UNIT 3: COMMUNITY SERVICE Week: 5 Period: 15

Section : GETTING STARTED

Sounds like great work!
Teaching date Class
24 /01/2022 7a7
24 /01/2022 7a13

STAGE 1: DESIRED OBJECTIVES

A. OBJECTIVES
By the end of the lesson, students will be able to:
- recognize the topic of the unit, the topic of the lesson and the situation for a
conversation about the topic “Community service”
- identify the specific information through listening and reading the conversation
between Minh and Tom.
- use lexical items related to community activities.
- show their love toward community and their responsibility for community.
- develop communication skills and enhance awareness of preserving the culture.
- develop self-study skills
- raise students’ awareness of the need to keep their neighbourhood green
B. LANGUAGE FOCUS
Pronunciation: Vocabulary related to community service.
Key terms/ Vocabulary:
community activity (n.phr.), donate (v), nursing home (n.phr.), homeless (adj),…
Key grammatical structure(s):
Past simple
C. INSTRUCTIONAL RESOURCES
- Textbook: English 7
- a situation picture
- Computer
- Projector
- Audio track
STAGE 2: LEARNING EXPERIENCES
1. Warm-up: 5 minutes
Aim: To activate students’ knowledge on the topic of the unit.
Picture describing
- Teacher shows the picture and asks students questions:
- What can you infer from this picture?
- Students raise hands to answer the questions.
- Teacher and students discuss the questions.
- Teacher accepts all students’ questions and explains the term “Community service”
(work that people do without payment to help other people).
- Teacher draws students’ attention to the picture in the textbook and asks them some
questions about it: “ What are they doing?”
- Students raise hands to answer the questions.
- Teacher and students discuss the questions.
- Teacher confirms the answers and indicates that they are doing “community
activities”.
Expected product: Student’s answer
Assessment tools: Observation on team’s work and sts’ questions and answers
2. Presentation: 7 mins.
Aim: To prepare students with vocabulary.
- Play the recording twice for students to listen and read along.
- Have students underline the words that are related to the topic of the unit while they
are listening and reading.
1. community activity (n.phr.)
2. donate (v)
3. nursing home (n.phr.)
4. homeless (adj)
- Ask sts to read the conservation in pairs.
- T goes around and observes sts’ language and communication and helps if necessary.
- Call on some groups of students to read the conversation aloud.
- T remarks on their pronunciation and intonation.
- Ask students what Tom and Minh are talking about.
- Elicit students’ answers and give constructive feedback.
Expected product: Students’ presentation
Assessment tools: Observation on sts’ pronunciation and pair work
3. Practice: 20 mins.
Aim:
- to have sts get specific information of the text,
- to help sts use the words in content,
- to list some vocabulary related to community service.
Task 2. READ THE CONVERSATION AGAIN AND TICK THE
APPROPRIATE BOX.
- Ask students to read the statements carefully, underline the key words, find the
answers.
- Have students compare and discuss their answers with their partners.
- Some sts give their answers.
- Elicit students’ answers and give constructive feedback.
- T checks how well sts have done by raising their hands.
Answer key:

Expected product: Student’s answer

Assessment tools: Observation on pair work, techniques of finding key words and
answer key.
TASK 3: COMPLETE THE PHRASES UNDER THE PICTURES WITH THE
VERBS BELOW. -Teacher asks students to work individually to complete the phrases
under the pictures with the given verbs.
- Students work individually to complete the task.
- Teacher allows students to share answers before discussing as a class.
- Teacher asks students to give answers and corrects them if necessary.
Answer key:
Answer key:
1. pick up 2. help 3. recycle 4. donate 5. clean
Expected product: Student’s answer
Assessment tools: Observation on group work, sts’ pronunciation and answer key.
Task 4: COMPLETE THE SENTENCES WITH THE CORRECT WORDS OR
PHRASES BELOW.
- Teacher asks students to work independently to complete each sentence with a word
or phrase from the box.
- Students fill in the blanks with the most suitable words / phrases.
- Teacher allows students to share answers before discussing as a class.
- Teacher can ask students to read aloud the full sentences and correct their
pronunciation if needed.
Answer key:
1. homeless children 2. litter 3. old people 4. taught 5. planted
Expected product: Student’s answer
Assessment tools: Observation on sts’ writing and pronunciation.
4. Production: 6 minutes
Aim: check sts’ vocabulary and improve group work skills.
Task 5: VOCABULARY PING-PONG GAME.
- Teacher instructs students to play the Vocabulary Ping-Pong game:
- Ask Ss to think of the topic Community Service.
- One student from team A shouts out a word or phrase related to the topic. Then one
student from team B makes a sentence with that word or phrase. Then switch roles.
- The team that cannot give a phrase or make a correct sentence loses and the other team
gets a point.
- Students play the game.
- Teacher can go around to help weaker students.
- Teacher stops the game when time is up. The team that makes the most correct
sentences wins.
Example:
Team A: Litter
Team B: We often pick up litter in the park. Trees.
Team A: We plan trees in our school every year. Book.
Expected product: Student’s answers.
Assessment tools: Observation on Sts’ work group and pronunciation.
5. Wrap-up & Assignments: 5 minutes
- Ask students to answer the following questions.
1. What did you learn from the lesson today?
(recognize the topic of the unit, the situation for the conversation)
2. Do you like joining community service? Why/ Why not?
- Remind students to do exercises in the workbook and to prepare for the next lesson
EXPERIENCE: ________________________________________________.