IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 17: The environment

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan The environment

Learning Objectives

WALT (We Are Learning To)Describe an environmental problem using reference words, causes, and clear solutions.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, clear reference words, five highlighted items, and one practical solution.

Support (Band 5.0 Target)

Use the frame: This problem affects ___. Add one cause and one simple action.

Stretch (Band 6.0+ Target)

Explain one local effect and one wider effect of the environmental problem.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan The environment
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan The environment
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: the environment
1 Can you tell me about an environmental problem near your school?
Yes, there is sometimes litter near the school gate. For example, students leave drink cups there after buying snacks.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you helped the environment, and what it was like?
Last term, our class cleaned a small garden. At first, it looked messy, but later it felt brighter and calmer.
Your Answer
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0 / 20 minimum
3 Do you think teenagers can help the environment? Why?
Yes, I think, teenagers can help through small habits. This is because, using less plastic and saving water are easy daily actions.
Your Answer
--:--
0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Reference Words

Grammar

Reference words point back to ideas already mentioned. Words like "this", "these", "it", "they", and "such" help avoid repetition.

Example

Plastic bags harm rivers, so we should avoid them.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

Word Stress in Environmental Words

👂 Listen: Stress the clear syllable in pollution, climate, habitat, and protect.

🗣️ Practise: Pollution can damage the local climate.

Section 4
Vocabulary Table
4 MIN
Keep
Pollution污染 Nounadj.pollutedv.pollute · polluted
Climate气候 Nounadj.climaticadv.climatically
Solar太阳能的 Adjectiven.solar energy
Waste浪费 / 废物 Nounadj.wastefuladv.wastefullyv.waste · wasted
Protect保护 Verbn.protectionadj.protectiveadv.protectively
Impact影响 Nounadj.impactfulv.impact · impacted
Habitat栖息地RECYCLED Nounadj.habitat-based
Survive生存RECYCLED Verbn.survivaladj.surviving
Idiom 1: Go green — 选择绿色生活 ExplanationChoose actions that are better for the environment. ExampleOur class decided to go green by saving paper.
Idiom 2: Make a difference — 带来改变 ExplanationCreate a positive change. ExampleSmall habits can make a difference to the school environment.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In my view, the environment is affected by daily choices at school. For example, plastic bags and drink cups can create pollution (污染) near classrooms. Also, hot weather may remind students that the climate (气候) is changing. If a school uses solar (太阳能的) lights, it can save power in a simple way. At first, students may not notice small rubbish. Later, they see how much waste (浪费 / 废物) one class can make. In short, young people can go green (选择绿色生活). Most importantly, the action must be easy to repeat.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION The school eco-club has asked students to choose one environment campaign. You are considering the following options:

OPTION A a plastic-free lunch campaign
OPTION B a tree and garden campaign

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Actually, our class must choose one school environment campaign.
OPTION A On one hand, a plastic-free lunch campaign can protect (保护) the school yard. For example, fewer bottles means less rubbish. However, some students may forget reusable boxes.
OPTION B On the other hand, a tree and garden campaign can reduce heat and give insects a small habitat (栖息地). If plants grow near classrooms, students can see a positive impact (影响). Still, it needs regular care.
PREFERENCE I would choose the plastic-free lunch campaign, because everyone can join. REASON The main reason is, small changes help the environment survive (生存). REASON Also, it can make a difference (带来改变) every lunchtime.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 What are the main effects of pollution on young people?
Model Answer
OPINION In my opinion, pollution can affect young people a lot. REASON When pollution (污染) is near schools, students may breathe dirty air. EXAMPLE / EXTENSION For example, traffic smoke outside the gate can make running in PE harder.
Your Answer
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0 / 20 minimum
2 How important is climate education for schools?
Model Answer
OPINION From my point of view, climate education is very important. REASON If students understand the climate (气候), they can make better choices. EXAMPLE / EXTENSION For instance, they may save power during hot months.
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 Some people say one student cannot protect the environment. What do you think?
Model Answer
OPINION Overall, one student can still help the environment. REASON Although one person cannot fix everything, one habit can protect (保护) a place. EXAMPLE / EXTENSION For example, carrying a bottle reduces plastic at lunch.
Your Answer
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0 / 20 minimum
4 How important is clean energy for protecting the environment?
Model Answer
OPINION In my view, clean energy is important for protecting the environment. REASON This is because, when schools use less dirty power, students see that small choices matter. EXAMPLE / EXTENSION For example, our school could add one solar (太阳能的) light near the playground as an example during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Make the reference word clear.

  • Pollution hurts rivers. They is serious.
  • Plastic bags are everywhere. It create waste.
  • The school saved power. These was helpful.

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Reference Words).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. Pollution hurts rivers. It is serious. 2. Plastic bags are everywhere. They create waste. 3. The school saved power. This was helpful.
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