UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 1: Getting started – A Tulip Festival

I. OBJECTIVES

By the end of this lesson, Ss will be able to gain:
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
2. Core competence
- Develop communication skills and cultural awareness
- 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, Getting started
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

1. folk dance (n)

/ˈfəʊkˌdɑːns/

2. costume (n)

/ˈkɒstjuːm/

Meaning

Vietnamese equivalent

a popular dance, considered as part of the tradition
or custom of a particular people

điệu nhảy/ múa dân
gian

the set of clothes typical of a particular country or
period of history, or suitable for a particular activity

trang phục

3. float (n)

4. parade (n)

5. feast (n)
6. fireworks
display (n)
Assumptions

/fləʊt/

a large vehicle with a flat surface that is decorated
and used in festivals

xe diễu hành

/pəˈreɪd/

a large number of people walking or in vehicles, all
going in the same direction, usually as part of a
public celebration of something

cuộc diễu hành

/fiːst/

a special meal with very good food or a large meal
for many people

bữa tiệc

a public event at which fireworks are set alight

màn bắn pháo hoa

/ˈfɑɪəwɜ:rks dɪ
ˈspleɪ/

Anticipated difficulties
1. Students may lack knowledge about festivals.

Solutions
- Prepare some photos/ posters of festivals.

2. Students may have underdeveloped listening, reading and - Play the recording many times if necessary.
co-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.
* Game: Who is faster?
Task 4: Fill in each blank with a word from 3.
Task 5: Quiz. What festival is it? Match each description with a festival.
* Homework

III. PROCEDURES

Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
***
Discuss
**** Give comments or feedback

Stage
WARM-UP

PRESENTATION

PRACTICE

Stage aim
To introduce and
lead in the topic

- To provide
students with
vocabulary
- To help students
well-prepared for
the listening and
reading tasks

To have students
get to know the
topic

Procedure
CHATTING AND DESCRIBING THE PICTURE
* Teacher shows the picture of the Tulip Festival and asks students some
related questions:
- What can you see in the picture?
- Can you guess the name of the festival?
- Have you ever heard of this festival? If yes, what do you know about it?
** Students raise hands to answer the questions.
*** Teacher and students discuss the questions.
**** Teacher accepts all students' questions.
VOCABULARY
* Teacher introduces the vocabulary by giving definitions/ examples/ pictures
of the words.
** Teacher writes all students' answers on the board.
*** 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.
TASK 1: LISTEN AND READ. (Ex 1, p. 92)
* Teacher can play the recording more than once.
** Students listen and read.
*** Teacher invites some pairs of students to read aloud.
**** Teacher checks students' pronunciation and gives feedback.

Interaction
T-Ss

Ss
T-Ss
T-Ss
T-Ss

Time
5 mins

10 mins

T-Ss
T-Ss

T-Ss

T-Ss
Ss
T-Ss
T-Ss

25 mins

To have students
get specific
information of the
text

TASK 2: READ THE CONVERSATION AGAIN. WHO DID THE FOLLOWING
ACTIVITIES? TICK THE CORRECT COLUMN. SOMETIMES YOU NEED TO TICK
BOTH. (Ex 2, p. 93)
* Teacher tells students to read the conversation again and work
independently to find the answers.
** Students do the task individually.
*** Teacher allows students to share their answers before discussing as a class
and encourages them to give evidence.
**** Teacher calls some students to give the answers and gives feedback.

T-Ss
Ss
Ss-Ss
T-Ss

Answer key:

To introduce some
more vocabulary
related to the topic
of festivals.

TASK 3: WRITE A WORD OR PHRASE FROM THE BOX UNDER EACH PICTURE.
(Ex 3, p. 93)
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.

T-Ss

⮚ 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.

To help Ss practise
the words/ phrases
in 3

Answer key:
1. parade
2. costumes
3. feast
4. float
5. fireworks display 6. folk dance
TASK 4: FILL IN EACH BLANK WITH A WORD OR PHRASE FROM 3. YOU MAY
HAVE TO CHANGE THE FORM OF THE WORD OR PHRASE. (Ex 4, p. 93)
* 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.

Answer key:
1. folk dances
2. fireworks display
3. feast
4. parades
5. floats; costumes
To check Ss'
TASK 5: QUIZ. WHAT FESTIVAL IS IT? MATCH EACH DESCRIPTION WITH A
knowledge of some FESTIVAL. (p. 93)
familiar festivals.
* 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.

Team work
T-Ss
T-Ss

T-Ss
Ss
Ss-Ss
T-Ss

T-Ss
Group work
T-Ss
T-Ss

WRAP-UP

To consolidate
what students have
learnt in the lesson

HOMEWORK

- To prepare
vocabulary for the
next lesson: A
closer look 1
- To prepare for the
unit project

Answer key:
1. e
2. a
3. d
4. c
5. b
Teacher asks students to talk about what they have learnt in the lesson.

- Name at least 3 festivals around the world.
- Do exercises in the workbook.
- 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 should check the progress of students' preparation after each lesson.)

UNIT 9: FESTIVALS AROUND THE WORLD

I. OBJECTIVES

Lesson 2: A closer look 1

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 pair work and teamwork

T-Ss

3 mins

T-Ss

2 mins

- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS

- Grade 7 textbook, Unit 9, A closer look 1
- Computer connected to the Internet
- Projector/ TV/ pictures
- hoclieu.vn
Language analysis
Form
1. Cannes Film
Festival
2. Mid-Autumn
Festival

3. Thanksgiving

4. Easter

Pronunciation
/kæn fɪlm festɪvl/

/mɪd-ɔːtəm festɪvl/

/ˌθæŋksˈɡɪvɪŋ/

/ˈiːstər/

Meaning

Vietnamese equivalent

an annual film festival held in Cannes, France,
which previews new films of all genres

Liên hoan phim Cannes

a festival held on the 15th day of the 8th month
of the lunar calendar with a full moon at night

Tết Trung thu

a national holiday on the 4th Thursday in
November in the US and on the 2nd Monday in
October in Canada, when families get together
for a big meal and express their appreciation for
life, health, etc.

Lễ Tạ ơn

a Christian religious holiday to celebrate Jesus
Christ's return to life after he was killed

Lễ Phục sinh

5. carve

to make something by cutting into especially
wood or stone, or to cut into the surface of stone, chạm, khắc
wood, etc.

/kɑːv/

6. perform

/pəˈfɔːm/

to do an action or piece of work

biểu diễn

Assumptions
Anticipated difficulties

Solutions

Students may have underdeveloped listening, speaking and - Encourage students to work in pairs, in groups so that
co-operating skills.
they can help each other.
- Provide feedback and help if necessary.

Board Plan

*Warm-up
Game: Hot seat
I. Vocabulary
1. Cannes Film Festival
2. Mid-Autumn Festival
3. Thanksgiving (n)
4. Easter (n)
5. carve (v)

Date of teaching
UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 2: A closer look 1

6. perform (v)
II. Practice
Task 1: Write under each picture a festival name.
Task 2: Complete the table below with the phrases.
Task 3: Fill in each blank with a word or phrase.
Task 4: Listen and repeat. Then underline the stressed syllable.
Task 5: Listen and repeat the sentences. Underline the stressed syllables.
* Homework

III. PROCEDURES

Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
***
Discuss
**** Give comments or feedback
Stage

Stage aim

WARM-UP

- To review the
previous lesson and
activate students'
knowledge.

Procedure
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:

Interaction
T-Ss

⮚ 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.

Team work

Time
5 mins

⮚ The team with more correct answers is the winner.

PRESENTATION

VOCABULARY

To introduce new
words.

To present some
types of festivals

** Students play in teams.
*** Students give the correct answers.
**** Teacher confirms the answers and gives feedback.
* Teacher introduces the vocabulary.
** Teacher introduces the vocabulary by:
- providing the pictures
- providing the definitions/ examples 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 uses the “rub out and check” method to check.
TASK 1: WRITE UNDER EACH PICTURE A FESTIVAL NAME FROM THE BOX. (Ex
1, p. 94)
* 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.
Answer key:
1. Halloween
2. Christmas

Ss-Ss
T-Ss

T-Ss
T-Ss

7 mins

T-Ss
25 mins
T-Ss
Ss
Pair work
T-Ss

To present some
festival activities

3. Mid-Autumn Festival
4. Cannes Film Festival
5. Easter
6. Thanksgiving
TASK 2: COMPLETE THE TABLE BELOW WITH THE PHRASES FROM THE BOX.
(Ex 2, p. 94)
* 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.

T-Ss
Ss
Pair work
T-Ss

Answer key:

To give Ss further
practice with words
related to festivals
and festival
activities.

TASK 3: FILL IN EACH BLANK WITH A WORD OR PHRASE FROM THE BOX.
(Ex 3, p. 94)
* 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.

T-Ss
Pair work
Ss-Ss
T-Ss

PRONUNCIATION To help Ss identify
how to pronounce
two-syllable words
with correct stress

Answer key:
1. Christmas
2. painting eggs
3. candy apples
4. Cannes Film Festival
5. Mid-Autumn Festival
6. turkey
TASK 4: LISTEN AND REPEAT. THEN UNDERLINE THE STRESSED SYLLABLE IN
EACH WORD. (Ex 4, p. 94)
* 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.

T-Ss

T-Ss
Ss-Ss
T-Ss

Answer key:

To help Ss
pronounce twosyllable words with
correct stress in
sentences.

PRODUCTION

WRAP-UP
HOMEWORK

To test students'
quick reaction to
the targeted
sounds

TASK 5: LISTEN AND REPEAT THE SENTENCES. UNDERLINE THE STRESSED
SYLLABLES IN THE BOLD WORDS. (Ex 5, p. 94)
* 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 practise 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.
Correct their pronunciation if necessary.
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.
Teacher asks students to talk about what they have learnt in the lesson.

To consolidate
what students have
learnt in the lesson
To review the
Do exercises in the workbook.

T-Ss
Group work
T-Ss
T-Ss
T-Ss

5 mins

Team work
T-Ss
T-SS
T-Ss

2 mins

T-Ss

1 min

lesson

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:
- Practise using 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
- hoclieu.vn
Language analysis
Form
Yes/ No questions

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 or modal verb before the subject.
Examples:

Did you go to bed late yesterday?
Are you tired now?

Assumptions

Anticipated difficulties
1. Students may find confused when to use the yes/no
questions with auxiliary verbs/ modal verbs.

Solutions
- Give short and clear explanations/ structures with
legible examples for each case.

2. Students may have underdeveloped speaking and cooperating skills.

- Give clear instructions, give examples before letting
students work in groups.
- Provide feedback and help if necessary.

Board Plan
Date of teaching
Unit 9: FESTIVALS AROUND THE WORLD
Lesson 3: A closer look 2

* Warm-up
Game: Sentence puzzling
I. Grammar focus
Yes/No questions
II. Practice
Task 1: Fill in each blank with a correct auxiliary verb or modal verb.
Task 2: Change the sentences into Yes/ No questions.
Task 3: Match the questions in column A with their answers in column B.
Task 4: Mark is talking to Trang about the Mid-Sutumn Festival. Fill in the blanks with Trang's answers below.
III. Production
Task 5: Game. Festival mystery.

* Homework

III. PROCEDURES

Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
***
Discuss
**** Give comments or feedback
Stage
WARM-UP

LEAD-IN

Stage aim
- 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
To introduce the
targeted grammar:
Yes/No questions

Procedure
GAME: SENTENCE PUZZLING
* Teacher divides the class into 4 groups.
- 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.
** 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 mooncakes?
- Teacher draws students' attention to the Yes/No questions.
- Teacher introduces the target of the lesson: Yes/No questions.

Interaction
T-Ss

Time
5 mins

Group work
T-Ss
T-Ss

T-Ss
T-Ss

2 mins

PRESENTATION

To have students
get to know about
the Yes/No
questions.

* Teacher asks students to study the Grammar box.
- Teacher draws students' attention to the use and how to form a Yes/No
question with an auxiliary verb or with a modal verb.
** Teacher then asks some more able students to give some more examples.

T-Ss

8 mins

T-Ss

Yes/No questions
We use the auxiliary verb or modal verb before the subject.
Examples:
- Are you tired?
- Did you get many Christmas presents?
- Can you eat all the cakes?

PRACTICE

To check students'
understanding of
the Yes/No
questions

To help Ss practise
making Yes/No

*** Teacher and students discuss the answers.
**** Teacher confirms the answers and gives feedback.
TASK 1: FILL IN EACH BLANK WITH A CORRECT AUXILIARY VERB OR MODAL
VERB. (Ex 1, p. 95)
* Teacher has students work individually.
** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before
checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Answer key:
1. Do
2. Did
3. Are
4. Can
5. Does
TASK 2: CHANGE THE SENTENCES INTO YES / NO QUESTIONS. (Ex 2, p. 95)
* Teacher has students work individually.

T-Ss
T-Ss
15 mins
T-Ss
Ss
Pair work
T-Ss

T-Ss

questions

To give further
practice with
Yes/No questions

To give further
practice with
Yes/No questions

** Students work individually to complete the sentences.
*** Teacher lets students work in pairs and exchange the answers before
checking with the whole class (explain each sentence if necessary).
**** Teacher confirms the answers and gives feedback.
Answer key:
1. Can your mother make a costume for you?
2. Will she bake a birthday cake for him?
3. Are the dragon dances interesting?
4. Does the Rio Carnival take place every year in Brazil?
5. Did they see a fireworks display on New Year's Eve?
TASK 3: MATCH THE QUESTIONS IN COLUMN A WITH THEIR ANSWERS IN
COLUMN B. (Ex 3, p. 95)
* Teacher asks students to read the instruction.
** 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.
Answer key:
1. c
2. a
3. a
4. b
5. d
TASK 4: MARK IS TALKING TO TRANG ABOUT THE MID-AUTUMN FESTIVAL.
FILL IN THE BLANKS WITH TRANG'S ANSWERS BELOW. (Ex 4, p. 95, 96)
Game: Who is faster?
* Teacher divides the class into 2 teams. Each team will send a leader to play

Ss
Pair work
T-Ss

T-Ss
Ss
Pair work
T-Ss

T-Ss

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 write down the correct answer.
**** Teacher confirms the answers and gives feedback. Teacher can ask for
translation to check their understanding.

PRODUCTION

To help Ss practise
producing Yes/No
questions

Answer key:
1. b
2. e
3. a
4. c
5. d
TASK 5: GAME. FESTIVAL MYSTERY.
WORK IN GROUPS. ONE STUDENT THINKS OF A FESTIVAL HE/SHE LIKES.
OTHER STUDENTS ASK YES/NO QUESTIONS TO FIND OUT WHAT THE
FESTIVAL IS. (Ex 5, p. 96)
* Teacher has students work in groups.
** One student thinks of a festival that he/ she likes. Other students ask Yes /
No questions to find out what the festival is.
The group leader keeps a record of the group's performance.
*** Teacher moves around to observe and pays attention to Ss' yes / no
questions.
**** Teacher asks some groups to perform in front of the class, confirms the

Team work
T-Ss
T-Ss

10 mins

T-Ss
Group work
T-Ss
T-Ss

answers and gives feedback.

WRAP-UP
HOMEWORK

Example:
A: Do many countries celebrate the festival?
B: Yes, they do.
A: Do children like the festival?
B: Do they paint eggs?
A: Yes, they do.
C: Is it Easter?
B: Yes, it is.
Teacher asks students to talk about what they have learnt in the lesson.

To consolidate
what students have
learnt in the lesson.
Reactivate the
- Remember to prepare for the project.
knowledge that
- Do exercise in the workbook.
students have
gained.

T-Ss

3 mins

T-Ss

2 min

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

- Grade 7 textbook, Unit 9, Communication
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
Language analysis
Examples
Expressing disappointment

* It was disappointing!
* It was a big disappointment.

Other expressions:
* That's too bad!
* What a disaster!
* That's so disappointing!
Assumptions

Anticipated difficulties
1. Students may lack knowledge about festival symbols and
meanings.

Solutions
- Prepare some photos/ posters of festival symbols and
give suggestions of their meanings.

2. Students may have underdeveloped listening, speaking
and co-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 4: Communication

*Warm-up
Name the festivals
I. Everyday English
Task 1: Listen and read the conversation. Pay attention to the highlighted sentences.
Task 2: Work in groups. Make a similar conversation.
II. Festival symbols
Task 3: Listen to Mark talking about festival symbols. Fill in each blank with ONE word.
Task 4: Work in pairs. Match each festival with its symbol and meaning.
Task 5: Work in groups. Choose a festival and talk about its symbol(s) and meaning.
* Homework

III. PROCEDURES

Notes:
In each activity, each step will be represented as following:
*
Deliver the task
**
Implement the task
***
Discuss
**** Give comments or feedback
Stage
WARM-UP

EVERYDAY
ENGLISH

Stage aim
To activate
students'
knowledge and
interest

To help students
get to know the
ways to express
disappointment

Procedure
GAME: NAME THE FESTIVALS
* Teacher divides the class into 2 teams. 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 teams.
**** Teacher checks and gives feedback.
TASK 1: LISTEN AND READ THE CONVERSATION. PAY ATTENTION TO THE
HIGHLIGHTED SENTENCES. (Ex 1, p. 96)
* 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.
**** Teacher confirms the answers and gives feedback.

Interaction
T-Ss

Time
3 mins

Team work
Team work
T-Ss
T-Ss
T-Ss
T-Ss
T-Ss

5 mins

FESTIVAL
SYMBOLS

To help students
practise the ways
to express
disappointment

TASK 2: WORK IN GROUPS. MAKE A SIMILAR CONVERSATION FOR EACH
SITUATION BELOW. (Ex 2, p. 96)
* Teacher has students work in groups to discuss and make similar
conversation for each situation.
** Students work in groups to discuss.
*** Teacher then asks students to exchange their answers among the class.
**** Teacher moves around to observe, provides help and gives feedback.

- To help Ss
understand the
concept of festival
symbols
- To provide Ss with
some Christmas
symbols and their
meanings.

TASK 3: LISTEN TO MARK TALKING ABOUT FESTIVAL SYMBOLS. FILL IN EACH
BLANK WITH ONE WORD. (Ex 3, p.96)
* Teacher asks Ss what they think of when they talk about Christmas, i.e
Christmas symbols. Elicit answers from students.
Have Ss read the sentences given. Ask them to predict what word to use to fill
in each blank. Write their answers on the board.
** Students work individually. Then listen to the recording and check the
answers.
*** Teacher invites some Ss to share their answers.
**** Teacher gives feedback and correction (if needed).

To help Ss
understand the
symbols and
meanings of other
festival

Answer key:
1. think
2. meaning
3. life
4. happiness
TASK 4: WORK IN PAIRS. MATCH EACH FESTIVAL WITH ITS SYMBOL AND
MEANING. (EX 4, p. 97)
* Teacher introduces some new words if necessary (prosperity, reunion).
** Ss works in pairs to finish the task.
*** Teacher allows the student to cross check first.
**** Teacher confirms the answers and gives feedback.

6 mins
T-Ss
Group work
Ss-Ss
T-Ss
13 mins
T-Ss

Ss
T-Ss
T-SS

T-Ss
Pair work
Ss-Ss
T-Ss

To let students
practise talking
about festival
symbols and their
meanings

WRAP-UP

HOMEWORK

To consolidate
what students have
learnt in the lesson
Reactivate the
knowledge that
students have
gained

Answer key:
1. C - b
2. A - c
3. D - a
4. B - d
TASK 5: WORK IN GROUPS. CHOOSE A FESTIVAL AND TALK ABOUT ITS
SYMBOL(S) AND MEANING. (Ex 5, p. 97)
* Teacher lets students group up and spend 5 minutes on taking notes of a
festival.
** Students work in groups.
*** All group members choose a festival and talk about its symbols and
meanings.
**** Teacher moves around to observe and offers help if needed.
* Teacher invites some students to talk about festival symbols and their
meanings.
** Students share their group's answers.
*** Teacher allows students to cross check first.
Teacher asks students to talk about what they have learnt in the lesson.

- Do exercises in their Workbook.
- Prepare for the next lesson.

15 mins
T-Ss
Group work
Ss-Ss
T-Ss

T-Ss

2 min

T-Ss

1 min

UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 5: Skills 1

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge:
- Develop reading skill about an unusual festival
- Develop speaking skill: talking about a festival they enjoy
2. Core competence:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skill
- Actively join in class activities
3. Personal qualities
- Develop self-study skills

II. MATERIALS

- Grade 7 textbook, Unit 9, Skills 1
- Computer connected to the Internet
- Projector/ TV/ pictures and cards
- hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

Vietnamese equivalent

join (v)

/dʒɔɪn/

to get involved in an activity or journey with another
person or group

tham gia

feature (v)

/ˈfiːtʃər/

to include someone or something as an important

trình diễn đặc biệt

part
performance (n)

/pəˈfɔːməns/

the action of entertaining other people by dancing,
singing, acting, or playing music

Assumptions

Anticipated difficulties
1. Students may lack knowledge about some lexical
items.
2. Students may have underdeveloped reading,
speaking and co-operating skills.

3. Some students will excessively talk in the class.

màn biểu diễn

Solutions
- Provide students with the meaning and pronunciation of
words.
- Let students read the text again (if needed).
- Create a comfortable and encouraging environment for
students to speak.
- Encourage students to work in pairs, in groups so that they
can help each other.
- Provide feedback and help if n...