Week: 6
Period: 16

Planning date: 7/10/2022
Teaching date :10 /10/2022
UNIT 3: COMMUNITY SERVICE
Lesson 1: Getting started – Sounds like great work!

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
- An overview about the topic “Community service”
- lexical items related to community activities
2. Core competence
- Develop communication skills and enhance awareness of preserving the
culture
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students' awareness of the need to keep their neighbourhood green
II. MATERIALS
- Grade 7 textbook, Unit 3, Getting started
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1.Warm-up
*Goal:To introduce the topic of the unit.To lead in the topic of the lesson.
*Input: Picture describing
*Outcome:
Describe the picture: 🡪 Community service 🡪 Community activities
*Procedure:
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”.
2.Presentation:
Vocabulary

*Goal:
- To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
*Input:1. community activity (n.phr.)
2. donate (v)
3. nursing home (n.phr.)
4. homeless (adj)
*Outcome:Teacher do the “Rub out and remember” checking technique
*Procedure:Teacher introduces the vocabulary.
Teacher introduces the vocabulary by:
- providing the pictures
- eliciting the definition of the words
.Teacher checks students' pronunciation and gives feedback. Teacher reveals that
these four words will appear in the reading text and asks students to open their
textbook to discover further.
3. Practice
Task 1:
*Goal:To have students get to know the topic.
*Input:Listen and read.(Ex 1, p. 28)
*Outcome:
*Procedure:
Teacher can play the recording more than once.
Students listen and read.
Teacher can invite some pairs of students to read aloud.
Teacher check students' pronunciation ad give feedback.
Task 2:
*Goal:To help students read for specific information about Minh and Tom's
community activities.
*Input:Read the conversation again and tick the appropriate box. (Ex. 2, p. 29)
*Outcome:
Answer key:

*Procedure:
Teacher tells students to read the conversation again and work in pairs to find the
answers.
Students can underline the words and phrases about community activities then work
together for one or two minutes to check the words / phrases they have underlined.
Teacher allows students to share their answers before discussing as a class and
encourages them to pronounce the words / phrases correctly.

Teacher checks the answers as a class and gives feedback.
Task 3:
*Goal:
- To help students use phrases related to community activities.
- To help students further understand the text.
*Input:Complete the phrases under the pictures with the verbs below.(Ex 3, p. 29)
*Outcome:
Answer key:
1. pick up 2. help 3. recycle 4. donate 5. clean
*Procedure:
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 say the phrases aloud and makes sure they pronounce the
words and phrases correctly. Teacher can ask for translation to check their
understanding.
Task 4:
*Goal:To help students use the vocabulary related to community activities in the
right contexts.
*Input:Complete the sentences with the correct words or phrases below.(Ex 4, p.
29)
*Outcome:Answer key:
1. homeless children 2. litter 3. old people 4. taught 5. planted
*Procedure:
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.
4.Production:
Task 5:
*Goal:
- To help students review and reuse the learnt vocabulary.
- To create a fun atmosphere in the class
*Input:Vocabulary Ping-pong game.(Ex 5, p. 29)
*Outcome:
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.
*Procedure:
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.
IV.Wrap up and Homework (5')
*Goal: To consolidate what students have learnt in the lesson.
To prepare vocabulary for the next lessons.
*Procedure:
Teacher refers to the unit title again then together with students, orally list the
community activities students do at school.
- Teacher asks students to say several words or phrases about community activities
that they remember from the lesson
- Think about community activities that students can do (at least 3 activities).
- Project preparation
+ Teacher informs student of the final project of the Unit's project.
+ Explain the requirements of the project: Think about some environmental
problems in your neighbourhood and the solutions to those problems. Students will
present their ideas in Lesson 7 – Looking back and Project.
+ Teacher explains to students how they can get the information.
+ Put students into groups and ask them to discuss to assign tasks for each member.
Help them set a deadline for each task.
(Teacher should check the progress of students' preparation after each lesson.)
Week: 6
Planning date: 8/10/2022
Period: 17
Teaching date :11 /10/2022
UNIT 3: COMMUNITY SERVICE
Lesson 2: A closer look 1
I. OBJECTIVES
By the end of this lesson, students will be able to gain:
1. Knowledge:
- Vocabulary: Use words related to community activities.
- Pronunciation: Correctly pronounce the sounds: /t/, /d/, /ɪd/ in isolation and in
context
2. Core competenc
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students' awareness of the need to keep their neighbourhood green.
II. MATERIALS

- Grade 7 textbook, Unit 3, A closer look 1
- Computer connected to the Internet
- Projector/ TV/ Pictures and cards
- sachmem.vn
III. PROCEDURES
*Warm-up
*Goal: To recall students' vocabulary on community activities
*Input: Matching game
recycle
help
plant
trees

vegetables

small children

old people

books

bottles

litter

homeless
children

*Outcome:
*Procedure:
Teacher has students play in two groups and explains the game rules.Each group
will have a list of verbs and nouns. Students match the verbs they have with the
correct nouns. Teacher and students discuss the answers. The group with the most
correct answers wins.Teacher confirms the answers and gives feedback.
2.Presentation:
Vocabulary
*Goal: To introduce the new words.
*Input:
1. exchange (v)
2. pick up (phr. v)
3. tutor (v)
*Outcome: Teacher rubs out and checks
*Procedure:
Teacher introduces the vocabulary.
Teacher introduces the vocabulary by:
- providing the pictures
- providing the definition of the words.
Teacher asks students to repeat.
3.Practice
Task 1:
*Goal: To introduce some verbs and verb phrases that are often used to describe
community activities
*Input: Match a verb in A with a word or phrase in B. (Ex 1, p. 30)
*Outcome:
Answer key:
1. e 2. a
3. d
4. c
5. b
*Procedure:

Teacher has read aloud the verbs in A and words / phrases in B. Students work in
pairs to match the verbs in A with words / phrases in B.
Teacher asks them to share their answers in pairs before checking the answers as a
class.
Teacher invites students to take turns to read out their answers and corrects their
pronunciation if needed.
Task 2:
*Goal: To allow students to use the learnt words / phrases in contexts.
*Input: Complete each of the sentences with a suitable word or phrase from the
box.
*Outcome:
Answer key:
1. litter
2. used paper for notebooks 3. water 4. donate 5. tutor
*Procedure:
Teacher asks students to work individually to complete each of the sentences with a
suitable word / phrase from the box. All of these words / phrases have been learnt in.
Students do the task individually.
Teacher allows students to swap their textbooks to peer check first.
Teacher confirms the answers and gives feedback, if necessary.
Task 3:
*Goal: To have students practise producing full sentences using the learnt words /
phrases.
*Input: Use the phrases from the box to write full sentences under the correct
picture.
*Outcome:
Answer key:
1. She's reading books to the elderly.
2. They're giving gifts to old people.
3. They're exchanging used paper for notebooks.
4. They're donating clothes to poor children.
5. She's planting trees in the park.
*Procedure:
Teacher asks students to work individually to write full sentences, using the given
phrases.
Students read aloud the six phrases and match with the appropriate pictures.
Teacher asks students to work in pairs to swap their answers and peer check.
Teacher checks their answers as a class.
Pronunciation
Task 4:
*Goal:
- To help students identify how to pronounce the sounds /t/, /d/ and /ɪd/.
- To help students practise pronouncing the sounds in words.
*Input: Listen and repeat. Pay attention to the sounds /t/, /d/ and /ɪd(Ex 4, p. 30)
*Outcome:
*Procedure:

Teacher has students listen to the recording once first.
Students listen to the recordings and read out the words.
Teacher plays the recording for them to listen and repeat each word as a class, then
as individuals.
Teacher check students' pronunciation if needed.
Task 5:.
*Goal: To help students practise pronouncing the sounds /t/, /d/ and /ɪd/ in
sentences
*Input: Listen to the sentences and pay attention to the underlined parts. Tick the
appropriate sounds. Practise the sentences(Ex 5, p. 31).
*Outcome:

*Procedure:
Teacher has some students read the sentences first and asks them to pay attention to
the underlined parts.Teacher plays the recording for Ss to listen then have them tick
the appropriate sounds.
Teacher invites some Ss to share their answers. Confirm the correct ones.
Teacher plays the recording again and ask students to repeat each sentence after the
recording. Teacher confirms the answers.
4.Production
*Goal: To test students' quick reaction to the targeted sounds.
*Input: Game: Broken telephone
*Outcome:
Suggested key:
/t/
/d/
/ɪd/
picked, booked, tutored, watered, donated,
helped
exchanged
planted
*Procedure:
Teacher explains the rules:e
Teacher divides the class into 2 teams and asks them to stand in 2 lines. The first
student from each line will be told some words with the /t/, /d/ and /ɪd/ sounds.
Team members have to whisper one by one till the last. The last student from each
line runs to the board and write down the words in the correct columns. The faster
one with correct answers will be the winner.
Students play the game.
Teacher helps students in the game.
Teacher gives feedback.
IV.Wrap up and Homework (5')
*Goal:

To consolidate what students have learnt in the lesson.
To review the vocabulary in this lesson.
*Procedure:
- Teacher asks students to summarise what they have learnt in the lesson.
- Teacher asks them to list some phrases about community activities they learnt in
the lesson.
- Teacher asks them to list some verbs in the past simple, paying attention to their
pronunciation.
What can you do to make your neighborhood to be a greener place? Write at least 3
activities
Week: 6
Planning date: 9/10/2022
Period: 18
Teaching date :12 /10/2022
UNIT 3: COMMUNITY SERVICE
Lesson 3: A closer look 2
I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge:
- Understand the use of the past simple tense
- Practice using the past simple to talk about past activities
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students' awareness of the need to keep their neighbourhood green.
II. MATERIALS
- Grade 7 textbook, Unit 3, A closer look 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
1.Warm-up
*Goal:
To activate students' prior knowledge related to the targeted grammar: the past
simple.
*Input: Chatting
● What did you do last weekend?
● What did you watch yesterday?
● Who did you meet two days ago?
*Outcome: Ss answer
*Procedure:
Teacher asks students some questions:
Students answer the questions, using the past simple.
Teacher and students discuss the answers.

Teacher corrects students answers if needed and confirms the use of the past simple
(to talk about completed actions in the past).
2.Presentation
Grammar focus
*Goal:
To review students' knowledge of the past simple tense.
*Input:

*Outcome:
The past simple
Positive
Negative
Questions and short
answers

S + V-ed (played)
S + did not / didn't V (did not / didn't
play)
Did + S + V (play)?
● Yes, S + did.
● No, S + didn't.

*Procedure:
Teacher asks students to study the Grammar box.
- Teacher draws students' attention to the meaning and use of the past simple.
Teacher then asks some more able students to give some more examples.
Teacher and students discuss the answers.Teacher confirms the answers and gives
feedback.
3.Practice
Task 1:
*Goal:
To review students' knowledge of the past simple tense
*Input:
Circle the correct answer A, B, or C to complete each sentence. (Ex 1, p. 31)
*Outcome:
Answer key:
1. B 2. C 3. B 4. A 5. C
*Procedure:
Teacher has students work individually.
Students work individually to to complete the sentences with the past simple form of
the given verbs.
Teacher lets students work in pairs and exchange the answers before checking with
the whole class (explain each sentence if necessary).
Teacher confirms the answers and gives feedback.

Task 2:
*Goal:
To raise students' awareness of the past simple tense and past forms of some verbs
*Input: Complete the sentences with the past simple form of the given verbs. (Ex 2,
p. 31)
*Outcome:
Answer key:
1. took
2. Did … join 3. helped
4. sent
5. volunteered
*Procedure:
Teacher has students work individually.
Students work individually to complete the sentences.
Teacher lets students work in pairs and exchange the answers before checking with
the whole class (explain each sentence if necessary).
Teacher confirms the answers and gives feedback.
Task 3:.
*Goal:
To help students distinguish between the present simple, present continuous and
past simple in specific contexts.
*Input: Complete the sentences with the correct forms of the verbs from the box(Ex
3, p. 31)
*Outcome:
Answer key:
1. cook
2. Did … plant
3. are picking up
4. recycled
5. read
*Procedure:
Teacher asks the whole class to read aloud the verbs in the box then has students
work individually to complete the sentences with the correct forms of the verbs from
the box.
Students work individually to complete the task.
Teacher then has them work in pairs, comparing their sentences. Teacher can go
around to help students.
Teacher confirms the answers and gives feedback.
Task 4:.
*Goal: To help students write full sentences using the correct forms of the verbs.
*Input: Write complete sentences from the prompts(Ex 4, p. 32)
*Outcome:
Answer key:
1. Last year, our club donated books to children in rural areas.
2. Children sent thank-you cards to us a week ago.
3. I taught two children in grade 2 last summer.
4. Last spring, we helped the elderly in a nursing home.
5. We helped people in flooded areas last year.
*Procedure:
Teacher has students work independently.
Teacher asks students to do the exercise individually.

Teacher lets students work in pairs and exchange the answers before checking with
the whole class (explain each sentence if necessary).
Teacher confirms the answers and gives feedback.
4. Production
Task 5:
*Goal:
- To enable students to ask and answer questions related to past activities.
- To help students be aware of some community activities that students in other
countries do.
*Input: The Red Cross in 2016 and 2018.
Work in groups. Tom is from the Red Cross. Look at the fact sheet and ask Tom
about his projects in 2016 and 2020.(Ex 5, p. 32)
*Outcome:

Example:
Tom: I'm from the Red Cross. I worked on the Help Lonely People project in 2016.
Lan: What did you do?
Tom: We helped 200 lonely people…
*Procedure:
Teacher introduces the Red Cross projects and activities in 2016 and 2020 and has
students work in pairs for 5 minutes to practise asking and answering questions
based on the fact sheet.
Students use the past simple when they ask and answer questions about the past
activities.
Teacher invites some pairs to make short conversations as an example
Teacher corrects any grammar and pronunciation mistakes if necessary
IV.Wrap up and Homework
*Goal:
To consolidate what students have learnt in the lesson.
Reactivate the knowledge that students have gained
*Procedure:
- Teacher asks students to summarise what they have learnt in the lesson.
- Teacher has them say out loud the past forms of the verbs they have learnt
Teachers asks students to do exercises in their Workbook.
Week: 7
Planning date: 14/10/2022
Period: 19
Teaching date :17 /10/2022

I. OBJECTIVES

UNIT 3: COMMUNITY SERVICE
Lesson 4: Communication

By the end of this lesson, Ss will be able to:
- know how to give compliments
- discuss and present the benefits of community activities
1. Knowledge:
- Vocabulary: vocabulary on community activities.
- Grammar: structures to give compliments.
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students' awareness of the need to keep their neighbourhood green
II. MATERIALS
- Grade 7 textbook, Unit 3, A closer look 2
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
1.Warm-up
*Goal:
To review students' knowledge of the past simple tense
To introduce ways to give compliments.
*Input: Alphabet game
*Outcome:
Example:
A: He asked me my name.
B: I bought a hat.
C: I came here last month
*Procedure:
Teacher divides the class into 4 groups. Students take turns to use the past simple in
a sentence. The first letter of the verbs must follow the sequence of the alphabet.
Students work in groups to play the game. If a student from a group can't think of
one verb, he/she is out of the game. The next student from other groups continues
with the next letter.
Teacher goes around to help weaker students.
Teacher gives compliments to the group which has the most correct answers
Teacher asks students to look at the conversation in GETTING STARTED and
check if they find any phrases or clauses that Minh and Tom use to compliment the
other for doing something good deeds.
When students have found the clause “Sounds like great work!”, teacher tells them
that they can use this to make compliments. Teacher asks students to think about
more ways to give compliments.

Teacher and students discuss the answers.
Teacher confirms the answers.
2.Presentation
* Everyday English
Task 1:.
*Goal:
To introduce two ways to give compliments.
*Input: Listen and read the dialogue between Lan and Mark. Pay attention to the
highlighted parts(Ex 1, p. 32)
*Outcome:
2 ways to give compliments:
- Sounds like great work!
- Wonderful!
*Procedure:
Teacher plays the recording for Ss to listen and read the dialogue between Lan and
Mark.
Students pay attention to the highlighted parts.
Teacher emphasizes the use of the compliments
Teacher confirms the answers and gives feedback.
2. Practice
Task 2:
*Goal:
To help students practise giving compliments.
*Input:
Work in pairs. Make similar conversations. (Ex 2, p. 32)
*Outcome:
*Procedure:
Teacher has students work in pairs to make similar dialogues.
Students work in pairs to make similar dialogues, using the contexts given and the
sample compliments.
Teacher asks some pairs to practice the dialogue so that the whole class can give
comments.
Teacher gives feedback as a class.
*Changing our neighbourhood
Task 3
*Goal:
- To help students learn more about some benefits of community activities.
- To help students practise reading for specific ideas.
*Input:
Read the poster about the volunteer activities. Write the project number (1-3) next
to its benefits (A-E). (Ex 3, p. 33)
*Outcome:
Answer key:
1. B, E
2. C, D 3. A
*Procedure:

Teacher has students work in pairs to read the poster and asks them questions like:
- How many projects does Lending Hand offer?
- What activities can you do / join in Projects 1, 2 and 3?
Students work in pairs to write the number of the projects (1 - 3) next to the benefits
(A - E).
Teacher asks some pairs to to read out their answers.
Teacher gives feedback and correction (if needed).
Task 4:
*Goal:
- To help students practise asking and answering questions about which activities
they want to join and why.
- To help students practisce giving reasons.
*Input: Ask and answer which activities in Task 3 you want to join. Give reasons. .
(Ex 4, p. 33)
*Outcome:
Example:
Minh: Which activity do you want to join?
Lan: I want to join some clean-up activities.
Minh: Why do you want to join these activities?
Lan: Because they make the neighbourhood cleaner.
*Procedure:
Teacher asks students to work in pairs to ask and answer questions about which
activities they want to join and why.
Students work in pairs to do the task. They can use the example in the Student's
book. They should clarify any other benefits they can think of.
Teacher invites some pairs to role-play, asking and answering questions in front of
the class.
Teacher corrects any grammar or pronunciation mistakes if necessary.
4.Production
Task 5:
*Goal:
- To help students practise asking and answering questions about which activities
they choose to join
and the benefits of those activities.
- To help students practise giving reasons.
- To help students practise reporting.
*Input: Discuss which activity each member of your group chooses and the
benefit(s) of the activity. Present your group's answer to the class. (Ex 5, p. 33)
*Outcome:
Example:
Mai wants to donate food to street children because this helps feed them. Lan wants
to join clean-up activities because these activities make our neighbourhood
cleaner…
*Procedure:

Teacher lets students work in groups discuss which activity each member of their
group chooses and the benefits of each activity.
Students can give more than one benefit to any activity or any benefits they can
think of in addition to those they find in the Student's book.
Teacher invites group representatives to report their group's answers. Teacher gives
feedback on their reports.
IV.Wrap up and Homework
*Goal:
To consolidate what students have learnt in the lesson.
Reactivate the knowledge that students have gained
*Procedure:
- Teacher asks students to summarise what they have learnt in the lesson.
-Think about some environmental problems in your neighbourhood and the
activities you want to do to solve those problems.
Week: 7
Planning date: 15/10/2022
Period: 20
Teaching date :18/10/2022
UNIT 3: COMMUNITY SERVICE
Lesson 5: Skills 1
I.OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge:
- Develop reading skill for specific information about community activities at
a school
- Develop speaking skill: Talking about the reasons why students join
different community activities
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
- Actively join in class activities
3. Personal qualities
- Develop self-study skills
- Raise students' awareness of the need to keep their neighbourhood green.
II.MATERIALS
- Grade 7 textbook, Unit 3, Skills 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- sachmem.vn
III. PROCEDURES
1.Warm-up
*Goal:
- To remind students of some community activities.
- To enhance students' skills of cooperating with team mates.
*Input:

Game: Who is faster?
*Outcome:

1. collecting rubbish

2. donating clothes

3. planting trees

4. tutoring homeless children

5. helping old people

6. cleaning the street

*Procedure:
Teacher divides the class into 2 teams.
- Each team will have to run in a relay to the board to match the correct description
with each picture.
- The team with more correct answers will be the winner.
Students play the game in team mode.
Teacher and students discuss the answers.
Teacher confirms the answers and gives feedback.
2.Pre-Reading
* Vocabulary:
*Goal:
To provide students with some lexical items before reading the text
*Input:
*Outcome: 1. monthly (adv)
2. proud (adj)
*Procedure:
Teacher introduces the vocabulary.

Teacher asks students to get the meaning in context and try to make up sentences
with of the following words:
Teacher and students discuss the answers.
Teacher confirms student's answers and checks their pronunciation and gives
feedback
Task 1:
*Goal:
- To remind students of some community activities;
- To help Ss brainstorm some more community activities.
*Input: Circle the activities you would like to do at your school.(Ex 1, p. 34)
*Outcome:
*Procedure:
Teacher has the class read out loud the three activities.
Students work in pairs to circle the activities they would like to do at their school.
Students can name some more activities they would like to do at their school if the
class is more fluent.
Teacher accepts all students' answers.
3.While- Reading
Task 2:
*Goal:
- To improve students' knowledge of vocabulary related to community activities.
- To improve students' skill of reading for details.
*Input: Read the passage and match the highlighted words with their meanings. (Ex
2, p. 34)
*Outcome:
Answer key:
1. donate 2. exchange 3. monthly 4. proud 5. tutor
*Procedure:
Teacher asks students to work individually to read the passage and find the
highlighted words.
Students read the text and do the task.
Teacher allows students to share their answers before discussing as a class and
encourages them to give evidence.
Teacher calls some students to give the answer, explain which sentence give them
the information.
Task 3:
*Goal: To develop reading skill for specific information.
*Input: Read the passage again and tick True or False. (Ex 3, p. 34)
*Outcome:
Answer key:
1. T 2. F
3. T
4. F 5. T
*Procedure:
Teacher asks some students to read out loud the sentences in the table.
Students work individually for some minutes and tick T (True) or F (False).

Teacher allows students to share their answers before discussing as a class and
encourages them to give evidence.
Teacher calls a student to write his/her answer on the board, then check sentence by
sentence with class
4.Post reading
*Pre-Speaking
Task 4:
*Goal:
- To enable students to review and reuse the name of some community activities;
- To give students an opportunity to practise explaining their reasons
*Input:
Read about these students. Write the names of the projects you think they should
join in the Projects column. (Ex 4, p. 34)
*Outcome:
Answer key:
1. C 2. A 3. B 4. D 5. E
*Procedure:
Teacher asks students work in pairs to read the sentences in the table. Ask some Ss
to stand up to answer the
questions: What did you learn about Nick / Ann / Minh / Mark / Tom?
Students work in pairs to to discuss and decide which student should join which
project in the reading.
Students should give some reasons for their choice.
Teacher confirms the answers and gives feedback if necessary.
* While-speaking
Task 5:
*Goal:
To give Ss an opportunity to practise explaining reasons
*Input:
*Outcome:
Example:
Lan will join the Tutoring project because she is good at maths and English. She
also loves children.
*Procedure:
Teacher has students work in groups to discuss which project each of them would
like to join.
Students work in groups to discuss which project that each of them would like to
join and give reasons.
Teacher goes around to help students.
After finishing, teacher can call some groups to give presentations in front of the
class.
* Post-speaking
*Goal
- To help students improve next time.
- To help some students enhance presentation skills.

*Procedure:
Teacher allows students to give comments for their friends and vote for the most
interesting and informative presentation.
Students give comments for their friends and vote for the most interesting and
informative presentation.
Teacher and students discuss the presentations.
Teacher gives feedback and comments.
IV.Wrap up and Homework
*Goal:
To consolidate what students have learnt in the lesson.
To prepare for the next lesson
*Procedure:
Teacher asks students to talk about what they have learnt in the lesson.
Plan some school activities for next summer holiday.
Week: 7
Planning date: 16/10/2022
Period: 21
Teaching ...