Giáo án Tiếng Anh Lớp 7 - Tuần 6

Period: 16
UNIT 3: COMMUNITY SERVICE
Getting Started - A helping hand
I. Objectives
By the end of the lesson, Ss will be able to talk about community service and volunteer work.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to community service and volunteer work.
- Grammar: Past simple and present perfect .
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know how to do volunteer work.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’) 
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.
- T gives the pictures and introduces the lesson.
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Ss listen and read to get information to do the test well.
- T asks Ss to open their books to the picture.
- T asks Ss to predict the questions about the picture.
- Ss write their answers on the board.
- T plays the recording and have Ss follow along.
- Ss first listening. Then recall information from the listening.
- T presents and explains vocabulary.
- Ss copy down.
- T asks Ss to work individually to do the exercise.
- T asks them to compare their answers with a partner then discuss as the class.
- Ss write the correct answers on the board.
- T corrects.
- T has 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.
1. Listen and read
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).
*Vocabulary:
benefit /ˈbenɪfɪt/(v/n)
donate /dəʊˈ
volunteer /ˌvɒlənˈtɪə(r)/(v)
clean up /kliːn ʌp/(phr. V) neɪt/(v)
encourage /ɪnˈkʌrɪdʒ/(v)
make a difference /meɪk ə ˈdɪfrəns/(v. phr
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
Aims: Ss can know many words that are both verbs and nouns,
- 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
2 .Look at the words in the box. Can you put them in the right groups ?
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
 Ss complete the exercise individually then T checks the answers as a class.
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
Aims: Students use words talk to talk about community service and volunteer work.
- 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.
4. Describe the pictures with the verbs in 2.
1. donate	2. plant	
3. help	 4. clean	
5. recycle
- T draws the word webs on the board. Has Ss work in groups to complete the word webs in 4-5 minutes on a shee tof 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.
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.
Game: Vocabulary Ping Pong.
Model the game with a student first, then have the class play the game as instructed
6. Game: Vocabulary Ping Pong
A: provide
B: food
A: homeless people
B: help
3. Consolidation 4’
Students use words talk to talk about community service and volunteer work.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 17
UNIT 3: COMMUNITY SERVICE
A Closer Look 1
I. Objectives
By the end of the lesson, Ss will be able to use the lexical items related to community service and colunteer work and pronounce words containing sounds /k/ and /g/ with increased fluency and accyracy.
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to community service and volunteer work.
- Grammar: Past simple and present perfect
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss know to help people in difficult situations.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’) 
- T presents 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.
- St discuss in groups
2. Knowledge formation activities (36’)
Sts’ and T’s activities
Contents
Aims: Students can give advice with people have difficult problem in their life.
- Teacher introduces some words or phrases in this part.
- Ss copy down
- Ss do the matching individually. 
- Ss give answers.
-T corrects .
- T writes the correct answers on the board then ask Ss to discuss these questions as a class.
- Ss discuss the questions.
- T asks Ss about how the people in each of the situation in 1 can be help.
*Vocabulary
flooded /ˈflʌdɪd/(adj.): 
sick children /sɪk ˈtʃɪldrən/(n. phr.): 
homeless people /ˈhəʊmləs ˈpiːpl/(n. phr.): 
disabled people /dɪsˈeɪbld ˈpiːpl/(n. phr.): 
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?
- T divides Ss into pairs to do the task.
- Once Ss have finished, elicit ideas from the whole class.
2. Take turn to describe the people above. Discuss how you can help the people in these situations.
 Example: (page 28)
- T asks Ss to answer the questions.
- Tell Ss the provide words include solutions as well. 
- Ss work individually to complete the task.
- T remarks.
b- T has 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.
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?
a.
Rubbish
a
tracffic jams
c
too many advertisemnets
b
dirty beaches
a
no trees
a, c
Graffiti
b
b. In pairs, talk about the problems in a and the possible solutions. Add your ideas.
Pronunciation /g/ and /k/ 
Aims: pronounce words containing sounds /k/ and /g/ with increased fluency and accyracy.
- T plays the recording and asks Ss to repeat. T may pause the recording to drill difficult items. T may play the recording as many times as necessary.
- Ss listen and repeat.
-T remarks.
4/29. Listen and repeat (page 29)(5’)
community	go
colour	green	garden
glass	give	clothes
- T tells Ss that they will hear one word from each row. Plays the recording and instructs Ss to circle the word that they hear. After giving correct answers, Ss practise both words (the minimal pairs) from each row.
- T plays 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.
5. Listen and circle the words you hear.
Key:
 1. cold 2. green 3. clothes
 4. girl 5. goal 
- T models game with 2 students first before dividing Ss into groups.
- Ss think of other minimal pairs as in the table in 5.
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.
- Have the class play the game as instructed.
7. Game:
Stand up, sit down.
3. Consolidation 4’
Students play agame.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Period: 18
UNIT 3: COMMUNITY SERVICE
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
1. Knowledge, Skills, Attitude: 
a. Knowledge:
- Vocabulary: the lexical items related to the topic health issues.
- Grammar: past simple and present perfect
b. Skills: listening, speaking, reading and writing.
c. Attitude: Ss should take part in volunteer work.
2. Capacity is formed and developed for students
- Self – learning capability
- Communicative competence
II. Preparation
1. Teacher: text book, extra board, cassette tape and real objects.
2. Students: textbook, notebook, workbook.
III. Students’ activities
1. Warm up (5’)
Sts’ and T’s activities
Contents
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.
Eg: help- helped- helped
 See- saw- seen ..
2. Knowledge formation activities (36’)
	Sts’ and T’s activities
Contents
Grammar
The Past simple and Present Perfect
Aims: Students can know the difference between the past simple and the present perfect;
- T asks ss to keep books closed.
- T draws their attention to the difference between sentences (1) and (2) by asking Ss 2 questions.
- T explains and gives feedback.
T asks Ss to open the books and do the exercise 1 individually.
- T asks Ss to identify the difference between the actions they have underlined.
- T shows Ss the rule box.
- T asks them to try to work out the rule first.
- Ss tell the time expressions that often go with the past simple and the present perfect.
- What do you think these actions happened: in the past, at present, or in the future?
- Which sentences tells you exactly when it happened? 
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?
2. Put the verb in brackets in to the correct form.
1. cleaned 2. have collected
3. collected 4. has flown; went
5. Have you ever seen; saw
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.
3. Choose the best answer.
1. b 	2. b	
3. a	4. a	
5. c	 6. b
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.
- T tells Ss they will need to use the Past simple and the present perfect to complete this task.
- T goes around to monitor to ensure they not just look at the fact sheet and say out the phrases for each other to copy down.
- Ss work in pairs.
- Take notes of any common errors and correct them as a class later.
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 
3. Consolidation 4’
- Practice more by using The past simple and the present perfect.
4. Using knowledge (option)
5. Further practice (option)
IV. Experience:
Signature
Week 6: ........................................................