grammar (4), rhythm and stress (3), intonation (2), self-correction (1).