Lesson plan English 7 (New) - Period 16 to 25, Unit 3: Community service - School year 2014-2015

ew lesson.
Time
Contents
Teacher’s activities
Ss’ activities
3’
8’
9’
3’
5’
3’
3’
4’
5’
2’
1.Warm up.
2. Activities
Activity 1
Choose the phrases that matches the pictures below. Write them in the spaces.
Vocabulary
1. disabled people: người tàn tật	
2. elderly people: người già
3. homeless people: người vô gia cư
4. Sick children: trẻ em bị bệnh
5. people in a flooded area: nạn nhân vùng lũ
Activity 2
In pairs, take turns describing the people above. Your partner guesses which picture you are talking about. Then discuss how you can help the people in these situations.
Activity 3
Look at the photos. Which problems does each community have to face? Write a,b or c next to the words in the table below
rubbish
a
tracffic jams
c
too many advertisemnets
b
dirty beaches
a
no trees
a, c
graffiti
b
In pairs, talk about the problems in a and the possible solutions. Add your own ideas
II. Pronunciation.
Activity 4
community go colour green garden clean glass give clothes
Activity 5
 cold	green	
clothes	girl	goal
Activity 6
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.
Activity 7
Game: Stand up, sit down
4. Home work
-Learn new vocabularies and structures by heart.
-Do exercises in the Workbook.
-Prepare: A closer look 2
-T stick a picture of people in need on the board (children in mountainous areas who do not have enough books). 
-Divide the class into two groups
-Have Ss discuss what difficulties they think people in that situation face, and what they need
- Run through the exercise and let Ss do the matching individually
-write the correct answers on the board then ask Ss to discuss these questions as a class: ‘What do you see in the pictures?’ ‘What are the difficulties they face?’ ‘What do they need?’
Activity 2
-Ask Ss about how the people in each of the situation in 1 can be helped.
-Divide Ss into pairs to do the task. 
-Elicit ideas from the whole class.
Activity 3
 a. Ask ‘What do you see in the photos?’ ‘ Does our community have similar problems?’ Tell Ss the provided words include solutions as well. Then have Ss work individually to complete the task.
b. 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
Activity 4
-Play the recording and ask Ss to repeat.
-Pause the recording to drill difficult items. 
Activity 5
-Tell Ss that they will hear one word from each row. 
-Play the recording and instruct Ss to circle the word that they hear. 
-Have Ss practice both words (the minimal pairs) from each row.
Activity 6
 -Play the recording and ask Ss to repeat. 
-Use back-chaining technique if Ss find it difficult to read the sentences. T begins with the last word of the sentence for Ss to repeat. T continues to read the words in reverse order for Ss to repeat until the beginning of the sentence.
Activity 7
-model this game with two Ss first before dividing Ss into groups.
-ask Ss to think of other minimal pairs as in the table in 5. Ss can make their own tables for further practice.
-Ss discuss in groups
-Work individually
-Work in pairs
-work individually
-work in pairs
-Practice the items
Listen, circle and repeat the words
-Practice reading the sentences
-Play the game
Week 5
Date of teaching: 15/8/2014 
Period: 18	 	 UNIT 3: COMMUNITY SERVICE
 Lesson 3: A Closer Look 2
I. Objectives.
By the end of the lesson, Ss will be able to: understand the difference between the past simple and the present perfect; use the time expressions that go with the past simple and the present perfect
II. Teaching aids:
- A CD, a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
5’
5’
4’
3’
5’
5’
8’
8’
2’
1.Warm up.
-Verb form checking
Eg: help- helped- helped
 see- saw- seen ..
2. Presentation
I. Grammar:
Present perfect vs. Past Simple
Eg: 
Last year
I went to Hoi An
(1)
I have been to Hoi An
(2)
Both sentences say that the person spent some time in Hoi An in the past, but sentence (1) describes a particular trip which happened last year, while sentence (2) emphasizes that the person had an experience of Hoi An and does not focus on when it exactly happened.
Adverbs that use after Simple past: yesterday, last month, 2 years ago
Adverbs that use after Present Perfect: ever, never, so far= recently= lately, for several times, for a long time, for ages, for, since
II. Activities
Activity 1:
Listen again to part of the conversation. Underline the past simple or the present perfect.
When do we use the past simple? Can you think of the rule?
Activity 2
 1. cleaned 
 2. have collected
 3. collected 
 4. has flown; went
 5. Have you ever seen; saw
Activity 3
 1. b 	2. b	
3. a	4. a	
5. c	 6. b
Activity 4
 With a partner, write sentences about yourself in the past simple and present perfect. Use the words from the box below
Activity 5
In pairs, student a looks at the fact sheet below and Ss B look at the fact sheet on page 33. Each Ss asks and answer questions about the fact sheet to complete the information.
3.Homework
-Learn by heart new vocabularies and structures
-Do exercises in the Workbook.
-Prepare: Communication
- divide the class into 2 groups. 
-read some verbs in bare form, group 1 say aloud the verbs in past simple form, group 2 say aloud the verbs in past participle form.
-Ask Ss to keep books closed. Write the following on the board:
Draw their attention to the difference between sentence (1) and sentence (2) by asking Ss questions such as: When do you think these actions happened: in the past, at present, or in the future? Which sentence tells you exactly when it happened?
Activity 1
 a. Have Ss open the books and do exercise 1 individually. Ask Ss to identify the difference between the actions they have underlined ‘Last year we provided evening classes for fifty children’ and ‘We’ve asked people to donate books and clothes to the children’.
b. - Show Ss the rule box, and ask Ss to try to work out the rule first. Ask Ss if they know the time expressions that often go with the present perfect and the past simple.
Remember!
Go through the Remember! Box with Ss. Ask them to make sentences with these words and add more time expressions if they can.
Activity 2
-Ask Ss to complete the exercise individually. Then give feedback as a whole class activity. Before giving correct answers, T asks Ss to tell him/her which phrases in the sentences help them to decide if the verb should be in the present perfect or the past simple.
Activity 3
 Ss do the exercise individually, then compare the answers with a partner. T writes the correct answers on the board. T may explain the differences between the present perfect and the past simple in sentences 3-4 and 5-6.
Activity 4
-Ask Ss write sentences about themselves using the time expressions, then share them with a partner. 
Activity 5
-Remind Ss of what they learned in ‘Getting Started’ about ‘Be a Buddy’ and ‘Go Green’. Divide students into pairs. Tell Ss that to complete this task they will need to use the present perfect and the past simple.
Remind Ss that this is a speaking activity and that they should communicate in complete sentences. 
-Monitor and take notes of any common errors and correct them as a class later.
-Work in groups
-Draw the rule of Present perfect and past simple with T
-work individually
-identify the rule with the T
-work individually
-Work individually
-work individually then compare the answer with friend
-Work in pairs
Week 5
Date of teaching: 18/9/2014 
Period: 19	 	 UNIT 3: COMMUNITY SERVICE
 Lesson 4: Communication
I. Objectives.
By the end of the lesson, Ss will be able to know the activities that teenagers in the USA and in Viet Nam have done to help the community.
II. Teaching aids:
- Pictures. 
III. Procedure
A. Class organization
- Greetings.
- Checking attendance: 
B. New lesson
Time
Contents
Teacher’s activities
Ss’ activity
3’
5’
7’
5’
12’
11’
2’
1.Warm up.
- Volunteer activities
2. Presentation
I. Vocabulary
Tutor (v) (n): dạy kèm, gia sư
nursing home (n): nhà dưỡng lão
blanket (n): chăn
shelter (n): nhà tình thương
mural (n): tranh khổ lớn vẽ lên tường
graffiti (n): tường công cộng(có vẽ tranh cổ động)
sort (n), (v): loại
II. Activities 
Activity 1
Look at the photos and read about the following volunteer activities for teenagers in the United States
Activity 2
1. b	2. c	3. e	
4. a	5. d
Activity 3
 Work in groups. Discuss the benefits each activity may bring to the community. Share your answer with the class
Activity 4
Ask each other: Have you ever done any of these activities? Choose three activities that you want to try. Why do you want to do them.
3. Homework
-Learn by heart new vocabularies and structures
-Do exercises in the Workbook.
-Prepare: Skills 1
Elicit different volunteer activities from Ss. Tell Ss to think of the activities both in the local community/city/town/Vietnam, and from other places that they may have read about, or seen in books, or on TV, or the Internet etc.
-ask Ss to try to guess the meaning of the Extra vocabulary box, and how that may relate to community services and volunteer work.
Activity 1
 Ask Ss to look at the photos and describe what they see. Then tell them to compare their ideas with the text.
Activity 2
- Tell Ss now they will leam about volunteer activities in Viet Nam. 
-Ask Ss what they think the volunteers in the photos are doing. If Ss cannot recognise the activities, draw Ss’ attention to small details in the photos such as words written on the coupons, or in the poster. Then do the matching together with Ss. After that, T may ask if Ss know any other actual information about these volunteer activities or if they know any other similar activities that take place in Viet Nam.
Activity 3
Ask Ss to complete the exercise in groups. Each group chooses one person from the group to report to the class.
Activity 4
Have each S interview at least 3 classmates. Ss should take notes of their classmates’ answers so later, they can share the most interesting answers with the class.
Discuss with T
-Follow the T instruction and guess the meaning of the words
Work individually
-follow T instruction and discuss as a class
-Work in groups and present in front of the class
-Interview classmate then present in front of the class
Week: 5
Date of teaching: 15/9/2014 
Period: 20	 	 
UNIT 3: COMMUNITY SERVICE
 Lesson 5: Skills 1
I. Objectives.
By the end of the lesson, Ss will be able to read a passage about community service and volunteer work; talk about community service and volunteer work.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
5’
8’
6’
6’
6’
12’
2’
1.Warm up.
Students- Teacher Exchange:
Have you ever done volunteer work?
2. Activities 
Activity 1. Reading the text about volunteer work in the United States
Activity 2 
1. T	2. T	3. F
(The text says Americans have had the tradition of vounteering since the early days of the country. The USA was “born”, or declared its independence, in 1776.)
	4. F
(Americans volunteer because they enjoy it, and not because they are forced or paid to do it).
Activity 3
1. providing care for animals
2. raising money
ü
3. cooking meals
ü
4. donating blood
5. cleaning streets
ü
6. teaching young children
ü
Activity 4
Idea bank: Fill in the table with your ideas for volunteer activities.
Activity 5
Work in groups. 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.
4. Homework
-Do exercises in the Workbook.
-Learn new vocabularies and structures by heart.
-Prepare: Skills 2
Activity 1
 -Ask Ss to read the text and underline any words they don’t know. As whole class, T and Ss discuss any unfamiliar words from the passage.
Activity 2
Remind Ss of some of the American volunteer activities they learnt about in the last lesson (Communication). Call on Ss to read the statements from exercise 2 aloud. Ask Ss to guess if the statements are true or false.
-ask Ss to explain their choices (with support from the text) before giving corrective feedback.
Activity 3
 -Ask Ss to read the passage again and answer the questions.
 -Correct the answer as a class.
Activity 4
-Encourage Ss 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 in full sentences.
Activity 5
 -Divide the class into groups of four 
-Explain that after each person shares his or her ideas from 4, the group will need to choose one idea and develop it in more detail.
-If time allows, each group can make a short presentation of their plan to the class.
Read the text
-work individually
-Work individually
-Work individually
-Work in groups
Week: 6
Date of teaching: 22/9/2014 
Period: 21	 	 
 UNIT 3: COMMUNITY SERVICE
 Lesson 6: Skills 2
I. Objectives.
By the end of the lesson, Ss will be able to listen for specfic information; write a paragraph about volunteer work.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
2’
2’
5’
5’
5’
7’
15’
2’
1.Warm up.
Discussing: 
Why do people do volunteer work? 
2.Presentation
self- confident (adj): tự tin
special (adj): đặc biệt 
Activities 1
Discuss the following questions.
-Who do you think benefits from that volunteer work?
-How do people benefit from volunteer work?
Activity 2
1.Why does Phuc do volunteer work?
2. Why does Phuc feel more self-confident?
3. Why does the reporter think Phuc is confident?
4. Why does Mai think volunteering is special?
Activity 3
1. volunteer 
 2. feel
3. because 
4. because, children
Activity 4
 (Answers with ‘because’ put in another suitable place are also correct.)
1. Because he didn’t wear enough warm clothes, he’s ..
2. I stayed home because it rained.
3. Because the lake is full of rubbish, they’ve decided .
4. Because she works in that small town, she has .
5. They think they should move there because the neighbourhood 
Activity 5
Look at your volunteer ideas in Speaking 4. Choose one idea and write a short paragraph
4. Home work
Learn by heart new vocabularies and structures
Do exercises in the Workbook.
Prepare: Looking back and project
- T elicits new words
Activity 1
-Ask Ss to choose a volunteering idea from the previous lessons. 
-Ask the class: ‘Who do you think benefits from that volunteer work?’.‘In what way?’
-Then discuss as a class the two questions in exercise 1.
-If T has some volunteer experience himself/herself, talk about it with the class.
Activity 2
-Remind Ss of the interview between the Global Citizen reporter and the two students Mai and Phuc from Hai Ba Trung School who do volunteer work with Be a Buddy and Go Green. Recall what happened in the first part of the interview (in Getting Started). Ask Ss it they can guess what Mai and Phuc will talk about in the second part of the interview.
-Play the recording and elicit from Ss the gist of this recording. (It’s about the benefits Mai and Phuc think that volunteer work brings about.)
-Play the recording as many times as necessary and have Ss answer the questions. 
Activity 3
-Play the audio again and let Ss fill in the blanks.
Activity 4
-Go through the study Skills box with the class. Explain that ‘because’ is used to introduce the reason for something, and it can be put at the beginning of the sentence or in the middle. 
-introduce ‘as’ and ‘since’, which are similar in meaning and use ‘’because’.
Activity 5
Tell Ss now they will write a paragraph using the ideas they generated in Speaking 4. 
-Take notes
-Discuss with T
-Follow T instructions
-Listen and answer the questions
-Listen and do the exercise individually
-Follow T instructions and do the exercise individually
-Write a paragraph individually
Week: 6
Date of teaching: 22/9/2014 
Period: 22	 	 UNIT 3: COMMUNITY SERVICE
 Lesson 7: Looking back and project
I. Objectives.
By the end of the lesson, Ss will be able to revise section of the unit.
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
A. Class organization.
- Greetings.
- Checking attendance: 
B. New lesson.
Time
Contents
Teacher’s activities
Ss’ activities
2’
5’
4’
6’
5’
10’
8’
2’
1.Warm up.
Revision: 
donate provide help
I. Activities 
Activity 1
*donate: food, books, clothing, blood
*provide: evening classes, food, care, books, education, clothing, attention
*help: the community, homeless people, the elderly, the disabled.
Activity 2
1. never	
2. Last week
3. already	
4. yet
5. yesterday
Activity 3
1. has ever met	
2. visited
3. has visited
4. did Shakespeare write
5. has she written
Activity 4
1. the engine is very good
2. it is going to be cold this evening
3. she’s kind.	
4. they are not as lucky as we are.
5. she works very hard to improve her teaching.
Activity 5
Role-play. Student A is a reporter
3. Production
Project
4. Home work
Do exercises in the Workbook.
Learn new vocabularies and structures
T reminds Ss of the wordwebs about “donate”, “provide” and “help”. Tell Ss that some words in the box can be matched with more than one verb in blue
Ask Ss to complete this exercise in pairs
Activity 2
-Ask Ss to explain why the option they choose is suitable to complete the sentences but the other two options are not.
Activity 3
Run through the exercise and ask Ss to complete this task
Before giving correction, T may ask Ss to explain the differences between sentences 2 and 3, and 4 and 5. T can quickly review the past simple and present perfect if necessary.
Activity 4
- Run through the exercise and ask Ss to complete this task
Activity 5
Divide Ss into pairs. Tell Ss to read their role cards and ask answer questions with each other. Then Ss can role play the interview for the class.
3. Production
Give Ss several days to complete the project, and ask them to present their project in the form of a poster. 
-Follow T instructions
-Work in pairs
Work individually
- Ss complete this task individually then share their answers with a partner and/or the class.
-Ask Ss to work individually
-Role play
- Ss propose their own volunteer project:
Week: 6
Date of teaching: 22/9/2014 
Period: 23	 	 Review 1 ( Units 1-2-3)
 Lesson 1: (Language, Vocabulary, Everyday English)
I. Objectives.
By the end of the lesson, Ss will be able to revise pronunciation, vocabulary, grammar, everyday English.about hobbies, health and community service. 
II. Teaching aids:
- A CD and a CD player. 
III. Procedure
I. Class organization.
- Greetings.
- Checking attendance: 
II. New lesson.
Time
Contents
T’s activities
Ss’ activities
5’
5’
5’
5’
5’
5’
5'
8’
2’
1. Warm up
Role play: Patient and doctor
2. Activities
I- Language
1. Listen and tick (P) the word if it is the same as what you hear and cross ( X) if it is different.
1.lock x 7. cream x 
2. community P 8. grocer x
3. kind x 9. vampire P
4. cracker x 10. bread P 
5. flavour P 11. fruit P
6. fear P 12. vary x
Tapescript:
1. log 7. gleam 
2. community 8. closer
3. find 9. vampire
4. fracture 10. bread
5. flavour 11. fruit
6. fear 12. carry
2. Choose the word in which th