Giáo án Tiếng Anh 7 Unit 3: Community service mới nhất

Students’ and teacher’s activities

Contents

1.Warm up.

To start the lesson, write ‘Green Summer Campaign’, ‘working for the community’, and ‘having a beach holiday’ on the board. Ask Ss to guess which two phrases connect to each other. Once Ss have found the answer, follow-up by asking them why they think ‘green summer’ relates to ‘ working for the community’, and what activities a person can do. If T has some volunteer experience, he/she can share with the class.

2. Activities

LISTEN AND READ

Ex1: Ask Ss to open their books to the picture. T can ask Ss prediction questions about the picture.

- What can you see in the picture?

- Who do you think they are?

- What are they talking about?

Ss answer the questions as a class.

T presents some newwords

T plays the recording and has Ss follow along. After the first listening, T asks Ss to recall in formation from the listening.

- 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 organisation that Mai is from).

- Go Green is ………(the organisation that Phuc is from).

a. Ss work individually to answer the questions. Ss compare their answer with a partner and then discuss as a class. T goes through each statement and asks Ss how the text in the dialogue supports their answers. After the discussion T writes the correct answers on the board.

(Teacher may explain the differences between an environmental non-profit orgamosation and an environmental business).

b. Have Ss look at where the phrase’ make a difference’ is located in the dialogue (People donate books and clothes to homeless children, and that makes a difference). Ask Ss to think about how books and clothes can help to better the children’s lives. If needed, explain to Ss that’ make a difference’ means doing something good, especially to improve a situation.

Then ask Ss to think of a community garden in their neighborhood. Have Ss discuss the last two questions in pairs. Then T elicits answers as a class.

Ex2. Ss work individually to do the task then compare their answers with a partner. Tell Ss they can put some words in more than one column. T writes correct answers on the board

Look out!

Draw Ss’ attention to the box. Ask Ss to identify the words in exercise 2 which can be both nouns and verbs, or verbs and adjectives, Ask Ss if they can add more examples of the words they know

Ex3:Ss complete the exercise individually then T checks the answers as a class.

Ex4:T may tell Ss to look at the list of the verbs Ss have already got from exercise 2.

Have Ss complete the exercise in pairs or individually.

Ex5:T draws the word webs on the board. Have Ss work in groups to complete the word webs in 4-5 minutes on a sheetof paper at their tables. Encourage Ss to think of as many words as possible. When time is up, swap the sheets among groups to check each other’s answers. Together with the class T elicits answers to complete the word webs on the board. Then ask each group to count how many (correct) wrds their friends’ group has. The group who has the most correct words is the winner.

Ex6: Game: Vocabulary Ping Pong.

Model the game with a student first, then have the class play the game as instructed

3. Home work

Do exercises in the Workbook.

Prepare: A closer look 1

I- Listen and read

a. Read the conversation again and tick T (true) or F (False).

1.T               2. T

3. T              4. F                 5. T

b. Read the conversation again. Answer the following questions

1. Make a difference : not the same

2. It plants trees...

3. It’s a non-profit organization

2. Look at the words in the box. Can you put them in the right groups ?

·Look out!

There are many words that are both verbs and nouns, e.g. volunteer, plant, help, benefit…

3. Fill the gaps with the words in the box.

1. volunteer

2. homeless people

3. donates

4. community service

5. make a difference

4. Describe the pictures with the verbs in 2.

1. donate                  2. plant

3. help                      4. clean

5. recycle

5. Create word webs.

donate: books, blood, money, clothes, toys, etc.

Help: children, street people, old people, the poor, etc.

Clean: streets, lakes, rivers, beaches, etc.

Provide: food, attention, life skills, education, houses, help, books, etc.

6. Game: Vocabulary Ping Pong

A: provide

B: food

A: homeless people

B: help

Students’ and teacher’s activities

Contents

1.Warm up.

T brings a big picture of people in need to class (children in mounatainous areas who do not have enough books). Have Ss discuss what difficulties they think people in that situation face, and what they need

2. Activities

Let Ss do the matching individually. T writes the correct answers on the board then asks 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

T can ask Ss about how the people in each of the situation in 1 can be helped.

Divide Ss into pairs to do the task. Once Ss have finished, 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. Once Ss have finished, elicit their ideas as a class

Activity 4

Play the recording and ask Ss to repeat. T may pause the recording to drill difficult items. T may play the recording as many times as necessary.

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. After giving correct answers, have Ss practise both words (the minimal pairs) from each row.

Activity 6

Play the recording and ask Ss to repeat. T may 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.

3. Production

Activity 7

Model this game with two Ss first before dividing Ss into groups.

For more advanced classes, T may ask Ss to think of other minimal pairs as in the table in 5. Ss can make their own tables for further pratice.

4. Home work

Do exercises in the Workbook.

Prepare: A closer look 2

I. Vocabulary

Activity 1

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 3

a.

II. Pronunciation.

Activity 5

cold                  green

clothes              girl                goal

Students’ and teacher’s activities

Contents

1.Warm up.

Verb form checking: T divides the class into 2 groups. T reads 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.

2. Presentation

Ask Ss to keep books closed. Write the following on the board:

Draw their attention to the difference between sentense (1) and sentence (2) by asking Ss questions such as: When fo 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 diffrrence 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. T shows Ss the rule box, and asks them to try to work out the rule first. Ask them 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.

3. Activities

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 sentenxes 3-4 and 5-6.

Activity 4

Ss write sentences about themselves using the time expressions, then share them with a partner. If time is short, the work can be divided between two Ss, but T should ensure that all items are covered.

4. Production

Activity 5

Remind Ss of what they learned in ‘Getting Srarted’ 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. While Ss do the task, go round to monitor to ensure they do not just look at the table and say out the phrases for each other to copy down. Take note of any common errors and correct them as a class later.

5. Home work

Do exercises in the Workbook.

Prepare: Communication

Eg: help- helped- helped

See- saw- seen …..

I. Grammar:

Present perfect vs. Past Simple

Eg:

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.

* NOTE: - Thì quá khứ đơn dùng để mô tả một hành động bắt đầu và đã kết thúc trong quá khứ.

- Thì hiện tại hoàn thành diễn tả một hành động mới diễn ra và còn để lại hậu quả hoặc kết quả ở hiện tại ; hoặc đã diễn ra nhưng không đề cập thời gian.

Một số trạng từ thường ssuwr dụng với thì QKĐ: yesterday, last month, 2 years ago…

Một số trạng từ thường ssuwr dụng với thì HTHT: ever, never, so far= recently= lately, for several times, for a long time, for ages, for, since…

II. Activities

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

Students’ and teacher’s activities

Contents

1.Warm up.

Elicit different volunteer activities from Ss. Tell Ss to think of the activities both in the local community/city/town/Viet Nam, and from other places that they may have read about, or seen in books, or on TV, or the Internet etc.

2. Presentation

Refer to any words in the Extra Vocabulary box that Ss do not yet know and ask Ss to try to guess what the meanings are, and how that may relate to community services and volunteer work.

II. Activities

Activity 1

Ask Ss to look at the photos and describe what they see. Then tell them to compate their ideas with the text.

Activity 2

This can be done as a whole class activity. 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 back to the class.

Activity 4

This can be done as a mingling activity, where each S has to 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.

3. Home work

Do exercises in the Workbook.

Prepare: Skills 1

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 2

1. b                  2. c              3. e

4. a                  5. d

Students’ and teacher’s activities

Contents

1.Warm up.

*Students- Teacher Exchange:

Have you ever done volunteer work?

2.Presentation

Present some new words

* Checking technique: Slap the board

3. Activities

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.

Ss work individually. T asks 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

Give time 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 in full sentences.

Activity 5

Divide the class into groups of four or five. 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.

For example, if the group chooses the idea’ make postcards and sell them’ as a way to raise funds, they will need to think of answers to questions such as: What types of postcards? What are the postcards made of? What is written on the postcards? Who can make the postcards? Where should the postcards be sold? How will we let people know about our project?

If time allows, each group can make a short presentation of their plan to the class.

4. Home work

Do exercises in the Workbook.

Prepare: Skills 2

I. Vocabulary

Statistics (n):

Population (n):

Force (v): bắt buộc

Raise money for: quyên góp tiền cho

Labour (n):

Mentor (v):

II. Activities

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

Students’ and teacher’s activities

Contents

1.Warm up.

Discussing:

Why do people do volunteer work?

2.Presentation

T elicits new words

3. Activities

Activity 1

Ask Ss to pick 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 and tell Ss what it means to you.

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. Note that another purpose of this exercise is to prepare Ss for the Writing section later where they learn how to give reasons for their ideas and opinions.

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. For exercise 4, Ss will need to identity which sentence is the reason.

For a more advanced class, T may introduce ‘as’ and ‘since’, which are similar in meaning and use to ‘’because’.

Activity 5

Tell Ss now they will write a paragraph using the ideas they generated in Speaking 4. it time is short, T may ask Ss to make notes in class then develop the notes into a paragraph as homework.

4. Home work

Do exercises in the Workbook.

Prepare: Looking back and project

I. Vocabulary

self- confident (adj): tự tin

special (adj): đặc biệt

II. Activities

Activity 2

1. Phuc does volunteer work because he thinks it makes a difference in the community.

2. Phuc feels more self-confident because he has made many new friends.

3. The reporter thinks Phuc is confident because Phuc has answered the interview questions very well.

4. Mai thinks volunteering is special because she can help others, and because she can see how happy the street children are when they learn.

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 had a cold for two days.

2. I stayed home because it rained.

3. Because the lake is full of rubbish, they’ve decided to clean it up.

4. Because she works in that small town, she has lived there for three years.

5. They think they should move there because the neighbourhood is nice and quiet

Students’ and teacher’s activities

Contents

1.Warm up.

Revision:

T reminds Ss of the wordwebs about “donate”, “provide” and “help” then Ss complete Activity 1 individually. Less advanced classes can complete this exercise in pairs. Tell Ss that some words in the box can be matched with more than one verb in blue.

2. Activities

Activity 2

Ss complete this task individually. T may ask Ss to explain why the option they choose is suitable to complete the sentences but the other two options are not.

Activity 3

Ss conplete this task individually then share their answers with a partner and/or the class. 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

Ss complete the exercise individually or in pairs. T may ask Ss to swap their witings with each other for peer correction.

Activity 5

Divide Ss into pairs. Tell Ss to read their role cards and ask answer questions with each other. It time permits, T may ask Ss to role-play in groups of 3: One student is a reporter interviewing the other two, the other two about their volunteer work. (T may refer to the Global Citizen interview.)

Then Ss can role play the interview for the class.

3. Production

Ss propose their own volunteer project: Give Ss several days to complete the project, and ask them to present their project in the form of a poster. If the project is useful and practical, T can even help, or ask the school to help, to realize the proposal!

4. Home work

Do exercises in the Workbook.

Prepare: Review 1

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.