UNIT 4: FOR A BETTER COMMUNITY
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge
- Use the lexical items related to the topic For a better community
- Revise how to describe feelings
- Know more information about Save the Children and what it has
contributed to the development of Viet Nam
2. Core competence
- Be collaborative and supportive in pair work and teamwork
- Access and consolidate information from a variety of sources
- Actively join in class activities
3. Personal qualities
- Develop a sense of helping the community and awareness of
voluntary work
- Understand more about Save the Children and what it has
contributed to the development of Viet Nam
II. TEACHING AIDS:
- Text book, laptop, speakers, projector, posters, cards, board,
pictures, handouts…
- Text books, studying equipment….
- Teaching methods: Communicative, group works; individual ……
III. PROCEDURES:
1. Organization:
Class
Absent
Date of teaching
Notes
student(s)
2. New lesson:
1. WARM UP & INTRODUCTION(5 mins)
Teacher's activities
1. Greeting and chatting:
- Teacher (T) introduces himself/
herself.
2. Playing Games
* T divides the class into two
teams, has Ss in each team take
turns to run to the board and
write a word/ phrase about the
benefits of volunteering activities
- T confirms the correct word/

Student's activities
1. Greeting and chatting
- Ss greet and chat
2. Playing Games
- Ss do as instructed.

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phrase and decides the winner
(the team with most correct
words/ phrases).
2. PRESENTATION/ NEW LESSON (15 mins)
Teacher's activities
EVERYDAY ENGLISH
TASK 1: LISTEN AND
COMPLETE THE
CONVERSATION. (p.49)
- Asks Ss to read through the
expressions in the box and the
incomplete conversation, checks
comprehension and encourages
them to complete the gaps
based on the clues in the
conversation.
(clues in yellow color below)
Nam: Hi Lan! You look very (1)
________today! I heard you went
on a volunteer trip to the
mountains. How was it?

Student's activities
EVERYDAY ENGLISH
TASK 1: LISTEN AND COMPLETE
THE CONVERSATION. (p.49)
- Ss do as instructed.
- Ss guess some possible answers

Lan: Great! I'm so happy and
relaxed now though at first I was
(2) ________. I didn't understand
the purpose of the trip. I knew
nothing about the place, so I also
felt a little bit (3) _____.
Nam: Oh, did you go there with
other members of the volunteer
club? Was everything OK?
Lan: Yes, we went as a team.
The local people were so friendly
and helpful. Now we are
preparing for our next volunteer
trip in the summer. I'm so
(4)_______about it.
Clues for Blank (1):
"How was it?"
>>This suggests the speaker
expects Lan to share something,
often a positive or interesting
experience.
Focus on Lan's current state.
>>Lan's current appearance is
likely positive because the
speaker noticed it.

2

Clues for the second blank:
"though at first"
>> This indicates a contrast
between Lan's initial feelings
(negative or uncertain) and her
current feelings (positive and
relaxed).
"I didn't understand the
purpose of the trip."
>> Lan felt unsure or unclear
about the reason for the trip.
This suggests emotions like
confusion or uncertainty.
Clues for the third blank:
"I knew nothing about the
place"
>> This implies a sense of
unfamiliarity or discomfort due to
the lack of knowledge about the
location.
"a little bit"
>> The word "little bit" suggests
a mild feeling, not something
overly intense.
- Ss check the answer with the
Clues in the fourth blank:
recording
"Now we are preparing for
- Ss to practise the conversation in
our next volunteer trip in the groups of three.
summer."
- Ss to role-play the conversation
>> This indicates an upcoming
based on the prompts only.
event that Lan is looking forward Key:
to, suggesting anticipation or
1. C. cheerful                             
eagerness.
2. D. confused
"I'm so (4) _______ about it."
3. B. worried                         
>> The word "so" emphasizes
4. A. excited       
the intensity of Lan's feeling,
                        
suggesting a strong positive
emotion.
TASK 2: ROLE-PLAY (p.49)
Imagine you are back from a
- Plays the recording once or
volunteer trip. Work in pairs.
twice.
Take on a role and act out a
- Checks the answers by asking
conversation like the one in 1.
individual Ss to read out the
Use the expressions below to
complete conversation.
help you.
- Asks Ss to practise the
conversation in groups of three.
Ss practise their conversation in
- In stronger classes, writes
pairs.
some prompts on the board and *** Some pairs act out their
asks Ss to role-play the
conversations in front of the class.
conversation based on the
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prompts only.
TASK 2: ROLE-PLAY (p.49)
Imagine you are back from a
volunteer trip. Work in pairs.
Take on a role and act out a
conversation like the one in
1. Use the expressions below
to help you.
* Teacher:
- asks Ss to work in pairs and
explains the context.
- in weaker classes, underlines
the words and phrases in the
conversation that Ss can replace
with their own ideas. T can also
write some prompts on the
board.
- in stronger classes, encourages
them to be more creative and
use different sentence structures
T praises for good effort, clear
pronunciation, fluent delivery
and interesting ideas.
3. PRACTICE (10mins)
Teacher's activities

Student's activities

CULTURE
CULTURE
Introducing to students nonStudents learn about NGOs
governmental organization
Aim:
NGO (Non-Governmental
Organization) is an organization
that is not managed by the
government and does not
operate for profit. NGOs work to
help the community or solve
social, humanitarian, and
environmental problems.
Key points about NGOs:
Independent: Not controlled by
the government.
Not for profit: The purpose is to
help, not to make money.
Fields of activity: Education,
health, poverty reduction,
environmental protection, human
rights.
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Role of NGOs:
Helping people in need: Such as
children, the poor, or people with
disabilities. Solving social
problems: For example:
Protecting forests, providing
clean water, or free education.
Raising awareness: Promoting
issues such as climate change,
gender equality. Examples of
NGOs:
UNICEF: Protecting children's
rights. WWF: Protecting wildlife
and the environment.
Blue Dragon (Vietnam): Helping
children escape human
trafficking.
In short: NGOs are communitybased organizations focused on
helping and improving lives.

Vocabulary
- Take note and pronoune some
words/ phrases.

Students watch a video introducing
the NGO Save the Children. Save the
Children in Vietnam - Trang's Story
(Sponsorship Program)

Students look at the text and
Leading in lesson
noted down vocabulary and
Turn on video introducing the
NGO Save the Children. Save the structure
Children in Vietnam - Trang's
Story (Sponsorship Program)
Vocabulary
- Vocabulary:
1. Provide practical
support: Cung cấp sự hỗ
trợ thực tế.
2. Particularly focuses on:
Đặc biệt tập trung vào.
3. Training courses: Các
khóa đào tạo.
4. Teaching skills: Kỹ năng
giảng dạy.
5. Digital technology: Công
nghệ kỹ thuật số.
6. Remote areas: Khu vực xa
xôi.
7. School materials: Tài liệu
học tập.
8. Access to learning: Tiếp
cận việc học.
9. Life-saving skills: Kỹ
năng cứu hộ.
10.
Households in
need: Các hộ gia đình gặp
khó khăn.
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Structures:
1. Started its work
in (Simple Past):
 "Save the Children started its
work in Viet Nam in 1990."
 Used to talk about the
beginning of an activity in the
past.
2. One of the areas
that... (Relative Clause):
 "One of the areas that the
organisation particularly
focuses on is education."
 Highlights a specific focus
area.
3. To help someone (do
something):
 "To help teachers improve
their teaching skills."
 Indicates assistance provided
to achieve a goal.
4. By providing... (Gerund
Phrase):
 "By providing these children
with books and other school
materials, Save the Children
makes sure they have access
to learning."
 Shows the means or method
used to achieve a result.
5. In case of... (Prepositional
Phrase):
 "In case of disasters."
 Refers to a possible or
hypothetical situation.
TASK 1: READ THE TEXT
BELOW AND COMPLETE THE
DIAGRAM ABOUT SAVE THE
CHILDREN. (p.49-50)
* T asks Ss some questions to
find out what they already know
about Save the Children.
+ What do you know about this
organisation?
+ When was it formed?
+ What is the main aim of this
organisation?
+ When did it start working in

TASK 1: READ THE TEXT BELOW
AND COMPLETE THE DIAGRAM
ABOUT SAVE THE CHILDREN.
(p.49-50)
- Ss do as instructed.
-Ss work in pairs and read the text
about Save the Children and
complete the diagram.
- Some Ss write their missing words
on the board.
- Ss share their answers with a
partner.

6

Viet Nam?
**** T checks answers as a class.
Key:
1. 120
2. improve (their) teaching skills
and use digital technology
3. to go to school
4. life-saving skills
4. PRODUCTION/ FURTHER PRACTICE (10 mins)
Teacher's activities

Student's activities

TASK 2: WORK IN GROUPS.
USE THE DIAGRAM TO TALK
ABOUT SAVE THE CHILDREN.
(p.50)
* T asks Ss to form small groups
and has each student in the
group prepare a brief talk about
Save the Children based on their
completed diagram.
**** T gives feedback.

TASK 2: WORK IN GROUPS. USE
THE DIAGRAM TO TALK ABOUT
SAVE THE CHILDREN. (p.50)
** Ss prepare the talk in 2-3 minutes
and practice in 5-6 minutes.
*** Ss talk about the organisation in
front of the whole class.

5. WRAP-UP & HOMEWORK (5 mins)
Teacher's activities
1. Consolidation:
- T asks Ss to remind the new
knowledge that they have just
studied.
- T summarizes some main
points.
2. Homework:
- T instructs homework for the
Ss.

Student's activities
1. Consolidation:
- The ways to express feelings
- Know more information about Save
the Children and what it has
contributed to the development of
Viet Nam
2. Homework:
- Do exercises in the part Looking
back
- Exercises in the workbook
- - Prepare for Looking back and
Project lesson

IV. COMMENTS:
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