Period: 16
UNIT 3: COMMUNITY SERVICE
Getting Started
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