Giáo án thí điểm Tiếng Anh 7 - Unit 3: Community Service

UNIT 3: COMMUNITY SERVICE

Lesson 1: Getting Started - Ahelping hand

I. Objectives:

 By the end of this lesson, students can know the key language and structures to be learnt in this unit.

II. Language Focus:

 1. Vocabulary: the lexical items related to community service and volunteer work.

 2. Structures: Past simple.

 Present perfect .

III. Method: Communicative approach

IV. Teaching ads: Course book, CD player, picture.

V. Procedures:

 

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Week: 06
Period: 17
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 1: Getting Started - Ahelping hand
I. Objectives:
	By the end of this lesson, students can know the key language and structures to be learnt in this unit.
II. Language Focus:
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple.
	Present perfect .
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to open their books to the picture.
- Ask Ss prediction questions about the picture.
- Ask Ss write their answers on the board.
- Play the recording and have Ss follow along.
- After the first listening, ask Ss to recall information from the listening.
- T-Whole class
- Listen.
* Presentation:
Guess what the picture might show or what the conversation might be about.
Ex:
- What can you see in the picture?
- Who so you think they are?
- What are they talking about?
Global Citizen is  (the name of the radio programme).
Hai Ba Trung School is  (the school where Mai and Phuc go to).
Be a Buddy is (the organization that Mai is from).
Go Green is  (the organization that Phuc is from).
- Ask Ss to work individually to answer the questions.
- Ask them to compare their answers with a partner then discuss as the class.
- Write the correct answers on the board.
- Ask Ss to think about how books and clothes can help to better the children’s lives.
- Have Ss work individually to so the task then compare their answers with a partner.
- Tell Ss they can put some words in more than one column.
- Write the correct answers on the board.
- Ask Ss to work individually.
- Check the answers as a class.
- Tell Ss to look at the list of the verbs Ss have already got from exercise 2.
- Have Ss complete the exercise in pairs.
- Draw the word webs on the board. Have Ss work in groups to complete the word webs in 5 minutes on the sheets of paper.
- Encourage Ss to think of as many words as possible.
- Individual work
- Pair-work 
- Individual work
- Individual work 
- Pair-work 
- Group-work 
* Practice:
1. Listen and read
a. True or False?
Key: 
T
T
T
F
b. Read the conversation again. Answer the questions.
2. Look at the words in the box. Put them in the right groups.
Key:
- Nouns: help, benefit, volunteer, plant.
- Verbs: donate, help, benefit, volunteer, recycle, plant, provide, clean, encourage.
- Adjectives: clean, environmental.
3. Fill the gaps with the words in the box.
Key:
Volunteer
Homeless people
Donates
Community service
Make a difference
4. Describe the pictures with the verbs in 2.
Key:
Donate
Plant
Help
Clean
Recycle
5. Create word webs.
Key:
- Donate: books, blood, clothes, toys
- Help: children, homeless people, old people, the poor
- Clean: streets, walk, lakes, rivers, beaches,
- Provide: food, attention, life skills, education, houses, help, books
- Model game with a student.
- Have the class play the game as instructed.
- Pair-work 
* Production:
5.Game: Vocabulary ping pong
Example:
A: provide
B: food
A: homeless people
B: help
*Homework:
- Prepare the next lesson 
(A closer look 1)
Week: 06
Period: 18
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 2: A Closer Look 1
I. Objectives:
	By the end of this lesson, students can pronounce correctly the sounds /g/ and /k/ in isolation and in context; use the lexical items related to community service and volunteer work.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple.
	Present perfect .
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to do the matching individually.
- Write the correct answers on the board then ask Ss to discuss these questions as a class.
- Individual work
- Discuss.
* Presentation:
&Vocabulary
1. Choose the phrases that match the pictures below.
Key:
Disabled people
Elderly people
Homeless people
Sick children
People in a flooded area
Questions:
- What do you see in the pictures?
- What are the difficulties they face?
- What do they need?
- Ask Ss about how the people in each of the situation in 1 can be help.
- Divide Ss into pairs to do the task.
- Once Ss have finished, elicit ideas from the whole class.
- Ask Ss to answer the questions.
- Tell Ss the provide words include solutions as well. 
- Ask Ss to work individually to complete the task.
- Have ss work in pairs to work out some solutions for the problems in a. Encourage Ss to add their own ideas in addition to using the words provided.
- Elicit their ideas as a class.
- Play the recording and ask Ss to repeat.
- Pause the recording to drill difficult items.
- Play the recording and instruct Ss to circle the word that they hear.
- Play the recording and ask Ss to repeat the sentences.
- Pair-work 
- Answer
- Individual work 
- Pair-work 
- Individual work
- T whole class
* Practice:
2. Take turn to describe the people above. Discuss how you can help the people in these situations.
 Example: (page 28)
3. a. Look at the photos. Which problems does each community have to face?
Questions:
- What do you see in the picture?
- Does our community have similar problems?
b. In pairs, talk about the problems in a and the possible solutions. Add your ideas.
&Pronunciation/g/ and /k/
4. Listen and repeat (page 29)
community	go
colour	green	garden
glass	give	clothes
5. Listen and circle the words you hear.
Key:
 1. cold 2. green 3. clothes
 4. girl5. goal
6. Listen and repeat.
Go Green protects the environment.
The girl with the curls is so cute.
Last year we started a community garden project.
He’s collected clothes for street kids for two years.
She likes the colour gold.
- Model game with 2 students first before dividing Ss into groups.
- Ask Ss to think of other minimal pairs as in the table in 5. 
- Have the class play the game as instructed.
- Group-work 
* Production:
7. Game: 
Stand up, sit down.
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson 
(A closer look 2)
Experiments: 
Week: 07
Period: 19
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 3: A Closer Look 2
I. Objectives:
	By the end of this lesson, students can use the past simple and present perfect tense.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple.
	Present perfect
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask ss to keep books closed.
- Draw their attention to the difference between sentences (1) and (2) by asking Ss 2 questions.
- Explain and give feedback.
- Whole class
- Answer
* Presentation:
& Grammar
The Past simple and Present Perfect
Last year, I went to Hoi An. (1)
Last year, I have been to Hoi An. (2)
- What do you think these actions happened: in the past, at present, or in the future?
- Which sentences tells you exactly when it happened?
- Ask Ss to open the books and do the exercise 1 individually.
- Ask Ss to identify the difference between the actions they have underlined.
- Show Ss the rule box.
- Ask them to try to work out the rule first.
- Ask them if they know the time expressions that often go with the past simple and the present perfect.
- Individual work
- Whole class
* Practice:
1. a. Listen again to part of the conversation.
b. When do we use the Past simple? When do we use the Present perfect? Can you think of the rule?
Past Simple
 We use the past simple for an action that started and finished in the past.
Present Perfect
We use the present perfect for an action that happened some time before now. The exact time in not important.
2. Put the verb in brackets in to the correct form.
Key: 
Cleaned
Have collected
Collected
Has flown; went
Have you ever seen; saw
3. Choose the best answer.
Key: 
b
b
c
a
c
b
4. With a partner, write sentences about yourself in the past simple and the present perfect. Use the words from the box.
- Tell Ss they will need to use the Past simple and the present perfect to complete this task.
- Go around to monitor to ensure they not just look at the fact sheet and say out the phrases for each other to copy down.
- Take notes of any common errors and correct them as a class later.
- Pair-work 
* Production:
5. In pairs, Student A looks at the fact sheet below and student B looks at the fact sheet on page 33. Each student asks and answer questions about the fact sheet to complete the information.
Example:
A: What happened in 2011?
B: Be a Buddy was established in 2011. What did Be a Buddy do in 2012?
A: In 2012
*Homework:
- Practice more by using The past simple and the present perfect.
- Prepare next lesson 	(Communication)
Experiments: 
Week: 07
Period: 20
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 4: Communication
I. Objectives:
	By the end of this lesson, students can understand and talk about community service and volunteer work.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple
	Present perfect
	Use “because” for giving reasons.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Elicit different volunteer form Ss. 
- Refer to any words in the Extra Vocabulary box. Ask them to guess the meanings, and how that may relate to community services and volunteer work.
- Whole class
* Presentation:
Think of the activities both in the local community/ city/ town/ Viet Nam, and from other places that you have read about, or seen in books, or on TV, or on the Internet, etc.
Extra vocabulary:
tutor
nursing home
blanket
shelter
mural
sort
- Ask Ss to look at the photos and describe what they see.
- Tell them to compare their ideas with the provided activities.
- Tell Ss now they will learn about volunteer activities in Viet Nam. Ask ss what they think the volunteers in the photos are doing.
- Ask Ss to do the matching task.
- Ask Ss if they know any other actual information about these volunteer activities, or if they know any other similar activities that take place in Viet Nam.
- Ask Ss to complete the exercise in groups.
- Each group choose one person from the group to report back to the class.
- Individual work 
- T-Whole class
- Group-work 
* Practice:
1. Look at the photos and read about the following volunteer activities for teenagers in the United States.
(Page 31)
2. Look at the photos about community service in Viet Nam. Match them with the activities.
- What are the volunteers in the photos doing?
Key:
b
c
e
a
d
3. Work in groups. Discuss the benefits each activity may bring to the community. Share your answers with the class.
- Ask Ss to interview at least three students . Ask them take notes of their classmates’ answers so that they can share the most interesting answers with the class later.
- Interview your friends.
* Production:
4. Ask each other:
- Have you ever done any of these activities?
- Choose three activities that you want to try.
- Why do you want them?
*Homework:
- Prepare the next lesson :
(Skill 1)
Experiments: 
Week: 07
Period: 21
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 5: Skill 1
I. Objectives:
	By the end of this lesson, students can talk and read for specific about community service and volunteer work.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple
	Present perfect
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flashcards.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to read the text and underline any words they don’t know.
- As a whole class, discuss any unfamiliar words from the text.
- T-Whole class
* Presentation:
& Reading
1. Read the text about volunteer work in the United States.
- Remind Ss of some of the American volunteer activities they learnt about in the last lesson.
- Call on Ss to read the statements from 2 aloud.
- Ask ss to guess if the statements are true or false.
- Ask Ss to read the passage again and answer the questions.
- Correct the answers as a class.
- Give 5 minutes for ss to work individually to complete this task. 
- Encourage them to think of all the volunteer activities they have learnt so far in this unit, and any other activities that they know.
- Tell Ss they only need to write in note form and not full sentences.
- Individual work
- Pair-work 
- Individual work 
* Practice:
2. Decide if the following statements are true or false.
Key: 
T
T
F
F
3. Which of the activities below are traditional volunteer activities in the United States?
Key: 
Raising money
Cooking meals
Cleaning streets
Teaching young children
& Speaking
4. Idea bank: Fill in the table with your ideas for volunteer activities.
To raise money, we could
aTo provide food. We could
To help repair things, we could
To help people with transportation, we could
To tutor young children, we could
- Divide the class into groups of four. Explain that after each person shares his/ her ideas from 4, the group will need to choose one ideas and develop it in more details.
- Ask Ss to give a short presentation about their idea/ bark to the class.
- Pair -work
* Production:
5. Work in group. Share the ideas in your idea bank with your group members. Then use the most interesting ideas to create a new group idea bank and share it with the class.
Example:
A: We could make postcards and sell them to raise money.
B: What types of postcards?
C: where should we sell them?
*Homework:
- Prepare the next lesson:
(Skill 2)
Experiments: 
Week: 08
Period: 22
Date of planning: //
Date of teaching: //
UNIT3: COMMUNITY SERVICE
Lesson 6: Skill 2
I. Objectives:
	By the end of this lesson, students can listen for specific about community services and volunteer work; write a paragraph about volunteer work.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple
	Present perfect
	Use “because” for giving reasons.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to discuss the questions in exercise 1.
- Give feedback.
- Answer.
* Presentation:
& Listening
1. Discuss the following questions.
Who do you think benefits form volunteer work?
How do people benefits form volunteer work?
(students’ answers)
- Ask Ss to guess what Mai and Phuc will talk about.
- Play the recording and elicit from Ss the gist of this recording.
- Play the recording twice and have Ss answer the questions.
- Play the recording again and let Ss fill in the blanks.
- Confirm and correct their answers.
- Go through the Study skills – Giving reasons box with the class. Explain that because is used to introduce the reason for something.
- Ask Ss to do exercise 4 individually.
- Ask Ss to give their answers.
- Confirm and correct their answers.
- Individual work
- Individual work 
- Whole class
- Individual work 
* Practice:
2. Listen to the recording and answer the questions.
Key: 
Phuc does volunteer work because he thinks it makes a difference in the community.
Phuc feels more self-confident because he has made new friends.
The reporter thinks Phuc is confident because Phuc has answered the interview very well.
Mai thinks volunteering is special because she can help others, and because she can see how happy the street children are when they learn.
3. Listen again and fill in the blanks. 
Key:
Volunteer
Feel
Because
Because, children
& Writing
Study skills- Giving reasons
Because
(Page 33)
4. Combine the two sentences using because.
Key:
Because he didn’t wear enough warm clothes, he’s had a cold for two days.
I stayed home because it rained.
Because the lake is full of rubbish, they’ve decided to clean it up.
Because she works in that small town, she has lived three for three years.
- Tell Ss now they will write a paragraph using the ideas they generated in Speaking 4.
- Ask Ss to make notes in class then develop the notes into a paragraph as homework.
- Individual work
* Production:
5. Look at your volunteer ideas in Speaking 4. Choose one idea and write a short paragraph about it.
*Homework:
- Write the paragraph in your notebook.
- Prepare the next lesson :
(Looking back)
Week: 08
Period: 23
Date of planning: //
Date of teaching: //
UNIT 3: COMMUNITY SERVICE
Lesson 7: Looking Back
I. Objectives:
	By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus
	1. Vocabulary: the lexical items related to community service and volunteer work.
	2. Structures:	Past simple
	Present perfect
	Use “because” for giving reasons.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Teacher’s Activities
Ss’ Activities
Content
Note
- Ask Ss to complete this task in pairs. 
- Tell Ss that some words in the box can be matched with more than one verb in blue.
- Pair-work 
* Presentation:
& Vocabulary
1. Match the verbs in blue with the correct words in the box.
Key:
Donate: food, books, clothing, blood.
Provide: evening classes, food, care, books, education, clothing, attention.
Help: the community, homeless people, the elderly, the disabled.
- Ask Ss to complete this activity individually.
- Ask them to explain why the option they choose is suitable to complete the sentences but the other two options are not.
- Ask ss to complete this exercise individually. Then share their answers with a partner.
- Before giving correction, Ask Ss to explain the differences between sentences 2 and 3, and 4 and 5.
- Quickly review the past simple and the present perfect.
- Have Ss do this exercise in pair.
- Ask Ss to swap their writings with each other for peer correction.
- Group-work
- Individual work
- Pair-work 
* Practice:
& Grammar
2. Circle the best answer.
Key:
Never
Last week
Already
Yet
Yesterday
3. Put the verbs in the past simple or present perfect.
Key: 
Has ever met
Visited
Has visited
Did Shakespeare write
Has she written
4. Finish the sentences below.
Key:
The engine is very good
It is going to be cold this evening.
She’s kind
They are not as lucky as we are
She works very hard to improve her teaching.
- Divide Ss into pairs.
- Tell Ss to read their role cards and ask and answer questions with each other.
- Have them role play the interview for the class.
- Pair-work
* Production:
& Communication
5. Role-play.
Student A is a reporter and student B is a volunteer. Student A asks the questions and writes down student B’s answers. Then swap your roles. Use the following questions as prompts.
*Homework:
- Do the PROJECT: Your volunteer work.
- Prepare next lesson :
Review Unit 1-2-3

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