Giáo án Tiếng Anh 7 - Tuần 26, Unit 9: Fesstivals around the world - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

Nội dung text: Giáo án Tiếng Anh 7 - Tuần 26, Unit 9: Fesstivals around the world - Năm học 2022-2023 - Nguyễn Thị Hồng Hạnh

1. Teaching date: 2/3/2023 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 II. PREPARATIONS Ngày duyệt: 1/3/2023 1. Teacher Người duyệt: Nguyễn Thị Hồng Hạnh - Grade 7 textbook, laptop 2. Students - Grade 7 textbook, notebooks III. TEACHING PROCEDURES ACTIVITY 1 – WARM – UP & INTRODUCTION (5’) Aims: - To review the previous lesson and activate students’ knowledge. - To activate students’ knowledge - To get students interested in the topic Teacher’s and students’ activities Content * Teacher divides the class into 2 teams. Game: Hot seat 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. ACTIVITY 2 – PRESENTATION (15’) Aims: - To introduce new words. - To present some types of festivals - Match the phrases with the pictures. Then listen, check, and repeat the phrases.
2. Teacher’s and students’ activities Content * Teacher introduces the vocabulary. * Vocabulary ** Teacher introduces the vocabulary by: 1. Cannes Film Festival - providing the pictures 2. Mid-Autumn Festival - providing the definition/example of the 3. Thanksgiving (n) words. 4. Easter (n) *** Teacher asks students to repeat. 5. carve (v) **** Teacher rubs out and checks. 6. perform (v) * Teacher has students to look at the Task 1: Write under each picture a pictures and asks them if they know the festival name from the box (p.94). names of the festivals. Answer key: ** Teacher gets students to do the 1. Halloween exercise in individuals. 2. Christmas *** Ask them to share their answers in 3. Mid-Autumn Festival pairs before checking the answers as a 4. Cannes Film Festival class. 5. Easter **** Teacher then encourages students 6. Thanksgiving to explain their answers. Correct if necessary. ACTIVITY 3 – PRACTICE (15’) Aims: - To present some festival activities - To give Ss further practice with words related to festivals and festivals activities. - To help Ss identify how to pronounce two-syllable words with correct stress. - To help Ss pronounce two-syllable words with correct stress in sentence. Teacher’s and students’ activities Content * Teacher tells Ss that people celebrate Task 2: Complete the table below with the festivals with different food and phrases from the box (p.94). activities. Answer key: ** 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. * Teacher asks Ss to work in pairs to Task 3: Fill in each blank with a word or complete the sentences with the words/ phrase from the box (p.94). phrases given. ** Ss work in pairs. *** Teacher allows students to cross check first. **** Teacher invites some pairs to share their answers and gives feedback. Answer key:
3. 1. Christmas 2. painting eggs 3. candy apples 4. Cannes Film Festival 5. Mid-Autumn Festival 6. turkey * Teacher helps Ss to understand what a Task 4: Listen and repeat. Then underline syllable is. Explain to them that a the stressed syllable in each word. (p.94). syllable is a unit of pronunciation Pronunciation: Stress in two-syllable words 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 Answer key: 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. * Teacher has Ss read quickly the Task 5: Listen and repeat the sentences. sentences and plays the recording. Ask Underline the stressed syllables in the bold them to pay attention to the bold words words (p.94). and underline the stressed syllables. ** Students practice in pairs or in Answer key: groups. 1. We’re going to attend an Easter party at *** Teacher goes around to offer help Nick’s house. or correct pronunciation, if necessary. 2. The dancers will perform traditional **** Teacher calls some students to say dances at the festival. the sentences in front of the class. 3. At Christmas, people usually buy Check their pronunciation if necessary. presents for their family. 4. Did you go to the Da Lat Flower Festival with your parents? 5. My aunt is clever and patient. ACTIVITY 4 – PRODUCTION (7’) Aims: - To test students' quick reaction to the targeted sounds.
4. Teacher’s and students’ activities Content *Teacher explains the rules: Game: “Up and down” Teacher says 1-15 words containing two-syllable words. Students stand up for the ones with first main stress pattern, sit down for the second main stress pattern. ** Students play the game in teams. *** Teacher helps students in the game. **** Teacher gives feedback. IV. WRAP-UP & HOMEWORK (3’) - Teacher asks Ss to summarise what they have learnt in the lesson by asking them some questions. - Teacher asks Ss to do exercises in workbook. - Teacher asks Ss to prepare the next lesson “Unit 9 – A Closer look 2” Teaching date:3/3/2023 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. PREPARATIONS 1. Teacher - Grade 7 textbook, laptop 2. Students - Grade 7 textbook, notebooks, school things . III. TEACHING PROCEDURES ACTIVITY 1 – WARM – UP & INTRODUCTION (5’) Aims: - To activate students’ prior knowledge related to the targeted grammar: Yes/No questions. - To increase students’ interest. - To enhance students’ skills of cooperating with team mates. Teacher’s and students’ activities Content * Teacher divides the class into 4 groups. Game: Sentence puzzling - Teacher delivers different sets of word cards to each group. - Each group has to arrange the word cards to make meaningful sentences. - 1 point for each correct answer.
5. ** Students play the game in groups. *** Teacher and students discuss the answers. **** Teacher confirms the answers and gives feedback. Set 1: Are you eating moon cakes? Set 2: Did they eat moon cakes at the festival last year? Set 3: Can he eat all these moon cakes? ACTIVITY 2 – PRESENTATION (15’) Aims: - To introduce the targeted grammar: Yes/No questions. - To have students get to know about the Yes/No questions. Teacher’s and students’ activities Content * Teacher asks students to study the GRAMMAR Grammar box. Yes/ No questions - Teacher draw students’ attention to the use and how to form a Yes/No *These questions need either a question with an auxiliary verb or Yes/No answer. with a modal verb. * We form a Yes/ No questions with ** Teacher then asks some more able an auxiliary verb (be, do or have). We students to give some more examples. put the auxiliary verb or modal verb before the subject. Yes/No questions We use put the auxiliary verb or modal Aux verb + S + V (-inf) + O? verb before the subject. Examples: *** Teacher and students discuss the - Are you tired? answers. - Did you get many Christmas presents? **** Teacher confirms the answers and - Can you eat all the cakes? gives feedback. ACTIVITY 3 – PRACTICE (18’) Aims: - To check students’ understanding of the Yes/No questions. - To help Ss practise making Yes/No questions. - To give further practice with Yes/No questions. - To give further practice with Yes/No questions. - Answer key Teacher’s and students’ activities Content * Teacher has students work individually. Task 1: Fill in each blank with a correct ** Students work individually to complete auxiliary verb or modal verb (p.95). the sentences. Answer key: *** Teacher lets students work in pairs 1. Do
6. and exchange the answers before checking 2. Did with the whole class (explain each 3. Are sentence if necessary). 4. Can **** Teacher confirms the answers and 5. Does gives feedback. * Teacher has students work individually. Task 2: Change the sentences into Yes/No ** Students work individually to complete questions (p.95). the sentences. Answer key: *** Teacher lets students work in pairs 1. Can your mother make a costume for and exchange the answers before checking you? with the whole class (explain each 2. Will she bake a birthday cake for him? sentence if necessary). 3. Are the dragon dances interesting? **** Teacher confirms the answers and 4. Does the Rio Carnival take place every gives feedback. year in Brazil? 5. Did they see a fireworks display on New Year’s Eve? * Teacher asks students to read the Task 3: Match the questions in column A instruction. with their answers in column B (p.95). ** Teacher asks students to do the exercise individually and match the questions in column A with the answers in column B. *** Teacher then has them work in pairs, comparing their sentences. Teacher can go around to help students. **** Teacher confirms the answers and gives feedback. *Teacher divides the class into 2 teams. Each team will send a leader to play the Task 4: Mark is talking to Trang about game on the board. the Mid-autumn Festival. Fill in the - Teacher explains the instructions of the blanks with Trang’s answers below game: (p.95).  Teacher gives each team a set of cards Game: Who is faster? with phrases from the box. Answer key:  The two leaders of the teams come to 1. b the board and pin the cards under the 2. e correct number. 3. a  Who can finish faster with the correct 4. c answer will be the winner. 5. d ** Students play the games in team mode. *** Teacher has students to write down the correct answer.
7. **** Teacher confirms the answers and gives feedback. Teacher can ask for translation to check their understanding. ACTIVITY 4 – PRODUCTION (5’) Aims: - To help Ss practise producing Yes/No questions. Teacher’s and students’ activities Content * Teacher has students work in groups. Task 5: Game. Festival mystery. Work in ** One student thinks of a festival that groups. One student thinks of a festival he/she likes. Other students ask Yes/No he/she likes. Other students ask Yes/No questions to find out what the festival is. questions to find out what the festival is The group leader keeps a record of the (p.95). group’s performance. Example: *** Teacher moves around to observe A: Do many countries celebrate the festival? and pays attention to Ss’ yes/no B: Yes, they do. questions. A: Do children like the festival? **** Teacher asks some groups to B: Do they paint eggs? perform in front of the class, confirms A: Yes, they do. the answers and gives feedback. C: Is it Easter? B: Yes, it is. IV. WRAP-UP & HOMEWORK (3’) - Teacher summarises the main points of the lesson: + Yes/No questions - Teacher asks Ss to make Yes/No questions about Festival - Teacher asks Ss to do exercise in Workbook - Teacher asks Ss to prepare the next lesson “Unit 9 – Communication” Teaching date:4/3/2023 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 4: Communication I. OBEJECTIVES 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. PREPARATIONS 1. Teacher - Grade 7 textbook, laptop 2. Students - Grade 7 textbook, notebooks, school things . III. TEACHING PROCEDURES
8. ACTIVITY 1 – WARM – UP & INTRODUCTION (5’) Aims: - To activate students’ knowledge and interest. - To enhance students’ skills of cooperating with teammates Teacher’s and students’ activities Content *Teacher divides the class into 2 teams. Game: 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 (15’) Aims: - To help students get to know the ways to express disappointment. - To help students practise the ways to express disappointment. Teacher’s and students’ activities Content * Teacher lets students listen to the I - EVERYDAY ENGLISH examples in Ex. 1 in the book. Task 1: Listen and read the conversation. ** Teacher draws their attention to the Pay attention to the highlighted sentences. form of ways to express disappointment. *** Teacher and students discuss the Expressing disappointment form of ways to express disappointment, * It was disappointing! and give some other expressions. * It was a big disappointment. **** Teacher confirms the answers and Other expressions: gives feedback. * That’s too bad! * What a disaster! * That’s so disappointing! * Teacher has students work in groups to Task 2: Work in groups. Make a similar discuss and make similar conversation conversation for each situation below. for each situation. ** Students work in groups to discuss. 2. Your friend 1. Your friend *** Teacher then asks students to went to the went to a film exchange their answer among class. market to buy festival for **** Teacher moves around to observe, decorations for teenagers, but provides help and gives feedback. the Mid-Autumn there were not Festival. But there many films he / were not many she liked. decorations to choose from.
9. ACTIVITY 3 – PRACTICE (15’) Aims: - To help Ss understand the concept of festival symbols. - To provide Ss with some Christmas symbols and their meanings. - To help Ss understand the symbols and meanings of other festivals. - To let students practise talking about festival symbols and their meanings. Teacher’s and students’ activities Content * Teacher asks Ss what they think of II – FESTIVAL SYMBOLS when they talk about Christmas, i.e. Task 3: Listen to Mark talking about Christmas symbols. Elicit answers from festival symbols. Fill in each blank with students. ONE word. Have Ss read the sentences given. Ask Answer key: them to predict what word to use to fill 1. think in each blank. Write their answers on the 2. meaning board. 3. life ** Students work individually. Then 4. happiness listen to the recording and check the answers. *** Teacher invites some Ss to share their answers. **** Teacher gives feedback and correction (if needed) * Teacher introduces some new words if Task 4: Work in pairs. Match each festival necessary (prosperity, reunion). with its symbol and meaning. ** Ss works in pairs to finish the task. *** Teacher allows student to cross check first. **** Teacher confirms the answers and gives feedback. Answer key: 1. C-b 2. A-c 3. D-a 4. B-d * Teacher lets students group up and Task 5: Work in groups. Choose a festival spend 5 minutes on taking notes of a and talk about its symbol(s) and meaning. festival. ** Students work in groups. Example: *** All group members choose a festival When we talk about and talk about its symbols and meanings. Christmas, we think **** Teacher moves around to observe of the Christmas and offers help if needed. tree. It is the symbol of a long life.
10. ACTIVITY 4 – PRODUCTION (7’) Aims: - To let students practice talking about festival symbols and their meanings. Teacher’s and students’ activities Content * Teacher invites some students to talk Task 6: Presentation about festival symbols and their meanings. ** Students share their group’s answer. *** Teacher allows students to cross check first. **** Teacher listens, gives comments or corrections if needed. IV. WRAP-UP & HOMEWORK (7’) - Teacher has Ss say what they have learnt in the lesson: + Vocabulary of the fesstivals + Yes/ No question - Teacher asks Ss to prepare the next lesson “Unit 9 – Skills 1”