Tiếng AnhLớp 7Unit 3. Community service

Giáo án Skills 1

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:
- Identify the main activity, purpose, people, place and time in an original text about community service.
- Locate supporting details that answer reading questions.
- Explain a contrast or limitation in the text, such as why the report used totals instead of family names.
- Give an opinion about An’s choice and support it with a specific detail from the text.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text first without stopping at new words, then scan for specific information and check their answers against the exact sentence in the text.
Communication and collaboration: Ss work in pairs and groups to compare answers, give specific compliments, accept compliments politely, and recognise their teammates’ contributions.
Problem-solving and creativity: Ss decide whether they would make the same choice as An, give reasons based on a detail from the text, and write a short summary of 35–50 words.

b) Specific competences

Communicative competence in English through reading and speaking: Ss read for main ideas and supported details, and express an opinion with evidence using simple English.
Language knowledge: Ss recognise and use the vocabulary of the unit (donate, volunteer, shelter, collect rubbish, provide, community) and the time and place expressions in the text (on Saturday mornings, at the community hall).

3. Personal qualities

Responsibility: Ss explain how An checks covers, removes damaged pages for recycling and asks an adult before taking photographs, and they discuss how they can take similar responsibility in their own community.
Kindness: Ss show respect for the privacy of families by understanding why the report used totals instead of names.

II. Teaching aids and materials

1. Teacher

Projector, slides with the reading text, key vocabulary and the exercises
Textbook Tiếng Anh 7 (Global Success), Unit 3, Skills 1
Worksheet 1 and Worksheet 2 (printed, one copy per pair)
Timer and small colored cards for group signals
NeoEdu learning page with the lesson, examples and interactive exercises: neoedu.vn/learn/7/english/unit-3-skills-1

2. Students

Textbook, notebook, pen and pencil
Highlighter (optional) for marking the sentences that answer questions

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming community service

a) Aims

Ss activate prior knowledge about community service and get familiar with the topic and key vocabulary of the lesson.

b) Content

T writes “community service” on the board and asks Ss: “What do you do to help your community?” Ss brainstorm in pairs and call out ideas. T then introduces the vocabulary: donate (quyên góp), volunteer (tình nguyện viên), shelter (nơi trú tạm), collect rubbish (nhặt rác), provide (cung cấp), community (cộng đồng). Ss repeat the words after T and make one sentence with each word about their own school or neighbourhood.

c) Expected outcomes

A list of 3–5 community activities from Ss, for example: donate old books, collect rubbish in the park, volunteer at a shelter.
Ss can say the six key words correctly and use at least two of them in sample sentences, such as “We donate books to the community library.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: “What do you do to help your community?” T gives Ss 1 minute to think, then asks them to discuss with a partner.
Students
Ss listen to the question and think silently for one minute.
Teacher
Step 2: Task performance
T monitors pairs and helps Ss with ideas. T then introduces the six key words, models pronunciation and asks Ss to repeat in chorus and individually.
Students
Ss discuss in pairs and write their ideas in notebooks. Ss repeat the new words. Possible answer: “We collect rubbish on the beach.” / “We donate books to the library.”
Teacher
Step 3: Report and discussion
T invites 3–4 pairs to share their ideas and writes key words on the board. T asks: “Who can make a sentence with ‘shelter’?”
Students
Representative pairs report their ideas. A possible answer: “We volunteer at a shelter for animals.” Other Ss listen and add ideas.
Teacher
Step 4: Conclusion and assessment
T praises relevant ideas, confirms the meanings of the key words and says: “Today we will read about An, a student who does community service.”
Students
Ss copy the key words and their meanings into their notebooks and write the lesson title.

Activity 2.1: Knowledge formation · 10 minutes

Reading for the main message

a) Aims

Ss read the text for the main idea and identify the activity, purpose, people, place and time, and locate sentences that support their answers.

b) Content

Ss read the text “An sorts donated books at the community hall on Saturday mornings…” once without stopping at new words. Then Ss complete Worksheet 1 by scanning for the answers to these questions: (1) What is the main activity? (2) Why does An do it? (3) Who is the main person? (4) Where does the activity take place? (5) When does it take place? Ss underline the exact sentence that supports each answer.
Worksheet 1 is used in this activity.

c) Expected outcomes

Answers in Worksheet 1:

Main activity: An sorts donated books.
Purpose: He wants younger children to find suitable books.
Main person: An.
Place: at the community hall.
Time: on Saturday mornings.
Supporting sentence for the purpose: “An does this because he wants younger children to find suitable books.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and says: “First, read the whole text quickly. Do not stop at new words. Then scan for the answers.” T shows the first question on the slide.
Students
Ss listen to the instructions and read the text silently for 1 minute.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to scan for the answers and underline the supporting sentences. T walks around and checks that Ss look for key words such as “Saturday”, “community hall” and “because”.
Students
Ss work in pairs, read again and complete the worksheet. Ss use highlighters to mark the sentences.
Teacher
Step 3: Report and discussion
T asks: “What is the main activity of An?” and “Which sentence tells us the reason?” T calls on different pairs to answer.
Students
Ss answer: “An sorts donated books.” / “The reason is: he wants younger children to find suitable books.” Other pairs check and add the sentence number.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss: “When you scan, look for who, where and when, and find the exact sentence that supports the answer.”
Students
Ss correct their worksheets and write the key information in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Reading deeply: supporting details and limitations

a) Aims

Ss read the second part of the text for supporting details and understand the contrast or limitation that prevents an overgeneralisation.

b) Content

Ss read the sentences: “Last week his team checked every cover and removed damaged pages for recycling. They asked an adult before taking photographs. The report used totals, not the names of families.” Ss complete Worksheet 2:
(1) What did the team do with damaged pages?
(2) Who did they ask before taking photographs?
(3) Why did the report use totals instead of names?
(4) Would you make the same choice as An? Give one reason with a detail from the text.
T models the sentence frame: “I would / would not make the same choice because …”

c) Expected outcomes

Answers in Worksheet 2:

The team removed damaged pages for recycling.
They asked an adult before taking photographs.
The report used totals to protect the privacy of families, so the names of families were not shown.
Sample opinion: “I would make the same choice because the report still gives useful information, and the families’ names stay private.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and asks Ss to read the three sentences carefully. T asks: “What is the limitation of the report?”
Students
Ss read the sentences silently and think about the answer.
Teacher
Step 2: Task performance
T asks Ss to work in groups of four. Each pair answers questions 1–3, then groups discuss question 4 and give one reason with a detail from the text. T reminds Ss: “Support your opinion with a detail. Do not say only ‘It is good’.”
Students
Ss answer questions 1–3 in pairs and then discuss question 4 in groups. Ss may say: “I think it is responsible because the team asked an adult first.”
Teacher
Step 3: Report and discussion
T invites 2–3 groups to share their opinions. T writes the good supporting details on the board.
Students
Groups report. Example: “We would make the same choice because the report protects families’ privacy.” Other groups give a specific compliment, such as: “Your reason is clear because you used the detail about the adult.”
Teacher
Step 4: Conclusion and assessment
T explains: “The report used totals, not names. This is a limitation that prevents us from thinking the report shows all details of every family. A good opinion needs a specific detail as evidence.” T reminds Ss of the rule: give a specific compliment, accept it politely and recognise the team.
Students
Ss write the key idea and one supporting detail in their notebooks.

Activity 3: Practice · 10 minutes

Checking comprehension with exercises

a) Aims

Ss answer multiple-choice and true/false questions about the text and check their answers with the given keys.

b) Content

Ss do Exercises 2–7 in the textbook:

Exercise 2: Who is the main person? A. Mai; B. An; C. Lan; D. Alex.
Exercise 3: What is the main activity? A. sorts donated books; B. visits an art exhibition; C. takes a swimming test; D. repairs a school bus.
Exercise 4: Where does the activity take place? A. at the community hall; B. in the classroom; C. at the school library; D. at home.
Exercise 5: When does it take place? A. on Saturday mornings; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening.
Exercise 6: Why does the person do this? A. he wants younger children to find suitable books; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin.
Exercise 7: Judge the statements: a) The main person is An. b) The activity happens at the school library. c) The stated reason is that he wants younger children to find suitable books.

c) Expected outcomes

Answers:

Exercise 2: B (The opening sentence names An.)
Exercise 3: A (The text states that An sorts donated books.)
Exercise 4: A (The location is at the community hall.)
Exercise 5: A (The time expression is on Saturday mornings.)
Exercise 6: A (The text says: “he wants younger children to find suitable books”.)
Exercise 7: a) True; b) False; c) True.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the questions on the slide and says: “Read each question carefully, then find the sentence in the text that gives the answer.”
Students
Ss read the questions silently and find the key words in the questions.
Teacher
Step 2: Task performance
T asks Ss to work individually for five minutes and then compare answers with a partner. T monitors and checks for Ss who choose distractors such as “school library”.
Students
Ss write their answers in notebooks, then check with a partner and explain their choices by pointing to the text.
Teacher
Step 3: Report and discussion
T calls out each exercise number and asks: “Which answer did you choose? Where is the evidence?”
Students
Ss answer, for example: “Exercise 4 is A because the text says at the community hall.” / “Exercise 7b is False because the text says the activity is at the community hall, not at the school library.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss: “A correct keyword does not make an irrelevant answer correct. Use the complete context.”
Students
Ss correct their mistakes and write the right answers in their notebooks.

Activity 4: Application · 12 minutes

Speaking and writing about a responsible choice

a) Aims

Ss apply what they have learned to explain a responsible choice with a specific detail and summarise An’s activity in 35–50 words.

b) Content

Ss work in pairs. Each student explains one responsible choice made by An, using a specific detail from the text (Exercise 8). Then each student writes a 35–50-word summary of An’s activity that includes the purpose and one important detail (Exercise 9). Ss take turns to give a specific compliment to their partner’s explanation, accept the compliment politely and recognise their teammates when they use the ideas of the group.
Possible model for Exercise 8: “An checks every cover before the books are shared. This shows he is careful about the quality of the books.”

c) Expected outcomes

A spoken explanation of one responsible choice made by An, with one specific detail from the text, for example: “They asked an adult before taking photographs. This shows they are responsible and safe.”
A written summary of 35–50 words, for example: “An sorts donated books at the community hall on Saturday mornings because he wants younger children to find suitable books. Last week his team checked every cover and removed damaged pages for recycling. This shows that his team takes care of the books and the environment.”
Ss use the polite exchange of compliments, for example: “Your example is very clear.” / “Thank you. My team helped me find the detail.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the two tasks and shows the model sentences on the slide. T reminds Ss to use the rule: give a specific compliment, accept it politely and recognise the team.
Students
Ss listen and read the model sentences. Ss ask questions if they do not understand the task.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. First, each student speaks for about one minute about An’s responsible choice. Then Ss write the summary in notebooks within five minutes. T walks around and checks the word count.
Students
Ss speak to their partner and give compliments. Ss write their summary of 35–50 words. Possible answer: “An sorts donated books because he wants younger children to find suitable books.”
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to read their summaries aloud. T asks the class to give one specific compliment to the best summary.
Students
Representative pairs read their summaries. Other Ss say: “Your summary is clear because you included the purpose and the detail about the damaged pages.”
Teacher
Step 4: Conclusion and assessment
T praises good examples, points out one common mistake (for example, copying too many sentences) and reminds Ss that a good summary includes the central activity, the purpose and one important detail.
Students
Ss note the feedback in their notebooks and correct their summaries if needed.

Worksheets

Worksheet 1: Main message

Read the text once without stopping at new words. Then scan for the answers and underline the exact sentence that supports each answer.

(1) What is the main activity?
(2) Why does An do it?
(3) Who is the main person?
(4) Where does the activity take place?
(5) When does it take place?
Supporting sentence for question 2: ……………………………………………………………………………………

Worksheet 2: Supporting details and opinion

Read the sentences: “Last week his team checked every cover and removed damaged pages for recycling. They asked an adult before taking photographs. The report used totals, not the names of families.”

(1) What did the team do with damaged pages?
(2) Who did they ask before taking photographs?
(3) Why did the report use totals instead of names?
(4) Would you make the same choice as An? Give one reason with a detail from the text.
My opinion: I would / would not make the same choice because ……………………………………………………………………………………

Homework

Re-read the reading text at least twice. Underline five new words and write their meanings in your notebook.
Write a 35–50-word summary of An’s activity. Include the purpose and one important detail. Do not copy every sentence.
Think about one community activity that you do or would like to do. Write two sentences to explain why it is important, using a specific detail.
Prepare to share your summary with a partner in the next lesson. Remember to give one specific compliment and accept compliments politely.

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