Kế hoạch bài dạy Tiếng Anh 7 - Period 69+70, Unit 9: Festivals around the world. Lesson 1+2

Week: 
Preparing date: 
Teaching date:
 
PERIOD 69: UNIT 9: FESTIVALS AROUND THE WORLD 
 LESSON 1: GETTING STARTED
I. AIMS
1. Knowledge 
- An overview about the topic “Festivals around the world” 
- Lexical items related to the topic “Festivals”: names of different festivals around the world
1.1. Vocabulary:
- Lexical items related to the topic Festivals around the world
1.2. Grammar:
- Yes/No questions
2. Competences 
- Develop communication skills and cultural awareness
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
3. Quality 
- Develop self-study skills
II. TEACHING AIDS
1. Students: Student’s book, workbook.
2. Teachers: Students’ book, workbook, tape script, projector, pictures, sachmem.vn. 
III. TEACHING PROCEDURES
1. Class organization/ Warm up: Matching 
- T shows five pictures and five names about five popular festivals around the world
	1. Christmas
	2. Mid-Autumn Festival
	3. Halloween
	4. Tet
	5. Tulip Festival
- T asks students to match the names with their pictures
- T asks students to find out any other festivals they know.
- Elicit the topic “Festivals around the world”. 
- Write the unit title on the board: “Festivals around the world”.
2. New lesson.
2.1. Vocabulary 
folk dance (n)
costume (n)
float (n)
parade (n)
feast (n)
fireworks display (n)
2.2. Activities 
a. Activity 1: Listen and read 
* Objective: To set the context for the introductory conversation
* Content: To introduce the topic of the unit, vocabulary, the sounds.
* Output: Students can role play the conversation
* Process: 
- Have Ss keep their books closed. Write A Tulip Festival on the board and ask Ss to guess the content of the lesson. After Ss guess, have them open their books and read the conversation quickly to check their ideas.
- Play the recording twice for Ss to listen and read along
- Have Ss underline the words that are related to the topic of the unit while they are listening and reading
- Invite some pairs of Ss to read the conversation aloud
- T shows the word list in the text and ask Ss to write on their notebooks
- T read the words and Ss repeat
b. Activity 2: Read the conversation again. Who did the following activities? Tick (√) the correct column. Sometimes you need to tick both
* Objective: To help students understand the conversation
* Content: Read the conversation to complete the task related to the topic of the unit.
* Output: Students complete the task and find the activities on the conversation
* Process:
- First, ask Ss to read the activities and tick the correct column without reading the conversation again
- Allow them to share answers with a partner before discussing as a class
- Ss may read the conversation again to confirm their answers before giving T the answers
- Write the correct answers on the board.
Key:
c. Activity 3: Write the words and phrases from the box under each picture.
* Objective: To introduce some vocabulary items related to festivals around the world.
* Content: To label the pictures
* Output: SS can match the correct words with the pictures
* Process: 
- Ask Ss to look at the pictures and say what they can see
Game: Who is faster?
- Teacher divides the class into 2 teams. Each team sends a leader to play the game on the board.
- Teacher explains the instructions of the game: 
Teacher gives each team a set of cards with words/phrases from the box. 
The two leaders of the teams come to the board and pin the cards under the correct pictures. 
Who can finish faster with more correct answers will be the winner.
- Students play the games in teams.
- Teacher has students write down the correct answer.
- Teacher confirms the answers and gives feedback. Teacher can ask for translation to check their understanding.
Key: 
1. parade	2. costumes	3. feast
4. float	5. fireworks display	6. folk dance 
d. Activity 4: Fill in each blank with a word or phrase from 3. You may have to change the form of the word or phrase
* Objective: To help students practice the words or phrases in 3.
* Content: Fill in each blank with a word/phrase
* Output: SS fill in each blank and understand the meaning of each sentence 
* Process
- Teacher asks students to work individually to complete the task. Remind them to change the form of the words/phrases if needed.
- Students fill in the blanks with the most suitable form of word/ phrase.
- Teacher allows students to share answers before discussing as a class.
- Teacher can ask for translation to check their understanding.
Key: 
1. folk dances	2. fireworks display
3. feast	4. parades	5. floats; costumes
e. Activity 5. Quiz: What festival is it? Match each description with a festival
* Objective: To check Ss’ knowledge of some familiar festivals
* Content: Play quiz
* Output: Students can match the descriptions which describe some festivals with the names of festivals
* Process
- Teacher lets Ss work in groups of 4-6. 
- Ss work in groups to find the answers. 
- Teacher can go around to help weaker students. 
- Teacher calls the first group to come up with the answers to share.
Key:
1. e	2. a	3. d	4. c	5. b 
3. Consolidation
-T asks students to talk about what they have learnt in the lesson.
- An overview about the topic Festivals around the world 
- Vocabulary to talk about the topic
4. Homework
- Name at least 3 festivals around the world.
- Do exercises in the workbook.
- Prepare the next lesson: A closer look 1
- Project preparation
+ Teacher informs student of the final project of the Unit project
+ Explain the requirements of the project: Think of a new festival that you would like to celebrate, then draw pictures or cut out pictures from magazines about that festival. Students will show their work and present in Lesson 7 – Looking back and Project.
+ Teacher explains to students how they can get the information.
+ Put students into groups and ask them to discuss to assign tasks for each member. Help them set a deadline for each task.
(Teacher checks the progress of students’ preparation after each lesson.)
5. Teaching experience (handwriting): Teacher takes note after the lecture.
Week: 
Preparing date: 
Teaching date: 
PERIOD 70: UNIT 9: FESTIVALS AROUND THE WORLD 
LESSON 2: A CLOSER LOOK 1
I. AIMS
1. Knowledge:
- Know more about types of festivals and festival activities
- Pronounce two-syllable words with correct stress
1.1. Vocabulary: 
- Use the words related to the topic: types of festivals and festival activities
1.2. Grammar: 
- Yes/no questions
2. Competences:
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Quality:
- Love talking about festivals
- Develop self-study skills
II. TEACHING AIDS
1. Students: Student’s book, workbook.
2. Teachers: Students’ book, workbook, tape script, projector, computer.
III. TEACHING PROCEDURES
Class organization/ Warm up 
GAME: HOT SEAT 
- Teacher divides the class into 2 teams. Each team will send a leader to play the game on the board.
- Teacher explains the instructions of the game: 
- Each leader stands against the board.
- Teacher shows/ writes the names of the festivals (exercise 5 – page 93).
- Other members from each team describe the festivals and let the leader guess the names of the festivals.
- The team with more correct answers is the winner.
- Students play in teams. 
- Students give the correct answers.
- Teacher confirms the answers and gives feedback.
- Lead to this lesson which focus on types of festival, festival activities and stress in two- syllable words
2. New lesson 
2.1. Vocabulary 
Cannes Film Festival
Mid-Autumn Festival
Thanksgiving (n)
Easter (n)
carve (v)
perform (v)
2.2. Activities:
Vocabulary
a. Activity 1: Write under each picture a festival name from the box
* Objective: To present some types of festivals
* Content: Write the name of the festivals under each picture
* Output: Learning some new words about types of festival
* Process:
- Teacher has students look at the pictures and asks them if they know the names of the festivals.
- Teacher gets students to do the exercise in individuals.
- Ask them to share their answers in pairs before checking the answers as a class.
- Teacher then encourages students to explain their answers. Correct if necessary.
Key: 
1. Halloween	2. Christmas	3. Mid-Autumn Festival
4. Cannes Film Festival	5. Easter	6. Thanksgiving
b. Activity 2. Complete the table below with the phrases from the box
* Objective: To present some festival activities
* Content: Complete the table, using the phrases from the box
* Output: Have knowledge about food and activities of some festivals
* Process:
- Teacher tells Ss that people celebrate festivals with different food and activities.
- Teacher asks them to do the task individually. 
- Teacher asks students to share their answers in pairs before checking the answers as a class.
- Teacher then encourages students to explain their answers. Correct if necessary.
Key: 
c. Activity 3. Fill in each blank with a word or phrase from the box
* Objective: To give Ss further practice with words related to festivals and festival activities.
* Content: Fill in each blank with a word or phrase from the box
* Output: Ss can use the words/phrases correctly in contexts.
* Process: 
- Teacher asks Ss to work in pairs to complete the sentences with the words/ phrases given. 
- Ss work in pairs. 
- Teacher allows students to cross check first.
- Teacher invites some pairs to share their answers and gives feedback.
Key: 
1. Christmas
2. painting eggs
3. candy apples
4. Cannes Film Festival
5. Mid-Autumn Festival
6. turkey 
Pronunciation
Stress in two-syllable words
d. Activity 4. Listen and repeat. Then underline the stressed syllable in each word
* Objective: To help Ss identify how to pronounce two-syllable words with correct stress
* Content: Know the stress of the word by listening and repeating words.
* Output: Ss can repeat the word in the correct stress
* Process: 
- Teacher helps Ss to understand what a syllable is. Explain to them that a syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole part of a word. Give some examples of one-, two- and three-syllable words.
- Tell them that in this lesson, they just focus on two-syllable words and their common stress pattern. Have Ss name some more two-syllable words.
- Teacher has Ss listen and repeat out the words in the table. Play the recording again for them to underline the stressed syllable in each word.
- Teacher allows students to cross check first.
- Teacher lets Ss share their answer and gives feedback. Ask Ss if they recognize any rules related to stress in two-syllable words. Share with them the most common rules.
Key:
e. Activity 5. Listen and repeat the sentences. Underline the stressed syllable in the bold words
* Objective: To help Ss pronounce two-syllable words with correct stress in sentences.
* Content: Know the stress of the word by listening and repeating words.
* Output: Ss can read the words in correct stress
* Process:
- Teacher has Ss read the sentences quickly and plays the recording. Ask them to pay attention to the bold words and underline the stressed syllables.
- Students practice in pairs or in groups.
- Teacher goes around offering help or correcting pronunciation, if necessary.
- Teacher calls some students to say the sentences in front of the class. Correcr their pronunciation if necessary. 

PRODUCTION
* Aims: To test students' quick reaction to the targeted sounds
GAME: UP AND DOWN
- Teacher explains the rules:
- Teacher says 1-15 words containing two-syllable words. Students stand up for the words having stress on the first syllable, sit down for the ones having stress on the second syllable.
- Students play the game in teams.
- Teacher helps students in the game.
- Teacher gives feedback.
3. Consolidation 
Ask Ss to summaries what they have learnt in the lesson.
4. Homework 
- Practice making sentences with new words 
- Do more exercises in workbook.
- Prepare next lesson: A closer look 2
5. Teaching experience: