Giáo án Tiếng Anh 7 - Week 24 - Năm học 2023-2024

Date of planning: 19/02 / 2024 Date of teaching: / / 2024 Week:24 UNIT 9: FESTIVALS AROUND THE WORLD Period: 63 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 1. Cannes Film Festival * Teacher introduces the vocabulary. 2. Mid-Autumn Festival ** Teacher introduces the vocabulary by: 3. Thanksgiving (n) 4. Easter (n) - providing the pictures 5. carve (v) - providing the definition/example of the words. 6. perform (v) *** Teacher asks students to repeat. **** Teacher rubs out and checks. * 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 individuals. 1. Halloween 2. Christmas 3. Mid-Autumn Festival *** Ask them to share their answers in pairs 4. Cannes Film Festival before checking the answers as a class. 5. Easter 6. Thanksgiving **** Teacher then encourages students to explain their answers. Correct if necessary. 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 4. Cannes Film Festival **** Teacher invites some pairs to share their 5. Mid-Autumn Festival answers and gives feedback. 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. ** Students practice in pairs or in groups. 1.We're going to attend an Easter party at Nick's house. *** Teacher goes around to offer help or 2.The dancers will perform traditional dances at the correct pronunciation, if necessary. festival. 3.At Christmas, people usually buy presents for **** Teacher calls some students to say the their family. sentences in front of the class. Check their 4.Did you go to the Da Lat Flower Festival with pronunciation if necessary. 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 words. Students stand up for the ones with first main *** Teacher helps students in the game. stress pattern, sit down for the second main stress **** Teacher gives feedback. 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 : 19/02/ 2024 Date of teaching : / / 2024 Week :24 UNIT 9: FESTIVALS AROUND THE WORLD Period : 64 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. - Each group has to arrange the word cards to Set 2: make meaningful sentences. Did they eat moon cakes at the festival last - 1 point for each correct answer. year? ** Students play the game in groups. Set 3: *** Teacher and students discuss the answers. Can he eat all these moon cakes? **** Teacher confirms the answers and gives feedback. Set 4: →Lead in : Does she go to school today? - 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 and how to form a Yes/No question with an Yes/No questions auxiliary verb or with a modal verb. We use put the auxiliary verb or modal verb ** Teacher then asks some more able students before the subject. to give some more examples. Examples: *** Teacher and students discuss the answers. Are you tired? **** Teacher confirms the answers and gives Did you get many Christmas presents? feedback. Can you eat all the cakes? 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 auxiliary verb or modal verb (p.95). * Teacher has students work individually. ** Students work individually to complete the * Answer key: sentences. *** Teacher lets students work in pairs and 1. Do exchange the answers before checking with 2. Did the whole class (explain each sentence if necessary). 3. Are **** Teacher confirms the answers and gives feedback. 4. Can Task 2: 5. Does * Teacher has students work individually. Task 2: Change the sentences into Yes/No ** Students work individually to complete the questions. sentences. * Answer key: 1. Can your mother make a costume for you? *** Teacher lets students work in pairs and 2. Will she bake a birthday cake for him? exchange the answers before checking with 3. Are the dragon dances interesting? the whole class (explain each sentence if 4. Does the Rio Carnival take place every year in necessary). Brazil? 5. Did they see a fireworks display on New **** Teacher confirms the answers and gives Year’s Eve? 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). 1 - c 2 - a ** Teacher asks students to do the exercise 3 - e individually and match the questions in 4 - b column A with the answers in column B. 5 - d *** Teacher then has them work in pairs, Task 4: Mark is talking to Trang about the comparing their sentences. Teacher can go Mid-autumn Festival. Fill in the blanks with around to help students. Trang’s answers below. **** Teacher confirms the answers and gives Game: Who is faster? feedback. Task 4: * 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: 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 groups. One student thinks of a festival he/she ** One student thinks of a festival that 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. * Example: The group leader keeps a record of the group’s A: Do many countries celebrate the festival? performance. B: Yes, they do. A: Do children like the festival? *** Teacher move around to observe and pays B: Do they paint eggs? attention to Ss’ yes/no questions. A: Yes, they do. **** Teacher asks some groups to perform in C: Is it Easter? front of the class, confirms the answers and B: Yes, it is. gives feedback. 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 : 20/02/ 2024 Date of teaching : / / 2024 Week :24 UNIT 9: FESTIVALS AROUND THE WORLD Period : 65 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 attention to the highlighted sentences. * Teacher lets students listen to the examples 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. * Other expressions: **** Teacher confirms the answers and gives + That’s too bad! feedback + 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 conversation for each situation below. * Teacher has students work in groups to discuss and make similar conversation for each situation. * Situation 1: - A: How was the film festival last Sunday? ** Students work in groups to discuss. - B: It was disappointing! *** Teacher then asks students to exchange their - A: Why? answer among class. - B: There were not many films I liked. **** Teacher moves around to observe, provides 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 symbols. Fill in each blank with ONE word. * Teacher asks Ss what they think of when they * Answer key: talk about Christmas, i.e. Christmas symbols. 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 recording and check the answers. A lot of festivals have their own symbols. A 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). ** Ss works in pairs to finish the task. * Answer key: *** Teacher allows student to cross check first. 1. C-b **** Teacher confirms the answers and gives feedback 2. A-c 3. D-a 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: TỔ CHUYÊN MÔN DUYỆT