Unit 3. Community Service. Lesson 1. Getting started

By the end of the lesson, Ss will be able to read a passage about community service and volunteer work; talk about community service and volunteer work.. New lesson.[r]

‘Green Summer Campaign’

‘working for the

-ask them why theythink ‘green summer’

relates to ‘working forthe community’, andwhat activities a personcan do

LISTEN AND READ Ex1:

-Ask Ss to open their

books to the picture Tcan ask Ss predictionquestions about thepicture

-Present some newwords

- Answer the T

questions

- If Ss has somevolunteer

experience,he/she can sharewith the class

-Answerquestions

5’

Recall information:

- Global Citizen is …… (the

name of the radio

programme)

- Hai Ba Trung School/is…

(the school where Mai and

a Read the conversation

again and tick T (true) or F

(False).

b Read the conversation

again Answer the following

a

- run through theexercises

- ask Ss to do theexercise individually

- go through eachstatement and ask Sshow the text in thedialogue supports theiranswers

-write the correctanswers on the board

b -Have Ss look at

where the phrase’ make

a difference’ is located

in the dialogue -Ask Ss to think abouthow books and clothescan help to better thechildren’s lives Ifneeded, explain to Ssthat ‘make a difference’

-Listen and recallsome

information

- work individually to answer the questions

-compare their answer with a partner and then discuss as a class

- Answer

People donate books and clothes to homeless children, and that makes a difference

5’ 2 Look at the words in the

box Can you put them in the

clean

 Look out!

There are many words that are

both verbs and nouns, e.g

volunteer, plant, help,

benefit…

means doing somethinggood, especially toimprove a situation

- ask Ss to think of acommunity garden intheir neighborhood

-Have Ss discuss thelast two questions inpairs

-elicit answers as aclass

Ex2

- Run through the

exercise then limit thetime for Ss to do thetask

-Tell Ss they can put

some words in morethan one column Twrites correct answers

on the board

Look out!

Draw Ss’ attention tothe box Ask Ss toidentify the words inexercise 2 which can beboth nouns and verbs,

or verbs and adjectives,Ask Ss if they can addmore examples of thewords they know

- Answer

teachers questions

5’

5’

5’

3 Fill the gaps with the

words in the box.

5 Create word webs

donate: books, blood, money,

clothes, toys, etc

Help: children, street people,

old people, the poor, etc

Clean: streets, lakes, rivers,

beaches, etc

Provide: food, attention, life

skills, education, houses, help,

-check the answers

Ex4:

- tell Ss to look at thelist of the verbs Ss havealready got fromexercise 2

- have Ss complete theexercise in pairs

Ex5:

-draw the word webs onthe board

-Have Ss work ingroups to complete theword webs in 4-5minutes on a sheet

of paper -Encourage Ss to think

of as many words aspossible

-swap the sheets amonggroups to check eachother’s answers

-elicit answers andchoose the winner

Ex6-Model the game with astudent first, then havethe class play the game

2’ 3 Homework

-Learn by heart new vocabulary and structures-Prepare: A closer look 1

By the end of the lesson, Ss will be able to - pronounce words containing

sounds/k/and/g/with increased fluency and accuracy; - use the lexical items related

to community service and volunteer work

II Teaching aids:

- A CD, a CD player and a picture

Choose the phrases that matches

the pictures below Write them in

the spaces.

Vocabulary

1 disabled people: người tàn tật

2 elderly people: người già

3 homeless people: người vô gia cư

4 Sick children: trẻ em bị bệnh

5 people in a flooded area: nạn

nhân vùng lũ

-T stick a picture of people

in need on the board (children in mountainous areas who do not have enough books)

-Divide the class into two groups

-Have Ss discuss what difficulties they think people in that situation face, and what they need

- Run through the exercise and let Ss do the matching individually

-write the correct answers

on the board then ask Ss to

-Ss discuss in

groups

-Work individually

In pairs, take turns describing the

people above Your partner

guesses which picture you are

talking about Then discuss how

you can help the people in these

situations.

Activity 3

a Look at the photos Which problems does each community have to face?

Write a,b or c next to the words in the table below

II Pronunciation.

Activity 4

community go colour green

garden clean glass give clothes

discuss these questions as a class: ‘What do you see in the pictures?’ ‘What are the difficulties they face?’

‘What do they need?’

Activity 2

-Ask Ss about how the people in each of the situation in 1 can be helped.

-Divide Ss into pairs to do the task

-Elicit ideas from the whole class.

Activity 3

a Ask ‘What do you see in the photos?’ ‘ Does our community have similar problems?’ Tell Ss the provided words include solutions as well Then have Ss work individually

to complete the task.

b Have Ss work in pairs to work out some solutions for the problems in a.

Encourage Ss to add their own ideas in addition to using the words provided

-Elicit their ideas as a class

-work in pairs

-Practice the items

-Do exercises in the Workbook.

-Prepare: A closer look 2

-Have Ss practice both words (the minimal pairs) from each row.

Activity 6

-Play the recording and ask

Ss to repeat

-Use back-chaining technique if Ss find it difficult to read the sentences T begins with the last word of the sentence for Ss to repeat T continues to read the words

in reverse order for Ss to repeat until the beginning

of the sentence.

Activity 7

-model this game with two

Ss first before dividing Ss into groups.

-ask Ss to think of other minimal pairs as in the table in 5 Ss can make their own tables for further practice.

- Listen,

circle and repeat the words

-Practice reading the sentences

-Play the game

Week 5

Date of teaching: 15/8/2014

Period: 18 UNIT 3: COMMUNITY SERVICE

Lesson 3: A Closer Look 2

I Objectives.

By the end of the lesson, Ss will be able to: understand the difference between the

past simple and the present perfect; use the time expressions that go with the past

simple and the present perfect

II Teaching aids:

-Verb form checking

Eg: help- helped- helped

see- saw- seen …

(2)

Both sentences say that the person

spent some time in Hoi An in the

past, but sentence (1) describes a

- divide the class into 2 groups

-read some verbs in bare form, group 1 say aloud the verbs in past simple form, group 2 say aloud the verbs inpast participle form

-Ask Ss to keep books closed

Write the following on theboard:

Draw their attention to thedifference between sentence(1) and sentence (2) by asking

Ss questions such as: When

do you think these actionshappened: in the past, atpresent, or in the future?

-Work in

groups

-Draw the rule of Present perfect and past simple with T

3’

particular trip which happened last

year, while sentence (2)

emphasizes that the person had an

experience of Hoi An and does not

focus on when it exactly happened

Adverbs that use after Simple

past: yesterday, last month, 2 years

ago…

Adverbs that use after Present

Perfect: ever, never, so far=

recently= lately, for several times,

for a long time, for ages, for,

b When do we use the past simple? Can you think of the rule?

Which sentence tells youexactly when it happened?

Activity 1

a Have Ss open the booksand do exercise 1individually Ask Ss toidentify the differencebetween the actions they haveunderlined ‘Last year weprovided evening classes forfifty children’ and ‘We’veasked people to donate booksand clothes to the children’

b - Show Ss the rule box, and

ask Ss to try to work out therule first Ask Ss if they knowthe time expressions thatoften go with the presentperfect and the past simple

4 has flown; went

5 Have you ever seen; saw

With a partner, write sentences

about yourself in the past simple

and present perfect Use the

words from the box below

Go through the Remember!

Box with Ss Ask them tomake sentences with thesewords and add more timeexpressions if they can

Activity 2

-Ask Ss to complete theexercise individually Thengive feedback as a wholeclass activity Before givingcorrect answers, T asks Ss totell him/her which phrases inthe sentences help them todecide if the verb should be

in the present perfect or thepast simple

Activity 3

Ss do the exerciseindividually, then comparethe answers with a partner Twrites the correct answers onthe board T may explain thedifferences between thepresent perfect and the pastsimple in sentences 3-4 and5-6

Activity 4

-Ask Ss write sentences aboutthemselves using the timeexpressions, then share themwith a partner

2’

Activity 5

In pairs, student a looks at the

fact sheet below and Ss B look at

the fact sheet on page 33 Each Ss

asks and answer questions about

the fact sheet to complete the

information.

3.Homework -Learn by heart new vocabularies

Remind Ss that this is aspeaking activity and thatthey should communicate incomplete sentences

-Monitor and take notes ofany common errors andcorrect them as a class later

-Work in pairs

By the end of the lesson, Ss will be able to know the activities that teenagers

in the USA and in Viet Nam have done to help the community

II Teaching aids:

Tutor (v) (n): dạy kèm, gia sư

nursing home (n): nhà dưỡng

graffiti (n): tường công cộng(có

Elicit different volunteeractivities from Ss Tell Ss tothink of the activities both in

community/city/town/Vietnam, and from other places thatthey may have read about, orseen in books, or on TV, orthe Internet etc

-ask Ss to try to guess themeaning of the Extra vocabulary box, and how that

may relate to communityservices and volunteer work

Discuss withT

Look at the photos and read

about the following volunteer

activities for teenagers in the

Work in groups Discuss the

benefits each activity may

bring to the community.

Share your answer with the

-Ask Ss what they think thevolunteers in the photos aredoing If Ss cannot recognisethe activities, draw Ss’

attention to small details in thephotos such as words written

on the coupons, or in theposter Then do the matchingtogether with Ss After that, Tmay ask if Ss know any otheractual information about thesevolunteer activities or if theyknow any other similaractivities that take place inViet Nam

Activity 3

Ask Ss to complete theexercise in groups Each groupchooses one person from thegroup to report to the class

-Work

individually

-follow T instruction and discuss

as a class

-Work in groups and present in front of the class

2’

Activity 4

Ask each other: Have you

ever done any of these

activities? Choose three

activities that you want to try.

Why do you want to do them.

3 Homework

-Learn by heart new

vocabularies and structures

-Do exercises in the Workbook

-Prepare: Skills 1

Activity 4

- Have each S interview

at least 3 classmates Ssshould take notes oftheir classmates’

answers so later, theycan share the mostinteresting answers withthe class

-Interview classmate then present

in front of the class

By the end of the lesson, Ss will be able to read a passage about community

service and volunteer work; talk about community service and volunteer work

II Teaching aids:

Students- Teacher Exchange:

Have you ever done volunteer work?

2 Activities

Activity 1 Reading the text about

volunteer work in the United States

Activity 2

(The text says Americans have had the

tradition of vounteering since the early

days of the country The USA was

“born”, or declared its independence, in

Activity 2

Remind Ss of some of the American volunteer activities they learnt about in the last lesson (Communication) Call

on Ss to read the

- Read the text

-work individually

6’

12’

(Americans volunteer because they enjoy

it, and not because they are forced or

Idea bank: Fill in the table with your

ideas for volunteer activities.

Activity 5

Work in groups Share the ideas in

your idea bank with your group

members Then, use the most

interesting ideas to create a new group

idea bank and share it with the class.

statements from exercise

2 aloud Ask Ss to guess

if the statements are true

or false.

-ask Ss to explain their choices (with support from the text) before giving corrective feedback.

Activity 3

-Ask Ss to read the passage again and answer the questions.

-Correct the answer as a class.

Activity 4

-Encourage Ss to think

of all the volunteer activities they have learnt so far in this unit, and any other activities that they know Tell Ss they only need to write

in note form and not in full sentences.

-Work individually

-Work individually

-Work in groups

2’ 4 Homework

-Do exercises in the Workbook.

-Learn new vocabularies and structures

to the class.

By the end of the lesson, Ss will be able to listen for specfic information; write a

paragraph about volunteer work.

II Teaching aids:

self- confident (adj): tự tin

special (adj): đặc biệt

Activities 1

Discuss the following

questions.

-Who do you think benefits

from that volunteer work?

-How do people benefit from

-Then discuss as a class the two questions in exercise 1.

-If T has some volunteer experience himself/herself, talk about it with the class.

-Take notes

-Discuss with T

(Answers with ‘because’ put

in another suitable place are

also correct.)

1 Because he didn’t wear

enough warm clothes, he’s

2 I stayed home because it

with Be a Buddy and Go Green.

Recall what happened in the first part of the interview (in Getting Started) Ask Ss it they can guess what Mai and Phuc will talk about

in the second part of the interview.

-Play the recording and elicit from

Ss the gist of this recording (It’s about the benefits Mai and Phuc think that volunteer work brings about.)

-Play the recording as many times

as necessary and have Ss answer the questions

-introduce ‘as’ and ‘since’, which are similar in meaning and use

-Follow T instructions -Listen and answer the questions

-Listen and

do the exercise individually

-Follow T instructions and do the exercise individually