School: ……………………………………….. Date:………………………………..

Class: ……………………………..................... Period: ………………………..........

UNIT 4: COMMUNITY SERVICES

Lesson 4 – Review (Pages 92, 93)

I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- review words about charity and fund raising activities (donate clothes, bake sale, car wash, clean up
parks, craft fair, raise money, plant trees, etc.) and talk about them.
- review grammar: Past simple form of regular verbs, making suggestions.
- review how to plan charity events.
- pronoun some sounds correctly: “ed” endings, /ʌ/, /ei/, /ɔ/, / ʊ /.
- put stress on words with two and three syllables.
1.2. Competences
- improve speaking, listening, reading and writing skills.
- improve the use of English.
1.3. Attributes
- have positive attitude in English language learning so that they actively participate in all classroom
activities.
- review the old lesson and have good preparation for any assessment.

II. TEACHING AIDS AND LEARNING MATERIALS

1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm tương
tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive whiteboard / TV
(if any), PowerPoint slides, handouts
2. Students’ aids: Student’s book, workbook, notebook.

III. ASSESSMENT EVIDENCE

Performance Tasks Performance Products Assessment Tools
- Listening: You will hear a - Ss’ answers. - T’s feedback/Peers’
boy talking to his friend about feedback.
different kinds of community
service. Listen and complete
questions 1– 5. You will hear
the conversation twice.
- Reading: Look and read. - Ss’ answers. - T’s feedback/Peers’
Choose the correct answer (A, feedback.
 B, or C).

- Vocabulary: Fill in the - Ss’ answers. - T’s feedback/Peers’

blanks with the words from the feedback.
box.
- Grammar: Fill in the blanks - Ss’ answers - T’s feedback/Peers’
with the Past Simple form of feedback.
the verbs in brackets.
+ Underline the mistake in
each sentence. Write the
correct word on the line.
-Pronunciation: Circle the - Ss’ answers/ presentation. - T’s observation, T’s
word that has the underlined feedback/Peers’ feedback.
part pronounced differently
from the others.
+ Circle the word that differs
from the other three in the
position of primary stress in
each of the following
questions.

IV. PROCEDURES
A. Warm up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire new language; get
students' attention at the beginning of the class by enjoyable and short activities as well as to engage
them in the follow-up steps.
b) Content: Slogan competition / Poster designing competition.
c) Expected outcomes: Ss are ready for the new lesson.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

 Option 1: Slogan competition
- Divide class into groups of 4 or 5.
- Have Ss close their books.
- Choose a charity activity (It can be: craft fair, tree
planting day, car wash, soup kitchen, …).
- Have Ss work in groups to think and write a slogan for - Work in groups to write slogan.
the activity.
- Have Ss in groups their share their answers with the - Give answers.
whole class.
- Have Ss in the class vote for the best slogan. - Vote for the best slogan.
- Give feedback and announce the winner.
- Give an applause or a present to the winner.
- Lead to the new lesson. - Listen.
 Option 2: Poster designing competition
- Divide class into groups of 4 or 5.
- Have Ss close their books.
- Choose a charity activity (It can be: craft fair, tree
planting day, car wash, soup kitchen, …).
- Have Ss work in groups to design a poster for the - Work in groups to design posters.
activity.
- Have Ss in groups their share their products with the - Hang the poster on the board.
whole class.
- Have Ss in the class vote for the best poster. - Vote for the best posters.
- Give feedback and announce the winner.
- Give applause or a present to the winner.
- Lead to the new lesson. - Listen.
*Note: In order for this activity to be carried out
smoothly, T can have Ss prepare at home, then show their
products in front of the class.

B. New lesson (35’)

 Activity 1: Listening (7’)
a) Objective: Help Ss improve their listening skill.
b) Content:
- You will hear a boy talking to his friend about different kinds of community service. Listen and
complete questions 1– 5. You will hear the conversation twice.
c) Expected outcomes: Ss listen in details and get familiar with the listening test format.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
You will hear a boy talking to his friend about
different kinds of community service. Listen and
complete questions 1– 5. You will hear the
conversation twice.
- Have Ss read through the listening part. - Read in silence.
- Demonstrate the activity on DCR by using the
example. - Listen and then give answers.
- Play the audio (CD 2 – Track 37).
- Have Ss check answers with pairs and then give Answer keys
answers.
- Check answers as a whole class.

 Activity 2: Reading (7’)

a) Objective: Students can improve their reading skill.
b) Content:
- Look and read. Choose the correct answer (A, B, or C).
c) Expected outcomes: Ss read for comprehension and get familiar with the reading test format.
d) Organization of the activity:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Look and read. Choose the correct answer (A, B,
or C).
- Demonstrate the activity using DCR by using the - Observe and listen.
example.
- Have Ss look and read, then choose the correct - Work individually.
answer, underline the supporting ideas for their
answers.
- Call Ss to give answers, explain. - Give answers, explain.
- Give feedback and evaluation. Answer keys

 Activity 3: Vocabulary (7’)

a) Objective: Ss can review vocabulary about community services.
b) Content: Fill in the blanks with the words from the box.
c) Expected outcomes: Ss produce the new language successfully, and they can use these words in
speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Fill in the blanks with the words from the box
- Have Ss read the phrases and observe the pictures. - Read the phrases and observe the pictures.
- Ask Ss to work in pairs to fill in the blanks with - Work in pairs.
the words from the box.
- Have Ss give answers, tell the meaning of the - Give answers.
words /phrase again. Answer keys
- Check answers as a whole class using DCR.

 Activity 4: Grammar (10’)

a) Objective: Ss can review the use of English: Past simple form of regular verbs + making
suggestions.
b) Content:
- Fill in the blanks with the Past Simple form of the verbs in brackets.
- Underline the mistake in each sentence. Write the correct word on the line.
c) Expected outcomes: Ss produce the new language successfully, and they can use the grammar
points in speaking and writing.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Fill in the blanks with the Past Simple
form of the verbs in brackets.
- Have Ss retell the way to use past simple form of
regular verbs. - Review old knowledge.
- Ask Ss to work individually to fill in the blanks
with the Past Simple form of the verbs in brackets. - Work individually.
- Have Ss work in pairs to check each other’s work. - Work in pairs.
- Call Ss to give answers, explain for their choice.
- Check answers as a whole class using DCR. - Give answers.
Answer keys

Task b. Underline the mistake in each sentence.

Write the correct word on the line.
- Have Ss read the sentences, underline the mistake - Do the task.
in each sentence.
- Encourage Ss to correct the mistakes.
- Ask Ss to work in pairs to check each other’s - Exchange answers.
work. - Write answers on the board.
- Have Ss write answers on the board. Answer keys
- Check Ss’ answers, give feedback.

 Activity 5: Pronunciation (4’)

a) Objective: Ss can review the word stress and vowels, last consonant of “ed” endings.
b) Content:
- Circle the word that has the underlined part pronounces differently from the others.
- Circle the word that differs from the other three in the position of primary stress in each of the
following questions.
c) Expected outcomes: Ss produce the new language successfully.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Circle the word that has the underlined
part pronounced differently from the others.
- Have Ss distinguish the sound: /“ed” endings, /ʌ/, - Listen.
/ei/, /ɔ/, / ʊ /.
- Ask Ss to work individually to circle the answer. - Work individually.
- Have Ss work in pairs to check each other’s work. - Work in pairs.
- Call Ss to give answers, pronounce the words - Give answers.
again. Answer keys
- Give feedback, correct Ss’ pronunciation if
necessary.

Task b. Circle the word that differs from the

other three in the position of primary stress in
each of the following questions. - Listen.
- Remind Ss some basic rules of putting stress on - Work individually.
words with 2 or 3 syllables. - Work in pairs.
- Ask Ss to work individually.
- Have Ss work in pairs to check each other’s work.
- Call Ss to give answers, pronounce the words - Give answers.
again. Answer keys
- Give feedback, correct Ss’ pronunciation if
necessary.

C. Consolidation and homework assignments (5’)

* Consolidation:
* Grammar of Unit 4: Past simple form of regular verbs, making suggestions.
* Vocabulary of Unit 4: Words about charity and fund raising activities (donate clothes, bake
sale, car wash, clean up parks, craft fair, raise money, plant trees, …).

* Homework:
- Review vocabulary, grammar of unit 4.
- Do the exercises in WB: Review of Unit 4 (page 65).
- Prepare: Unit 5 – New words and Listening (page 36 – SB).

D. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………