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

Giáo án Looking Back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use the past simple to talk about finished actions in community service, with regular and irregular verbs.
    • Form negative sentences (did not + base verb) and questions (Did + subject + base verb?) correctly.
    • Pronounce regular -ed endings as /t/, /d/ or /ɪd/ based on the final sound of the verb.
    • Use topic vocabulary about community service (donate, collect rubbish, provide, community, volunteer).
    • Give, accept and respond to compliments politely.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own past simple errors, correct them and record the rules in their notebooks without waiting for the teacher to repeat them.
  • Communication and collaboration: Ss work in pairs to repair sentences, rebuild questions and practise giving and accepting compliments, recognising their team's contribution.
  • Problem-solving and creativity: Ss decide the correct verb form, pronunciation group and polite expression in context, and explain their choices to the class.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and repair short sentences about community service, speak about their own past activities and write one sentence describing a mistake they can now avoid.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss identify past simple forms, apply the -ed pronunciation rule to sort verbs into /t/, /d/ and /ɪd/ groups, and use topic words such as donate, collect rubbish and provide accurately.

3. Personal qualities

  • Diligence: Ss complete all repair and rebuild tasks and check their answers against the key before moving on.
  • Responsibility: Ss take ownership of their own mistakes by explaining and correcting one error they often make.
  • Kindness: Ss give specific, sincere compliments to classmates and accept compliments warmly, crediting the group.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the example sentences, the 10 exercises and the answer key
  • Whiteboard and coloured markers
  • Worksheet 1: Past simple and -ed sounds (printed for each pair)
  • NeoEdu lesson page (interactive exercises): neoedu.vn/learn/7/english/unit-3-looking-back

2. Students

  • Student's book Tiếng Anh 7 (Global Success), Unit 3
  • Notebook, pen and pencil
  • Small whiteboard and marker (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lightning recall: community service

a) Aims

Ss activate the topic vocabulary of community service and recall past simple forms they already know.

b) Content

Ss brainstorm words linked to community service in pairs. T then asks: 'What did you do for your community last month?' and models the answer: 'I collected rubbish in my street last month.'
Key words on the board: donate, collect rubbish, provide, community, volunteer, shelter, collection point.

c) Expected outcomes

A word web on the board with at least 6 topic words, for example:

  • donate = quyên góp (give money or things to help others)
  • collect rubbish = nhặt rác
  • provide = cung cấp
  • community = cộng đồng
  • volunteer = tình nguyện viên
  • shelter = nơi trú ẩn
    One example sentence in the past simple from each pair.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'community service' in the centre of the board and asks Ss to brainstorm related words in pairs within 1 minute. T says: 'Tell your partner one thing you did for your community last month.'

    Students

    Ss look at the board, think of words and listen to the task.

  2. Teacher

    Step 2: Task performance

    T walks around, prompts pairs who are stuck with pictures in their minds (for example: 'Think about your street or school') and gives the Vietnamese meaning of any unknown word when needed.

    Students

    Pairs call out words and make short past simple sentences, for example: 'I donated old books to a shelter.' / 'We collected rubbish at the park.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to read their sentences aloud and asks: 'Which verb is in the past form? How do you know it is past?'

    Students

    Ss answer: 'Donated, collected – the action is finished. We know it from last month / yesterday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic words, writes them in the word web and says: 'Today we will review the past simple and the pronunciation of -ed endings to talk about our community activities.'

    Students

    Ss copy the topic words into their notebooks and state today's aim.

Activity 2.1: Knowledge formation · 10 minutes

Past simple: forms and use

a) Aims

Ss systematise the forms of the past simple (regular, irregular, negative, question, was/were) and recognise the error 'did not collected'.

b) Content

Ss complete Worksheet 1, Part A: sort the verbs given into regular and irregular groups, write the past form, then answer the questions below.

  1. Which time expressions show a finished past time? (last Saturday, yesterday, last week)
  2. Why is 'They did not collected' wrong?
  3. How do we make a question with did?

c) Expected outcomes

Key points written in Ss' notebooks:

  • Past simple describes finished events at a past time.
  • Regular verbs add -ed, with spelling changes such as study → studied.
  • Common irregular forms: go → went, give → gave, make → made.
  • Negative: did + not + base verb (did not donate, did not go).
  • Question: Did + subject + base verb? (Did you help at the library?)
  • 'They did not collected' is wrong because did already carries past time. Correct: They did not collect.
  • Was/were forms do not use did in negatives and questions (We were not at school. Were they volunteers?).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: 'Work in pairs. Part A: sort the verbs and write the past forms. You have 4 minutes.'

    Students

    Ss read the task and check the instructions with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Does this verb change its form or stay the same?' 'Is this a finished action or a current habit?'

    Students

    Pairs sort the verbs, for example: Regular: help → helped, play → played, donate → donated; Irregular: go → went, give → gave, make → made. They answer the three questions on the worksheet.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to share answers and asks: 'Why do we not use did with was or were?'

    Students

    Ss answer: 'Did already shows the past, so the verb after did is in the base form. Was and were are already past forms.'

  4. Teacher

    Step 4: Conclusion and assessment

    T projects the key points, underlines the error 'They did not collected' and models the correction 'They did not collect.' T reminds Ss to write the rules in their notebooks.

    Students

    Ss compare with the key, correct any mistakes and copy the rules into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation of -ed endings

a) Aims

Ss pronounce regular -ed endings correctly by identifying the final sound of the verb: /t/ after voiceless sounds (except /t/), /d/ after voiced sounds (except /d/), /ɪd/ after /t/ or /d/.

b) Content

Ss read the words in Worksheet 1, Part B aloud and sort them into three groups: /t/, /d/, /ɪd/.
Words: helped, played, wanted, needed, collected, watched, cleaned, donated.
T asks: 'Which words add an extra syllable?'

c) Expected outcomes

Sorted table:

  • /t/: helped, watched (final sounds /p/ and /tʃ/ are voiceless, not /t/)
  • /d/: played, cleaned (final sounds /eɪ/ and /n/ are voiced, not /d/)
  • /ɪd/: wanted, needed, collected, donated (final sounds /t/ and /d/)
    Key idea: it is the final sound, not the final letter, that decides the ending. Only /ɪd/ adds a syllable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models two words: 'helped' and 'wanted'. T says: 'Listen. Helped ends with a /t/ sound, not a /d/ sound. Wanted has an extra syllable.' T then gives the sorting task.

    Students

    Ss listen and repeat the two models after T.

  2. Teacher

    Step 2: Task performance

    T plays the model pronunciation of the words (or reads them aloud) and asks pairs to sort them. T monitors the pronunciation of /ɪd/ words.

    Students

    Pairs read each word aloud, decide the final sound, then place it in the correct group in the table.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the /ɪd/ group aloud and the class to count the syllables. T asks: 'Why is watched /t/ and not /d/?'

    Students

    Ss answer: 'Watch ends with /tʃ/, a voiceless sound, so the -ed is /t/.' Ss clap or tap to count syllables.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the three rules on the board and states: 'Look at the final sound, not the spelling.' T asks Ss to write 2 new words in each group in their notebooks.

    Students

    Ss copy the rules and note the new words in the correct groups.

Activity 3: Practice · 12 minutes

Repair, rebuild and choose

a) Aims

Ss apply past simple forms, question word order, topic vocabulary and polite request language in controlled exercises.

b) Content

Pairs work through the exercises on the slide. Ss repair sentences (1–4), choose the meaning of a topic word (6), complete a polite request (7), rebuild a question (8) and identify the pronunciation label (9).

  1. Repair: 'Last Saturday we donate books to a shelter.'
  2. Repair: 'Mai go to the collection point yesterday.'
  3. Repair: 'We did not threw the old books away.'
  4. Repair: 'Do you help at the library last week?'
  5. Choose the meaning of 'donate': A. cộng đồng B. quyên góp C. tình nguyện viên D. nhặt rác
  6. Choose from please / yesterday / loudly to complete: 'Could you say that again, ___?'
  7. Rebuild: Did – your class – clean – the park – yesterday?
  8. Which label fits 'helped'? A. /ɪd/ B. /t/ C. /d/

c) Expected outcomes

Answer key:

  1. B. Last Saturday we donated books to a shelter. (Last Saturday is a finished past time; donate → donated.)
  2. A. Mai went to the collection point yesterday. (The past of go is went.)
  3. D. We did not throw the old books away. (After did not, use the base form.)
  4. C. Did you help at the library last week? (A finished past action uses Did + base verb.)
  5. B. quyên góp
  6. please (It makes the request polite.)
  7. Did your class clean the park yesterday?
  8. B. /t/ (Help ends with /p/, a voiceless sound other than /t/, so -ed is /t/.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the exercises and says: 'Work with your partner. Repair the sentences first, then choose or rebuild. Write your answers in your notebook. You have 7 minutes.'

    Students

    Ss read the exercises and clarify the instruction with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors, checks pairs who choose 'Does you' or 'Are you' and asks: 'Which auxiliary goes with past time?' T may use the NeoEdu interactive exercises as a self-check after the pairs finish.

    Students

    Pairs complete the exercises and check their answers with each other. Ss who finish early use the NeoEdu interactive exercises to self-check.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs for exercises 1, 4, 6, 8 and 9 and asks each pair to justify their answer, for example: 'Why not A in exercise 4?'

    Students

    Ss answer, for example: 'Does is for present time. Did is for finished past time and is followed by the base verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and reminds Ss: 'A correct keyword does not make an irrelevant response correct. Always read the whole context.'

    Students

    Ss check their answers, mark wrong answers with a different colour and write the correction.

Activity 4: Application · 10 minutes

My mistake and our community

a) Aims

Ss personalise the past simple by describing a community activity, identify one language mistake they can now avoid, and give, accept and respond to compliments politely.

b) Content

Step 1: Individually, Ss write 3–4 sentences about a community activity they did last weekend (in the past simple). Then they write one mistake they often make and its correction, for example: 'I did not collected rubbish.' → 'I did not collect rubbish.'
Step 2: In pairs, Ss take turns to read their sentences and give one specific compliment, for example: 'Your idea to donate books to the shelter is wonderful!' The listener accepts politely and recognises the team, for example: 'Thank you! It was a team effort; my friends helped me a lot.'

c) Expected outcomes

  • Individual written paragraph of 3–4 sentences in the past simple, with one correct use of did not + base verb or Did + subject + base verb question.
  • A corrected mistake sentence, for example: 'Incorrect: They did not collected the old books. Correct: They did not collect the old books.'
  • At least 2 compliments and responses per pair, for example: 'Your poster looks great!' – 'Thanks, we all worked hard on it together.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write about one community activity you did last weekend. Then write one mistake you can now avoid and its correction. After that, you will share with a partner and give compliments.' T models a short example on the board.

    Students

    Ss listen, look at the model and ask clarifying questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors the writing and gently corrects errors. T models the compliment exchange with one volunteer: 'Your project is very creative!' – 'Thank you. It was a team effort.'

    Students

    Ss write individually for about 4 minutes, then take turns in pairs to give and accept compliments.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their paragraph or share a compliment exchange and asks the class: 'Was the compliment specific? Did the speaker thank the team?'

    Students

    Volunteers read their sentences. Classmates respond, for example: 'Yes, the compliment was specific because it mentioned the book drive.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises specific compliments and accepted responses, summarises the lesson and reminds Ss: 'Look at the final sound, use did + base verb, and always recognise your team.'

    Students

    Ss write the corrected mistake in their notebooks and note the compliment expressions.

Worksheets

Worksheet 1: Past simple and -ed sounds

Part A: Sort the verbs into regular and irregular, then write the past form.

  • help, go, give, donate, make, play, collect, provide

Answer these questions:

  1. Which time expressions show a finished past time?
  2. Why is 'They did not collected' wrong?
  3. How do we make a question with did?

Part B: Read the words aloud and put them into the correct group.

  • helped, played, wanted, needed, collected, watched, cleaned, donated
  • Group /t/:
  • Group /d/:
  • Group /ɪd/:

Question: Which words add an extra syllable?

Homework

  • Write a short paragraph (5–6 sentences) in the past simple about a community service activity you did last month. Use at least two topic words: donate, collect rubbish, provide, volunteer.
  • Correct these sentences: 'We did not threw the rubbish away.' / 'Did you went to the shelter yesterday?' / 'Mai did not helped at the library.'
  • Sort these words into /t/, /d/ and /ɪd/ groups and read them aloud to a family member: wanted, needed, watched, cleaned, donated, collected.
  • Practise the NeoEdu interactive exercises at neoedu.vn/learn/7/english/unit-3-looking-back and note down the questions you still find difficult to bring to the next lesson.

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