Giáo án Looking back

Ss recall the unit topic and activate the conditional forms through a short, personal question-and-answer game.

T shows four pictures: a forest trail, a local guide, a refillable bottle, and a group of visitors feeding a monkey. T asks: 'What will you do if you go trekking tomorrow?' and 'What would you do if you owned a tour company?' Ss answer in one sentence, using if + present simple + will, or if + past simple + would.

Ss give 3 to 4 short sentences, for example: 'If I go trekking tomorrow, I will bring a refillable bottle.' and 'If I owned a tour company, I would hire local guides.' Ss notice that the first conditional talks about real plans and the second about imagined situations.

Ss review the form and use of the first and second conditionals and state the rule for the if-clause and the main clause.

Ss work in groups of four. Each group receives a set of cards: if-clause cards (for example: 'If we leave early', 'If I owned a boat', 'If the guide asks us to stop', 'If it rains tomorrow') and result cards (for example: 'we will avoid the heat', 'I would use it responsibly', 'we will stop', 'we will visit the indoor exhibition'). Ss match each if-clause with the right result and write the name of the conditional type (first or second) beside it. Then Ss complete the chart on the board: 'First conditional: if + ______, will/can/may + ______. Second conditional: if + ______, would + ______. Were is used with all persons; was is also common with I/he/she in informal use. Do not use will in the if-clause.'

Each group produces a matched card set and a completed chart, for example: 'If we leave early, we will avoid the heat' (first conditional) and 'If I owned a boat, I would use it responsibly' (second conditional). The chart reads: First conditional: if + present simple, will/can/may + base verb (real future). Second conditional: if + past simple, would + base verb (imagined or unlikely). Do not normally use will in the if-clause.

Ss recognise and produce the three neutral intonation contours used in the unit and understand that context can change them.

T models the practice exchange: 'Have you packed your bottle? ↗ What will you bring? ↘ I will bring less packaging. ↘' T explains that yes/no questions often rise (↗), Wh-questions and statements often fall (↘), and context can change the contour. Ss repeat in chorus and then in pairs, with hand gestures showing rising and falling movements. T reminds Ss that these are tendencies, not universal rules.

Ss can state the rule in their own words, for example: 'Yes/no questions usually go up, and Wh-questions and statements usually go down.' Ss can mark the arrows correctly on the sentence: 'Have you packed your bottle? ↗' and 'What will you bring? ↘'.

Ss apply the first and second conditionals to choose the correct verb forms, and match the unit vocabulary with its meaning.

Ss complete Worksheet 1 (items 1 to 8) individually in 6 minutes, then check in pairs. Ss then complete item 9 (matching the six vocabulary items with their Vietnamese meanings) with a partner. Worksheet 1 includes these items: 1. If visitors stay on the path, they ___ young plants. A. will protect B. protected C. will protect D. would protect 2. If I ___ a tour company, I would hire local guides. A. have own B. owned C. own D. will own 3. If it rains tomorrow, we ___ the indoor exhibition. A. will visit B. would visit C. visited D. will visited 4. If I were you, I ___ a refillable bottle. A. will brought B. bring to C. would brought D. would bring 5. If the guide ___ us to stop, we will stop. A. asked to B. asking C. asks D. will ask 6. If the trail were wider, more people ___ safely. A. could passed B. could pass C. can passed D. will passed 7. Choose the first conditional. A. If we book early, we will get a place. B. If we will book early, we get a place. C. If we booked early, we will got a place. D. If we book early, we would got a place. 8. If we had more time, we ___ a longer walk. A. will take B. take to C. would took D. would take. Item 9 (Worksheet 2): match ecotourism, local guide, responsible, trail, packaging, conserve with their meanings.

Answer key for items 1 to 8: 1 - C (A real future result uses will + base verb). 2 - B (The imagined situation takes past simple). 3 - A (Tomorrow's real possibility uses first conditional). 4 - D (A hypothetical recommendation takes would + base verb). 5 - C (The if-clause uses present simple). 6 - B (An imagined condition takes could + base verb). 7 - A (Present if-clause plus will result). 8 - D (The hypothetical condition has would + base verb). Item 9 key: ecotourism - du lịch sinh thái; local guide - hướng dẫn viên địa phương; responsible - có trách nhiệm; trail - đường mòn; packaging - bao bì; conserve - bảo tồn.

Ss apply the intonation contours and clear pronunciation in a short, natural guide-visitor exchange.

Ss practise the exchange: 'Have you packed your bottle? ↗ What will you bring? ↘ I will bring less packaging. ↘' Ss read it aloud twice, first slowly and then at a natural pace. In pairs, Ss swap roles and then self-check using the rubric: intonation (matching the arrows), clear sounds, natural rhythm, and one self-correction after the second reading.

Each S reads the exchange twice with the correct contours, speaks clearly, and corrects one point after the second reading. Example self-correction: 'I stressed the wrong word in packaging, so I now say pack-ag-ing.' Teacher-scored rubric (10 points): intonation focus 4 (2 if inconsistent); clear sounds and meaning 3 (1-2 if hard to understand); rhythm suitable for the sentence 2 (1 if mechanical); one self-correction 1.

Ss use the first and second conditionals, unit vocabulary and intonation in a connected product about responsible ecotourism.

Groups of four read a short model paragraph: 'A responsible ecotourist asks about access, safety and local benefit before booking. During the visit, I would follow the guide, keep to paths and avoid feeding wildlife. I would also ask residents before taking photographs. A tour is not ecological merely because it visits a natural place; its behaviour and impacts matter.' Then each group creates a poster with three first-conditional sentences about a real trip they plan, and three second-conditional sentences about an imagined ideal tour. Groups also prepare a 1-minute mini-talk for the class, using the intonation pattern from the unit.

Each group submits a poster with 6 conditional sentences (3 first conditional, 3 second conditional) and uses at least 3 of the unit vocabulary words. Example sentences: 'If we book a local guide, we will support the community.' 'If I owned a tour company, I would conserve the forest trails.' The mini-talk uses the correct contours for yes/no questions and Wh-questions.