Giáo án tiếng anh 7 thí điểm Cả năm

Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm Giáo án tiếng anh 7 thí điểm Cả năm

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Week:

Period:

Date of planning: ……/……/…… Date of teaching: ……/……/……

UNIT 1: MY HOBBIES Lesson 1: Getting Started – My favourite hobby

I Objectives:

By the end of this lesson, students can know the key language and structures to be learnt in this unit

II Language Focus:

1 Vocabulary: the items related to hobbies.

2 Structures: The present simple and the future simple tense

Verbs of liking + V-ing

III Method: Communicative approach

IV Teaching ads: Course book, CD player, pictures.

V Procedures:

- Ask Ss what they like doing for

pleasure in their free time

- Summaries Ss’ answers and ask

them what all activities are called

Elicit the word “hobbies” from

Ss

- Ask Ss questions about the

picture (page 6)

- Write Ss’ answers on the board

- Play the recording Ask Ss if

their guesses on the board are

correct

- Answer

- Listen and answer

- Listen and read

* Presentation :

- What do you like doing for pleasure

in your free time?

- Can you guess who they are??

- Where are they?

- What can you see on the shelf? Whatmay the hobby be?

1 Listen and read

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- Ask Ss to read the dialogue

again and decide they are true or

false

- Allow Ss to share answers

before discussing as a class

- Tell Ss to refer back to the

conversation to answer the

questions (b)

- Play the recording

- Let Ss listen andrepeat the

words/ phrases Have some Ss

practice reading the words/

phrases out loud

- Ask Ss to match the words/

phrases with the pictures

- Give feedback and confirm the

correct answers

- Ask Ss work in pairs and

complete the table Write their

answers on the board

- Ask Ss to explain their answers

- Have Ss add more words to the

table

- Individual work

2.No, they aren’t

3.She keeps the bottles after using them

4.No, she doesn’t

5.No, he hasn’t

2 Listen and repeat.

GardeningArranging flowers

Playing the games

3 Choose the words/ phrases in 2 that match the pictures below Write them in the spaces.

4 Complete the tables.

- Set the time for Ss to do this - T whole class * Production 5 Game: Find someone who… :

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activity Ask their classmates to

complete the table using “Do you

like…?”

-Ask Ss to read aloud the names

on thelist

Example:

A: Do you like gardening?

B: No, I don’t

*Homework :

- Prepare next lesson

(A closer look 1)

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IV Teaching ads: Course book, CD player.

V Procedures:

e

- Have Ss repeat the words/

phrases indicating the hobbies

they learnt in the previuos lesson

- Whole class

* Warm-up :

The words/ phrases indicating the hobbies

- Ask Ss to read the action verbs

in column A and match them with

the suitable words/ phrases in

- Ask Ss to read all the sentences

carefully to make sure they

understand the sentences

- Ask Ss to write the correct

- Explain that a keyword helps Ss

understand a text quickly and it is

usually a noun, a verb, an

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- Model the way to locate

keywords for “listening to

- Ask Ss to read out the words

first The play the recording

- Ask Ss to put the words in the

correct column while they listen

- Ask Ss to practice the

sounds // and // Play the

recording and ask Ss to listen and

repeat

- Play the recording twice

- Ask Ss to practice the sentences

- Pair-work

- Listen and repeat

- Individual work

plant, vegetables, grow, fruit…

Fishing: lake, exciting, catch, fish, water, boat…

- Painting: creative, colours, pictures, artist, painting…

- Swimming: pool, fun, water, keep fit, swim…

BurnBirthHurtHeard

7 Listen to the sentences and tick /ə/ and /ɜ:/.

- Have Ss to play the guessing

- Learn vocabulary by heart

(A closer look 2)

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By the end of this lesson, students can use the present simple and the future simple tense and

verbs of liking + V-ing correctly and appropriately

V Procedures:

e

- Have Ss to play a game - Group work * Warm-up Nought and Crosse: :

play like read listen do visit make watch cook

Ex: I often play chess after school.

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- Have Ss present the form and

usage of these two tenses before

asking them to do the exercises

- Ask Ss to this exercise

individually and then compare

the answers with a partner

- Check the answers and write

the correct answers on the board

- Ask Ss to look at the table and

make sure they understand it

Explain that x 3 per week means

three times a week

- Model the first answer for Ss

- Check Ss’ answers and write

the correct answers on the board

- Have Ss draw a table similar to

the one in 2 The first column is

for the activities The other

columns are for the rest of the

group

- Set time limit for this

- Have each group write a short

report similar to Nick’s report in

2

- Have Ss read the Look out!

Box Explain the structure

- Call on some Ss to make

sentences with the verbs of

a Think of some activities and make

a table like the table in 2

b Write a short report about what you have found out Use Nick’s report in 2 as an example

4 Complete the sentences, using the –ing form of the verbs in the

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- Have them compare their

answers with a classmate

- Call on some Ss to read out the

answers

- Have Ss read the example and

explain the way to do the

activity Ask Ss to write the

sentences using the pictures as

clues

- Call on some Ss to write the

- Check and comment on Ss’

sentences

- Pair-work

box.

Key:

1 Riding

2 Watching; going

3 Talking

4 Playing

5 Eating

6 Walking

5 Look at the pictures and write sentences Use suitable verbs of liking or not liking and the –ing form

Suggested answers:

1 He doesn’t like eating apples

2 They love playing table tennis

3 She hates playing the piano

4 He enjoys gardening

5 She likes dancing

- Have Ss to do this exercise

individually, then compare their

sentences with a classmate

- Call on some Ss to write the

- Ask other Ss for their

comments

- Correct any mistakes (if any)

- Individual work

* Production :

7 What does each member in your family like or not like doing? Write the sentences.

1 My father likes…

2 My father hates…

3 My mother enjoys…

4 My mother doesn’t like…

5 My brother/sister loves…

6 My brother/sister doesn’t like…

*Homework :

(Communication)

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By the end of this lesson, students can describe and give opinions about hobbies.

IV Teaching ads: Course book, CD player, pieces of paper.

- Tell Ss that this vocabulary will

appear in the task 1

- Ask Ss to do this exercise

individually and give T the

answers

- Confirm the correct answers

- Ask Ss to make one sentence

with each picture

- Whole class

- Individual work

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- Before Ss do this activity, have

them look at the Look Out! Box

Write some examples sentences

on the board to make one

sentence with each picture

- Call Ss to give some examples

- Ask Ss to work individually and

tick the appropriate boxes Then,

they move on to complete the five

sentences

- Call on a student to model the

first sentence

- Ask Ss to write their anwers on

the board

- Have other Ss give comments

- T whole class

- Individual work

* Practice :

2 Look at the table and tick the boxes Then, complete the sentences below by writing one reason to explain your choice.

Ex:

I find swimming interesting.

 find + doing sth + adj

They think (that) + swimming is

interesting.

 think (that) + doing sth + is + adj

- Have Ss work in pairs to make

conversations as in the example

Ask Ss to take turns being the

person who ask the questions

This student has to note down his/

her partner’s answers to report to

the class later

- Call on some Ss to report the

answers to the class

- Pair-work * Production 3 Interview a classmate about the :

hobbies Take note and present your partner ‘s answers to the class.

Example:

You: What do you think about making pottery?

Mai: I think it is … / I find it … You: Why?

Mai: Because … You: Will you take up making pottery in the future?

Mai: Yes, I will./ I’m not sure

*Homework :

- Learn new vocabulary and practice using structure when you give your opinion about something

- Prepare next lesson :

(Skill 1)

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Week:

Period:

IV Teaching ads: Course book, CD player, pieces of paper.

V Procedures:

e

- Ask Ss if they know any unusual

hobbies Elicit answers from Ss

- Lead to the lesson Tell Ss that

they are going to read about an

unusual hobby

- Have Ss look at the pictures and

answer three questions

- Elicit the answers from Ss and

quickly write them on the board

- Ask Ss to read the text and

check their guesses with the

information from the text

2 They are made of eggshells

3.The hobby is carving eggshells.

- Ask Ss to read the passages

again, then answer the questions

- Ask for Ss’ answers and have

them explain their answers Ss

can either paraphrase the original

information from the text or read

out loud the part of the text where

the answer to each question is

- Individual work

2 He saw the carved eggshells for

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located

- Confirm the correct answers

- Have Ss try to complete the

sentences without reading the text

again Then Ss can understand

parts of the text that help them

find the answers

- Ask Ss to share their answers

with a partner

- Check and confirm the correct

answers

- Have Ss work in pairs to discuss

the uses of carved eggshells

4 Discuss other uses of the pieces

of artwork Share your ideas with the class.

- Ask Ss to work in groups and

take turns talking about their

hobbies Then they vote for the

most exiting hobby

- Call on some Ss to talk about

the most exciting hobby of their

group

- Group-work * Production 5 Talk about your hobbies Use :

questions in page 12 and your own

to help.

*Homework :

- Practice speaking more

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Week:

Period:

UNIT 1: MY HOBBIES

Lesson 6: Skill 2

I Objectives:

By the end of this lesson, students can listen to get specific information about a hobby and write

a paragraph about a classmate’s hobby

IV Teaching ads: Course book, CD player, papers.

V Procedures:

e

- Ask Ss if they know anything

about the collecting glass bottles

and if they think it is useful

- Call on some Ss to answer the

- Do you think it is a good hobby?

- Why? / Why not?

- Tell Ss that they are going to

listen to an interview about Mi’s

hobby

- Have Ss read through the word

web Have them guess the word

to fill each blank and write their

guesses on the board

- Play the recording Ask Ss to

complete the word web

- Allow Ss share their answers

before listening to the recording a

final time to check

- Ask for Ss’ answers and write

them on the board next to their

- Individual work

- Pair-work

* Practice :

 Listening

2 Listen and complete each blank

in the word web with no more than three words.

Key:

1 Collecting glass bottles

2 Two years ago

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- Ask Ss to work in pairs and

interview each other about their

hobbies

- Ask to take notes on each

other’s answers in the word web

- Have some Ss present their

friend’s answers for the class (or

write on the board)

- Pair-work

 Writing

3 Ask and answer questions about each others’ hobby

1 Name of the hobby:…

2 When he/ she started the bobby?

3 Who he/ she shares it with?

4 To do this hobby you have to:…

5 Feelings about the hobby:…

6 Future:…

- Ask Ss write their paragraphs

individually based on the

information in their word webs

- Ask one student to write his/ her

paragraph on the board

- Have other Ss comment on the

paragraph on the board

- Collect some writings to correct

at home

- Whole class

* Production :

4 Write a paragraph about your classmate’s hobby

Start your paragraph as shown below:

…… is my classmate His/ Her

hobby is …… ………

*Homework : - Write a paragraph in your notebook - Prepare next lesson : (Looking back)

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Period:

UNIT 1: MY HOBBIES

Lesson 7: Looking Back

I Objectives:

By the end of this lesson, students can review all what they have learnt in this unit

IV Teaching ads: Course book, CD player, poster.

- Have Ss to compare their

answers with a partner

answers

- Ask Ss read sentences out loud

for other Ss in the class

- Individual work

- Have Ss to compare their

- Check and then confirm the

correct answers

- Ask Ss to do this activity in

pairs

- Allow them five munites to add

many hobbies to the table as

- Individual work

Easy hobbies Difficult hobbies

Collecting label Skating

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- Give feedback

- Ask Ss to do this exercise

answers with a classmate

- Check and then confirm the

correct answers

- Have Ss do this exercise

- Ask Ss to write their answers

on the board

- Individual work

Collecting leaves Playing board games

Cooking painting

Cheap hobbies Expensive hobbies

Collecting used books

Collecting leaves Painting

Collecting cars Taking pictures Travelling

- Ask Ss work in pairs and role

play to interview each other

- Ask Ss to complete the self-

assessment Identify and

difficulties and weak areas and

provide further practice

- Pair – work

- Individual work

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1 Vocabulary: the lexical items related to the topic health issues.

2 Structures: - Imperatives with more and less

- Compound sentences

IV Teaching ads: Course book, CD player, picture.

V Procedures:

e

- Ask Ss to guess what the picture

might show or what the

conversation might be about

- Ask Ss questions about the

picture

- Play the dialogue and has Ss

follow along Ss may track the

dialogue with their fingers as they

listen to the recording

- T-Whole class

* Presentation :

Guess what the picture might show

or what the conversation might be about

Questions:

 What can you see in the picture?

 What time is it?

 What do you think about the people in the picture are talking about?

 Who do you think is healthier?

- Ask Ss to complete the task

individually or in pairs

- Check answers and ask Ss to use

each item in a sentence

- Ask Ss to read the conversation

again and complete the table

- Write the table on the board

- Individual work

- Individual

* Practice :

1 Listen and read

a Can you find a word or phrase that mean: …

5 Won’t take no for an answer

b Read the conversation again Who

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while Ss are working

individually

- Correct the exercise as a class

by asking Ss to come to the board

and tick the correct column

- Ask Ss to look at the pictures

As a class Ss can call out which

word they think matches each

picture

- Ask Ss to write the words below

each picture

- Play the recording and Ss repeat

- Correct the exercise with the

whole class

- Have Ss rank the health

problems from the most common

to the least common and share

with a partner

- Encourage Ss to give reasons for

their ranking

- Ask one student to read through

the list of advice aloud

- Encourage Ss to mimic advice

- Ask Ss to complete the

matching individually and then

correct

work

- Individual work

- Listen and repeat

- Pair-work

- Individual work

want to do the following things?

- Ask Ss to look at the picture and

answer the questions

- Correct their answers

- Group-work * Production 4 Game :

Take a card with a health problem

or piece of advice.

Walk around and try to find the person with the card that matches yours

*Homework :

- Write the answer in your notebook

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(A closer look 1)

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Week:

Period:

V Procedures:

e

- Write have a/an, have, and

feel on the board

- Ask Ss to read the words from

the first column

- Write the words in a word

web around have a/an Repeat

this for the new two columns

- Teach the noun “patient” to

make sure that Ss are familiar

- Model the role-play in the

book with a student

- Divide class into pairs

Encourage Ss to think about

how each person feels and will

act Give them 5 minutes to

- Individual work

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practice

- Ask some pairs perform their

role-play for the class

- Ask the class comprehension

questions about what they just

saw

- Ask four Ss to model the

example conversation

- Divide class into groups and

ask them to talk about a health

problem

- Drill the sounds /f/ and /v/ and

asking Ss to think of any words

they know with these sounds in

them

- Write Ss ideas on the board

Say the words in 5 and ask Ss

to repeat

- Play the recording and have

Ss circle the words they hear

- Pair-work

- Answer the questions

- T whole class

- Group-work

- T-Whole class

- Listen and repeat

- Individual work

Use the cues in 1, 2 or your own health problems.

(page 18)

Questions:

- What was Mai’s problem?

- What advice did doctor Thao have?

4 Choose a health problem Work in groups Tell your group about the last time you had that problem.

Example:

A: I had flu 2 weeks ago

B: Me too! I felt so weak

C: Oh I had a sore throat yesterday

D: I had toothache I think I ate too manysweets

- Ask Ss to listen to the

sentences once and repeat

- Ask Ss to circle the words

with /f/ and /v/ sounds

- Have Ss listen to the

recording again and give the

correct answers to the entire

- Learn vocabulary by heart

- Practice the sounds /f/ and /v/ more

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(A closer look 2)

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By the end of this lesson, students can use Imperatives with more and less and compound

sentences correctly and appropriately

V Procedures:

e

- Give Ss simple classroom

commands Eg: stand up, sit

down, open your book…

- Write the word

IMPERATIVE on the board

and explain to Ss that the

imperative can be use for direct

commands, orders or

suggestions

- Ask Ss to red the yellow box

Check their comprehension by

asking some comprehension

questions

- Ask Ss to look at the four

pictures and call on Ss to tell

the class what they see Divide

Ss into pairs and ask pairs to

give advice to each person in

the picture

- T-Whole class

- Answer the questions

- Pair-work

* Presentation :

 Grammar Imperatives with more and less.

(Students’ answers)

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- Ask Ss to look at the yellow

box again

- Ask Ss to think about which

six health tips are the most

important to teens

- Have Ss discuss their ideas in

pairs or groups of three

- Ask Ss to read through the

Teen Health website

individually and complete the

headings

- Ask Ss if the ideas from the

class and the ideas from the

website are the same

- Encourage class discuss here

about why some pieces of

advice are more important than

others

- Ask Ss to read the first

paragraph of the yellow box

and ask a question

- Ask Ss to read the second

paragraph of the yellow box

and ask a question again

- Divide class up into 3 large

groups The 1st group is

“Independent Clause 1”, the 2nd

group is “Conjunction”, and the

3rd group is ”Independent

Clause 2” The whole class

reads the table aloud Each

group chorally chants their part

of the sentence when T calls

out the name of their group

2 Top health tips for teens

Look at the health tips in the yellowbox Which six do you think are themost important to you and your classmates? Explain why?

3 Look at the article on the Teen Health website Fill in the blanks to complete their top six health tips.

Key:

1 Do more exercise!

2 Sleep more

3 Eat less junk food

4 Wash your hands more

5 Watch less TV

6 Spend less time playing computer games

Compound sentences

- What do we call a sentence made

by liking two simple sentences?

=> A compound sentence

- What does a coordinating conjunction do?

=> It joins two simple sentences

4 Make compound sentences by joining the two simple sentences

Use the conjunction given

Remember to add comma.

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exercise individually

- Correct the exercise as class

- Individual work

they live for a long time

3 I feel tired, and I feel weak

4 You can go and see the doctor,

or you can go to bed now and rest

5 Math the beginnings of the sentences with the picture that completes them.

- Individual work * Production :

6 Now, complete the second part of the compound sentences.

1 Hung washes his hands a lot, so…

2 David eats lots of junk food, and…

3 The doctor told Elena she should sleep more, or…

4 My sister plays computer games, but…

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Week:

Period:

UNIT 2: HEALTH

Lesson 4: Communication

I Objectives:

By the end of this lesson, students can talk about health issues

V Procedures:

e

- Have Ss look at extra

vocabulary Ask Ss to look up the

words in their dictionaries

- Write the words Healthy and

Unhealthy on the board Ask Ss

brainstorm about things that are

- Divide the class into pairs and

ask them to complete the

exercise

- Choose a few groups to share

their answers their answers with

1 Work in pairs Discuss and write

F or M for each statement.

Unhealthy

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- Ask Ss to close their books,

listen and take note

- Play the recording

- Have Ss open their books and

correct their answers using their

notes (or from memory)

- Play the recording again for Ss

to check a second time

- Ask Ss to do this activity in

pairs

- Have a quick class poll and

follow-up discussion

- Divide Ss into groups and have

them complete the exercise

- Individual work

- Pair-work

- Group-work

2 Listen to the radio show about heath facts or myths and check your answers in 1.

3 Discuss the following in groups.

 Which sentence are you most surprised by? Why?

 Do you know any health facts ormyths in Viet Nam?

4 Work in groups Think of some ideas about health that are true

Then think of some that are false.

Example:

 You can avoid disease by keeping yourself clean (This is true)

 You will turn orange when you eat a lot of oranges (This is false)

- Ask Ss to test another group to

see how many of your health

myths they can spot

- Group-work * Production 5 Test another group to see how :

many of your health myths they can spot.

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Week:

Period:

UNIT 2: HEALTH

Lesson 5: Skill 1

I Objectives:

By the end of this lesson, students can read and talk about health problems and advice

- Ask Ss brainstorm any words

that they associate with

CALORIE.

- Ask Ss to guess what the

reading will be about

- Ask Ss to complete the exercise

- Encourage Ss to write the

meaning of the words as simply

as possible and in their own

words

- Elicit the meanings of the words

from the different groups

- Pair-work

* Practice :

2 Find the following words/ phrases

in the text Discuss the meaning of each word with a partner Then check the meaning.

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individually

- Correct the answers with the

class

- Draw attention to the table and

explain that the activities are

listed next to the number of

calories use in one hour

- Put ss in groups of three and ask

them to discuss the questions

individually

answers

- Individual work

- Group-work

- Individual work

o Stay in shape – be fit and healthy

3 Now answer the following questions.

Key:

1 A calorie is energy that help us

do our everyday activities

2 If we eat too many calories, we can get fat

3 To stay healthy you need between 1,600 and 2,500 calories

o Activity

o Number of hours (per day)

o Total number of calories

- Ask Ss to share their tables with

the class

- T whole class * Production 6 Present your table to the class :

Try to include the following information.

(Page 22

*Homework :

- Prepare the next lesson :

(Skill 2)

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IV Teaching ads: Course book, CD player, poster.

V Procedures:

e

- Draw the Olympic rings on the

board and ask Ss what these

represent

- Brainstorm with Ss as a class

different words that come to mind

when Ss think of the Olympics

- Ask Ss to discuss the questions

- Play the recording Ask Ss to

tick the problems an ironman had

as a child

- Allow Ss share their answers

before listening to the recording a

final time to check

- Correct their answer

- Ask Ss to listen again and

- Individual work

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choose the right response.

- Ask Ss to complete the task

individually

answer

- Divide the class into groups and

give a time limit for discussion

and feedback as a class

- Make sure Ss understand the

word “triathlon” in the listening

- Ask Ss to work individually to

finish this activity

answer

work

- Individual work

6 Look at Dr Law’s advice page

Can you match the problems with the answers?

- Ask Ss to work in pair to write a

health problems and responses

- Ask some pairs to share their

problems and response with the

*Homework :

- Write in your exercise book

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By the end of this lesson, students can review all what they have learnt in this unit.

- Correct the exercise on the

board to check spelling

- Ask Ss what they see in each

picture

- After a brief discussion, Ask ss

to complete the exercise

individually

- Correct as a class

- Individual work

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- Ask Ss to do exercise 4 in pairs.

- Have Ss compare their answers

with a partner

- Check their answers

- Ask Ss to divide Ss into pairs

- Ask one pair to come up and

role-play the example in the book

- Ask Ss to create their own

role-ply from the sample problems in

3 I have temperature, and I feel tired

4 I can exercise every morning,

or I can cycle to school

 Communication

5 Choose one of the following health problems Role-play a discussion Student A is the patient

Student B is the doctor.

- Ask the class decide what’s true

and what’s myth

- Pair-work * Production 6 Discuss the following sentences :

about health with a partner Do you think they are facts or myths?

Finished! Now you can…

*Homework :

(Unit 3: Community Service Lesson 1: Getting Started)

Week:

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Period:

Date of planning: ……/……/……

Date of teaching: ……/……/……

UNIT 3: COMMUNITY SERVICE

Lesson 1: Getting Started - A helping hand

I Objectives:

By the end of this lesson, students can know the key language and structures to be learnt in this

unit

1 Vocabulary: the lexical items related to community service and volunteer work.

2 Structures: Past simple

Present perfect

- Ask Ss prediction questions

about the picture

- Ask Ss write their answers on

the board

- Play the recording and have Ss

follow along

- After the first listening, ask Ss

to recall information from the

listening

- T-Whole class

- Listen

* Presentation :

Guess what the picture might show

or what the conversation might be about

Ex:

- What can you see in the picture?

- Who so you think they are?

- What are they talking about?

 Global Citizen is … (the name of

the radio programme).

 Hai Ba Trung School is … (the

school where Mai and Phuc go to).

 Be a Buddy is… (the

organization that Mai is from).

 Go Green is … (the organization

that Phuc is from).

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- Ask Ss to work individually to

answer the questions

- Ask them to compare their

answers with a partner then

discuss as the class

- Write the correct answers on the

board

- Ask Ss to think about how

books and clothes can help to

better the children’s lives

- Have Ss work individually to so

the task then compare their

- Tell Ss they can put some words

in more than one column

board

- Ask Ss to work individually

- Check the answers as a class

- Tell Ss to look at the list of the

verbs Ss have already got from

exercise 2

- Have Ss complete the exercise

in pairs

- Draw the word webs on the

board Have Ss work in groups to

complete the word webs in 5

minutes on the sheets of paper

- Encourage Ss to think of as

many words as possible

- Individual work

- Pair-work

- Individual work

b Read the conversation again

Answer the questions.

2 Look at the words in the box Put them in the right groups.

Key:

- Nouns: help, benefit, volunteer,

plant

- Verbs: donate, help, benefit,

volunteer, recycle, plant, provide, clean, encourage

- Adjectives: clean, environmental.

3 Fill the gaps with the words in the box.

- Help: children, homeless people,

old people, the poor…

- Clean: streets, walk, lakes, rivers,

beaches,…

- Provide: food, attention, life skills,

education, houses, help, books…

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- Model game with a student.

- Have the class play the game as

instructed

- Pair-work * Production 5 Game: Vocabulary ping pong :

Example:

A: provideB: foodA: homeless peopleB: help

UNIT 3: COMMUNITY SERVICE

Lesson 2: A Closer Look 1

I Objectives:

By the end of this lesson, students can pronounce correctly the sounds /g/ and /k/ in isolation and

in context; use the lexical items related to community service and volunteer work

II Language Focus

1 Vocabulary: the lexical items related to community service and volunteer work.

2 Structures: Past simple

Present perfect

IV Teaching ads: Course book, CD player, flash cards.

board then ask Ss to discuss these

questions as a class

- Individual work

- What do you see in the pictures?

- What are the difficulties they face?

- What do they need?

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