Giáo án Tiếng Anh 7 - Week 26 - Năm học 2023-2024

 Date of planning: 25/2/ 2024 
 Date of teaching: /2 / 2024 
 Week: 26 
 Period: 63 
 UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 2: A closer look 1 
 I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to gain: 
 1. Knowledge: 
 - Vocabulary: types of festivals and festival activities. 
 - Pronunciation: pronounce two-syllable words with correct stress. 
 2. Core competence 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pairwork and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 - To teach Ss to work hard and love festivals around the world. the responsibility for 
 community to protect our country’s Festivals. 
 II. MATERIALS 
 - Grade 7 textbook, Unit 9, A closer look 1 
 - Computer connected to the internet 
 - Projector/ TV/ pictures 
 - sachmem.vn 
 III. PROCEDURES : 
 Activity 1: Warm-up (5’) 
 * Aim: To activate students’ prior knowledge and vocabulary related to the topic, the targeted 
vocabulary and its pronunciation. 
* Content: Name the pictures 
* Products: Students write correct words on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher divides the class into 2 teams. Each Game: Hot seat. 
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. 
 Teacher leads students into the lesson by telling 
them that “In today lesson, we are going to learn 
more words to describes festivals and pronounce 
two-syllable words with correct stress. 
 Activity 2: Presentation (7’) 
 (Vocab-pre-teach) 
 * Aim: To teach students some vocabularies related the topic in the lesson. 
 * Content: Some vocabularies to describe fesstivals. 
 * Products: Read and understand the meaning of vocab. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
Vocabulary: * Vocabulary 
* Teacher introduces the vocabulary. 1. Cannes Film Festival 
** Teacher introduces the vocabulary by: 2. Mid-Autumn Festival 
- providing the pictures 3. Thanksgiving (n) 
- providing the definition/example of the words. 4. Easter (n) 
*** Teacher asks students to repeat. 5. carve (v) 
**** Teacher rubs out and checks. 6. perform (v) 
 * Checking vocab: 
 Activity 3: Practice (12’) 
 Task 1 
* Aims: To present some types of festivals 
* Content: Write under each picture a festival name from the box 
* Products: Students write the correct words on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher has students to look at the pictures Task 1: Write under each picture a festival name 
and asks them if they know the names of the from the box (p.94). 
festivals. Answer key: 
** Teacher gets students to do the exercise in 1. Halloween 
individuals. 2. Christmas 
*** Ask them to share their answers in pairs 3. Mid-Autumn Festival 
before checking the answers as a class. 4. Cannes Film Festival 
**** Teacher then encourages students to 5. Easter 
explain their answers. Correct if necessary. 6. Thanksgiving 
 Task 2 
* Aims: To present some festival activities. 
* Content: Complete the table with the activites and the food related to four festivals. * Products: Ss complete the table exactly. (Group board) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher tells Ss that people celebrate Task 2: Complete the table below with the 
festivals with different food and activities. phrases from the box (p.94). 
** 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. 
 Task 3 
* Aims: To give Ss further practice with words related to festivals and festivals activities. 
* Content: Write the words and phrases under the correct pictures. 
* Products: Ss write the words and phrases under the correct pictures. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3:T-Ss, Ss-Ss Task 3: Fill in each blank with a word or phrase 
* Teacher asks Ss to work in pairs to complete from the box (p.94). 
the sentences with the words/ phrases given. * Answer key: 
** Ss work in pairs. 1. Christmas 
*** Teacher allows students to cross check 2. painting eggs 
first. 3. candy apples 
**** Teacher invites some pairs to share their 4. Cannes Film Festival 
answers and gives feedback. 5. Mid-Autumn Festival 
 6. turkey 
 Activity 4: PRONUNCIATION (5’) 
* Aims: To help Ss identify how to pronounce two-syllable words with correct stress. 
* Content: * Pronunciation: Stress in two-syllable words 
* Products: Ss understand and know how to pronounce two-syllable words with correct stress. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 * Pronunciation: Stress in two-syllable words 
* 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. 
 Practice (8’) 
 Task 4 
* Aims: -To help Ss practise pronouncing these words with correct stress. 
* Content: Listen and repeat. Then underline the stressed syllable in each word 
* Products: Ss write the words in the correct column on the board. ( posters) 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Have some Ss read out the words in the table Task 4: Listen and repeat. Then underline the 
in the Student's Book first. Then play the stressed syllable in each word. (p.94). 
recording for them to listen and repeat the 
words they hear. 
** Play the recording again for them to 
underline the stressed syllable in each word. 
***Invite Ss to share their answers. Write the 
correct answers on the board. 
****Ask Ss if they recognise any rules related 
to stress in two-syllable words. Share with 
them the most common rules: 
 Task 5 
* Aims: To help Ss pronounce two-syllable words with correct stress in sentence. 
* Content: Listen and repeat the sentences. Underline the stressed syllables in the bold words. 
* Products: Students read the sentences in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher has Ss read quickly the sentences Task 5: Listen and repeat the sentences. 
and plays the recording. Ask them to pay Underline the stressed syllables in the bold words 
attention to the bold words and underline the 
stressed syllables. 1.We're going to attend an Easter party at Nick's 
** Students practice in pairs or in groups. house. 
*** Teacher goes around to offer help or 2.The dancers will perform traditional dances at the 
correct pronunciation, if necessary. festival. 
**** Teacher calls some students to say the 3.At Christmas, people usually buy presents for 
sentences in front of the class. Check their their family. 
pronunciation if necessary. 4.Did you go to the Da Lat Flower Festival with 
 your parents? 
 5. My aunt is clever and patient. 
 Activity 5: Production (3’) 
* Aim: To test students' quick reaction to the targeted sounds. 
* Content: * Game: “Up and down” 
* Products: Students play in groups actively. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content *Teacher explains the rules: * Game: “Up and down” 
** Students play the game in teams. Teacher says 1-15 words containing two-syllable 
*** Teacher helps students in the game. words. Students stand up for the ones with first main 
 **** Teacher gives feedback. stress pattern, sit down for the second main stress 
 pattern. 
 * Consolidation(2’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: Vocab about some words to describe festivals and how to pronounce two-syllable words 
with correct stress in sentence. 
* Products: Say aloud some words they remember from the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- Teacher asks students to talk about what they - Vocab about some words to describe festivals 
have learnt in the lesson - how to pronounce two-syllable words with correct 
 stress in sentence. 
 * Homework (2’) 
* Aim: To review the lesson and prepare for the next lesson. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbooks and workbooks 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Learn by heart all the new words. 
the new lesson. - Do Exercise in the workbook. 
 - Prepare lesson 3 ( A closer look 2).. 
 * Evaluation: 
 .. 
 Date of planning: 25/2/ 2024 
 Date of teaching: /2 / 2024 
 Week: 26 
 Period: 64 
 UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 3: A closer look 2 
 I. OBJECTIVES: By the end of this lesson, Ss will be able to: 
 1. Knowledge: 
 - Practice Yes/No questions 
 2. Core competence: 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 - Grade 7 textbook, Unit 9, A closer look 2 
 - Computer connected to the internet 
 - Projector/ TV/ pictures and cards 
 - sachmem.vn 
 III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) 
* Aim: To activate students’ prior knowledge and to increase students’ interest. 
- To introduce the targeted grammar: Yes/No questions. 
* Content: Game: Sentence puzzling 
* Products: Ss arrange the word cards to make meaningful sentences. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Warm up (group work) Game: Sentence puzzling 
* Teacher divides the class into 4 groups. Set 1: 
- Teacher delivers different sets of word cards to Are you eating moon cakes? 
 each group. Set 2: 
- Each group has to arrange the word cards to Did they eat moon cakes at the festival last 
 make meaningful sentences. year? 
- 1 point for each correct answer. Set 3: 
** Students play the game in groups. Can he eat all these moon cakes? 
*** Teacher and students discuss the answers. Set 4: 
**** Teacher confirms the answers and gives Does she go to school today? 
feedback. 
 Lead in : 
- Teacher introduces the target of the lesson: 
Yes/No questions. 
-Teacher says: “Today we are going to practice 
about Yes/No questions. 
 Activity 2: Presentation (8’) 
* Aim: To have students get to know about the Yes/No questions. 
* Content: Present the target of the lesson: Yes/No questions. 
* Products: Understand and how to make the Yes/No questions. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content * Teacher asks students to study the Grammar * Pre - Grammar 
box. 
Teacher draw students’ attention to the use Yes/No questions 
and how to form a Yes/No question with an We use put the auxiliary verb or modal verb 
auxiliary verb or with a modal verb. before the subject. 
** Teacher then asks some more able students Examples: 
to give some more examples. Are you tired? 
*** Teacher and students discuss the answers. Did you get many Christmas presents? 
**** Teacher confirms the answers and gives Can you eat all the cakes? 
feedback. 
 Activity 3: Practice (15’) 
 Task 1 + Task 2 
* Aims: To check students’ understanding of the Yes/No questions. 
 To help Ss practise making Yes/No questions 
* Content: - Fill in each blank with a correct auxiliary verb or modal verb. 
 - Change the sentences into Yes/No questions. 
* Products: Ss write the correct answers on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1: Task 1: Fill in each blank with a correct 
* Teacher has students work individually. auxiliary verb or modal verb (p.95). 
** Students work individually to complete the * Answer key: 
sentences. 1. Do 
*** Teacher lets students work in pairs and 2. Did 
exchange the answers before checking with 3. Are 
the whole class (explain each sentence if 4. Can 
necessary). 5. Does 
**** Teacher confirms the answers and gives Task 2: Change the sentences into Yes/No 
feedback. questions. 
Task 2: * Answer key: 
* Teacher has students work individually. 1. Can your mother make a costume for you? 
** Students work individually to complete the 2. Will she bake a birthday cake for him? 
sentences. 3. Are the dragon dances interesting? 
*** Teacher lets students work in pairs and 4. Does the Rio Carnival take place every year in 
exchange the answers before checking with Brazil? 
the whole class (explain each sentence if 5. Did they see a fireworks display on New 
necessary). Year’s Eve? 
**** Teacher confirms the answers and gives 
feedback. 
 Task 3+ Task 4 
* Aims: - To give further practice with Yes/No questions. 
* Content: Match the questions with their answers . 
* Products: Ss write the correct answers on the board. 
* Organization of implementation Teacher’s and Ss’activities Content 
Task 3 Task 3: Match the questions in column A with 
* Teacher asks students to read the instruction. their answers in column B (p.95). 
** Teacher asks students to do the exercise 1 - c 
individually and match the questions in 2 - a 
column A with the answers in column B. 3 - e 
*** Teacher then has them work in pairs, 4 - b 
comparing their sentences. Teacher can go 5 - d 
around to help students. 
**** Teacher confirms the answers and gives Task 4: Mark is talking to Trang about the 
feedback. Mid-autumn Festival. Fill in the blanks with 
Task 4: Trang’s answers below. 
* Teacher divides the class into 2 teams. Each Game: Who is faster? 
team will send 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 
phrases from the box. 
The two leaders of the teams come to the 
board and pin the cards under the correct 
number. 
Who can finish faster with the correct answer 
will be the winner. 
** Students play the games in team mode. 
*** Teacher has students to write down the 
correct answer. 
**** Teacher confirms the answers and gives 
feedback. Teacher can ask for translation to 
check their understanding. 
 Activity 4: Production (5’) 
 Task 5: 
* Aims: To help Ss practise producing Yes/No questions. 
* Content: Game. Festival mystery. thinks of a festival he/she likes and use the Yes/No questions 
ask to find out what the festival is 
* Products: Ss perform in front of the class, 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher has students work in groups. Task 5: Game. Festival mystery. Work in 
** One student thinks of a festival that he/she groups. One student thinks of a festival he/she 
likes. Other students ask Yes/No questions to likes. Other students ask Yes/No questions to 
find out what the festival is. find out what the festival is 
The group leader keeps a record of the group’s * Example: 
performance. A: Do many countries celebrate the festival? 
*** Teacher move around to observe and pays B: Yes, they do. attention to Ss’ yes/no questions. A: Do children like the festival? 
**** Teacher asks some groups to perform in B: Do they paint eggs? 
front of the class, confirms the answers and A: Yes, they do. 
gives feedback. C: Is it Easter? 
 B: Yes, it is. 
 Activity 5: Consolidation (3’) 
* Aim: To consolidate what students have learnt in the lesson. 
* Content: Summarize the main content in the lesson. 
* Products: Ss say what students have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Teacher asks students to talk about what they * Grammar: 
have learnt in the lesson. Yes/No questions 
 * Homework (2’) 
* Aim: To revise the knowledge that students have gained in this lesson and prepare the new 
lesson 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbbook 
* Products: Students’ textbook and workbook 
* Organization of implementation: 
 Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare - Do exercises in the workbook. 
the new lesson. - Prepare lesson 4 ( Communication) 
 *- Evaluation: 
 Date of planning: 25/2/ 2024 
 Date of teaching: /2 / 2024 
 Week: 26 
 Period: 65 
 UNIT 9: FESTIVALS AROUND THE WORLD 
 Lesson 4 : Communication 
 I. OBJECTIVES: 
 By the end of this lesson, Ss will be able to: 
 - Express disappointment - Understand the concept of festival symbols and their meanings 
 - Talk about the concept of festival symbols and their meanings 
 1. Knowledge: 
 a. Vocabulary: revise vocabulary on types of festivals and festival activities 
 b. Grammar: structures to express disappointment 
 2. Core competence: 
 - Develop communication skills and creativity 
 - Be collaborative and supportive in pair work and teamwork 
 - Actively join in class activities 
 3. Personal qualities 
 - Develop self-study skills 
 II. MATERIALS 
 1. Textbooks, plan 
 2. Equipment: computer accessed to the Internet, smart TV, loudspeaker 
 3. sachmem.vn 
 III. PROCEDURES : (STAGES) 
 Activity 1: Warm-up (5’) 
 * Aim: To activate students’ knowledge and interest. 
 * Content: Game: pelmanism ( match the picture with the name of the fesstivals) 
 * Products: The group with more correct answers is the winner. 
 * Organization of implementation: 
 Teacher’s and Ss’activities Content 
* Teacher divides the class into 2 teams. * Game: Pelmanism: Name the festivals 
Teacher shows pictures of some festivals on 
the slides. 
** Ss give the correct names of the festivals as 
fast as possible. The one with more correct 
answers is the winner. 
*** Students work in team mode 
**** Teacher checks and gives feedback. 
 Activity 2: Presentation (10’) 
 * EVERYDAY ENGLISH - Expressing disappointment. 
 Task 1 
* Aim: To help students get to know the ways to express disappointment. 
* Content: Listen and read the conversation. Pay attention to the highlighted sentences. 
* Products: Ss understand and know how to express disappointment 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 1 Task 1: Listen and read the conversation. Pay 
* Teacher lets students listen to the examples attention to the highlighted sentences. 
in Ex. 1 in the book. 
** Teacher draws their attention to the form of ways to express disappointment. 
*** Teacher and students discuss the form of 
ways to express disappointment, and give 
some other expressions. 
**** Teacher confirms the answers and gives 
feedback 
 * Other expressions: 
 + That’s too bad! 
 + What a disaster! 
 + That’s so disappointing! 
 Activity 3: Practice (25’) 
 Task 2 
* Aims: To help students practise the ways to express disappointment. 
* Content: Make a similar conversation for each situation . 
* Products: Ss role play in front of the class. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 2 Task 2: Work in groups. Make a similar 
* Teacher has students work in groups to discuss conversation for each situation below. 
and make similar conversation for each situation. * Situation 1: 
** Students work in groups to discuss. - A: How was the film festival last Sunday? 
*** Teacher then asks students to exchange their - B: It was disappointing! 
answer among class. - A: Why? 
**** Teacher moves around to observe, provides - B: There were not many films I liked. 
help and gives feedback. 
 Task 3 
* Aims: To help Ss understand the concept of festival symbols. 
 To provide Ss with some Christmas symbols and their meanings. 
* Content: Listen to Mark talking about festival symbols. Fill in each blank with ONE word. 
* Products: Ss write the correct answers on the board. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 3: Task 3: Listen to Mark talking about festival 
* Teacher asks Ss what they think of when they symbols. Fill in each blank with ONE word. 
talk about Christmas, i.e. Christmas symbols. * Answer key: 
Elicit answers from students. 1. think 
Have Ss read the sentences given. Ask them to 2. meaning 
predict what word to use to fill in each blank. 3. life 
Write their answers on the board. 4. happiness 
** Students work individually. Then listen to the A lot of festivals have their own symbols. A 
recording and check the answers. festival symbol is an image we use or think of 
*** Teacher invites some Ss to share their when we celebrate a festival. It usually has a 
answers. special meaning. For example, when we talk 
**** Teacher gives feedback and correction (if about Christmas, we think of the Christmas tree. needed) It's the symbol of a long life. We can also think 
 of Santa Claus. He's the symbol of joy and 
 happiness. 
 Task 4 
* Aims: To help Ss understand the symbols and meanings of other festivals. 
* Content: Match each festival with its symbol and meaning. 
* Products: Students give their answers exactly. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 4 Task 4: Work in pairs. Match each festival 
* Teacher introduces some new words if with its symbol and meaning. 
necessary (prosperity, reunion). * Answer key: 
** Ss works in pairs to finish the task. 1. C-b 
*** Teacher allows student to cross check first. 2. A-c 
**** Teacher confirms the answers and gives 3. D-a 
feedback 4. B-d 
 Activity 4: Production (5’) 
* Aims: To let students practise talking about festival symbols and their meanings. 
* Content: Choose a festival and talk about its symbol(s) and meaning. 
* Products: Some Ss choose a festival and talk about its symbols and meanings. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
Task 5 Task 5: Work in groups. Choose a festival 
* Teacher lets students group up and spend 5 and talk about its symbol(s) and meaning. 
minutes on taking notes of a festival. Example: 
** Students work in groups. - When we talk about Christmas, we think of the 
*** All group members choose a festival and talk Christmas tree. It is the symbol of a long life. 
about its symbols and meanings. - When we talk about Tet holiday, we often think 
**** Teacher moves around to observe and offers of peach blossoms, apricot blossoms and 
help if needed. kumquat trees. 
 Activity 5: Consolidation (3’) 
* Aims: To consolidate what students have learnt in the lesson. 
* Content: Summarize the main content in the lesson. 
* Products: Students say what they have learnt in the lesson. 
* Organization of implementation: 
 Teacher’s and Ss’activities Content 
 Teacher asks students to talk about what they - use lexical items related to festival activities 
 have learnt in the lesson. and festival symbols 
 - express disappointment 
 * Homework (2’) 
* Aim: To revise what they have learnt and prepare for the next lesson Skills 1. 
* Content: Review the lesson and prepare for the next lesson and do exersie in the workbook. 
* Products: Students’ textbook and workbook. 
* Organization of implementation: Teacher’s and Ss’ activities Content 
- T reminds Ss to do homework and prepare the - Do EX in the workbook. 
new lesson. - Prepare lesson 5 ( skills 1) 
 *- Evaluation: