I. Lead-in (5 minutes) Example question: "What are some common environmental issues you are aware of?" Activity: Share some common environmental issues, such as global warming, deforestation, and pollution. Encourage students to participate in an open class discussion by sharing their knowledge and opinions on these issues. Visual Aid: https://jamboard.google.com/d/1uCt_h5sNkoODQht4W5zFo6PF67iuRvjt9q5Iyn5R-Q4/viewer?f=0

II. Gist and Intensive Listening (5 minutes) Listening activity - Ex 3a from the book. Activity: Before playing the audio recording of Tony and Eddy discussing carbon footprints, provide the learners with the task related to the topic, as presented in the book (Ex 2a). Instruct them to listen to the audio and take notes on which of their ideas are mentioned in the conversation. After the audio is finished, have the learners briefly discuss the answers in an open class format. Visual Aid: https://docs.google.com/presentation/d/1P9K1YtrBXu6QE1PcTO1PvMLi9oWoxfivggyqwHPmwm8/edit#slide=id.gc6f59039d_0_0

Listening activity - Ex 3a from the book. Activity: Before playing the audio recording of Tony and Eddy discussing carbon footprints, provide the learners with the task related to the topic, as presented in the book (Ex 2a). Instruct them to listen to the audio and take notes on which of their ideas are mentioned in the conversation. After the audio is finished, have the learners briefly discuss the answers in an open class format. Focus on target language (opinions). Visual Aid: https://docs.google.com/presentation/d/1P9K1YtrBXu6QE1PcTO1PvMLi9oWoxfivggyqwHPmwm8/edit#slide=id.gc6f59039d_0_0

III. Language Clarification (5 minutes) A. Use p.47 Ex 4a to cover the meaning and pronunciation of the target language (TL) for giving opinions, clarifying positions, and giving opposite opinions. Briefly discuss the form if needed. Use a Google Slides presentation to present the TL and have students practice pronunciation. Ask if any sentences require clarification. Ask students to read or use the sentences in an example. d. GIVING YOURSELF TIME TO THINK • That's an interesting point. • I've never really thought about that. • Um, let me think. • It's hard to say a. GIVING OPINIONS • It'd be (much) better if (everyone bought ... ) • I just don't think it's right that ... • One argument in favor of (being vegetarian) is that ... • I think people should (have the right to) ... b. CLARIFYING YOUR POSITION • Maybe, but I don't see how (we) can ... • Fair enough, but I still think (that) ... • Yes, but then again, ... • Well, some people would argue that ... c. GIVING THE OPPOSITE OPINION • No, that's not what I'm trying to say. • What I meant was ... • No, that's not what I meant. • All I'm saying is that … Visual Aid: https://docs.google.com/presentation/d/14QQiirNK2w3gVvuEmdF2_mb6MUAiE284Nvqz7qiGZJY/edit#slide=id.p

IV. Controlled (20 minutes) A. Adapt/use p.47 Ex 5 for controlled practice of the language. Have students work on the task individually and then compare their answers in pairs. If this task does not run long enough we can adapt the freer practice to last longer. Take notes for error correction and feedback. Show examples of possible conversations on the next slide. Visual Aid: https://docs.google.com/presentation/d/1botRvN0excQDdoovxp9A0xw4Bo4nY2uDIOq1KhDUFJ4/edit#slide=id.p

V. Freer Practice(10 minutes) A. Move directly into freer practice using p.47 Ex 6. Encourage learners to discuss topics related to environmental issues (public transport, recycling, fast-food industry, factory farming, low-cost airlines, renewable energy) using the language they've learned in Ex 4a. Use breakout rooms for discussions. B. Provide learners with feedback on content and language based on your monitoring of the task. C. Address any common errors or misconceptions and offer suggestions for improvement. D. Encourage learners to reflect on their use of language and share any insights or challenges they encountered during the speaking activity. Visual Aid: https://docs.google.com/presentation/d/1tlc7fz8NwpJB7zuSR7SpGWMi8mEE_DVGVUItIl59_Ec/edit#slide=id.p