Giáo án Tiếng Anh 7 - Week 7 - Năm học 2023-2024

 Date of planning : 12/10/ 2023 
 Date of teaching : /10 / 2023 
Week : 7 UNIT 3: COMMUNITY SERVICE 
 Period : 18 Lesson 3: A closer look 2 
I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to gain: 
1. Knowledge: 
* Vocab: Some words related community activities. 
* Grammar: - Understand the use of the past simple tense 
 - Practice using the past simple to talk about past activities 
2. Core competence: 
- Develop communication skills and creativity 
- Be collaborative and supportive in pair work and teamwork 
- Actively join in class activities 
3. Personal qualities 
- Develop self-study skills 
- Raise students’ awareness of the need to keep their neighbourhood green. 
II. MATERIALS 
1. Teacher: - Grade 7 textbook, Planning ( Unit 3, A closer look 2) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
2. Students: Text books, notebooks, posters, . 
3. Method: Ask and answer ; group works; individual 
IV. PROCEDURES : (STAGES) 
 * Warm-up (5’) 
 * Aim: To activate students’ prior knowledge related to the targeted grammar: the past simple. 
 * Content: Chatting ( Ask Ss some questions) 
 * Products: Students use the past simple to answer the questions correctly. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up * Warm-up : Chatting 
- T - Ss What did you do last weekend? 
* Teacher asks students some questions: What did you watch yesterday? 
** Students answer the questions, using the past Who did you meet two days ago? 
simple. 
 * Students’ answer. 
*** Teacher and students discuss the answers. 
**** Teacher corrects students answers if needed 
 and confirms the use of the past simple (to talk 
 about completed actions in the past). 
 Lead in - Teacher says: “This lesson today we are going 
 to revise the past simple” 
 ” 
 * PRESENTATION (7’) 
 * Aim: To review students’ knowledge of the past simple tense. 
 * Content: * Grammar : 
 * Products: Understand and how to use the present continuous. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
 T -- Ss UNIT 3: 
* Teacher asks students to study the Grammar Lesson 3 : A closer look 2 
box. * Grammar : Review the past simple. 
- Teacher draws students’ attention to the 
meaning and use of the past simple. 
** Teacher asks SS to remind the form of the 
past simple. 
* **Teacher then asks some more able 
students to give some more examples. 
 Positive S + V-ed / V ( c t 2) 
**** Teacher confirms the answers and gives ộ
feedback. Negative S + did not / didn’t + V 
 Did + S + V ? 
 Questions and 
 Yes, S + did. 
 short answers 
 No, S + didn’t. 
 * PRACTICE (20’) 
 Task 1 
* Aims: To review students’ knowledge of the past simple tense. 
* Content: Circle the correct answer A, B, or C to complete each sentence. 
* Products: Ss read aloud full sentences with the correct answers 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1:T –Ss , Ss- Ss Task 1: Circle the correct answer A, B, or C to 
* Teacher has students work individually. complete each sentence. 
** Students work individually to to complete * Answer key: 
the sentences with the past simple form of the 1. B 
given verbs. 2. C 
*** Teacher lets students work in pairs and 3. B 
exchange the answers before checking with 4. A 
the whole class (explain each sentence if 5. C 
necessary). 
**** Teacher confirms the answers and gives 
feedback. 
 Task 2: 
* Aims: To raise students’ awareness of the past simple tense and past forms of some verbs * Content: Complete the sentences with the past simple form of the given verbs. 
* Products: Ss exchange the answers and then write the correct answers on the board. 
* Organization of implementation : 
 Teacher’s and Ss’activities Content 
Task 2: T - Ss, Ss - Ss Task 2: Complete the sentences with the past 
 * Teacher has students work individually. simple form of the given verbs. 
** Students work individually to complete * Answer key: 
the sentences. 1. took 
*** Teacher lets students work in pairs and 2. Did join 
exchange the answers before checking with 3. helped 
the whole class (explain each sentence if 4. sent 
necessary). 5. volunteered 
**** Teacher confirms the answers and gives 
feedback. 
 Task 3 
* Aims: To help students distinguish between the present simple, present continuous and past 
simple in specific contexts. 
* Content: Complete the sentences with the correct forms of the verbs from the box. 
* Products: Ss write the correct answers on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T-Ss, Ss-Ss Task 3: Complete the sentences with the correct 
* Teacher asks the whole class to read aloud forms of the verbs from the box. 
the verbs in the box then has students work * Answer key: 
individually to complete the sentences with 1. cook 
the correct forms of the verbs from the box. 2. Did plant 
** Students work individually to complete 3. are picking up 
the task. 4. recycled 
*** Teacher then has them work in pairs, 5. read 
comparing their sentences. Teacher can go 
around to help students. 
**** Teacher confirms the answers and gives 
feedback. 
 Task 4* Aims: To help students write full sentences using the correct forms of the verbs. 
* Content: Write complete sentences from the prompts. 
* Products: Students write full sentences on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* T-Ss, Ss-Ss Task 4: Write complete sentences from the 
* Teacher has students work independently. prompts. 
** Teacher asks students to do the exercise * Answer key: 
individually. 1. Last year, our club donated books to children 
*** Teacher lets students work in pairs and in rural areas. 
exchange the answers before checking with 2. Children sent thank-you cards to us a week the whole class (explain each sentence if ago. 
necessary). 3. I taught two children in grade 2 last summer. 
**** Teacher confirms the answers and gives 4. Last spring, we helped the elderly in a nursing 
feedback. home. 
 . 5. We helped people in flooded areas last year. 
 * PRODUCTION (5’) 
* Aims: - To enable students to ask and answer questions related to past activities. 
 - To help students be aware of some community activities that students in other countries do. 
* Content: Practise asking and answering questions based on the fact sheet. 
* Products: Some pairs ask and answer in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T - Ss, Ss – Ss Taskk 5: Work in groups. Tom is from the 
* Teacher introduces the Red Cross projects Red Cross. Look at the fact sheet and ask Tom 
and activities in 2016 and 2020 and has about his projects in 2016 and 2020. 
students work in pairs for 5 minutes to 
practise asking and answering questions 
based on the fact sheet. 
** Students use the past simple when they 
ask and answer questions about the past 
activities. 
*** Teacher invites some pairs to make short 
conversations as an example. * Example: 
**** Teacher corrects any grammar and Tom: I’m from the Red Cross. I worked on the 
pronunciation mistakes if necessary. Help Lonely People project in 2016. 
 Lan: What did you do? 
 Tom: We helped 200 lonely people 
 * CONSOLIDATION(3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: Summarize the main content in the lesson. 
* Products: Ss say what students have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
Teacher asks students to talk about what they - Grammar: revise the past simple. 
have learnt in the lesson. 
 * HOMEWORK (2’) 
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 
lesson 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook * Organization of implementation: 
 Teacher’s and Ss’ activities Content 
 - T reminds Ss to do homework and prepare - Do exercises in the workbook. 
 the new lesson. - Prepare lesson 4 ( communication) 
 *- Evaluation: 
 . 
 Liên hệ Hạnh Nguyễn, zalo 0363519683 
 Date of planning : 12/10/ 2023 
 Date of teaching : /10 / 2023 
 Week : 7 UNIT 3: COMMUNITY SERVICE 
 Period : 19 Lesson 4 : Communication 
 I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to: 
 - know how to give compliments 
 - discuss and present the benefits of community activities 
 1. Knowledge: 
 - Vocabulary: vocabulary on community activities. 
 - Grammar: structures to give compliments. 
 2. Core competence: 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 - Raise students’ awareness of the need to keep their neighbourhood green 
 II. MATERIALS 
 1. Teacher: - Grade 7 textbook, Planning (Unit 3- communication) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 3. Method: Ask and answer ; group works; individual 
 III. PROCEDURES : (STAGES) 
 * WARM –UP (5’) 
* Aim: To review students’ knowledge of the past simple tense. 
* Content: ALPHABET GAME ( Using the past simple to make sentneces with the alphabet) * Products: Students make sentneces exactly.( Group has the most correct answers is win) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up * ALPHABET GAME 
* Teacher divides the class into 4 groups. * Example: 
Students take turns to use the past simple in a A: He asked me my name. 
sentence. The first letter of the verbs must follow B: I bought a hat. 
the sequence of the alphabet. C: I came here last month. 
** Students work in groups to play the game. If 
a student from a group can’t think of one verb, 
he/she is out of the game. The next student from 
other groups continues with the next letter. 
*** Teacher goes around to help weaker 
students. well done/ 
**** Teacher gives compliments to the group You are wonderful 
which has the most correct answers. 
 Lead in Teacher says: “This lesson today we 
are going to learn how to give compliments” 
 * PRESENTATION (7’) 
 * EVERYDAY ENGLISH 
 How to give compliments 
 Task 1 
* Aim: To introduce two ways to give compliments. 
 * Content: Listen and read the dialogue. 
 * Products: Role play and practise. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher asks students to look at the * Look at the conversation in GETTING 
conversation in GETTING STARTED and STARTED and find any phrases or clauses that 
check if they find any phrases or clauses that Minh and Tom use to compliment the other for 
Minh and Tom use to compliment the other doing something good deeds. 
for doing something good deeds. 
** When students have found the clause + That's fantastic.; 
“Sounds like great work!”, teacher tells them + Sounds like great work!, 
that they can use this to make compliments. 
Teacher asks students to think about more 
ways to give compliments. 
*** Teacher and students discuss the 
answers. TASK 1: LISTEN AND READ THE 
**** Teacher confirms the answers DIALOGUE BETWEEN LAN AND MARK. 
Task 1:T –Ss PAY ATTENTION TO THE HIGHLIGHTED 
* Teacher plays the recording for Ss to listen PARTS. (Ex 1, p. 32) 
and read the dialogue between Lan and Mark. 
 *2 ways to give compliments: ** Students pay attention to the highlighted - Sounds like great work! 
parts. - Wonderful! 
*** Teacher emphasizes the use of the 
compliments. 
**** Teacher confirms the answers and gives 
feedback. 
 * PRACTICE (15’) 
 Task 2 
* Aims: To help students practise giving compliments. 
* Content: Work in pairs. Make similar conversations. 
* Products: Role play and practise in front of the class 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2:T –Ss : Ss- Ss Task 2: Work in pairs. Make similar 
* Teacher has students work in pairs to make conversations. 
similar dialogues. * Example: 
** Students work in pairs to make similar Mi: What did you do to help your community last 
dialogues, using the contexts given and the summer, Tom? 
sample compliments. Tom: My friends and I cleaned and decorated 
*** Teacher asks some pairs to practice the parts of our neighbourhood. 
dialogue so that the whole class can give Mi: Sounds like great work! I helped lonely 
comments. elderly people in the area. 
**** Teacher gives feedback as a class. Tom: Wonderful! 
 Task 3 
* Aims: To help students learn more about some benefits of community activities. 
 - To help students practise reading for specific ideas. 
* Content: Read the poster about the volunteer activities. Write the project number (1-3) next to its 
benefits (A-E). 
* Products: Some pairs read out their answers. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3: T - Ss, Ss – Ss Task 3: Read the poster about the volunteer 
. * Teacher has students work in pairs to read activities. Write the project number (1-3) next 
the poster and asks them questions like: to its benefits (A-E). 
- How many projects does Lending Hand offer? Changing our neighbourhood 
- What activities can you do / join in Projects 1, * Answer key: 
 2 and 3? 1. B, E 
** Students work in pairs to write the number of 2. C, D 
the projects (1 - 3) next to the benefits (A - E). 3. A 
*** Teacher asks some pairs to to read out their 
answers. 
**** Teacher gives feedback and correction (if 
needed). Task 4: 
* Aims: To help students practise asking and answering questions about which activities they want 
to join and why; To help students practisce giving reasons. 
* Content: Ask and answer which activities in Task 3 you want to join. Give reasons. 
* Product: Some pairs role-play, asking and answering questions in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4: T - Ss, Ss – Ss Task 4: Ask and answer which activities in 
* Teacher asks students to work in pairs to ask Task 3 you want to join. Give reasons. 
and answer questions about which activities 
they want to join and why. * Example: 
** Students work in pairs to do the task. They Minh: Which activity do you want to join? 
can use the example in the Student’s book. They Lan: I want to join some clean-up activities. 
should clarify any other benefits they can think Minh: Why do you want to join these activities? 
of. 
 Lan: Because they make the neighbourhood 
*** Teacher invites some pairs to role-play, 
asking and answering questions in front of the cleaner. 
class. 
**** Teacher corrects any grammar or 
pronunciation mistakes if necessary. 
 * PRODUCTION( 5’) 
 Task 5 
* Aims: - To help students practise asking and answering questions about which activities they 
choose to join and the benefits of those activities; To help students practise giving reasons; To help 
students practise reporting. 
* Content: Present your group’s answer to the class. 
* Products: Some group representatives report their group’s answers as class 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5: T - Ss, Ss - Ss Task 5: Discuss which activity each member 
* Teacher lets students work in groups discuss of your group chooses and the benefit(s) of the 
which activity each member of their group activity. Present your group’s answer to the 
chooses and the benefits of each activity. class. 
** Students can give more than one benefit to 
any activity or any benefits they can think of in * Example: 
addition to those they find in the Student’s Mai wants to donate food to street children 
book. because this helps feed them. Lan wants to join 
*** Teacher invites group representatives to clean-up activities because these activities make 
report their group’s answers. our neighbourhood cleaner 
**** Teacher gives feedback on their reports. 
 * CONSOLIDATION (3’) 
* Aims: To consolidate what students have learnt in the lesson. * Content: Summarize the content of the lesson 
* Products: Say aloud what students have learnt . 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Teacher asks students to talk about what they - know how to give compliments 
 have learnt in the lesson. - the benefits of community activities 
 * HOMEWORK (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. And prepare for the next 
lesson: Skills 1. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - revise the old lesson. 
new lesson. - Think about some environmental problems in 
 your neighbourhood and the activities you want 
 to do to solve those problems. 
 - Prepare lesson 5 ( skills 1) 
 *- Evaluation: 
 .. 
 Date of planning : 12/10/ 2023 
 Date of teaching : /10 / 2023 
 Week : 7 UNIT 3: COMMUNITY SERVICE 
 Period : 20 Lesson 5 : Skills 1 
 I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to: 
 1. Knowledge: 
 - Develop reading skill for specific information about community activities at a school 
 - Develop speaking skill: Talking about the reasons why students join different community 
 activities 
 2. Core competence: 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Develop presentation skill 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills - Raise students’ awareness of the need to keep their neighbourhood green. 
 II. MATERIALS 
 1. Teacher: - Grade 7 textbook, Planning (Unit 3, Skills 1) 
 - Smart TV/Pictures, sets of word cards 
 - sachmem.vn 
 2. Students: Text books, notebooks, posters, . 
 3. Method: Ask and answer ; group works; individual 
 III. PROCEDURES : (STAGES) 
 * WARM -UP (5’) 
 * Aim: - To remind students of some community activities. 
 - To enhance students’ skills of cooperating with team mates. 
 * Content: Chatting: some questions about going camping. 
 * Products: Students answer the questions individually. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
- T- Ss * GAME: WHO IS FASTER? 
 * Teacher divides the class into 2 teams. 
- Each team will have to run in a relay to the 
board to match the correct description with 
each picture. 
- The team with more correct answers will be 1. collecting rubbish 2. donating clothes 
the winner. 
** Students play the game in team mode. 
*** Teacher and students discuss the answers. 
 3. planting tree 4. tutoring homeless children 
**** Teacher confirms the answers and gives 
feedback 
 5. helping old people 6. cleaning the street 
 * PRESENTATION (10’) 
 * Aim:. To provide students with some lexical items before reading the text. 
 * Content: Learn some vocab related the topic. 
 * Products: Read and understand the meaning of words. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
T –Ss : * VOCABULARY: 
- Pre teach vocabulary - monthly (adj/adv): hằng tháng - Teacher use different techniques to teach - proud (adj: hài long, tự hào 
vocab . 
- Repeat in chorus and individually 
- Copy all the words 
 * Pre –reading 
 Task 1 
* Aim: - To remind students of some community activities; 
 - To help Ss brainstorm some more community activities 
* Content: Learn some vocab related the topic. 
* Products: Read and understand the meaning of words. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher has the class read out loud the three Task 1: Circle the activities you would like to 
activities. do at your school. 
** Students work in pairs to circle the activities A: What would you like to do at your school? 
they would like to do at their school. B: I would like to grow vegetables in the school 
*** Students can name some more activities garden. 
they would like to do at their school if the class 
is more fluent. 
 **** Teacher accepts all students’ answers. 
 WHILE -READING (10’) 
 Task 2: (3’) 
* Aims: - To improve students’ knowledge of vocabulary related to community activities. 
 - To improve students’ skill of reading for details. 
* Content: Read the passage and match the highlighted words with their meanings. 
* Products: Ss match the highlighted words with their meanings in the box exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2:T –Ss : Ss- Ss Task 2: Read the passage and match the 
-Ask Ss to work individually to read the highlighted words with their meanings. 
passage and find the highlighted words. * Answer key: 
- Have Ss match the highlighted words with 1. donate 
their meanings in the box. Remind them to use 2. exchange 
the context to help them. 3. monthly 
-Check the answers as a class 4. proud 
 5. tutor 
 Task 3: (5’ 
 * Aims: To develop reading skill for specific information. 
* Content: : Read the passage again and tick True or False. 
* Products: Students’ correct answers on the board 
* Organization of implementation : 
 Teacher’s and Ss’activities Content Task 3: T - Ss, Ss – Ss Task 3: Read the passage again and tick True or 
* Teacher asks some students to read out loud False. 
the sentences in the table. * Answer key: 
** Students work individually for some minutes 1. T 
and tick T (True) or F (False). 2. F 
*** Teacher allows students to share their 3. T 
answers before discussing as a class and 4. F 
encourages them to give evidence. 5. T 
**** Teacher calls a student to write his/her . 
answer on the board, then check sentence by 
sentence with class. 
 * PRE-SPEAKING 
 Task 4 
* Aims: To enable students to review and reuse the name of some community activities; 
- To give students an opportunity to practise explaining their reasons 
* Content: Write the names of the projects you think they should join in the Projects column. 
* Products: Students decide project they should join and give some reasons for their choice. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4: T – Ss, Ss – Ss Task 4: Read about these students. Write the 
* Teacher asks students work in pairs to read names of the projects you think they should 
the sentences in the table. Ask some Ss to stand join in the Projects column. 
up to answer the questions: 
** Students work in pairs to to discuss and * What did you learn about Nick / Ann / Minh / 
decide which student should join which project Mark / Tom? 
in the reading. 
*** Students should give some reasons for their * Answer key: 
choice. 1. C 
**** Teacher confirms the answers and gives 2. A 
feedback if necessary. 3. B 
 4. D 
 5. E 
 * WHILE-SPEAKING 
 Task 5 
* Aims: To give Ss an opportunity to practice explaining reasons. 
* Content: Discuss which project in Task 4 you would like to join, and why. Report your group’s 
answers to the class. 
* Products: Some groups give presentations in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task5: T – Ss, Ss – Ss Task 5: Discuss which project in Task 4 you 
* Teacher has students work in groups to would like to join, and why. Report your 
discuss which project each of them would like group’s answers to the class. to join. * Example: 
** Students work in groups to discuss which Lan will join the Tutoring project because she is 
project that each of them would like to join and good at maths and English. She also loves 
give reasons. children. 
*** Teacher goes around to help students. 
**** After finishing, teacher can call some 
groups to give presentations in front of the 
class. 
 * POST-READING AND SPEAKING 
 Task 5 
* Aims: - To help students improve next time. 
 - To help some students enhance presentation skill. 
* Content: Students give comments and vote for the most interesting and informative presentation. 
* Products: Students’ comments on their friend's presentation exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
T – Ss, Ss – Ss 
* Teacher allows students to give comments for * Students’ comments on their friend's 
their friends and vote for the most interesting presentation 
and informative presentation. 
** Students give comments for their friends and 
vote for the most interesting and informative 
presentation. 
*** Teacher and students discuss the 
presentations. 
 **** Teacher gives feedback and comments. 
 * CONSOLIDATION (2’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Ss summarize what they have learnt with the two skills. 
* Products: Students say what they have learnt with the two skills in front of the class. 
* Organization of implementation: 
- Teacher asks students to talk about what they - some vocab 
have learnt in the lesson. - reading the text about community activities at a 
 school 
 -Talking about the reasons why students join 
 different community 
 * HOMEWORK (2’) 
* Aim: To revise the knowledge that students have gained in this lesson. 
* Content: Review the lesson and prepare for the next lesson . 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
- Teacher asks students to prepare the new - learn by heart vocab. 
lesson - Prepare for the next lesson: Unit 3-Skills 2. 
 - Plan some school activities for next summer 
 holiday. 
 *- Evaluation: