NeoEdu
Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 3. Community service

Giáo án Communication

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Give a specific compliment about a team's community service and accept a compliment politely, recognising the team.
  • Ask for repetition, clarification and confirmation during a conversation about community service, using expressions such as "Could you say that again?" and "Do you mean…?".
  • Use topic vocabulary (donate, volunteer, shelter, collect rubbish, provide, community) to plan and present a realistic proposal for a greener neighbourhood.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the practice tasks alone first, check their answers against the key, and correct their own mistakes before the class review.
  • Communication and collaboration: Ss take turns in pairs and groups, listen to their partners, ask clarification questions and divide roles fairly when planning the neighbourhood project.
  • Problem-solving and creativity: Ss identify a local environmental problem, propose a safe and realistic action with adult support, and decide who will do what.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss give and respond to compliments, repair a misunderstanding by asking focused questions, paraphrase a key detail, and present a neighbourhood plan using a clear structure.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic words correctly, pronounce the questions for clarification with rising intonation, and use the simple future ("will") and present simple to describe who does what.

3. Personal qualities

  • Kindness: Ss sincerely praise their classmates' work and recognise the contributions of the whole team, not only the speaker.
  • Responsibility: Ss take responsibility for their assigned role in group work and only propose actions that are safe and suitable for their age, with adult support.
  • Honesty: Ss clearly separate a proposal from completed work and do not claim that an action has already been done when it has not.

II. Teaching aids and materials

1. Teacher

  • Lesson slides, pictures of volunteers collecting rubbish, donating books and helping in a shelter
  • Whiteboard and markers
  • Worksheet No. 1 and Worksheet No. 2 (printed for each pair)
  • Cards for the neighbourhood problems (one set per group)
  • NeoEdu lesson page for the presentation, examples and interactive exercises: neoedu.vn/learn/7/english/unit-3-communication

2. Students

  • Student's book, notebook, pen, pencil (bút chì), eraser
  • A sheet of A4 paper or a small poster sheet for the group plan

III. Procedures

Activity 1: Warm-up · 10 minutes

Picture Guessing: Community Service

a) Aims

Ss activate prior knowledge of community service and recall the topic words before the lesson.

b) Content

T shows four pictures: a group of volunteers collecting rubbish in a park, a girl donating books, a team preparing food at a shelter, and a class planting trees. Ss guess the activity in each picture and say one full sentence about it.
Guiding question: "What are the people doing in this picture?"

c) Expected outcomes

Ss name the activities and write the topic words on the board: volunteer, donate, collect rubbish, shelter, provide, community.
Example sentences from Ss: "They collect rubbish in the park." / "She donates books to the children." / "The volunteers provide food at the shelter."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Look at the pictures. Work in groups of four. Guess what the people are doing and say one sentence." T gives an example: "They are planting trees."

    Students

    Ss look at the pictures and listen to the instructions. Ss ask if they are unsure about the task.

  2. Teacher

    Step 2: Task performance

    T walks around, helps groups with vocabulary and encourages Ss to use full sentences. T prompts: "What is the community doing?"

    Students

    Groups discuss and write one sentence for each picture. Expected answers: "They are collecting rubbish." / "She is donating books." / "They are volunteering at a shelter."

  3. Teacher

    Step 3: Report and discussion

    T calls on one student from each group to read a sentence. T writes the key words on the board and asks: "What is the word for people who help without being paid?"

    Students

    Ss read their sentences. Expected answer: "Volunteers." Ss repeat the new words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic words and gives the Vietnamese meanings: donate (quyên góp), volunteer (tình nguyện viên), shelter (nơi trú tạm), collect rubbish (nhặt rác), provide (cung cấp), community (cộng đồng). T introduces the lesson topic: giving compliments and talking about community service.

    Students

    Ss copy the words into their notebooks and write the lesson title.

Activity 2.1: Knowledge formation · 20 minutes

Giving and Accepting Compliments

a) Aims

Ss learn how to give a specific compliment, accept it politely and recognise the team rather than dismissing the speaker.

b) Content

T presents the model dialogue:
A: Your team did a useful job.
B: Thank you. Everyone helped.
T asks Ss the questions:

  1. "What does A praise?" (the team's job)
  2. "Does B say that only he or she did the work?" (No, B recognises the whole team.)
  3. "Is the compliment specific?" (Yes, it names the job, "a useful job".)
    Ss then complete Worksheet No. 1 by matching the compliments with the polite responses and by writing one new compliment about a community project.

c) Expected outcomes

Ss fill in the chart on Worksheet No. 1:

  • Compliment: "Your team did a useful job." → Response: "Thank you. Everyone helped."
  • Key idea: give a specific compliment, accept it politely, recognise the team.
    Ss' own example: "Your group collected a lot of rubbish in the park." → "Thank you. We all worked hard."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Listen and read the dialogue. Then, in pairs, answer the three questions on the board." T gives Worksheet No. 1 to each pair.

    Students

    Ss listen to T read the dialogue twice and repeat it chorally. Ss open Worksheet No. 1.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and checks that Ss understand "specific" and "recognise the team". T prompts: "Does the speaker say 'I did it'?"

    Students

    Pairs answer the questions and complete the chart. Expected answers: A praises the team's useful job; B does not dismiss the compliment and thanks the team; the compliment is specific because it names the job.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to read their dialogue aloud. T asks: "Why is 'Everyone helped' a good response?"

    Students

    Pairs read their dialogues. Expected answer: "Because it shows the work was shared by the team."

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key structures on the board: "Your team did a useful job." / "Thank you. Everyone helped." T stresses: give a specific compliment, accept it politely, recognise the team. T corrects the pronunciation of "useful" /ˈjuːsfl/ and "Everyone" /ˈevriwʌn/.

    Students

    Ss repeat the key phrases and write the summary in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Listening, Repairing and Paraphrasing

a) Aims

Ss learn how to repair a misunderstanding by asking for repetition, checking understanding and paraphrasing a key detail.

b) Content

T introduces three repair expressions:

  • "Could you say that again?" (ask for repetition)
  • "Do you mean…?" (check understanding)
  • "Could you explain one detail, please?" (ask for clarification)
    T explains: a listener can use these phrases when the information is unclear. After checking, the listener paraphrases one key detail. T models with a short exchange about a clean-up day:
    A: We will collect rubbish at the park on Saturday.
    B: Could you say that again, please?
    A: We will collect rubbish at the park on Saturday.
    B: Do you mean the park near the school?
    A: Yes, that's right.

c) Expected outcomes

Ss complete a mini-chart in their notebooks:

  • Ask for repetition → "Could you say that again?"
  • Check understanding → "Do you mean…?"
  • Ask for clarification → "Could you explain one detail, please?"
  • Paraphrase → "So, you will clean the park on Saturday morning."
    Key idea: a clear repair question names the unclear point; after checking, the listener repeats the key detail in simpler words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Listen to the exchange. What is the problem? How does B repair it?" T plays or reads the model exchange twice.

    Students

    Ss listen carefully and note the repair expressions. Ss copy the three expressions into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns: A gives a short detail about a community activity; B uses one repair expression, then paraphrases the detail. T monitors rising intonation in questions.

    Students

    Pairs practise the exchange with new real details (for example, a book donation on Friday). Expected paraphrase: "So you will donate books on Friday afternoon."

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to perform in front of the class and asks the class: "Did B check the right detail?"

    Students

    Two pairs perform. The class answers: "Yes, B checked the time." / "Yes, B asked 'Do you mean…?'"

  4. Teacher

    Step 4: Conclusion and assessment

    T explains: when the speaker repeats the question, the listener should pause politely, ask a focused question and then confirm the answer in their own words. T reminds Ss to use new real details rather than reciting the model dialogue.

    Students

    Ss write the summary sentence in their notebooks: "Pause, name the unclear detail, ask a focused question, then paraphrase."

Activity 3.1: Practice · 10 minutes

Choose, Order, Judge and Match

a) Aims

Ss consolidate the language of giving compliments and repairing misunderstandings through multiple-choice, ordering, judging and matching exercises.

b) Content

Ss complete Worksheet No. 2, Exercises 1–5, in pairs. Then they check the answers with T.

  1. A partner says: "Your team did a useful job." Choose a relevant response. A. The question has no meaning in English. B. Thank you. Everyone helped. C. I am returning this lost umbrella. D. That is my examination number.
  2. Which phrase politely asks the speaker to repeat? A. Could you give an example, please? B. Could you say that again, please? C. Could you explain why, please? D. Could you tell me when, please?
  3. Order the interaction: a) Could you explain one detail, please? b) Your team did a useful job. c) Of course. Let me give an example. d) Thank you. Everyone helped.
  4. Judge helpful communication: a) Respond to the actual question. b) Interrupt whenever you know one word. c) Ask for clarification if unsure. (T / F)
  5. Match the communicative action with the expression: ask for repetition; check understanding; invite a view. Expressions: "Could you say that again?" / "Do you mean this?" / "What do you think?"

c) Expected outcomes

Answer key:

  1. B. Thank you. Everyone helped.
  2. B. Could you say that again, please?
  3. b → d → a → c (Your team did a useful job. / Thank you. Everyone helped. / Could you explain one detail, please? / Of course. Let me give an example.)
  4. a) T; b) F; c) T
  5. ask for repetition – "Could you say that again?"; check understanding – "Do you mean this?"; invite a view – "What do you think?"

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Work in pairs. Read Exercises 1 to 5 on Worksheet No. 2. You have five minutes. Choose, order, judge and match."

    Students

    Ss read the instructions and ask T about any unknown word, such as "relevant" (liên quan).

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss to read the whole context, not only the keywords.

    Students

    Pairs complete the exercises and write their answers in the blanks on the worksheet.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to give answers to each exercise and asks: "Why is option A in Exercise 1 wrong?"

    Students

    Pairs report answers. Expected explanation: "Option A is not related to the compliment."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and stresses: a correct keyword does not make an irrelevant response correct. T asks Ss to mark their own answers and correct any mistakes in red.

    Students

    Ss check and correct their answers, then write the correct answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Role-play: Compliments and Repair

a) Aims

Ss use the language of giving compliments, follow-up questions and repair in a short role-play with a partner.

b) Content

Ss complete Exercises 6–8 on Worksheet No. 2.
6. Paraphrase the reply in simpler English without changing its meaning: "Thank you. Everyone helped."
7. Role-play giving compliments with a partner. Include a follow-up question and an appropriate response.
8. Explain how to repair a misunderstanding during giving compliments, then demonstrate the repaired exchange.

c) Expected outcomes

Sample answers:
6. "Thanks. All of us helped." / "Thank you. We all worked together."
7. A: Your team did a useful job. B: Thank you. Everyone helped. A: Could you give me an example? B: Yes. Let me explain. We collected rubbish at the park.
8. Repair steps: pause politely, say which detail is unclear, ask a focused question, then confirm the answer in your own words. Example: A: "Do you mean the park near the school?" B: "Yes, we collected rubbish there on Saturday."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Work with your partner. Do Exercise 6 first, then role-play Exercise 7 with new details. In Exercise 8, show how you repair a misunderstanding."

    Students

    Ss read the tasks and decide who is A and who is B.

  2. Teacher

    Step 2: Task performance

    T walks around and listens for function, relevance, turn-taking and clear pronunciation. T prompts quiet pairs: "Can you ask a follow-up question?"

    Students

    Pairs write the paraphrase, role-play the compliment exchange and demonstrate the repair. Ss swap roles and use new details, such as a book donation or a tree-planting day.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to perform in front of the class. T asks the class to judge: "Did the speaker recognise the team?"

    Students

    Two pairs perform. Classmates answer: "Yes, B said 'Everyone helped'." / "Yes, the repair question named the unclear detail."

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on function, relevance, turn-taking and intelligibility. T summarises: give a specific compliment, accept it politely, and recognise the team.

    Students

    Ss write the key phrases from their role-play in their notebooks and note one improvement for their own speaking.

Activity 4: Application · 25 minutes

Planning a Greener Neighbourhood

a) Aims

Ss plan a realistic, safe action to solve a local environmental problem and present it clearly, distinguishing a proposal from completed work.

b) Content

Ss work in groups of four. Each group draws one problem card, for example: "There is too much rubbish near the school gate." / "The park has no trees for shade." / "Plastic bottles are left on the streets."
Each group:

  1. Identifies the local environmental problem.
  2. Proposes one safe and realistic action with adult support (for example, "We will collect rubbish on Saturday with our parents.").
  3. Explains who will do what.
  4. Presents the plan in 1–2 minutes, using "We will…" for the proposal.
    Question for the listeners: "Is this completed or planned?" Ss answer: "It is planned."

c) Expected outcomes

Each group produces a short plan on a poster or sheet of paper:

  • Problem: Too much rubbish near the school gate.
  • Proposed action: We will collect rubbish every Friday after school, with adult support.
  • Roles: Minh – collects rubbish; Lan – donates bags and gloves; Hoa – provides a plan for the teacher; Nam – writes a reminder for the class.
  • Status: planned (not yet completed).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and the presentation criteria: problem, safe action, who does what, and the difference between a proposal and completed work. T shows a short example plan on the slide.

    Students

    Ss listen and ask questions about the criteria. Ss form groups of four and choose a group leader and a note-taker.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks that the actions are safe and realistic, and prompts: "Who will do this? Is it safe for students?"

    Students

    Groups discuss the problem and write their plan on the poster. Ss use "We will…" for planned actions and "We have…" only for completed actions.

  3. Teacher

    Step 3: Report and discussion

    T invites each group to present. After each presentation, T asks the class: "Is it planned or completed?" and "Who will do what?"

    Students

    Groups present their plans. Listeners answer, for example: "It is planned, because they say 'We will collect rubbish'." Listeners also ask a clarification question, such as "Do you mean every Friday?"

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups for specific compliments and clear roles, then reminds Ss that a proposal must be safe, realistic and supported by adults. T gives the homework task.

    Students

    Ss listen and note the feedback. Ss decide which action in their plan they will tell their family about.

Worksheets

Worksheet No. 1

Task: Read the dialogue and complete the chart.
Dialogue:
A: Your team did a useful job.
B: Thank you. Everyone helped.

Questions:

  • What does A praise? ___
  • Does B dismiss the compliment or recognise the team? ___
  • Is the compliment specific? Why? ___

Chart:

  • Compliment: ___
  • Polite response: ___
  • Key idea: give a specific compliment, accept it politely, recognise the team.

Your own example:

  • Compliment: ___
  • Response: ___

Worksheet No. 2

Exercise 1. Choose a relevant response to "Your team did a useful job."
A. The question has no meaning in English.
B. Thank you. Everyone helped.
C. I am returning this lost umbrella.
D. That is my examination number.
Answer: ___

Exercise 2. Which phrase politely asks the speaker to repeat?
A. Could you give an example, please?
B. Could you say that again, please?
C. Could you explain why, please?
D. Could you tell me when, please?
Answer: ___

Exercise 3. Order the interaction (1–4):
___ Could you explain one detail, please?
___ Your team did a useful job.
___ Thank you. Everyone helped.
___ Of course. Let me give an example.

Exercise 4. Judge helpful communication (T/F):
a) Respond to the actual question. ___
b) Interrupt whenever you know one word. ___
c) Ask for clarification if unsure. ___

Exercise 5. Match each communicative action with an expression:
Action: ask for repetition / check understanding / invite a view
Expression: "Could you say that again?" / "Do you mean this?" / "What do you think?"
Answer: ___ – ___; ___ – ___; ___ – ___

Exercise 6. Paraphrase in simpler English, same meaning: "Thank you. Everyone helped."
Answer: ___

Exercise 7. Role-play with your partner: give a compliment, ask a follow-up question and respond.

Exercise 8. Explain how to repair a misunderstanding during a compliment, then demonstrate the repaired exchange.
Answer: ___

Homework

  • Write a short paragraph (4–5 sentences) about the greener neighbourhood plan your group presented. Use "We will…" for the proposed actions and say who will do what.
  • Practise the compliment dialogue with your family or a friend. Use new real details, such as a book donation or a tree-planting day, not the same words as in class.
  • Prepare to talk about one community service activity you know. Write three sentences with the words donate, volunteer and collect rubbish.
  • Read the lesson again on NeoEdu (neoedu.vn/learn/7/english/unit-3-communication) and do the interactive exercises to check your answers.

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