Week: 05 Date of planning: ……/……/……

Period: 16 Date of teaching: ……/……/……

UNIT 3: COMMUNITY SERVICE

Lesson 1: 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. Knowlegde:
a. Vocabulary: Community service and volunteer work.
b. Grammar: Past simple and present perfect.
2. Competences: Linguistic competence, cooperative learning and communicative competence.
3. Qualities: - Students are aware of the value of the work they do for community
- Ss know the way to share something to others.

II. Teaching aids:

1. Materials: Text book, plan
2. Equipment: computer accessed to the Internet, MS Teams

III. 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.
* Presentation:
- T-Whole class 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?
- Listen.  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).
 * Practice:
- Ask Ss to work individually to - Individual 1. Listen and read
answer the questions. work a. True or False?
- Ask them to compare their Key:
answers with a partner then 1. T
discuss as the class. 2. T
- Write the correct answers on the 3. T
board. 4. F
- Ask Ss to think about how - Pair-work b. Read the conversation again.
books and clothes can help to Answer the questions.
better the children’s lives.
- Have Ss work individually to so - Individual 2. Look at the words in the box. Put
the task then compare their work them in the right groups.
answers with a partner. Key:
- Tell Ss they can put some words - Nouns: help, benefit, volunteer,
in more than one column. plant.
- Write the correct answers on the - Verbs: donate, help, benefit,
board. volunteer, recycle, plant, provide,
clean, encourage.
- Adjectives: clean, environmental.
- Ask Ss to work individually. - Individual 3. Fill the gaps with the words in
- Check the answers as a class. work the box.
Key:
1. Volunteer
2. Homeless people
3. Donates
4. Community service
5. Make a difference
4. Describe the pictures with the
verbs in 2.
- Tell Ss to look at the list of the - Pair-work Key:
verbs Ss have already got from 1. Donate
exercise 2. 2. Plant
- Have Ss complete the exercise 3. Help
in pairs. 4. Clean
5. Recycle
5. Create word webs.
- Draw the word webs on the - Group-work Key:
board. Have Ss work in groups to - Donate: books, blood, clothes,
complete the word webs in 5 toys…
minutes on the sheets of paper. - Help: children, homeless people,
- Encourage Ss to think of as old people, the poor…
many words as possible. - Clean: streets, walk, lakes, rivers,
beaches,…
- Provide: food, attention, life skills,
education, houses, help, books…
 * Production:
- Model game with a student. - Pair-work 5. Game: Vocabulary ping pong
- Have the class play the game as Example:
instructed. A: provide
B: food
A: homeless people
B: help

*Homework:
- Prepare the next lesson
(A closer look 1)
 Week: 06
Period: 17
Date of planning: ……/……/……
Date of teaching: ……/……/……
UNIT 3: COMMUNITY SERVICE
Lesson 2: A Closer Look 1

V. Procedures:

Teacher’s Activities Ss’ Activities Content Note

* Presentation:
 Vocabulary
- Ask Ss to do the matching - Individual 1. Choose the phrases that match the
individually. work pictures below.
Key:
1. Disabled people
2. Elderly people
3. Homeless people
4. Sick children
5. People in a flooded area
- Write the correct answers on the - Discuss. Questions:
board then ask Ss to discuss these - What do you see in the pictures?
questions as a class. - What are the difficulties they face?
- What do they need?
* Practice:
- Play the recording and ask Ss to - Pair-work 2. Take turn to describe the people
repeat. above. Discuss how you can help the
- Pause the recording to drill people in these situations.
difficult items. Example: (page 28)

- Play the recording and instruct

Ss to circle the word that they
hear. 3. a. Look at the photos. Which
- Answer problems does each community have
to face?
Questions:
- Play the recording and ask Ss to - Individual - What do you see in the picture?
repeat the sentences. work - Does our community have similar
problems?
- Pair-work 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

- Individual 5. Listen and circle the words you

work hear.
Key:
1. cold 2. green 3. clothes
4. girl 5. goal

- T whole class 6. Listen and repeat.

1. Go Green protects the
environment.
2. The girl with the curls is so cute.
3. Last year we started a
community garden project.
4. He’s collected clothes for street
kids for two years.
5. She likes the colour gold.

* Production:
- Model game with 2 students - Group-work 7. Game:
first before dividing Ss into Stand up, sit down.
groups.
- Ask Ss to think of other minimal
pairs as in the table in 5.
- Have the class play the game as
instructed.
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)

Experiments:
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Week: 07 Date of planning: ……/……/……
Period: 19 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.
- 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.
* Presentation:
 Grammar
- Whole class The Past simple and Present Perfect
- Answer
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?
* Practice:
- Individual 1. a. Listen again to part of the
work conversation.
- Whole class 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:
1. Cleaned
2. Have collected
3. Collected
4. Has flown; went
5. Have you ever seen; saw

3. Choose the best answer.

Key:
1. b
2. b
3. c
4. a
5. c
6. 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.
* Production:
- Pair-work 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:
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Week: 07 Date of planning: ……/……/……
Period: 20 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

* Presentation:
- Elicit different volunteer form - Whole class Think of the activities both in the
Ss. local community/ city/ town/ Viet
- Refer to any words in the Extra Nam, and from other places that you
Vocabulary box. Ask them to have read about, or seen in books, or
guess the meanings, and how that on TV, or on the Internet, etc.
may relate to community services
and volunteer work. Extra vocabulary:
o tutor
o nursing home
o blanket
o shelter
o mural
o sort
* Practice:

- Ask Ss to look at the photos and - Individual 1. Look at the photos and read about
describe what they see. work the following volunteer activities for
- Tell them to compare their ideas teenagers in the United States.
with the provided activities. (Page 31)

- 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.
- T-Whole class 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:
- Ask Ss if they know any other 1. b
actual information about these 2. c
volunteer activities, or if they 3. e
know any other similar activities 4. a
that take place in Viet Nam. 5. d

- Ask Ss to complete the exercise - Group-work 3. Work in groups. Discuss the

in groups. benefits each activity may bring to
- Each group choose one person the community. Share your answers
from the group to report back to with the class.
the class.

* Production:
- Ask Ss to interview at least three - Interview your 4. Ask each other:
students . Ask them take notes of friends. - Have you ever done any of these
their classmates’ answers so that activities?
they can share the most - Choose three activities that you
interesting answers with the class want to try.
later. - Why do you want them?

*Homework:

- Prepare the next lesson :

(Skill 1)

Experiments:
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Week: 07 Date of planning: ……/……/……
Period: 21 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

* Presentation:
 Reading
- Ask Ss to read the text and - T-Whole class 1. Read the text about volunteer
underline any words they don’t work in the United States.
know.
- As a whole class, discuss any
unfamiliar words from the text.

* Practice:
- Remind Ss of some of the - Individual 2. Decide if the following statements
American volunteer activities work are true or false.
they learnt about in the last Key:
lesson. 1. T
- Call on Ss to read the statements 2. T
from 2 aloud. 3. F
- Ask ss to guess if the statements 4. F
are true or false.
- Ask Ss to read the passage again - Pair-work 3. Which of the activities below are
and answer the questions. traditional volunteer activities in the
- Correct the answers as a class. United States?
Key:
 Raising money
 Cooking meals
 Cleaning streets
 Teaching young children
  Speaking
4. Idea bank: Fill in the table with
- Give 5 minutes for ss to work - Individual your ideas for volunteer activities.
individually to complete this task. work  To raise money, we could…
- Encourage them to think of all  aTo provide food. We
the volunteer activities they have could…
learnt so far in this unit, and any  To help repair things, we
other activities that they know. could…
- Tell Ss they only need to write  To help people with
in note form and not full transportation, we could…
sentences.  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.
* Production:
- Pair -work 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:
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Week: 08 Date of planning: ……/……/……
Period: 22 Date of teaching: ……/……/……

UNIT 3: 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.
- 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.
* Presentation:
 Listening
- Answer. 1. Discuss the following questions.
 Who do you think benefits
form volunteer work?
 How do people benefits form
volunteer work?
(students’ answers)
* Practice:
- Individual 2. Listen to the recording and
work answer the questions.
Key:
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 new
friends.
3. The reporter thinks Phuc is
confident because Phuc has
answered the interview 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.
 3. Listen again and fill in the blanks.
- Play the recording again and let - Individual Key:
Ss fill in the blanks. work 1. Volunteer
- Confirm and correct their 2. Feel
answers. 3. Because
4. Because, children

 Writing
- Go through the Study skills – - Whole class Study skills- Giving reasons
Giving reasons box with the Because…
class. Explain that because is used (Page 33)
to introduce the reason for
something.
4. Combine the two sentences using
because.
- Ask Ss to do exercise 4 - Individual Key:
individually. work 1. Because he didn’t wear enough
- Ask Ss to give their answers. warm clothes, he’s had a cold
- Confirm and correct their for two days.
answers. 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 three for
three years.

* Production:
- Tell Ss now they will write a - Individual 5. Look at your volunteer ideas in
paragraph using the ideas they work Speaking 4. Choose one idea and
generated in Speaking 4. write a short paragraph about it.
- Ask Ss to make notes in class
then develop the notes into a
paragraph as homework.
*Homework:
- Write the paragraph in your
notebook.
- Prepare the next lesson :
(Looking back)

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Week: 08 Date of planning: ……/……/……
Period: 23 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.
* Presentation:
 Vocabulary
- Pair-work 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.

* Practice:
 Grammar
- Ask Ss to complete this activity - Group-work 2. Circle the best answer.
individually. Key:
- Ask them to explain why the 1. Never
option they choose is suitable to 2. Last week
complete the sentences but the 3. Already
other two options are not. 4. Yet
5. Yesterday

3. Put the verbs in the past simple or

present perfect.
- Ask ss to complete this exercise - Individual Key:
individually. Then share their work 1. Has ever met
answers with a partner. 2. Visited
- Before giving correction, Ask Ss 3. Has visited
to explain the differences between 4. Did Shakespeare write
sentences 2 and 3, and 4 and 5. 5. Has she written
- Quickly review the past simple
and the present perfect.
4. Finish the sentences below.
- Have Ss do this exercise in pair. - Pair-work Key:
- Ask Ss to swap their writings 1. The engine is very good
with each other for peer 2. It is going to be cold this evening.
correction. 3. She’s kind
4. They are not as lucky as we are
5. She works very hard to improve
her teaching.

* Production:
 Communication
- Divide Ss into pairs. - Pair-work 5. Role-play.
- Tell Ss to read their role cards Student A is a reporter and student B
and ask and answer questions is a volunteer. Student A asks the
with each other. questions and writes down student B’s
- Have them role play the answers. Then swap your roles. Use
interview for the class. the following questions as prompts.

*Homework:
- Do the PROJECT: Your volunteer
work.
- Prepare next lesson :
Review Unit 1-2-3

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