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

Giáo án Project

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: name the stages of the project workflow (plan, gather information safely, draft, check language and evidence, present, respond to feedback).
  • Use topic vocabulary about community service (donate, volunteer, shelter, litter, recycle) and past simple forms (e.g. donate → donated) to describe a completed project.
  • Distinguish a proposal (a plan) from completed work (an action already done) in their own project.
  • Plan a simple, safe and realistic action for a greener neighbourhood, with roles and an adult check.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own draft against the project question and rubric before presenting, and note one improvement for themselves.
  • Communication and collaboration: Ss work in groups of four to plan roles fairly, present their plan in English and respond politely to questions and feedback.
  • Problem-solving and creativity: Ss identify one local environmental problem, propose a realistic action and suggest a creative way to share the message with a real audience.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the project brief, listen to peers' presentations, speak to present a plan and write a short, original caption or script.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use correct stress in key words (vol-un-TEER, SHEL-ter) and accurate past simple forms when describing a completed action (e.g. Last Saturday we donated books to a shelter).

3. Personal qualities

  • Responsibility: Ss take a clearly assigned role in the group and check that any information they use has a source and that any site visit is supervised by an adult.
  • Honesty: Ss clearly label their work as a proposal or as completed work, and do not present an imagined design as an existing result or copy another group's results.
  • Kindness: Ss give a specific compliment to a classmate, accept feedback politely and thank the whole team for its effort.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board
  • NeoEdu lesson page for Unit 3 Project (neoedu.vn/learn/7/english/unit-3-project): project brief, example and interactive exercises
  • Printed Worksheet 1 (one per group) and the teacher rubric (10 points)
  • Board markers, timer, sticky notes

2. Students

  • Notebook, pen and pencil
  • Group planning materials: coloured paper, markers, a few sticky notes
  • Their own draft notes or planning card from earlier lessons

III. Procedures

Activity 1: Warm-up · 5 minutes

Community service around us

a) Aims

Ss recall topic vocabulary about community service and connect it with their own experience.

b) Content

Ss look at five words written on the board: donate, volunteer, shelter, litter, recycle. In pairs, they answer: 'What community service have you done or seen in your neighbourhood?' Each pair makes one sentence using one word.

c) Expected outcomes

A list of five topic words with their Vietnamese meaning (donate - quyên góp; volunteer - tình nguyện; shelter - nơi trú ẩn; litter - rác thải; recycle - tái chế) and one sample sentence per word, for example: 'We donate old books to a shelter.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five words on the board and asks: 'What do these words have in common?' T then asks: 'What community service do you know?'

    Students

    Ss listen and look at the words. They think about the question silently for 10 seconds.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps with pronunciation of key words: vol-un-TEER, SHEL-ter, re-CY-cle.

    Students

    Ss work in pairs, share one example each and write one sentence per word in their notebook. Possible answer: 'We volunteer at the neighbourhood clean-up on Sundays.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to read their sentences aloud and asks the class: 'Is this a good example of community service?'

    Students

    Three pairs read their sentences. The class answers: 'Yes, it is.' or 'It is about helping people.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meaning of each word and says: 'All these words will help you describe your project today.'

    Students

    Ss copy the confirmed meanings into their notebook.

Activity 2.1: Knowledge formation · 8 minutes

Project workflow and key language

a) Aims

Ss understand the stages of the project workflow and the key language for a completed project.

b) Content

T shows the project brief on the NeoEdu page: 'Plan a greener neighbourhood.' Ss read the workflow: Plan → gather information safely → draft → check language and evidence → present → respond to feedback. T models the example: 'Last Saturday we ___ books to a shelter.' Ss decide the verb form (donate → donated) because Last Saturday is a finished past time. Ss then read the useful phrases: 'Your team did a useful job.' and 'Thank you. Everyone helped.'

c) Expected outcomes

Ss can list the six stages of the workflow in order. Ss can complete the example sentence: 'Last Saturday we donated books to a shelter.' Ss know the rule: a finished past time such as last Saturday needs the past simple form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'What is the first step of our project?' and writes the six stages on the board in jumbled order. T asks Ss to put them in order.

    Students

    Ss look at the jumbled list and think about the order for 1 minute.

  2. Teacher

    Step 2: Task performance

    T guides Ss to the NeoEdu example and asks: 'Why do we use donated, not donate?' Ss work in pairs to complete the sentence.

    Students

    Ss work in pairs, reading the workflow and filling in the blank. Expected answer: 'donated', because 'Last Saturday' is a finished past time.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to say the workflow order and read the completed sentence.

    Students

    Pair 1 says: 'Plan, gather information safely, draft, check language and evidence, present, respond to feedback.' Pair 2 reads: 'Last Saturday we donated books to a shelter.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the workflow on the board and reminds Ss: 'Use past simple for completed work. Use future or present forms for a proposal.'

    Students

    Ss copy the workflow and the rule into their notebook.

Activity 2.2: Knowledge formation · 7 minutes

Planning a greener neighbourhood safely

a) Aims

Ss plan a simple, safe and realistic action for a greener neighbourhood, and state clearly who the audience is.

b) Content

Groups of four complete Worksheet 1 (Project planning card). They choose one local environmental problem (for example, paper litter near a garden bench), propose a safe action with adult support, divide roles and state the audience. Ss also discuss safety and ethics: ask permission before using anyone's private information and keep only necessary, anonymous details.

Worksheet 1: Project planning card

  • Local problem we see: ...
  • Our proposed action (future plan): ...
  • Adult who will support and check the site: ...
  • Audience and project question: ...
  • Roles (who will do what): ...
  • Sources of information (or real observations): ...
  • Status: proposal / completed work (circle one)

c) Expected outcomes

A completed Worksheet 1 for each group. For example, the problem is 'paper litter near a garden bench'; the proposed action is 'a Saturday tidy-up with an adult checking the area first'; the audience is 'neighbours and the neighbourhood organiser'; the status is 'proposal'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Choose one problem you can see near your school or home. Your action must be safe and realistic, and an adult must support it.'

    Students

    Ss form groups of four, read the worksheet and ask one question if they do not understand a term.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: 'Who will use your product?' 'Is this action a proposal or completed work?' 'Who will check the area with you?'

    Students

    Groups discuss and fill in the planning card. Possible answer: 'We will ask the neighbourhood organiser to check the bench area before we start.'

  3. Teacher

    Step 3: Report and discussion

    T asks two groups to read one line from their card aloud and asks the class: 'Is this safe and realistic?'

    Students

    Two groups read their problem and action. The class responds with comments such as 'It is safe because an adult checks the area first.'

  4. Teacher

    Step 4: Conclusion and assessment

    T stresses: 'A plan is a proposal until you complete it. Always name your source and get permission before using private information.'

    Students

    Ss correct their planning card if needed and keep it for the project.

Activity 3: Practice · 10 minutes

Quick check: choose and complete

a) Aims

Ss check their understanding of the project task, the audience and the difference between proposal and completed work.

b) Content

Ss do three quick exercises from the lesson.

  1. Which project output matches this unit? A. Plan a greener neighbourhood. Identify one local environmental problem, propose a safe realistic action with adult support, explain who will do what and present the plan; distinguish a proposal from completed work. B. A vocabulary list without a project product. C. A general essay about a different unit. D. A set of answers copied from a worksheet.
  2. How should another person's private information be used? A. Publish everything. B. Ask permission and keep only necessary anonymous details. C. Invent an answer. D. Use names to make the poster longer.
  3. Complete the sentence with the correct form of the verb: Last Saturday we ___ books to a shelter. (donate)

c) Expected outcomes

Answer key: 1 - A (the first option includes the specific product, content and audience); 2 - B (consent and data minimisation protect participants); 3 - donated (Last Saturday is a finished past time, so use the past simple).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the three questions on the NeoEdu page or board and says: 'Work alone for two minutes, then check with your partner.'

    Students

    Ss read the questions and write their answers in notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around and checks for common mistakes, especially the past simple form in question 3.

    Students

    Ss compare answers with a partner and explain their choice in English where possible.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is your answer to question 1? Why?' and invites a few Ss to answer.

    Students

    Ss answer. Expected answer: 'A, because it has the product, the content and the audience.' For question 3: 'donated, because last Saturday is finished.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and says: 'Remember: the correct keyword is not enough. Check the whole context.'

    Students

    Ss correct their answers and mark any mistakes.

Activity 4: Application · 15 minutes

Present our plan and respond to feedback

a) Aims

Ss present their group plan in English, respond to a classmate's question and reflect on their teamwork and language.

b) Content

Each group presents its plan in about two minutes. The presentation must include: the problem, the proposed action, the audience, who does what and whether it is a proposal or completed work. After the presentation, one classmate asks a relevant question and the group answers with evidence from its planning card. Groups then complete a short self-check against the teacher rubric (10 points): completed relevant product (4), accurate evidence (2), clear English (2), fair teamwork and revision (2).

c) Expected outcomes

A two-minute group presentation, one question and one supported answer per group, and a completed self-check with one improvement. Example: 'Our problem is paper litter near a garden bench. Our plan is a Saturday tidy-up. This is a proposal, not a completed action. Our improvement: we will add a photo of the bench with a caption.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the presentation requirements and the rubric. T says: 'Speak clearly. Say whether your work is a proposal or completed work. Then listen and ask one relevant question.'

    Students

    Ss prepare a short oral presentation (about 2 minutes) in their group, with roles for each speaker.

  2. Teacher

    Step 2: Task performance

    T calls the first group to present and models a question: 'Who will check the area before you start?' Then T supports groups with pronunciation and phrases such as 'This is a proposal, not a completed action.'

    Students

    Groups present their plans. Listeners take notes and prepare one question. Possible question: 'How will you make sure the work is safe?' Presenters answer with evidence from their card.

  3. Teacher

    Step 3: Report and discussion

    T asks the class: 'What is one strong point of this group?' and models the response: 'Your team did a useful job.' Ss respond: 'Thank you. Everyone helped.'

    Students

    Ss give specific compliments such as 'Your problem is clear and the adult check is a good safety point.' Presenters accept politely with 'Thank you. Everyone helped.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on language and teamwork, and asks each group to write one improvement on the self-check. T reminds: 'Keep the proposal and completed work separate in your final product.'

    Students

    Ss complete the self-check, name one improvement and hand it in with their planning card.

Worksheets

Worksheet 1: Project planning card

Group name: ...
Members and roles: ...

  • Local environmental problem we see: ...
  • Our proposed action (future plan, safe and realistic): ...
  • Adult who will support and check the site: ...
  • Audience and one project question: ...
  • Roles (who will do what): ...
  • Sources of information or real observations (name the source): ...
  • Permission needed for any private information? Yes / No
  • Status of our work: proposal / completed work (circle one)
  • Useful phrase for the presentation: 'This is a proposal, not a completed action.'

Homework

  • Finish the group project: write an original proposal in English (about 60 to 80 words) with your own captions. Do not copy text from the textbook or other groups.
  • Write a short script (about 5 sentences) to introduce your product: the topic, the audience, one concrete finding or decision, one reason and one question you invite from the audience.
  • Prepare one question you would ask a classmate about their project and write a short answer you would give to a question about your own project.
  • Review the NeoEdu unit page (neoedu.vn/learn/7/english/unit-3-project) and complete the interactive exercises to check your past simple forms and topic vocabulary.

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