Kế hoạch bài dạy Tiếng Anh Lớp 7 Global Success theo CV5512 - Unit 9: Festivals around the world

 /ˈfɑɪərˌwɜrks dɪˈspleɪ/
 6. fireworks display (n) a public event at which fireworks are set alight màn bắn pháo hoa
Assumptions 
 Anticipated difficulties Solutions
 1. Students may be lack of knowledge about festivals. - Prepare some photos/posters of festivals.
 2. Students may have underdeveloped listening, reading and co- - Play the recording many times if any necessary.
 operating skills. - Encourage students to work in pairs, in groups so that they can help each 
 other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 Unit 9: FESTIVALS AROUND THE WORLD
 Lesson 1: Getting started – A Tulip Festival
 *Warm-up
 Chatting and describing the picture.
 I. Vocabulary
 1. folk dance (n)
 2. costume (n)
 3. float (n)
 4. parade (n)
 5. feast (n)
 6. fireworks display (n)
 II. Practice
 Task 1: Listen and read.
 Task 2: Read the conversation again and tick the correct column.
 Task 3: Write the correct word or phrase from the box under each picture. Presentation - To provide students with Vocabulary: 10 mins
 (Vocab- vocabulary. * Teacher introduces the vocabulary by giving definitions/ examples/ pictures T-S
 pre-teach) - To help students well- of the words.
 prepared for the listening ** Teacher writes all students’ answers on the board.
 and reading tasks. *** Teacher circles or highlights the following words and discuss the 
 meanings of these words:
 1. folk dance (n)
 2. costume (n)
 3. float (n)
 4. parade (n)
 5. feast (n)
 6. fireworks display (n)
 **** Teacher checks students’ pronunciation and gives feedback. Teacher 
 reveals that these words will appear in the reading text and asks students to 
 open their textbook to discover further.
 Practice - To have students get to Task 1: Listen and read (p.92). 25 mins
 know the topic. * Teacher can play the recording more than once. T-Ss
 ** Students listen and read. S
 *** Teacher invites some pairs of students to read aloud. Ss-Ss
 **** Teacher checks students’ pronunciation and gives feedback.
 Task 2: Read the conversation again. Who did the following activities? 
 - To have students get Tick the correct column. Sometimes you need to tick both (p.93).
 specific information of * Teacher tells students to read the conversation again and work T-Ss
 the text. independently to find the answers.
 ** Students do the task individually. Ss
 *** Teacher allows students to share their answers before discussing as a Pairwork
 class and encourages them to give evidence.
 **** Teacher calls some students to give the answers and gives feedback. T-Ss
 Answer key: **** Teacher can ask for translation to check their understanding.
 Answer key: Pairwork
 1. folk dances T-Ss
 2. fireworks display
 3. feast
 4. parades
 5. floats; costumes
 Task 5: Quiz. What festival is it? Match each description with a festival 
 (p.93).
 To check Ss’ knowledge of * Teacher lets Ss work in groups of 4-6. T-Ss
 some familiar festivals. ** Ss work in groups to find the answers. Group work
 *** Teacher can go around to help weaker students. T-Ss
 **** Teacher calls the first group to come up with the answers to share. Ss-Ss
 Answer key:
 1. e
 2. a
 3. d
 4. c
 5. b
 Wrap-up To consolidate what Teacher asks students to talk about what they have learnt in the lesson. T-Ss 3 mins
 students have learnt in 
 the lesson.
Homework To prepare vocabulary for Name at least 3 festivals around the world. T-Ss 2 
 the next lesson: A closer min
 look 1. /ˈiː.stər/ a Christian religious holiday to celebrate Jesus Christ's return 
 4. Easter Lễ Phục sinh
 to life after he was killed.
 to make something by cutting into especially wood or stone, or 
 5. carve /kɑːv/ chạm, khắc
 to cut into the surface of stone, wood, etc.
 6. perform /pəˈfɔːm/ to do an action or piece of work. biểu diễn
Assumptions 
 Anticipated difficulties Solutions
 Students may have underdeveloped listening, speaking and co- - Encourage students to work in pairs, in groups so that they can help each 
 operating skills. other.
 - Provide feedback and help if necessary.
Board Plan
 Date of teaching
 UNIT 9: FESTIVALS AROUND THE WORLD
 Lesson 2: A closer look 1
 *Warm-up: Pass the secret
 I. Vocabulary
 1. Cannes Film Festival
 2. Mid-Autumn Festival
 3. Thanksgiving (n)
 4. Easter (n)
 5. carve (v)
 6. perform (v)
 II. Practice
 Task 1: Write under each picture a festival name from the box.
 Task 2: Complete the table below with the phrases from the box.
 Task 3: Fill in each blank with a word or phrase from the box.
 Task 4: Listen and repeat. Then underline the stressed syllable in each word.
 Task 5: Listen and repeat the sentences. Underline the stressed syllables in the bold words. Presentation To introduce new words. Vocabulary: 7 mins
 (Vocab- * Teacher introduces the vocabulary.
 pre-teach) ** Teacher introduces the vocabulary by: T-Ss
 - providing the pictures
 - providing the definition/example of the words.
 1. Cannes Film Festival
 2. Mid-Autumn Festival
 3. Thanksgiving (n)
 4. Easter (n)
 5. carve (v)
 6. perform (v)
 *** Teacher asks students to repeat. 
 **** Teacher rubs out and checks.
 Practice To present some types of Task 1: Write under each picture a festival name from the box (p.94). 25 mins
 festivals * Teacher has students to look at the pictures and asks them if they know the T-Ss
 names of the festivals.
 ** Teacher gets students to do the exercise in individuals. Ss
 *** Ask them to share their answers in pairs before checking the answers as Pair work
 a class.
 **** Teacher then encourages students to explain their answers. Correct if T-Ss
 necessary.
 Answer key:
 1. Halloween
 2. Christmas
 3. Mid-Autumn Festival
 4. Cannes Film Festival
 5. Easter
 6. Thanksgiving
 To present some festival Task 2: Complete the table below with the phrases from the box (p.94).
 activities * Teacher tells Ss that people celebrate festivals with different food and T-Ss
 activities.
 ** Teacher asks them to do the task individually. Ss
 *** Teacher asks students to share their answers in pairs before checking the Ss-Ss
 answers as a class. T-Ss *** Teacher allows students to cross check first. Ss-Ss
 **** 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.
 Answer key:
 To help Ss pronounce two- Task 5: Listen and repeat the sentences. Underline the stressed syllables 
 syllable words with correct in the bold words (p.94).
 stress in sentence. * Teacher has Ss read quickly the sentences and plays the recording. Ask T-Ss
 them to pay attention to the bold words and underline the stressed syllables.
 ** Students practice in pairs or in groups. Pair/group 
 *** Teacher goes around to offer help or correct pronunciation, if necessary. work
 **** Teacher calls some students to say the sentences in front of the class. T-Ss
 Check their pronunciation if necessary. 
Production To test students' quick Game: “Up and down” 5 mins
 reaction to the targeted *Teacher explains the rules:
 sounds. Teacher says 1-15 words containing two-syllable words. Students stand up T-Ss
 for the ones with first main stress pattern, sit down for the second main 
 stress pattern. 
 ** Students play the game in teams. Team work
 *** Teacher helps students in the game. T-Ss 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
Language analysis 
 Form Meaning
 Yes / No questions are used to check information or ask for confirmation.
 These questions need either a Yes or No answer.
 We form a Yes/No question with an auxiliary verb (be, do or have) or with a modal verb. We put the auxiliary verb 
 Yes/No questions or modal verb before the subject.
 Examples:
 Did you go to bed late yesterday?
 Are you tired now?
Assumptions 
 Anticipated difficulties Solutions ** Implement the task
*** Discuss
**** Giving comments or feedback
 Stage Stage aim Procedure Interaction Time
 Warm-up - To activate students’ Game: Sentence puzzling 5 mins
 prior knowledge related to * Teacher divides the class into 4 groups. T-Ss
 the targeted grammar: - Teacher delivers different sets of word cards to each group.
 Yes/No questions. - Each group has to arrange the word cards to make meaningful sentences.
 - 1 point for each correct answer.
 - To increase students’ ** Students play the game in groups. Groupwork
 interest. *** Teacher and students discuss the answers. Ss
 **** Teacher confirms the answers and gives feedback. T-Ss
 - To enhance students’ Set 1:
 skills of cooperating with Are you eating moon cakes?
 team mates. Set 2:
 Did they eat moon cakes at the festival last year?
 Set 3:
 Can he eat all these moon cakes?
 Lead in To introduce the targeted - Teacher draws students’ attention to the Yes/No questions. T-Ss 2 mins
 grammar: Yes/No - Teacher introduces the target of the lesson: Yes/No questions. T-Ss
 questions.