IGCSE Speaking
IELTS Prep Course

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

Week 37: The environment

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan The environment

Learning Objectives

WALT (We Are Learning To)Discuss environmental problems, causes, effects, and solutions using clear examples.

Success Criteria

WILF (What I'm Looking For)Use result clauses, explain local effects, give practical action, and speak simply.

Support (Band 5.0 Target)

Use the frame: This problem happens because ___, so people should ___. Add one place and one solution.

Stretch (Band 6.0+ Target)

Explain how local habits, school action, and long-term change connect.
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 something about an environmental problem near your home or school?
Yes, air pollution can be a problem near busy roads. For example, many cars wait outside school at the same time. In my view, students notice it more on hot days.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you helped protect the environment, and what it was like?
Last term, our class collected plastic bottles after sports day. At first, the playground looked messy, but everyone joined in. After that, the school looked cleaner and we felt useful.
Your Answer
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0 / 20 minimum
3 Do you think schools should do more to protect the environment? Why?
Yes, I think, schools should do more. This is because, students build habits when they are young. For example, a school can teach recycling, water saving, and cleaner travel.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Cause, Effect and Result Clauses

Grammar

Cause, effect, and result sentence parts connect reasons with outcomes. They help you explain environmental problems clearly.

Example

Because factories release smoke, the air becomes less clean.

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

Linking Cause and Result

👂 Listen: Pause after a cause phrase, then say the result clearly.

🗣️ Practise: Practise slowly, Because the air is dirty, people should take action.

Section 4
Vocabulary Table
4 MIN
Keep
Biodiversity生物多样性 Nounadj.biodiverse
Flooding洪水 / 水灾 Nounadj.floodedv.flood · flooded
Drought干旱 Nounadj.drought-hit
Emission排放 Nounadj.emissivev.emit · emitted
Renewable可再生的 Adjectiven.renewaladv.renewablyv.renew · renewed
Urgent紧急的 Adjectiven.urgencyadv.urgently
Endangered濒危的RECYCLED Adjectiven.endangermentv.endanger · endangered
Conservation保护RECYCLED Nounadj.conservation-basedv.conserve · conserved
Idiom 1: Take action — 采取行动 ExplanationDo something to deal with a problem. ExampleSchools can take action by reducing plastic waste.
Idiom 2: On our doorstep — 就在身边 ExplanationVery near to us or directly affecting us. ExampleAir pollution is not far away; it is on our doorstep.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

In our daily life, environmental problems can feel far away, but they are often local. For example, a city may lose biodiversity (生物多样性) when parks become smaller. Also, heavy rain can cause flooding (洪水 / 水灾) near low roads and old drains. When rubbish blocks water channels, streets can become unsafe after storms. At the same time, long dry weather may bring drought (干旱) to farms and gardens. Therefore, schools should teach students to use renewable (可再生的) energy where possible. If young people save power daily, small actions can become a class habit. Overall, environmental care is urgent (紧急的), but students can help. For this reason, local projects can help students notice problems before they become too large.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your school eco-club is choosing one project to improve the local environment. You are considering the following options:

OPTION A a tree-planting day near the school
OPTION B a campaign to reduce electricity use

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

Model Answer
SITUATION Well, I will compare two environmental projects for our school.
OPTION A On one hand, a tree-planting day is visible and can protect endangered (濒危的) insects and birds. Also, it supports local conservation (保护) in a simple way. Although trees take time to grow, students can feel proud of their work.
OPTION B On the other hand, saving electricity can reduce each school emission (排放) and lower waste. However, it is harder to see the result immediately. If every classroom turns off lights, the change can become a daily habit.
PREFERENCE I would choose, the electricity campaign. REASON The main reason is, it helps everyone take action (采取行动) because pollution is on our doorstep (就在身边).
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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 advantages of taking action on environmental problems at school?
Model Answer
OPINION In my opinion, school action is useful for the local environment. REASON This is because, when students act together, they can reduce waste and protect biodiversity (生物多样性) near their homes. EXAMPLE / EXTENSION For example, a class can clean a river path or plant trees after school each month.
Your Answer
--:--
0 / 20 minimum
2 How important is renewable energy for young people in the future?
Model Answer
OPINION I think, renewable energy will be very important for young people. REASON The reason is, if cities use more renewable (可再生的) power, the air may become cleaner and safer. EXAMPLE / EXTENSION For instance, schools could add solar lights in playgrounds and corridors in the school garden.
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 Why do you think some people ignore environmental problems near them?
Model Answer
OPINION From my point of view, some people ignore local problems because they seem normal. REASON This is because, although pollution is on our doorstep (就在身边), it can feel normal after many years. EXAMPLE / EXTENSION For example, students may walk past dirty drains without noticing them.
Your Answer
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0 / 20 minimum
4 How important is preparing for extreme weather?
Model Answer
OPINION In my view, preparing for extreme weather is important for communities. REASON This is because, when people know what to do early, damage and fear can be reduced. EXAMPLE / EXTENSION For example, a geography class could study local flooding (洪水 / 水灾) and plan safe routes home 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: Choose the best cause or result connector for each environmental sentence.

  • 1. The river is dirty, ______ fish cannot live there safely. (so / before)
  • 2. ______ people waste electricity, emissions may rise. (Because / Although)
  • 3. The school saved water; ______, the garden stayed healthier. (as a result / unless)

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 (Cause, Effect and Result Clauses).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. so 2. Because 3. as a result
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