UNIT 4 FOR A BETTER COMMUNITY
Lesson 8: Looking back and Project
I. OBJECTIVES:
By the end of this lesson, students will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4
- Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop presentation skills
- Develop critical thinking skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills
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 student(s)
Date of teaching
Notes
2. New lesson:
1. WARM UP & INTRODUCTION(7 mins)
Teacher's activities
Student's activities
BRAINSTORMING
BRAINSTORMING
* T divides the board and divides the class
- Ss do as instructed.
into 2 teams.
** Ss listen to the instructions.
*** Members of each team take turns and
write as many two-syllable words with the
same spelling as possible in 2 minutes.
**** The group having more correct
answers is the winner.
Suggested answer:
increase
record
present
import
perfect
rebel
2. PRESENTATION/ NEW LESSON (10 mins)
Teacher's activities
Student's activities
LOOKING BACK
LOOKING BACK

PRONUNCIATION
Listen and mark the stressed syllables in
the words in bold. Then practise saying
the sentences. (p.50)
Asks Ss to read through the sentences,
checks comprehension and encourages
them to mark the stressed syllables in the
words in bold based on the clues in the
sentence.
1.
We hope that the number of
volunteers will increase this year.
"Increase"
Clues for stress:
Will + V
Stress is on the second syllable when it's a
verb: in-CREASE.

PRONUNCIATION
Listen and mark the stressed syllables in
the words in bold. Then practise saying
the sentences. (p.50)
student recall knowledge of two-syllable
words with the same spelling
Ss to read through the sentences, checks
comprehension and mark the stressed
syllables in the words in bold based on the
cues in the sentence.
1. We hope that the number of volunteers
will increase this year.
Cue: will

2. When will you present your report
about the volunteer project?

2. When will you present your report about
the volunteer project?
Cue : you

"
Clues for stress:
Will + V
Stress is on the second syllable when it's a
noun: pre-SENT

3. I always keep a ''record'' of visitors'
donations.
Cue: a

3.
I always keep a ''record'' of visitors'
donations.
"Record"
Clues for stress:
We see that there is an article “a” in front of
record, so record plays the role of a noun
4. We still ''import'' too many products
with the first syllable stressed.
that can be made in our country.
Stress is on the first syllable when it's a
Cue:
object
- products
noun: RE-cord.
4.
We still ''import'' too many products
that can be made in our country.
"Import"
Clues for stress:
We see that after import there is the object
“products”, so import plays the role of a
verb with the second syllable stressed.
Stress is on the second syllable when it's a
verb: im-PORT.
* T asks Ss to listen and mark the stressed
syllables in the words in bold in each
sentence.
**** T corrects Ss if necessary and praises
for good pronunciation and fluent delivery.

- Ss listen
- Ss do as instructed.
- Ss listen carefully
-Ss practise saying these sentences out loud
in pairs / groups, paying close attention to the
stress pattern of the words in bold.
-Some Ss say these sentences out loud in
front of the class
Key:
1. We hope that the number of volunteers
will in'crease this year.
2. When will you pre'sent your report about
the volunteer project?

Key:
1. We hope that the number of volunteers
will in'crease this year.
2. When will you pre'sent your report
about the volunteer project?
3. I always keep a 'record of visitors'
donations.
4. We still im'port too many products that
can be made in our country.
VOCABULARY
Fill in the gaps with the correct forms of
the words in brackets.
* T helps student recall knowledge of adj
with suffixes: -ed, -ing, -ful, -less and well
as word type
* T asks Ss to read each sentence and
checks comprehension. Then T focuses Ss'
attention on the words in brackets.
** Ss brainstorm words that can be formed
from the words in brackets, e.g. ending,
endless, excited, exciting, helpful, helpless,
volunteer (v-n), voluntary, volunteering,
donation, donors.
1. There are (end) ______ opportunities
for teenagers to volunteer these days.
- Grammar clue: The blank needs
an adjective to describe "opportunities."
- Hint for Students: Look for a word
derived from "end" that means "limitless."
2. We were very (excite) _______ to help
children organise afterschool activities.
- Grammar clue: The blank needs
an adjective in the past participle form to
describe the subject's emotion.
- Hint for Students: The word should
describe the feeling of being happy or
enthusiastic.

3. I always keep a 'record of visitors'
donations.
4. We still im'port too many products that
can be made in our country.

VOCABULARY
Fill in the gaps with the correct forms of
the words in brackets
- student recall knowledge of adj with
suffixes: -ed, -ing, -ful, -less and well
as word type
- Ss study the context carefully and
decide on the adjectives to fill in these
gaps.
-

Ss find the cues for word form, guess
the answer and explain if possible
1. There are (end) endless opportunities for
teenagers to volunteer these days.
Cue: opportunities

2.
We were very (excite) _______ to
help children organise afterschool activities.
Cue: We were very

3. The local people were really (help) ___.
They supported us all the time we stayed
there.
Cue: local people/ supported all time

3. The local people were really (help) ___.
They supported us all the time we stayed
there.
- Grammar clue: The blank requires
an adjective to describe the locals' behavior.
4. We need more (volunteer) volunteers for
- Hint for Students: Think of a word
our community projects.
derived from "help" that means "willing to
Cue : more/ for community projects.
assist."

4. We need more (volunteer) volunteers for
our community projects.
- cue: "We need more": Implies a plural
noun because "more" refers to quantity.

5. Our charity groups received generous
(donate) donations from the local people.
Cue: generous

5. Our charity groups received generous
(donate) donations from the local people.
- "Generous": Describes something given or
contributed.
- "Our charity groups received": Indicates
the blank refers to something tangible (a
noun).
Ss check their answers in pairs / groups.
- Hint for Students: Think of a word
derived from "donate" that refers to the act
- Ss compare their answers with a partner
of giving something, especially money.
**** T checks answers as a class by asking
individual Ss to read the sentences.
Key:
1. endless
2. excited
3. helpful
4. volunteers
5. donations
3. PRACTICE (13 mins)
Teacher's activities
Student's activities
GRAMMAR
GRAMMAR
Complete the sentences using the correct Complete the sentences using the correct
forms of the verbs in brackets. Use the
forms of the verbs in brackets. Use the
past simple or past continuous.
past simple or past continuous.
* T helps student recall knowledge of past
*student recall knowledge of past simple or
simple or past continuous with when and
past continuous with when and while
while
*Ss brainstorm words that can be formed
* T asks Ss to read each sentence and
checks comprehension. Then T focuses Ss' from the words in brackets
*Ss study the context carefully and decide
attention on the words in brackets.
* T asks Ss to read each sentence and put
which action is the longer one. Pay attention
the verb in brackets in the correct form.
to the use of the connectives when and while.
**** T checks answers as a class by asking * Ss check their answers in pairs / groups.
individual Ss to read the sentences.
Key:
- Ss compare their answers with a partner
1. met, were working
2. were walking, saw
3. noticed, was delivering
4. arrived, was giving
4. PROJECT (10 mins)
Teacher's activities
Student's activities
- Gives Ss a checklist for peer and selfSuggested answer

assessment and explains that they will have
to tick the appropriate items while listening
to their classmates' presentations and write
comments if they have any. (The presenters
should complete their self-assessment
checklist after completing their
presentation).
- Goes through the criteria for assessing
their talk to make sure Ss are familiar with
them.
- Invites two or three groups to give their
presentations and encourages the rest of the
class to ask questions at the end.

1.
What is the volunteer project
about?

The project is about cleaning up
local beaches to protect the environment and
raise awareness about waste management and
environmental conservation.
2.
What are the aims of the project?

The aims are to reduce
pollution, create a cleaner environment for
the community, and educate people on the
importance of keeping public spaces clean
and sustainable.
3.
Where is it carried out?

The project is carried out at the
local beach area near the community, where
litter and waste are commonly found.
4.
Who takes part in the project?

The participants include
students, local residents, environmental
activists, and sometimes tourists who want to
contribute to the community.
5.
What are the main activities of the
project?

The main activities include
collecting trash from the beach, sorting
recyclable materials, organizing workshops
on environmental protection, and planting
trees along the coastline.
6.
Who will benefit from the project?

The primary beneficiaries are
the local community, as they get a cleaner
and healthier environment, as well as marine
life, which thrives in less polluted waters.

5. WRAP-UP & HOMEWORK (5 mins)
Teacher's activities
Student's activities
1. Consolidation:
1. Consolidation:
- T asks Ss to remind the new knowledge
+ Pronunciation : Pronunce two-syllable
that they have just studied.
words with the same spelling with correct
- T summarizes some main points.
stress
2. Homework:
+ Grammar ; The past Simple and past
- T instructs homework for the Ss.
Continuous with when and while
+ Vocabulary: words and phrases related to
the topic of community development, adj

suffixes -ed vs -ing, -ful vs -less
2. Homework:
- Exercises in the workbook
- Prepare for Unit 5 lesson 1
IV. COMMENTS:
.............................................................................................................................................
V. HANDOUTS: Suggested checklist for peer assessment:
Tick where
appropriat
Comments (in English or Vietnamese)
e
DELIVERY
- The presenters greeted the
audience.
- The presenters spoke clearly
and naturally.
- The presenters cooperated
when delivering their talk.
- The presenters interacted
with the audience.
- The presenters used some
photos /pictures to illustrate
their ideas.
- The presenters concluded
their talk appropriately
CONTENT: The presentation
includes the following
information about A Volunteer
Project
What is the volunteer project
about?
What are the aims of the
project?
Where is it carried out?
Who takes part in the project?
What are the main activities of
the project?

Suggested checklist for self-assessment:
Tick where
appropriate
DELIVERY
- I greeted the audience.
- I spoke clearly and naturally.
- I cooperated with my group
members when delivering the
talk.

Comments (in English or Vietnamese)

- I interacted with the
audience.
- I used some photos / pictures
to illustrate my ideas.
- I concluded my part of the
talk appropriately.
CONTENT: The presentation
includes the following
information about about A
Volunteer Project.
What is the volunteer project
about?
What are the aims of the
project?
Where is it carried out?
Who takes part in the project?
What are the main activities of
the project?