Date of preparing:

Date of teaching:..............................................................................................................................
Period: 51
UNIT 6: COMMUNITY SERVICES
Lesson 1 (p. 46)
I. Objectives:
By the end of this lesson, students will be able to:
a. Language knowledge and skills
 Vocabulary: gain vocabulary items about community services (police station, library,
hospital, train station, post office, bus station).
 Structure: use the present simple tense in the structures
 Where is the …………….?
 The …………………. is on/ opposite/ near/next to …………………………
 talk about public services and use prepositions of place
 ask and give directions to the places
b. Core competencies and personal qualities
 Raise motivations and interests in learning English as a foreign language
 Develop communicative and team-working skills through learning activities
 Illustrate problem-solving and critical-thinking skills through learning activities
 Establish responsive and independent characteristics to be a long-life learner
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Role play: “Where is the post office?”  Teacher –
- Play audio (The “Where is the post office?”) to brainstorm the theme whole class
of the lesson.
- Teacher and students say along and greet.
 Students in
5’ Option 2: What is in the picture? groups
- Divide the class into two groups, A & B.
- Teacher shows the chain of pictures of places. After watching, groups
receive flashcards of the places they have just seen, and pick out what  Whole class
they saw.
- The winner is the group that has more correct pictures.
25’ New lesson
 Teacher – whole
class/
individuals/
pairwork
- Teacher shows pictures of places again to lead in the new
lesson.
- Ask students if they have ever been to any of them.

A-Teach new words. (10’)

- Use real things and pictures to introduce the new words:
New words:
1. train station (n)
2. library (n)
3. hospital (n)  Teacher/ Whole
4. post office (n) class/
5. bus station (n) groupwork
6. police station (n)

- Have students listen and repeat each new word. (chorally –

individually)
- Correct student’s pronunciation if necessary.

Activity 1. (Checking new word)

- Teacher lets students look at the pictures, and fill in the blanks
with words given. (exercise a/p. 46)
- Listen again to check the answers.  Teacher – whole
Answer: class/ pairs
1. Train station
2. Library
3. Hospital
4. Police station
5. Post office
6. Bus station

Activity 2: Watching a video clip, name the places

- Teacher shows a video clip she made at her town (in Ho Chi Minh  Teacher –
city) whole class/
- Have students watch the video, pause sometimes for students to name individuals
the places. (Train station, library, hospital, post office, bus station,
police station).
- Teacher checks, corrects and gives feedback.

Activity 3 (optional): Speaking

- Teacher makes example sentences with new words.
 - Ask students to work in pairs; and talk about public services near
their house, using new words (exercise b/p. 46)
- Some pairs present in front of the class.
- Teacher checks and corrects.
Example.
- There’s a hospital near my house.
- My mother woks in a hospital.

B-Listening. (10’)
- Teacher shows the picture of the task, asks students some questions
about it. (exercise a/p. 46)
Suggested Q&A:
- Where is the post office? – It’s on Market Street.
- Is there a train station near here? –Yes.
- Where is the bus station? – It’s near the hotel.
- Is the bus stop far? – No.

- Teacher has students work in pairs, read the sentences, guess the
answers (exercise b/p. 46)
- Listen and check their guessing (listen the 1st time)
- Listen again to check their answers.
- Teacher checks and corrects.
Answer:
1. post office
2. train station
3. bus station
4. library

- Teacher shows the dialogue, students listen and repeat.

5’ Wrap-up
Option 1: substitution  Teacher –
- Teacher gives out the open conversation to groups, students practice whole class/
filling in the gaps, using suggested words. individuals
- Have students practice role playing the dialogue.
- Some pairs present in front of the class. (close pairs, open pairs)
Example:
1. transport station (a bus station, a train station)
2. library (a librarian)
3. hospital (a doctor, a nurse)  Teacher –
Students in
Option 2: Speaking. groups
- Teacher asks some students about public services in their town (hand-
out, an open dialogue, students answer by themselves).
 - Students work in pairs, ask and answer as modeling.
- Some pairs present in front of the class.
Example:
A. Do you know the National library?
B. …………………………………………
A. Where do I get the bus?
B. ……………………………………….
A. Is it near?
B. ………………………………………
A. How long does it take?
B. ……………………………………………
A. What kind of book do you like best?
B. …………………………………………………
Option 3: song “Where is the bus stop?”
- The whole class sings the song together.
https://www.youtube.com/
Homework
Write four sentences about your house.
IV. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………
 Date of preparing:
Date of teaching:..............................................................................................................................
Period: 52
UNIT 6: COMMUNITY SERVICES
Lesson 1 – Grammar (p. 47)
I. Objectives:
By the end of this lesson, students will be able to use definite and indefinite articles &
prepositions of place.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: near, next to, between, opposite.
- Structure :
IV. Procedures:

Time Steps/Activities Organization

Warm-up
Option 1: Song: “Where is the bus stop?”  Teacher –
Play the music, the whole class sings and dances together to brainstorm whole class
the theme of the lesson.
5’
Option 2: Interviewing
- Some students talk about their public services (homework).  Whole class
- Teacher follows, checks and gives feedback.

25’ New lesson

A-Grammar. (10’)  Teacher – whole
- Teacher shows types of public services, asks students some questions class/
about them. (use Yes – No questions) individuals/
- Teacher shows example sentences and elicits the way to use pairwork
prepositions of place
Formation Examples
The ball is next to the box.  Teacher/ Whole
next to class/
groupwork
They cat is between two
between boxes.

The tree is opposite the cube.

opposite
- Teacher gives some sentences, students change prepositions.  Teacher – whole
(individually) class/ pairs
- Correct student’s answers if necessary.

B-Practice. Fill in with correct words(6’)

- Teacher explains the way to do task b/p. 47
- Some volunteer students show the answers on the board.
- Teacher checks and corrects.
Answers:  Teacher –
1. a whole class/
2. the individual
3. opposite
4. a
5. the
6. between
C-Practice. Complete the sentences (10’)
- Teacher shows the map, sets the scene of the dialogue. Have students
practice filling the dialogue (pairs)
- Have a pairs present in front of the class.
- Teacher asks a student to use given clues to complete the
conversation.
Suggested answer:
1. the library
2. the movie theater
3. It
4. the train station
5. the bus station
6. the hospital

- Teacher checks and corrects the answers.

- Student practice reading the dialogue in pairs.
 Wrap-up
Option 1: Interviewing  Teacher –
- Have students use the same format to ask and answer about whole class/
prepositions of place. individuals
- Some pairs present in front of the class.
Example:
1. Yes / No
2. Yes / No
3. Yes / No
4. Yes / No
5. Yes / No
6. Yes / No
5’
Option 2:  Teacher –
- Teacher shows some pictures of maps, one team chooses a map Students in
to describe, and the others find the correct one. groups
- The team has more correct answers wins the game
Option 3:

- Teacher shows some pictures of maps, one team chooses a map

to describe, the others find the correct one.
- Five students attend the game.
- A host student chooses a picture of a map, other students ask
Yes / No questions to find out the place. The person finally
finds out the map wins the game.
Homework
Make a table of things that your public services have.
librar super movie hospita post train bus
y marke theater l office station station
t

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………
 Date of preparing:
Date of teaching:..............................................................................................................................
Period: 53
UNIT 6: COMMUNITY SERVICES
Lesson 1 (p. 48)
I. Objectives:
By the end of this lesson, students will be able to focus how to the /st/ sound of the words.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary:
- Structure: focus on the /st/ sound
IV. Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Song: “ST Consonant Blend Sound”  Teacher –
- Play audio (The “ST Consonant Blend Sound” song) to brainstorm whole class
the theme of the lesson.
- Teacher and students sing along and greet together.  Students in
groups
5’
Option 2: Is there a bus stop near your house? – Yes / No
- Some students show the table of their homework, share something  Students in
about it. class
- Other students may ask for more questions if they want.
- Teacher follows and gives feedback, then leads to the new lesson

25’ New lesson

A-Pronunciation. (10’)  Teacher – whole
- Teacher shows example sentences to class (the /st/ sound) class/
speaks louder for student to recognize this sound. individuals/ pair
- Teacher explains the rules, gives more examples to make it work
clear.
Ex: - Twinkle, twinkle little star.
- A wasp can sting.
- He broke a string in his racket.
- Dad reads me a story.
- Have students listen and underlined letters (exercise b/p. 48)  Teacher/ Whole
- Have them listen & repeat. class/
- Have students listen and repeat. (exercise c/p. 48) groupwork
Further practice:
- Teacher gives some sentences for student to practice
- Some students read loudly  Teacher – whole
 class/ pairs
B-Practice the conversation.(10’)
Activity 1: Swap roles and repeat.
- Use real things and pictures to review the words: (post office,
hospital, police station, bus station,…………………)
- Teacher asks some students as model.
- Have students practice in pairs.
Example:
A: Excuse me, is there a bus station near here?
B: Yes, the bus station is on Market Street.
A: …………………………………………………………………
B: …………………………………………………………………  Teacher –
A: ………………………………………………………………… whole class/
B: …………………………………………………………………. individuals
- Some pairs present in front of the class
- Correct student’s pronunciation.

Activity 2: discussion
- Have students practice A&B about their public services, use Yes/ No
questions. (exercise b/ p. 48)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.

5’ Wrap-up
Option 1: Pass the ball  Teacher –
- Give a student a ball, play music and ask them to pass the bag to the whole class/
student next to him/her and so on with the next student. individuals
- Stop the music suddenly.
- Students stop passing. The student with a ball will make a sentence
that describes their public services or the prepositions of place.
- Play the music again and continue this game in the same way.

Option 2: Speaking. (Chain game)  Teacher –

- One student makes a sentence of directions to the places Students in
- Another student says the sentence again (change the prepositions) groups
together with a sentence about public services.
- The third does the same way (say the 2 sentences above again, add
one more)
- Student who can’t make the chain loses the game.
- The winner will get 1 point for him/her.

Option 3: watch “The prepositions of place”, list the all prepositions in

one song
 https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework
Make your own blog; write about the housework at your house.

IV. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………
 Date of preparing:
Date of teaching:..............................................................................................................................
Period: 54
UNIT 6: COMMUNITY SERVICES
Lesson 2 (p. 49)
I. Objectives:
By the end of this lesson, students will be able to talk about saving the environment.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III.Language focus:
- Vocabulary: can, plastic bag, trash, plastic bottle, glass jar.
- Structure: Imperative sentences (positive and negative form)
(+) V (inf.) + O.
V (inf.) + prep.
(-) Don’t + V (inf.) + O.
IV.Procedures:
Time Steps/Activities Organization
Warm-up
Song: “Planet Earth”
- Play audio (The “Planet Earth” song) to review the song’s theme  Teacher –
- Teacher and students sing along and greet together. whole class

Option 1: What things can be reused?  Students in

- Divide the class into two groups, A & B. groups
- One group has pictures of things, one group has words.
- Group A shows a picture, group B shows equivalent word, and
reverse.
- The winner is the group which has more correct answers.  Whole class
5’
Option 2: Sticking

- Teacher shows a picture of types of reuse.

- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.
25’ New lesson
 Teacher – whole
class/
individuals/
pairwork
- Teacher shows a picture to introduce new lesson.
- Ask students if they often save the environment.
A-Teach new words. (10’)
- Use real things and pictures to introduce the new words:
New words:
1. can
2. plastic bag
3. trash
4. plastic bottle
5. glass jar
 Teacher/ Whole
class/
- Have students listen and repeat each new word. (chorally –
groupwork
individually)
- Correct student’s pronunciation if necessary.

Activity 1. (Checking new word)

- Teacher lets students fill in the blanks. (exercise a/p. 49)
- Listen again to check the answers.
Suggested answer:
1. Trash
2. Plastic bottle
 Teacher – whole
3. Can
class/ pairs
4. Glass jar
5. Plastic bag
- Teacher checks and corrects the answers.

Activity 2: Discussion
- Have students practice A&A if they save the environment.
- Have students work in pairs, share their ideas.
 Teacher –
Suggested answer:
whole class/
1- C
individuals
2- D
3- B
4- A
- Teacher checks and corrects the answers.

Activity 3: Speaking. (Chain game)

 Teacher –
- One student makes a sentence to reuse things.
whole class/
- Another student says the sentence again (change the words) together
 with a sentence about how to save the environment. individuals
- The third does the same way (say the 2 sentences above again, add
one more)
- Student who can’t make the chain loses the game.
- The winner will get 1 point for him/her.

Activity 4– Reading:
Guessing game
- Teacher shows a picture of Sally May.
- Ask students to guess if Sally saves the environment.
- The students give their guessing.
- Students read through the blog, check the guessing.

Scanning.
- Have students read through the blog, check about saving the
environment they see in the blog.

Write the correct answer.  Teacher – whole

- Have students work in groups, read the blog, and then write the class/ pairs
correct answers.
- Students show their answers on the board.
- Teacher checks, corrects or gives feedback.
Answer:
1. True
2. True
3. False
4. True

B-Grammar. (10’)
- Teacher asks students to list Sally’s tips
Suggested answer:
- We should do to protect the Earth.
- ………………………………………………………….
- Teacher underlines the verbs, introduces and elicits the ways to use
imperatives.
- Students follows teacher, answer teacher’s questions
Ex: You should not litter anywhere.
→Don’t litter anywhere.
We should tidy your room every day.
→ Tidy your room every day.

5’ Wrap-up
Option 1: Change game  Teacher –
- A student makes a sentence about saving the environment. whole class/
- The next student says that sentence again (change the verb), then
 adds a sentence about him / her. individuals
- The third student does the same as the previous one.
- Student who can’t make the chain loses the game.

Option 2: Speaking.
- Students work in groups.  Teacher –
- Teacher gives out hand-out to groups, students list the protection Students in
environment. groups
- Some students share their ideas to the class.
- The winner will get 1 point for him/her.

Homework
Make your own blog; write about saving the environment.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
 Date of teaching:..............................................................................................................................
Period: 55
UNIT 6: COMMUNITY SERVICES
Lesson 2 – Grammar (p. 50)
I. Objectives:
By the end of this lesson, students will be able to use imperatives to give instructions,
orders, or advice.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, IWB software,
projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III.Language focus:
- Vocabulary: review words of community services
- Structure: imperative sentences
IV.Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Blog sharing  Teacher –
- Some volunteer students share their blog to the class. whole class
- Teacher and other students follow, make questions if necessary.
- Teacher gives feedback and gives mark.
 Students in
Option 2: Re-matching groups

5’

- Teacher shows a picture of types of reused together with the wrong  Whole class
words, and students have to rematch.
- Display the flashcards of letters on the board.
- Some students volunteer to stick a word that matches with the
picture.
- One plus mark for every student having a correct answer.
- Teacher gives feedback, then leads to the new lesson.

25’ New lesson

- Ask students if they often do to recycle things at home.  Teacher – whole
class/
A-Grammar. (10’) individuals/
Activity 1: Listen & repeat (exercise a/ p. 50) pairwork
- Teacher asks students to list recycling that he / she does every day.
 Suggested answer:
- She should reuse old cans to grow trees in.
- He shouldn’t throw away old bottles.

- Teacher underlines the verbs, introduces and elicits the ways to use
imperative sentences.
- Students follow and answer teacher’s questions
- Teacher gives some more examples for students to change into
imperatives (positive and negative form)
Ex: You should recycle cans.
→ Recycle cans.
We should not litter on the beach.  Teacher/ Whole
→ Don’t litter on the beach. class/
groupwork
Activity 2: fill in the blanks with positive or negative imperative
statements. (exercise b/ p. 50)
- Have students work in pairs; use the verbs given to fill in the blanks
in the imperatives.
- Teacher asks some pairs to show their answers.
Answer
1. Don’t use
2. Reuse
3. Recycle
4. Pick up
5. Reuse  Teacher – whole
6. Don’t throw away class/ pairs
- Ask some students to check the answers.
- Teacher checks again and gives feedback.

Activity 3: Rewrite the imperative sentences. (exercise c/ p. 50)

- Have students work in pairs, practice writing the whole
sentences using the positive or negative imperative.
- Some students who finish quickly go to the board to write the
answers.  Teacher –
- Teacher checks and gives feedback. whole class/
Answer: individuals
1. Recycle plastic bags and jars.
2. Don’t throw away glass jars and old newspapers.
3. Pick up trash in the park.
4. Recycle plastic bottles and old magazines.
5. Reuse plastic bottles in your garden.
6. Don’t throw away old clothes.
Suggested option
- The answer may be put in the game “Who’s quicker?
- Two students each turn put one hand on the shoulder, after
 teacher shows the picture, student who has a faster clap makes
the sentence.

Wrap-up
Option 1: Speaking.  Teacher –
- Students work in groups. Use the same format of the letter in exercise whole class/
d/ p. 50 to talk about the imperatives in the home. individuals
- Some students share the story to the class.
5’
- The winner will get 1 point for him / her.  Teacher –
Students in
Option 2: watch an animation, list the types of recycle appear groups
https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework
Make your own blog; write about the environmental protection at your
home.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
Date of teaching:..............................................................................................................................
 Period: 56
UNIT 6: COMMUNITY SERVICES
Lesson 2 – Pronunciation (p. 51)
I. Objectives:
By the end of this lesson, students will be able to have chance to practice on “I” sound
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: review words of community services.
- Structure : prononciation of /I/ sound.
IV. Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Singing  Teacher – whole
- Play the video (The “Planet Earth” song) to brainstorm the students. class
- Teacher and students sing along and greet together.
5’
Option 2: What do you see?
- Teacher shows some pictures, then asks students to guess what they see in  Students in
it. (litter / fill / use / kill /…..), pay attention to the /I/ sound groups
- Have students read loudly, then lead to new lesson.

25’ New lesson

A-Pronunciation. (10’)  Teacher – whole
- Teacher shows examples to class, speaks louder for students to class/ individuals/
recognize the difference. pairwork
- Teacher explains the rules, gives more examples to make it clear.
- Have students listen and repeat, focus on the underlined letters
(exercise b/p. 51)
Answer:
1. …………………..
2. ………………….  Teacher/ Whole
- Some students say again. class/ groupwork
- Have students listen and repeat the words with different sound
(exercise c/p. 51)
- Students practice reading the words in pairs, they read and correct the
pronunciation. Ask teacher for help if necessary.
Answer:
1. ……………..
2. ………………
Further practice:  Teacher – whole
- Teacher gives some sentences for student to practice. class/ pairs
- Some students read loudly.

B-Practice –Positive/ negative imperatives.(10’)

 Activity 1: Saying imperative sentences.
Option 1: Ask & answer.
- Use real things and pictures to review the words: (throw away, recycle,
throw away, reuse, pick up).
- Teacher asks some students as model.
- Have students practice in pairs, answer about the positive/ negative
imperatives.  Teacher – whole
Example: class/ individuals
- Recycle plastic bags. (√)
- Don’t litter on the street. (✗)
- Some pairs present in front of the class
- Correct student’s pronunciation & intonation if necessary.

Option 2: Discussion
- Have students practice A&A about the environmental protection
(Practice/ p. 51)
- Have students work in pairs, share their ideas.
- Some students present in front of the class.
- Teacher checks, corrects or gives feedback.
Answer:
1. ……………………………………
2. …………………………………...
3. ……………………………………
4. …………………………………….
5. ……………………………………
6. …………………………………….
7. ……………………………………
8. ……………………………………

Wrap-up
Option 1: Discussion  Teacher – whole
What should we do to protect the Earth? class/
- Have students work in groups of four members. individuals
- After that, the reporter will talk about the result in front of the class.
- Play the music again and continue this game in the same way.
 Teacher –whole
Option 2: Speaking. class/ pairs
- Students work in pairs, every person takes turn to talk about how to
5’ protect the Earth.
- Choose six tips to add to your notes (exercise a/ p. 51)  in groups
- Some students volunteer to share in front of the class.

Option 3: Speaking.
- Have students answer the question: “What should we do to protect the
Earth?”
- Some students volunteer to share their ideas (exercise b/ p. 51)
- Plus mark is given to students who does well.
 Homework
Write about how to protect the environment in your home.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
Date of teaching:..............................................................................................................................
 Period: 57
UNIT 6: COMMUNITY SERVICES
Lesson 3 – SOCIAL STUDIES (p. 52)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about environmental
charity in Vietnam.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: charity, rainforest, ocean, donate, free, wildlife, World Wide Fund
(WWF).
- Structure: review Present Simple Tense.
The Past Simple Tense: « V »→ V2/ed
IV. Procedures:
Time Steps/Activities Organization
Warm-up
Option 1: Odd one out  Teacher – whole
- Teacher shows four pictures of community services, students have to find class
and odd out the one that does not belong to the group.
- Teacher and the whole class check and correct.  Students in
5’ groups
Option 2: What must we do to protect wildlife?
- Teacher shows some pictures of the forest, and then asks students to give  Students in class
their tips about how to protect it.
- Teacher gives feedback, then leads to new lesson.

25’ New lesson

A-New words. (10’)  Teacher – whole
Activity 1: Teaching new words. class/ individuals/
- Teacher uses pictures to elicit the meaning of new words. pairwork
- Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
New words:
1. charity (n)
2. rainforest (n)
3. ocean (n)
4. wildlife (n)
5. World Wide Fund (WWF) (n)
6. donate (v)
7. free (adj)
Checking new words:  Teacher/ Whole
- Teacher shows pictures, students speak the words. class/ groupwork

Activity 2: Practice:
Option 1: Circle the best answer.
 - Have students do the exercise a/p. 52 (individually)
- Some students give answers. Teacher checks and corrects.
- Have students answer the questions in exercise b/p. 52
Answer:
1. a  Teacher – whole
2. a class/ pairs
3. b
4. b  Teacher – whole
5. a class/ individuals

Option 2: Discussion
- Teacher shows places in Viet Nam, students look and talk about
environment charities.

B-Listening.(10’)
Activity 1: Listening
- Teacher introduces Listening part on page 52, lets students look and
describe it.
- Teacher shows the guided question.
“Listen, answer: Does the charity work in one country, or many
countries?”
Answer: Many countries
- Have students listen and answer.
- Listen again to check the answer (exercise a/p. 52)

- Activity 2: Listen and fill in the blanks.

- Have students listen and fill in the blanks. (exercise b/p. 52)
- Teacher gets the answers from students.
- Teacher checks, corrects or gives feedback.
Answer:
1. 1986
2. wildlife
3. ten
4. donate

Wrap-up
Option 1: Conversation skill  Teacher – whole
- Teacher shows the conversation about social studies. class/ individuals
- Students work in pairs, every person takes turn to talk about asking for
repetition.
- Have some students practice the conversation skill in front of the class.
5’ - Teacher checks and corrects the pronunciation.
 Teacher –
Option 2: Speaking. Students in
- Students work in groups of four, use the same format of Sally to talk about groups
an environmental charity.
- Some students volunteer to share in front of the class.
 Homework
Make a chart of information about the Word Wide Fund for Nature.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
Date of teaching:..............................................................................................................................
 Period: 58
UNIT 6: COMMUNITY SERVICES
Lesson 3 – SOCIAL STUDIES (p. 53)
I. Objectives:
By the end of this lesson, students will be able to ask and answer about an environmental
charity in Vietnam.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: Island, clean up, create, aim, sticker, craft, handbook, offer.
- Structure: review Present Simple Tense.
The Past Simple Tense: «V »→ V2/ed
IV. Procedures:
Time Steps/Activities Organization
Previous lesson
Option 1: Speaking  Teacher – whole
- Students give the information about the social activities (homework). class
5’ - Other students make question to fill more information about it.
- Teacher and the whole class check and correct.  Students in
- Teacher gives feedback, then leads to new lesson. groups

25’ New lesson

A-Reading. (10’)  Teacher – whole
Activity 1: Teaching new words. class/ individuals/
- Teacher shows a short clip of the social activities, asks students some pair work
questions.
Example:
1. Do you know the community service?
2. Where is it?
3. Have you ever been there?
4. What do you know about it?
- Teacher gets the answers, then teaches some new words.
- Have students listen and repeat. (chorally – individually)
- Teacher checks and corrects the pronunciation if necessary.
New words:  Teacher/ Whole
1. Island (n) class/ groupwork
2. cleanup (n)
3. create (v)
4. aim (v)
5. offer (v)
6. sticker (n)
7. craft (n)  Teacher – whole
8. handbook (n) class/ pairs
Checking new words:
- Teacher shows pictures, has students say the words.
 Activity 2: Practice:  Teacher – whole
Option 1: Read and circle the best headline class/ individuals
- Have students work in groups, read the text and circle the best
headline.
- Some students give answers.
- Teacher checks and corrects.
Answer:
1. An Environmental Charity in Vietnam

Option 2: Reviewing
- Teacher asks students questions to summarize about Act Green
Vietnam.  Teacher – whole
- Have students read the text and fill in the blanks. (exercise b/p. 53) class/ pairs
- Teacher gets the answer from students.
- Teacher checks, corrects or gives feedback
Answer:
1. charity  Teacher – whole
2. Phú Quốc Island class/ individuals
3. Earth Day
4. donate
- Teacher leads in the next task (speaking)

B-Speaking.(10’)Help us Save the World!

Activity 1: Want to help a charity (exercise a/p. 53)
- Teacher asks students to work in pairs.
- Have Student A stay on the current page and Student B turn to page 123,
File 7.
- Student B asks Student A questions about Trash Hero World and makes
notes in their notebook and swap roles.
- Representative from pairs goes to share the presentation to class.
- Teacher checks and gives feedback.
Activity 2: Speaking
- Volunteer students go to talk about the charity they want to attend.
- Teacher checks and gives feedback

Wrap-up
C- Writing.  Teacher – whole
Option 1: Use the notes to write (50 to 60 words) a paragraph about the class/
World Wide Fund for Nature (exercise /p. 53) individuals
5’ - Teacher shows the table with their information. (individually)

Option 2: Watch an animation; list the types of environmental charities.

https://www.youtube.com/watch?v=QOo16hzWLxQ

Homework
Review unit 6.
Write a paragraph about the World Wide Fund for Nature.
V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
Date of teaching:..............................................................................................................................
 Period: 59
UNIT 6: COMMUNITY SERVICES
Review (p. 96)
I. Objectives:
By the end of this lesson, students will be able to review about public services, saving the
environment, and environmental charities.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
- Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: word relate to public services, saving the environment, and environmental
charities.
- Structure: prepositions of place.
IV. Procedures:
Time Steps/Activities Organization
Previous lesson
Option 1: Speaking  Teacher – whole
- Teacher shows pictures, students look at pictures and give the word that class
matches the pictures.
- Have the whole class repeats the words.
 Students in
groups

5’

Key: donate money, clean street, reuse bottles, donate books, pick up trash,  Students in class
plant tree, recycle, and donate food.

Option 2: Crossword
- Teacher gives hand-out to groups. (a crossword).
- Students look and find the word that fit the boxes. (public services)
- Teacher checks and gives feedback.
- Have students read all the words.

25’ New lesson

A-Listening. (10’)  Teacher – whole
Activity 1: Teaching new words. class/ individuals/
- Let students listen to short conversations pairwork
- Have students listen and choose correct answers. (exercise /p. 96)
- Teacher gets the answers from students.
- Teacher checks, corrects or gives feedback.
 Answer:
1. B
2. C
3. A
4. C
5. C
- Teacher gets the answers, then teaches some new words.
- Have students listen and repeat. (chorally – individually)  Teacher/ Whole
- Teacher checks and corrects the pronunciation if necessary. class/ groupwork

Activity 2: Reporting
- Students take turn to report the conversation.  Teacher – whole
Example: class/ pairs
A: Have you ever done volunteer work?
B: Yes. I am a member of Be a Buddy- a program that helps street
children. Last year we provided evening classes for fifty children.
A: Wonderful! What else have you done?  Teacher – whole
B: We’ve asked people to donate books and clothes to the children. class/ individuals
- Teacher checks and corrects the pronunciation if necessary.

B- Reading.(10’) Choose the correct answer(exercise /p. 96)

- Teacher asks students to work in groups. Each group reads about one place
(two groups have the same paragraph).
- Groups show the answers on the board. Groups cross check the answers
- Teacher checks and corrects.
Answer:

1. A
2. B
3. C
4. A
5. B

5’ Wrap-up
Option 1: make a draft of community services  Teacher – whole
- Teacher divides class into four groups; each group is making plan to class/
talk about community services (hand-out from teacher). individuals

Community Services
Groups 1 Clean up
Group 2 Plant trees
Group 3 Donate old clothes
Group 4 Donate money
 Teacher –
- Students show their presentation to class. Students in
- Teacher checks and gives feedback. groups

Option 2: make a draft of an environmental protection

 - Each group chooses how to protect the environment; makes plan to talk
about it.
- Teacher and other students follow and give feedback.

Homework
Write a paragraph about the environment.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………

Date of preparing:
Date of teaching:..............................................................................................................................
Period: 60
UNIT 6: COMMUNITY SERVICES
Review (p. 97)
I. Objectives:
By the end of this lesson, students will be able to review public services, how to save the
environment, and environmental charities.
II. Teaching aids:
- Teacher’s aids: student’s book and teacher’s book, class CDs, flashcards, ISB
software, projector/interactive whiteboard/TV.
 - Students’ aids: Student’s books, notebook, workbook.
III. Language focus:
- Vocabulary: word relate to public services, saving the environment, and environmental
charities.
- Structure: review pronuciation of the /st/, /I/ sounds and prepositions of place.
IV. Procedures:
Time Steps/Activities Organization
New lesson
A-Vocabulary. (10’)  Teacher – whole
Option 1: Crossword class
- Teacher shows a crossword with guides, students take turn to complete the
crossword. (Answer: clean up, donate, aim, recycle, offer, plastic bottle).  Students in
- Have the whole class repeats the words. groups
- Students use these words to match.
Answer:
1. C
2. G
3. F
4. A
5. H
6. B
5’ 7. D
8. E
 Students in
Option 2: Game: who is quicker? class/groups
- Teacher divides class into two groups, they compete each other by giving
the answer for the sentence.
- Teacher checks and gives feedback.
- Have students read all the words.
Answer:
1. Everyone should pick up trash on the beach.
2. We should reuse old plastic bags.
3. He must plant trees in the garden.
4. You donate money for poor children.
5. We should protect the environment.

25’
B-Grammar.(10’) Circle the correct words
- Have students work in group, find and circle the correct words.
- Which group has quicker and correct answer gets plus mark.
- Teacher checks and gives feedback.
Answer:  Teacher – whole
1. a – the class/ individuals/
2. does pair work
3. Recycle
4. can
5. The
6. Don’t
 7. between
8. do  Teacher/ Whole
- Teacher asks student to give explanation for each answer. class/ groupwork

C-Pronunciation. (10’) Circle the word that has the underlined part
pronounced differently from the others
- Teacher explains how to do the task of the lesson.  Teacher – whole
- Have students work in pairs, complete the exercise class/ individuals
- Some pairs give the answers.
- Teacher checks and corrects.
Answer:
1. D
2. B
3. B
4. D
5. B
6. C

Wrap-up
Option 1: supply the correct verb form  Teacher – whole
- Teacher gives example sentences to review present simple and past simple class/
tenses. individuals
- Have students look and find the mistake, then correct it.
Example:
- My dad work in Viet Tien Company two years ago.
Answer: work → worked
- He didn’t drink coffee in the morning.
Answer: didn’t → doesn’t
- Teacher gives out some sentences for student to complete. (supply the
correct form of the verb)
5’
- Students show their presentation to class.
- Teacher checks and gives feedback.  Teacher –
Students in
Option 2: Speaking groups
- Have students watch an animation: Mr. Bean did community services.
(https://www.youtube.com/watch?v=QOo16hzWLxQ)
Then answer the question: what did he do for community services?
- Students volunteer to answer the question.
- Teacher and other students follow and give feedback.

Answer:
Help old people, donate money, and donate blood, clean up campaigns.
Homework
Review all words and grammar notes of the lesson.

V. Evaluation
………………………………………………………………………………………………
………………………………………………………………………………………………