UNIT 3: COMMUNITY SERVICE

Lesson 1: GETTING STARTED

SOUNDS LIKE GREAT WORK!
Week 6
Period: 16
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about community service: community activity, donate,
nursing home, homeless, pick up, teach - taught
* Grammar:
- Use the past simple to talk about past activities;
- Give compliments;
* Pronunciation:
Pronouncing the new words correctly: community activity, donate, nursing
home, homeless, pick up, teach - taught
2. Competencies:
a. General competencies:
By the end of the lesson students will be able to
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Develop communication skills and enhance awareness of preserving the
culture
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Know more the form and use the past simple tense; use Simple Past
tense to talk about past activies.
- Be ready to talk about Community service.
- Read for specific information about community activities at a school;
 - Talk about the reasons why students join different community activities;
3. Qualities:
- To educate the voluntarily participation in community service or
community activities. Raise students’ awareness of the need to keep their
neighbourhood green.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To activate Ss’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
-To enhance Ss’ skills of cooperating with team mates.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to
inspire Ss to warm up to the new class.
3. Products:
- Interest and concentration of Sts on the class activities.
- Introducing themselves to make more new friends.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting + Greeting
+ Picture describing + Picture describing
* Teacher shows the picture and asks - T_Ss.
students questions:
- What can you infer from this
picture?
 - Students raise hands to answer the
questions.
- Teacher and students discuss the
questions.
- Teacher accepts all students’
questions and explains the term
“Community service” (work that people
do without payment to help other people).
- T encourages Ss to talk in English
as much as possible
+ Students (Ss) listen and learn how
to do the tasks.

- Lead to the new unit. Write the unit

title Community Service on the board.
- Ask Ss to guess what they are
going to learn about in this unit. Then write
community activities and ask Ss to give
any words or phrases they know related to
these activities.
- Ss Answer the teacher’s questions
- Ask Ss to open their book and
introduce what they are going to study….
- Ss Open their book and write .
Step 3: Report and discussion
- Sts work in group to discuss
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
- To set the context for the introductory;
- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be
learned.
- To help Ss well-prepared for the listening and reading tasks.
- To help students understand the main idea of the conversation.
- To help Ss read for specific information about Minh and Tom's community activities.
2. Content:
Learn some new words. Read the conversation and find out new words.
Listen and read the conversation. Tick the appropriate box
3. Products:
- Vocabulary about the topic
- Understanding the conversation; topic of the lesson, grammar points…
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
Step 2: Task performance
*Teach vocabulary: * Vocabulary
+ Teacher uses different techniques to teach
vocab (situation, regalia, translation.) 1. community activity (n.phr.) /kə
* Teacher introduces the vocabulary. ˈmjuːnɪti ækˈtɪvɪti/ hoạt động cộng đồng
** Teacher explains the meaning of the 2. donate (v) /dəʊˈneɪt quyên góp,
new vocabulary by pictures. ủng hộ
*** Teacher checks students’ 3. nursing home (n.phr.) /ˈnɜːsɪŋ həʊm/
understanding with the “Rub out and viện dưỡng lão
remember” technique. 4. homeless (adj) /ˈhəʊmləs/ vô gia cư
**** Teacher checks students’ 5. pick up (v) nhặt rác
pronunciation and gives feedback. Teacher
6. teach - taught (v) Dạy học.
reveals that these four words will appear in
the reading text and asks students to open
their textbook to discover further
+ Follow the seven steps of teaching vocab.
+ Check vocabulary.
+ Sts Take note
- Call on some groups of Ss to read the
conversation aloud.
Task 1. Listen and read: (Ex 1, p. 28) Task 1. Listen and read
Set the context: Have Ss look at the - T_Ss
conversation and the picture, and answer
some questions, e.g. What can you see in
the pictures? Where do you think the boys
and the girls are? What do you think they
are doing? Encourage Ss to answer, but do
not confirm whether their answers are
right.
- Play the recording twice for Ss to
listen and read along. Then invite some
pairs of Ss to read the conversation aloud.
- Refer to the questions previously
asked. Confirm the correct answers:
+ In picture 1: I can see a boy with a
box. He is arranging books and toys (and
may be clothes).
+ In picture 2: I can see a girl and
some small children. They are in a
classroom. The girl is teaching the small
children.
+ In picture 3: I can see two girls
and a boy. They are in the garden. They are
gardening.
- To help Ss understand the main
idea of the conversation, ask Ss to answer Task 2. Read the conversation again
the question: What are Tom and Minh and tick (✓) the appropriate box.
talking about? (They are talking about
- T_Ss
community activities in their school.)
* Key:

Task 2. Read the conversation again and Community Minh’s Tom’s

tick (✓) the appropriate box. activity club club
 - Ask Ss to underline the words and 1.picking up ✓
phrases about community activities in the litter
conversation. For example, Ss can 2.planting ✓
underline the phrase pick up litter. vegetables
- Then ask them to work in pairs to 3.donating ✓
read the conversation. books
- Have pairs tick the appropriate 4.donating ✓
boxes. Ask pairs to say the answers aloud: vegetables
Mirth's club picks up litter; Tom's club ✓
5.teaching
donates books, etc. English
- Ss Work individually.
- Ss Give the answers
- Make sure they pronounce the
words / phrases correctly.
- Check the answers as a class.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the conversation
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
-To have Ss get specific information of the text.
- To introduce the grammar point of this unit: the present simple.
- To help student learn some vocabulary from the conversation visually to ensure their
understanding of the context.
- To help student develop the vocabulary about the topic.
- To help Ss review and reuse the learnt vocabulary;
- To create a fun atmosphere in the class.
2. Content:
Understand the conversation; grammar points; present simple tense
More lexical items related to the topic: COMMUNITY SERVICE
3. Products:
Know more new words.
Understand the conversation; topic of the lesson
Vocab, grammar points…
Knowledge about community services
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 3 – Getting Started -
Unit 2
Step 2: Task performing
Task 3. Complete the phrases under the Task 3. Complete the phrases under the
pictures with the verbs below. pictures with the verbs below.
- Ask Ss to work individually to * Key:
complete the phrases under the pictures 1. pickup
with the given verbs.
2. help
- Ask Ss to say the phrases aloud.
3. recycle
Make sure they pronounce the words and
phrases correctly. 4. donate
Ss Listen to the instructions clearly 5. clean
- Ss to work independently
- Check the answers as a class.
- Ss Copy them
Task 4. Complete the sentences
Task 4. Complete the sentences with the
with the correct words or phrases below.
correct words or phrases below.
- Ask Ss to work independently to
complete each sentence with a word or
phrase from the box.
- Allow Ss to refer to the pictures
and phrases in 3 or the conversation if
needed.
- T may instruct them where to find * Key:
the correct words / phrases, e.g. by looking 1. homeless children
for where the sentences appear in the 2. Litter
conversation or in 3. 3. old people
- T_ Ss. Work independently 4. taught
- Ss do themselves 5. planted
- Check the answers as a class.
- Ask several Ss to read aloud the full
sentences. Correct Ss' pronunciation if
needed.
Task 5. GAME: Vocabulary Ping- Task 5.
pong.
GAME: Vocabulary Ping-pong.
- Ask Ss to play in teams of five or
A: Litter.
six players.
B: We often pick up litter in the
- Instruct Ss to play the Vocabulary
park. _Trees.
Ping-pong game: Ask Ss to think of the
A: We plant trees in our school
topic Community Service. One student
every year. Book.
from team A shouts out a word related to
the topic. Then one student from team B ...........
makes a sentence with that word. Then
switch roles. The team that cannot give a
word or make a correct sentence loses and
the other team gets a point.
- Point out the example in the
Student's Book:
A: Litter.
B: We often pick up litter in the
park._Trees.
A: We plant trees in our school every
year. _Book.
........
- Ss Work in groups of five or six.
+ Ss Listen to the instructions
carefully and do the tasks.
- Stop the game when time is up. The team
that makes the most correct sentences wins.

Step 3: Report and discussion

- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what Ss have learnt in the lesson.
To review the lesson and prepare for the next lesson.
To give Home assigment
2. Content:
Home assigment
3. Products:
Know more some words about hobbies
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson.
- Home assigment
Step 2: Task performance
-T asks Ss to talk about what they have * Home assigment:
learnt in the lesson. - Read again the conversation on page 28.
- An overview about the topic community - Do more exercises in workbook.
service
- If there is a projector in the classroom,
- Vocabulary to talk about community
service
- T let Sts take note the homework
show the conversation, highlight the key
words related to the topic. It would be
helpful if T highlights the past simple, and
the words in the conversation and tells Ss
that they will learn these language points
in the upcoming lessons…..

Step 3: Report and discussion

- T says something about the class time.
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

UNIT 3: COMMUNITY SERVICE

Lesson 2: A CLOSER LOOK 1
Week 6
Period: 17
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about community service: donate, exchange, water,
pick up, tutor.
 - Pronounce the sounds /t/, /d/, /id/ correctly;
* Grammar:
- Use the past simple to talk about past activities;
- Give compliments;
* Pronunciation:
Pronouncing the new words correctly: donate, exchange, water, pick up,
tutor.
2. Competencies:
a. General competencies:
By the end of the lesson students will be able to
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Develop communication skills and enhance awareness of preserving the
culture
- Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Know more the form and use the past simple tense; use Simple Past
tense to talk about past activies.
- Reading about community activities at a school
- Know some daily activities whether good or bad for health
3. Qualities:
- Raise students’ awareness of the need to keep their neighbourhood green.
- To educate the voluntarily participation in community service or
community activities. Raise students’ awareness of the need to keep their
neighbourhood green.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- Revise the old lesson.
- Do some activities to creat a friendly and relaxed atmostphere to warm up to the new
lesson…
- To introduce some verbs and verb phrases that are often used to describe community
activities.
2. Content:
- Have some warm-up activities to create a friendly and relaxed atmosphere to inspire
Ss to warm up to the new class.
- Guessing game
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- Chatting
Step 2: Task performance + Greeting
+ Greeting + Playing game : Matching game
+ Playing game: Matching game - T_ Ss
* Teacher has students play in two groups Set of word cards:
and explains the game rules.
recycle help plant
- Each group will have a list of verbs and
nouns. Students match the verbs they have
with the correct nouns. small
old
- Students (Ss) listen and learn how to do. trees vegetables childre
people
n
-Teacher and students discuss the answers.
homeless
The group with the most correct answers books bottles litter
children
wins.
-Teacher confirms the answers and gives
feedback.
- Show the winners.
- Ask Ss to open their book and introduce
what they are going to study….
- Ss Open their book and write .
Step 3: Report and discussion
- Sts join in the discussion
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To revise the words or phrases they have learnt.
To help student use the words/ phrases in specific contexts.
To introduce some verbs and verb phrases that are often used to describe community
activities.
To allow Ss to use the learnt words / phrases in contexts
To have Ss practise producing full sentences using the learnt phrases.
2. Content:
- Lexical items about health problems and community service.
- individual work, Pair work to do the tasks
- Vocabulary about the topic
- Teach some new words . Match a verb in A with a word or phrase in B
- Complete the sentences with a suitable word or phrase.
- Write full sentences under the correct pictures
3. Products:
Ss know more new words. Learn how to use them . Do the Matching correctly.
Ss can complete the sentences correctly. Learn how to use the words.
Ss can write full sentences under the correct pictures correctly:
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the reading and
vocabulary learning
- T ask the whole class to do the Tasks in A
Closer Look 1
Step 2: Task performance
Task 1. Match a verb in A with a word or Task 1. Match a verb in A with a word
phrase in B.
*) Pre- teach vocabulary: or phrase in B.
- Teacher uses different techniques to teach - T_ Ss
vocabulary (situation, realia, translation .....) * Vocabulary:
+ Teacher may introduce the vocabulary 1. exchange (v) trao đổi
by: 2. pick up (phr. v.) nhặt lên
- providing explanations of the 3. tutor (v) dạy kèm
words;
.......
- showing picture illustrating the
* Key:
word.
+ Follow the steps to teach vocabulary 1. e 2. a 3. d 4. c 5. b
- Repeat in chorus and individually
+ Check vocabulary
- Have Ss read aloud the verbs in A and
words / phrases in B.
- Ask Ss to work in pairs to match the verbs
in A with words / phrases in B. The only
new word is tutor, and it can also be inferred
when all other options have been matched.
- Tell Ss that to tutor means to teach.
- Invite Ss to take turns to read out their
answers. Correct their pronunciation if
needed.
+ Students (Ss) listen to the instructions
carefully and learn how to do the tasks.
- Check the answers as a class.
- T can also ask Ss to add more words /
phrases to the verbs to make up other
activities they can do. This way, T can
broaden Ss' vocabulary if they are ready.
Task 2. Complete each of the sentences
Task 2. Complete each of the sentences
with a suitable word or phrase from the
with a suitable word or phrase from the
box.
- Ask Ss to work individually to complete box.
each of the sentences with a suitable word /
phrase from the box. All of these words /
phrases have been learnt in 1.
* Key:
- Ss Listen carefully and learn how to do.
1. litter
- Ss Give the answer
2. used paper for notebooks
- Check the answers as a class.
3. water
- Have some Ss read aloud the complete
4. donate
sentences.
5. tutor
- Correct Ss' pronunciation if necessary.
Task 3. Use the phrases from the box to
write full sentences under the correct
pictures. Task 3. Use the phrases from the
- Ask the whole class to read aloud the six box to write full sentences under the
phrases. Correct their pronunciation if correct pictures.
necessary.
- Ask Ss to work in pairs to describe the
pictures, using the given phrases. Ask some
Ss to re-describe the pictures to the class.
- Then ask them to work individually to
write full sentences, using the given phrases.
Then they share their answers with a
partner.
- Ss to work individually.
- Check the answers as a class.
- T can also ask some Ss to write answers on
the board, then check their answers as a
class.
- T and other Ss give comments.
*
Key:
 1. She's reading books to the elderly.
2. They're giving gifts to old people.
3. He's exchanging used paper for
notebooks.
4, They're donating clothes to poor
children.
5. She's planting trees in the park.

Step 3: Report and discussion

- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
- To help Ss identify how to pronounce the sounds /t/, /d/, and /id/;
- To help Ss practise pronouncing the sounds in words.
- To help Ss practise pronouncing the sounds /t/, /id/, and /id/ in sentences.
2. Content:
Listen and repeat the word to pay attention to the sounds: /t/, /d/, and /id/.
Listen and pay attention to the underlined parts
3. Products:
Ss can learn how to pronounce the sounds: /t/, /d/, and /id/.
Ss will be able to pronounce the sounds correctly.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts learn Task 4-5 – A Closer look 1
Step 2: Task performing
Task 4. Listen and repeat. Pay attention Task 4. Listen and repeat. Pay attention
to the sounds /t/, /d/, and /id/. to the sounds /t/, /d/, and /id/.
- Have Ss listen to the recording once first.
Then ask Ss to read out the words.
- Play the recording for them to listen again
* Audio script- track:
and repeat each word as a class, then as /t/ /d/ /id/
individuals. cooked watered collected
- Ss Listen carefully passed cleaned donated
- Play the recording as many times as helped voluteered provided
possible.
- Call on some Ss to say the words In front
ofthe class.
- Ss Listen and repeat
- Check their pronunciation If necessary.
- Call on some Ss to read the words
aloud.
Task 5. Listen to the sentences and pay
Task 5. Listen to the sentences and pay
attention to the underlined parts.Tick
attention to the underlined parts. Tick
(✓) the appropriate sounds. Practise
(✓) the appropriate sounds. Practise the
the sentences.
sentences.
* Audio script
- Have some Ss read the sentences
first. Ask them to pay attention to the * Key + Audio script-Track 16:
underlined parts.
- Play the recording for Ss to listen
then have them tick the appropriate sounds.
- Invite some Ss to share their
answers. Confirm the correct ones.
- Play the recording again and ask Ss
to repeat each sentence after the recording.
- S do the tasks
- Correct Ss if necessary.
- Call some Ss to read the sentences
individually.
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To consolidate what students have learnt in the lesson.
To reactivate the knowledge that students have gained
2. Content:
Make sentences using the new words and structures
Home assigment
3. Products:
Know more some words about community service
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- Ask one or two Ss to tell the class what they
have learnt.
- Ask Ss to say aloud some words they
remember from the lesson and make sentences
with them
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson

- T let Sts take note the home assignment

* Home assigment:
- remember some verbs in the past simple
- Do more exercises in workbook.
Step 3: Report and discussion
- T asks, Sts answer about volunteer work
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
………………………………………………………………………………………………
………………………………………………………………………………………………
……………………………………………………………………………………………….
……………………………………………………………………………………………….
………………………………………………………………………………………………..

UNIT 3: COMMUNITY SERVICE

Lesson 3: A CLOSER LOOK 2
Week 6
Period: 18
Class Date of teaching Attendance

I. OBJECTIVES
1. Knowledge:
*Vocabulary:
- Vocabulary to talk about community service: orphanage, glove, reuse,
rural village, patient, rubbish, thank- you card, flooded area.
* Grammar:
- Use the past simple to talk about past activities;
- Give compliments;
* Pronunciation:
Pronouncing the new words correctly: orphanage, glove, reuse, rural village,
patient, rubbish, thank- you card, flooded area.
2. Competencies:
a. General competencies:
By the end of the lesson students will be able to
- Group work and independent working, pair work, linguistic
competence, cooperative learning and communicative competence.
- Develop communication skills and enhance awareness of preserving the
culture
 - Be co-operative and supportive in pair work and teamwork.
- Actively join in class activities.
b. Specific competencies:
- Know more the form and use the past simple tense; use Simple Past
tense to talk about past activies.
- Be ready to talk about Community service
- Know some daily activities whether good or bad for health
3. Qualities:
- To educate the voluntarily participation in community service or
community activities. Raise students’ awareness of the need to keep their
neighbourhood green.
- Develop self-study skills.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Text book, laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP GW/PW/IW)
1. Aim:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
2. Content:
Review the previous lesson or have some warm-up activities to create a friendly and relaxed
atmosphere to inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- Having a chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- game
Step 2: Task performance
 + Greeting + Greeting
+ CHATTING + CHATTING
* Teacher asks students some
questions:
What did you do last weekend?
What did you watch yesterday?
Who did you meet two days
ago?
- Students answer the questions,
using the past simple.
- Teacher and students discuss the
answers. .
- Students (Ss) listen and learn how
to do.
- Students answer the questions,
using the past simple.
- 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).
- Teacher asks students to study the
Grammar box.
- Teacher draws students’ attention
to the meaning and use of the past
simple.
- Teacher then asks some more
able students to give some more
examples.
 * We use the past simple to talk
about completed actions in the past.
- We often use specific time
expressions, such as yesterday, last
month, 3 weeks ago, or in 1999 with the
past simple
- Teacher and students discuss the
answers.
- Teacher confirms the answers and gives
feedback.
- Ask Ss to open their book and
introduce what they are going to study….
- Ss Open their book and write . - Ss Open
their book and write .
Step 3: Report and discussion
- Sts join in the discussion and do as
required
Step 4: Judgement
- T summarizes the discussion and leads
to Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
-To help Ss identify and remember the uses of the past simple.
-To help Ss practise the correct form of the past simple.
- To raise Ss' awareness of the past simple tense and the past form of some verbs.
- To help Ss distinguish between the present simple, present continuous and past simple in
specific context.
2. Content:
- To pracice using the past simple in context.
- Pair work to put the words in the correct columns
- Complete the sentences by circling the correct answer A, B or C.
- Complete the sentences with the correct form of verbs.
3. Products:
- Vocabulary about the topic
- Use of the past simple by choosing correct answer.
- Ss understand more using Past simple tense. Complete the sentences correctly.
- Ss can complete the sentences with the correct form of verbs correctly.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context for the listening
and reading.
- T ask the whole class to do the Tasks in A
Closer Look 2
Step 2: Task performance
- Focus Ss’ attention on the Grammar: The past simple
Remember! box. Positive S + V-ed (played)
- Explain the uses of the past S + did not / didn’t
simple. Negative V (did not / didn’t
play)
Did + S + V (play)?
Questions and
short answers  Yes, S + did.
 No, S + didn’t.

Task 1. Circle the correct answer

Task 1. Circle the correct answer A, B, or C to complete each sentence.
A, B, or C to complete each sentence.
* Remember!/ Page 31.
- Ask Ss to work individually to
circle the correct answers.
 - Ask Ss to take turns to give their * Key:
answers. 1. B 2. A 3. B 4. A 5. C
- Check the answers as a class.
- Ask several Ss to read aloud full
sentences with the correct answers.
Correct their pronunciation if necessary.
- Teacher lets students work in
pairs and exchange the answers before
checking with the whole class (explain
each sentence if necessary).
+ Students (Ss) listen to the
instructions carefully and learn how to do
the tasks.
- Answer the teacher’s questions.
- Teacher confirms the answers and gives
feedback. Task 2. Complete the sentences with the
Task 2. Complete the sentences past simple form of the given verbs.
with the past simple form of the given - T_ Ss
verbs.
* Key:
- Have Ss work individually to
1. took
complete the sentences with the past
simple form of the given verbs. 2. joined
- Ask some Ss to read out their 3. helped
sentences. Correct grammar and 4. sent
pronunciation mistakes if necessary. 5. volunteered
- Ss Listen carefully and learn how
to do.
- Ss work individually
- Ss Give the answers
- Check the answers as a class Task 3. Complete the sentences with the
Task 3. Complete the sentences correct forms of the verbs from the box.
with the correct forms of the verbs
from the box.
- Ask the whole class to read aloud
the verbs in the box. Then have Ss work
individually to complete the sentences * Key:
with the correct forms of the verbs from
1. cook
the box.
2. planted
- Ask some Ss to read out the
complete sentences. Correct grammar 3. are picking up
and pronunciation mistakes if necessary. 4. recycled
- Ss to work individually 5. read
- Ss do themselves. - Copy them
- Check the answers as a class.
- Comment on their performance
Step 3: Report and discussion
- Sts write down the new vocabulary
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To help Ss write full sentences using the correct form of the verbs.
To enable Ss to ask and answer questions related to past activities;
2. Content:
Write complete sentences from the prompts.
Ask and answer about Tom’s project in 2016 and 2018.
3. Products:
Ss can write complete sentences from the prompts correctly
Further practice using past simple tense. Answer the questions.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T let Sts study the examples, consume the
rules and do the exercises
Step 2: Task performing
Task 4. Write complete sentences from Task 4.Write complete sentences from
the prompts. the prompts.
- Have Ss work individually to - T_ Ss
write complete sentences from the .
prompts. Then ask them to work in pairs Key:
to swap their answers. 1. Last year, our club donated books to
- Check the answers as a class. children in rural areas.
- Have the class read out the 2. Children sent thank-you cards to us a
sentences. Correct grammar and week ago.
pronunciation mistakes if necessary. 3. I taught two children in grade 2 last
- Invite one or two Ss to say out summer.
their answers in front of the class. 4. Last spring, we helped the elderly in a
- Ss Do the tasks and share the answers
nursing home.
- Check the answers as a class.
5. We helped people in flooded areas last
year.
Task 5. Work in pairs. Tom is from
Task 5. Work in pairs. Tom is the Red Cross. Look at the fact sheet and
from the Red Cross. Look at the fact ask Tom about his projects in 2016 and
sheet and ask Tom about his projects 2018.
in 2016 and 2018.
- To help Ss be aware of some * Tom’s project:
community activities that Ss in other
countries do.
- Introduce the Red Cross projects
and activities in 2016 and 2018.
- Have Ss work in pairs to practise
asking and answering questions based on
the fact sheet.
- Tell Ss to follow the example.
Remind them to use the past simple when
they ask and answer questions about the Example:
past activities. Tom: I’m from the Red Cross. I
- Invite some pairs to make short worked on the Help Lonely People project
conversations as an example. in 2016.
- Correct any grammar and Lan: What did you do?
pronunciation mistakes if necessary. Tom: We helped 200 lonely people…
Step 3: Report and discussion
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences using the the past simple.
Home assigment
3. Products:
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home
assignment)
- Ask one or two Ss to tell the class what
they have learnt.
- T asks some Ss to give a sentence about
themselves, using the past simple .
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson * Home assigment:
- T lets Sts take note the home assignment - Remember the form and use the past
simple tense.
 - Do more exercises in workbook.
- Prepare new lesson: COMMUNICATION.

Step 3: Report and discussion

- T asks, Sts answer about leisure activities
-Step 4: Judgement
T gives feedback and requires Sts do
homework.
IV. FEED-BACK:
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