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

Giáo án Skills 2

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the main ideas and specific details of a listening text about community service, using the strategy of predicting, listening for main ideas and listening again for names, times and places;
  • recall and use the vocabulary of community service: donate, volunteer, shelter, collect rubbish, provide, community;
  • form and use the Past simple in regular and irregular verbs, negatives and questions, and avoid the error 'did not + past verb';
  • write a 60–80-word email about a community activity they did last summer, including when, where, their actions and a result.

2. Competences

a) General competences

  • Self-control and independent learning: Ss predict the topic before listening, take short notes and check their own answers against the evidence they hear.
  • Communication and collaboration: Ss work in pairs and groups to share ideas about community activities and peer-check their emails using the given rubric.
  • Problem-solving and creativity: Ss plan the content of their email (who, what, where, when and a useful detail) and choose a relevant, specific detail to explain a responsible choice.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen for main ideas and details to answer multiple-choice and true/false items, talk about past community activities, and write a 60–80-word email.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly and apply Past simple forms (regular, irregular, negative with did not, question with Did) in sentences.

3. Personal qualities

  • Responsibility: Ss explain how Trang's careful choices (working on time, checking books, working safely with an adult) show care for the community and for others.
  • Kindness: Ss recognise that donating books and helping younger readers benefits others, and they describe how they would help a community in their own words.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the Skills 2 listening exercise (Unit 3, Global Success Grade 7), speakers
  • Projector or board to show the vocabulary list, the Past simple chart and the email model
  • Mind-map drawn on the board, coloured markers
  • Worksheets No. 1 and No. 2 (printed or projected)
  • Digital resource: NeoEdu lesson page neoedu.vn/learn/7/english/unit-3-skills-2 (lecture, examples and interactive exercises) to use for checking answers

2. Students

  • Student's book Global Success Grade 7, Unit 3 (Skills 2)
  • Notebook, pen, pencil, eraser
  • Blank paper for notes while listening and for the email draft
  • Worksheets No. 1 and No. 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: Community service

a) Aims

Ss activate prior knowledge about community activities and get ready for the topic of the lesson.

b) Content

T asks Ss to think about the phrase 'Community service' and list activities that help people in their neighbourhood. Ss answer the questions: What is community service? Have you ever done a community activity? What did you do? Ss share their ideas with the whole class.

c) Expected outcomes

A mind map on the board with at least five ideas, for example: donate books (quyên góp sách), collect rubbish (nhặt rác), volunteer at a shelter (tình nguyện tại nơi trú tạm), help at a book collection, give food to people in need. Ss write the title 'Community service' in the centre of their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws a circle with the words 'Community service' in the centre and asks: What do people do to help their community? Have you ever done a community activity?

    Students

    Ss look at the question on the board and think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and share one or two activities they know or have done. T walks around and helps Ss with words they need.

    Students

    Ss discuss in pairs, for example: 'I collected rubbish in my street last year.' or 'My friends and I donated old toys to a children's home.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to report and adds their ideas to the mind map.

    Students

    Ss report, for example: 'We volunteered at a shelter last month.' Other Ss listen and add new ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the ideas and says: Today we will learn about community service and write an email about a community activity you did.

    Students

    Ss copy the mind map into their notebooks and write the title of the lesson: Unit 3 – Skills 2.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Words for community service

a) Aims

Ss know the meaning and use of six key words for community service and can use them in short sentences.

b) Content

T presents six words: donate (quyên góp), volunteer (tình nguyện viên), shelter (nơi trú tạm), collect rubbish (nhặt rác), provide (cung cấp), community (cộng đồng). Ss match each word with its meaning and make one sentence with each word, for example: 'We donate books to the library.' Ss then play a quick game 'Say the word' in pairs.

c) Expected outcomes

A vocabulary table in Ss' notebooks with the six words, the Vietnamese meaning and one sample sentence in English, for example: donate – quyên góp – We donate old books to the library. volunteer – tình nguyện viên – She is a volunteer at the shelter. shelter – nơi trú tạm – The shelter gives food to homeless people. collect rubbish – nhặt rác – We collect rubbish in the park every Sunday. provide – cung cấp – The community centre provides free classes. community – cộng đồng – Our community helps each other.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the projector and reads them aloud. T asks Ss to repeat each word, paying attention to the stress and the sounds.

    Students

    Ss listen and repeat the words chorally and individually.

  2. Teacher

    Step 2: Task performance

    T gives the matching task: Match each word with its meaning. T asks Ss to make one sentence with each word, then play 'Say the word': one S reads a sentence with a blank, the partner says the missing word.

    Students

    Ss work in pairs to match the words with the meanings, then take turns to make sentences and play the game. Example: 'We ___ books to the library.' (donate).

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their sentences aloud and corrects the pronunciation and word forms where needed.

    Students

    Ss read their sentences, for example: 'Our community provides free lunch for children.' Other Ss check the meaning.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the six words, writes them on the board and reminds Ss to use them in the email later.

    Students

    Ss complete the vocabulary table in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Listening strategy: Predict, listen, check

a) Aims

Ss understand and use the three-step listening strategy: predict the topic, listen for the main idea and the activity, then listen again for names, times and places.

b) Content

T introduces the strategy. Step 1: predict the topic from the title Community service, not from a written answer. Step 2: listen for the activity and reason. Step 3: listen again for names, times and places and take short notes. Step 4: check which spoken detail supports the choice. Ss answer the question: What do you expect to hear in a talk about community service?

c) Expected outcomes

Ss write the four steps of the listening strategy in their notebooks and a short prediction, for example: 'I expect to hear about volunteers, a place in the community and a day or time.' Ss also note two key words to listen for: activity and place.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four steps on the board and asks: From the title Community service, what kind of information do you expect to hear? Which words will help you find the answers?

    Students

    Ss read the four steps and think about their predictions for 1 minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and compare their predictions. T plays the first part of the audio once and asks Ss to tick the main activity they hear.

    Students

    Ss discuss their predictions in pairs. Ss listen and take short notes on the activity, for example: 'book collection?' Ss compare their notes with their partner.

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 Ss to share their predictions and their notes. T asks: Which word in the audio supported your prediction?

    Students

    Ss answer, for example: 'I predicted a book activity because the speaker mentioned books and the younger readers.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the strategy works in four steps: predict, listen for the main idea, listen again for details, check the evidence. T reminds Ss not to choose an answer only because it contains a familiar keyword.

    Students

    Ss write the four steps in their notebooks and underline the key words to listen for in the next exercise.

Activity 2.3: Knowledge formation · 10 minutes

Past simple: From notes to writing

a) Aims

Ss review the form and use of the Past simple, including regular and irregular verbs, negatives and questions, to describe finished events.

b) Content

T presents the form of the Past simple. Regular verbs add -ed, with spelling changes (study → studied). Common irregular forms: go → went, give → gave, make → made. Negative: did not + base verb. Question: Did + subject + base verb? Was/were form negatives and questions without did. Error to avoid: 'They did not collected' is wrong because did already shows past time; the correct form is 'They did not collect'. Example: Last Saturday we ___ books to a shelter. → donated (donate → donated; Last Saturday is a finished past time).

c) Expected outcomes

Ss complete the Past simple chart in their notebooks: Regular: donate → donated, study → studied; Irregular: go → went, give → gave, make → made; Negative: They did not collect rubbish. Question: Did you volunteer last summer? Correction: They did not collected → They did not collect. Ss complete the gap: Last Saturday we donated books to a shelter.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the Past simple chart on the projector and asks Ss: What is the difference between a regular and an irregular verb in the past? Why is it 'did not collect' and not 'did not collected'?

    Students

    Ss read the chart and think about the questions for 1 minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs using Worksheet No. 2 to fill in the chart and correct the sentence 'They did not collected rubbish.' T walks around and checks.

    Students

    Ss complete the chart and correct the sentence: 'They did not collect rubbish.' Ss complete the gap: 'Last Saturday we ___ books to a shelter.' (donated).

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their answers and writes the correct forms on the board.

    Students

    Ss report: 'Regular verbs add -ed. Irregular verbs change: go → went.' Ss explain the error: 'Did already shows past time, so we use the base verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules and reminds Ss: After did or did not, always use the base verb. Was/were forms do not use did.

    Students

    Ss copy the summary of the Past simple rules into their notebooks.

Activity 3.1: Practice · 15 minutes

Listening practice: Main ideas and details

a) Aims

Ss apply the listening strategy to answer main idea and detail questions and give a reason with a specific detail.

b) Content

Ss listen to the audio and do Exercises 1–6 in Worksheet No. 1: Who is the main person? What is the main activity? Where does the activity take place? When does it take place? Why does the person do this? Listen and judge the information (true/false). Then Ss listen once more and explain one responsible choice made by Trang, with a specific detail, using the questions in Exercise 7.

c) Expected outcomes

Answers: 1-C (Trang); 2-B (helped with a book collection); 3-A (at the local library); 4-A (last Sunday); 5-A (the library needed books for young readers). 6: a) T (True) – The main person is Trang. b) F (False) – The activity does not happen at the community theatre. c) T (True) – The stated reason is that the library needed books for young readers. Exercise 7 (sample): Trang worked from nine to eleven. This shows responsibility, because she kept to the time. She checked twenty books and carried two small boxes with an adult, which shows safety. She did not clean the park that day, which shows clear thinking about her task.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet No. 1 and reads the instructions. T reminds Ss to use the strategy: predict, listen for the main idea, listen again for details.

    Students

    Ss read the questions in Worksheet No. 1 and underline the key words in each option.

  2. Teacher

    Step 2: Task performance

    T plays the audio twice for Exercises 1–6. Then T plays it once more for Exercise 7 and pauses if needed.

    Students

    Ss listen and circle their answers, then check with a partner. For Exercise 7, Ss write one sentence with a specific detail, for example: 'She worked from nine to eleven, so she was on time.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to share answers for Exercises 1–6 and asks 2 Ss to read their explanation for Exercise 7. T asks: Which words in the audio helped you decide?

    Students

    Ss answer, for example: 'The answer is C because the speaker says Trang.' For Exercise 7, Ss explain: 'She checked twenty books, so she was careful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the answers with the class and confirms: 1-C, 2-B, 3-A, 4-A, 5-A; 6: a-T, b-F, c-T. T praises Ss who used a specific detail in Exercise 7 and reminds them to avoid inventing events not mentioned.

    Students

    Ss correct their answers and write the correct answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Past simple practice: Gap-fill and error correction

a) Aims

Ss use the Past simple correctly in gap-fill and error-correction sentences.

b) Content

Ss do the gap-fill from the example: Last Saturday we ___ books to a shelter. (donate). Ss then correct the sentence: 'They did not collected rubbish.' Ss work in pairs and check each other's answers.

c) Expected outcomes

Answers: Last Saturday we donated books to a shelter. Correction: They did not collect rubbish. Ss explain: 'did' already shows the past, so the main verb is in the base form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the gap-fill sentence and the error sentence on the board and asks Ss to read them silently.

    Students

    Ss read the sentences and decide which form is needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to fill the gap and correct the error. T walks around and listens for the correct forms.

    Students

    Ss write: 'Last Saturday we donated books to a shelter.' and 'They did not collect rubbish.' Ss check each other's answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read their answers and explain the reasons.

    Students

    Ss report: 'Donate becomes donated because Last Saturday is in the past.' 'Did not collect: after did, use the base verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss of the rule: After did or did not, always use the base verb.

    Students

    Ss write the corrected sentences in their notebooks.

Activity 4: Application · 30 minutes

Writing an email about a community activity

a) Aims

Ss write a 60–80-word email to a friend about a community activity they did last summer, including when, where, their actions and a result.

b) Content

Ss plan their email with the questions: Who did you go with? What did you do? Where did you do it? When did you do it? What was the result? Ss write a first draft of 60–80 words, using the Past simple. Then Ss exchange their emails with a partner and check the content, grammar and spelling using the rubric: task/content (4 points), relevant organisation (2 points), grammar/vocabulary (3 points), spelling/punctuation (1 point). Ss use the model email below as a reference only.

c) Expected outcomes

A 60–80-word email, for example: Hi Linh, Last summer I helped at a neighbourhood book collection. We met at the community hall on a Saturday morning. I checked clean books while my friends sorted them for younger readers. An adult carried the heavy boxes. By lunchtime the shelves were ready, and we thanked the donors. I enjoyed working with the group because each small task mattered. What did you do last summer? Best, Mai. Ss also write the peer-check results with the rubric points.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board: Write a 60–80-word email to a friend about a community activity you did last summer. Include when, where, your actions and a result. T shows the model email and says it is one possible answer.

    Students

    Ss read the task and the model email and identify when, where, actions and result in the model.

  2. Teacher

    Step 2: Task performance

    T asks Ss to plan the email in notebooks, then write the first draft within 15 minutes. T walks around and checks the use of the Past simple.

    Students

    Ss write their plans, for example: Who: friends; What: book collection; Where: community hall; When: last summer, Saturday morning; Result: shelves were ready. Ss then write the email in 60–80 words.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to exchange their emails with a partner and check them with the rubric. T invites 2–3 Ss to read one sentence from their email aloud.

    Students

    Ss check each other's emails and give points. Ss read sentences aloud, for example: 'Last summer I donated old books to the library.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the common errors (Past simple forms, did + base verb, word count) and praises Ss for the content and organisation. T reminds Ss to revise the email at home.

    Students

    Ss correct their emails and write the final version in their notebooks.

Worksheets

Phiếu học tập số 1

Listening practice: Unit 3 – Skills 2 – Community service

Listen and choose the correct answer (A, B, C or D).

    1. Who is the main person? A. Alex; B. Mai; C. Trang; D. Khoa
    1. What is the main activity? A. repairs a school bus; B. helped with a book collection; C. attended a music show; D. takes a swimming test
    1. Where does the activity take place? A. at the local library; B. in the classroom; C. at the school library; D. at the community hall
    1. When does it take place? A. last Sunday; B. on Monday morning; C. on Tuesday afternoon; D. on Friday evening
    1. Why does the person do this? A. the library needed books for young readers; B. to prepare for a school competition; C. to earn money for a class trip; D. to spend time with a visiting cousin

Listen and judge the information. Write T (True) or F (False).

  • a) The main person is Trang.
  • b) The activity happens at the community theatre.
  • c) The stated reason is that the library needed books for young readers.

Listen once more. Explain one responsible choice made by Trang, with a specific detail. Do not invent an event that is not mentioned.

  • Write 2–3 sentences: What did Trang do? How does this detail show care, safety, fairness or clear thinking?

Phiếu học tập số 2

Past simple chart: Unit 3 – Skills 2

Complete the chart.

  • Regular verbs (add -ed): donate → ___; study → ___ (spelling change)
  • Irregular verbs: go → ___; give → ___; make → ___
  • Negative: They ___ (not/collect) rubbish.
  • Question: ___ you volunteer last summer?

Correct the error.

  • They did not collected rubbish. → ___

Gap-fill.

  • Last Saturday we ___ books to a shelter. (donate)

Explain in one sentence: Why do we use the base verb after did or did not?

Homework

  • Finish the email about a community activity you did last summer (60–80 words). Include when, where, your actions and a result. Use the Past simple correctly: check regular verbs (-ed), irregular verbs (went, gave, made) and the rule did not + base verb.
  • Revise the six vocabulary words (donate, volunteer, shelter, collect rubbish, provide, community) and write one sample sentence for each word.
  • Listen again to the Skills 2 audio at home on the NeoEdu page (neoedu.vn/learn/7/english/unit-3-skills-2) and practise the three-step listening strategy: predict, listen for the main idea, listen again for details.
  • Read your email aloud to a family member and ask them to check whether the email answers the questions: when, where, what you did and the result.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.