UNIT 9: FESTIVALS AROUND THE WORLD

Lesson 1: Getting started – A Tulip Festival

I. OBJECTIVES
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. PREPARATIONS
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, studying equipment ….
III. TEACHING PROCEDURES
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To introduce and lead in the topic
b) Contents: Play the game “Edible or inedible”
c) Products: Ss’ answers
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher shows the picture of the Tulip Chatting
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

ACTIVITY 2 – PRESENTATION (15')

a) Aims:
- To provide students with vocabulary.
- To help students well-prepared for the listening and reading tasks.
- To have students get to know the topic.
b) Contents:
- Teach the vocabularies
- Listen and read
c) Products:
- Lists of vocabularies
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher introduces the vocabulary by *Vocabulary
giving definitions/ examples/ pictures of I. Vocabulary
the words. 1. folk dance (n)
** Teacher writes all students’ answers 2. costume (n)
on the board. 3. float (n)
*** Teacher circles or highlights the 4. parade (n)
following words and discuss the 5. feast (n)
meanings of these words: 6. fireworks display (n)
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.

* Teacher can play the recording more Task 1. Listen and read (p.92).
than once.
** Students listen and read.
*** Teacher invites some pairs of
students to read aloud.
**** Teacher checks students’
pronunciation and gives feedback.
ACTIVITY 3 – PRACTICE (15’)
a) Aims:
- To have students get specific information of the text.
- To introduce some more vocabulary related to the topic festivals.

- To help Ss practise the words/phrases in 3.

b) Contents:
- Read the conversation again. Who did the following activities? Tick the correct column.
Sometimes you need to tick both.
- Write a word or phrase from the box under each picture
- Fill in each blank with a word or phrase from 3. You may have to change the form of
the word or phrase.
c) Products:
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher tells students to read the Task 2: Read the conversation again. Who
conversation again and work did the following activities? Tick the
independently to find the answers. correct column. Sometimes you need to
** Students do the task individually. tick both (p.93).
*** Teacher allows students to share Answer key:
their answers before discussing as a class
and encourages them to give evidence.
**** Teacher calls some students to give
the answers and gives feedback.

* Teacher divides the class into 2 teams. Task 3: Write a word or phrase from the
Each team sends a leader to play the box under each picture (p.93).
game on the board. Game: Who is faster?
- Teacher explains the instructions of Answer key:
the game: 1. parade
 Teacher gives each team a set of 2. costumes
cards with word/phrases from the 3. feast
box. 4. float
 The two leaders of the teams come to 5. fireworks display
the board and pin the cards under the 6. folk dance
correct pictures.
 Who can finish faster with more
correct answers will be the winner.

* Teacher asks students to work Task 4: Fill in each blank with a word or
individually to complete the task. phrase from 3. You may have to change
Remind them to change the form of the the form of the word or phrase (p.93).
words/phrases of needed. Answer key:
** Students fill in the blanks with the 1. folk dances
most suitable form of word/phrase. 2. fireworks display
*** Teacher allows students to share 3. feast
answers before discussing as a class. 4. parades
**** Teacher can ask for translation to 5. floats; costumes
check their understanding.
ACTIVITY 4 – PRODUCTION (15’)
a) Aims:
- To check Ss’ knowledge of some familiar festivals.
b) Contents:
- Quiz. What festival is it? Match each description with a festival
c) Products:
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher lets Ss work in groups of 4-6. Task 5: Quiz. What festival is it? Match
** Ss work in groups to find the answers. each description with a festival (p.93).
*** Teacher can go around to help Answer key:
weaker students. 1. e
**** Teacher calls the first group to 2. a
come up with the answers to share. 3. d
4. c
5. b
IV. WRAP-UP & HOMEWORK
- Teacher asks students to talk about what they have learnt in the lesson:
+ Vocabulary of Festivals
+ Reading for specific information and details
+ Scanning
- Do the exercises in the workbook
- Name at least 3 festivals around the world.
- Prepare the next lesson “Unit 9 – A Closer Look 1”
V. FEEDBACK
 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
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To review the previous lesson and activate students’ knowledge.
- To activate students’ knowledge
- To get students interested in the topic
b) Contents: Play the game “Hot seat”
c) Products: Ss’ answers
d) Teaching steps:
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.
** Students play in teams.
*** Students give the correct answers.
**** Teacher confirms the answers and
gives feedback.

ACTIVITY 2 – PRESENTATION (15’)

a) Aims:
- To introduce new words.
- To present some types of festivals
b) Contents:
- Teach the vocabularies
- Listen and read
- Match the phrases with the pictures. Then listen, check, and repeat the phrases.
c) Products:
- Lists of vocabularies
- Answer key
d) Teaching steps:
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 3. Thanksgiving (n)
the 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’)
a) 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.
b) Contents:
- Complete the table below with the phrases from the box.
- Fill in each blank with a word or phrase from the box.
- Listen and repeat. Then underline the stressed syllable in each word.
- Listen and repeat the sentences. Underline the stressed syllables in the bold words
c) Products:
- Answer key
- The role of marking stress in two-syllable words
d) Teaching steps:
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:
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
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 Answer key:
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

sentences and plays the recording. Ask
them to pay attention to the bold words
and underline the stressed syllables.
** Students practice in pairs or in
groups.
*** Teacher goes around to offer help Task 5: Listen and repeat the sentences.
or correct pronunciation, if necessary. Underline the stressed syllables in the bold
**** Teacher calls some students to say words (p.94).
the sentences in front of the class.
Check their pronunciation if necessary. Answer key:
1. We’re going to attend an Easter party at
Nick’s house.
2. The dancers will perform traditional
dances at the festival.
3. At Christmas, people usually buy
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’)
a) Aims:
- To test students' quick reaction to the targeted sounds.
b) Contents:
- Play the game “Up and down”
c) Products:
- Ss’ answer
d) Teaching steps:
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”
V. FEEDBACK
 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, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
Notes
In each activity, each step will be represented as following
*Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) 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.
b) Contents: Play the game: Sentence puzzling
c) Products: Ss’ answers
d) Teaching steps:
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.
** 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’)

a) Aims:
- To introduce the targeted grammar: Yes/No questions.
- To have students get to know about the Yes/No questions.
b) Contents:
- Teach the vocabularies
- Teach the points of grammar
c) Products:
- Lists of vocabularies
- Answer key
d) Teaching steps:
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’)
a) 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.
b) Contents:
- Fill in each blank with a correct auxiliary verb or modal verb.
- Change the sentences into Yes/No questions.
- Match the questions in column A with their answers in column B.
- Mark is talking to Trang about the Mid-autumn Festival. Fill in the blanks with Trang’s
answers below.
c) Products:
- Answer key
d) Teaching steps:
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
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
** Students work individually to complete Yes/No 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.
**** Teacher confirms the answers and
gives feedback. Teacher can ask for
translation to check their understanding.
ACTIVITY 4 – PRODUCTION (5’)
a) Aims:
- To help Ss practise producing Yes/No questions.
b) Contents:
- 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.
c) Products:
- Ss’ conversations
d) Teaching steps:
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”
V. FEEDBACK
 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, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To activate students’ knowledge and interest.
- To enhance students’ skills of cooperating with teammates
b) Contents: Play the game “Name the festivals”
c) Products: Ss’ answers
d) Teaching steps:
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’)

a) Aims:
- To help students get to know the ways to express disappointment.
- To help students practise the ways to express disappointment.
b) Contents:
- Teach the way to express disappointment
- Listen and read the conversation. Pay attention to the highlighted sentences.
- Work in groups. Make a similar conversation for each situation below.
c) Products:
- Expressing disappointment
- Ss’ conversation
d) Teaching steps:
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
*** Teacher then asks students to 1. Your friend
went to the market
exchange their answer among class. went to a film
to buy decorations
**** Teacher moves around to observe, festival for
for the Mid-
provides help and gives feedback. teenagers, but
Autumn Festival.
there were not
But there were not
many films he /
many decorations
she liked.
to choose from.

ACTIVITY 3 – PRACTICE (15’)

a) 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.
b) Contents:
- Listen to Mark talking about festival symbols. Fill in each blank with ONE word.
- Work in pairs. Match each festival with its symbol and meaning.
- Work in groups. Choose a festival and talk about its symbol(s) and meaning.
c) Products:
- Answer key
- Ss’ speakings
d) Teaching steps:
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:
When we talk
about Christmas,
we think of the
 *** All group members choose a festival
and talk about its symbols and meanings.
**** Teacher moves around to observe
and offers help if needed.

ACTIVITY 4 – PRODUCTION (7’)

a) Aims:
- To let students practice talking about festival symbols and their meanings.
b) Contents:
- Work in groups. Interview two of you friends about their favourite food and drink.
Write their answers in the table.
c) Products:
- Ss’ presentations
d) Teaching steps:
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”

V. FEEDBACK
 UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 5: Skills 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
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. PREPARATIONS
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To introduce the topic of reading.
- To enhance students’ skills of cooperating with team mates.
b) Contents: Play the game “Who is faster?”
c) Products: Ss’ answers
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher divides the class into 2 teams. Game: Who is faster?
- Each team has to run in a relay to the
board to write the correct types of
festivals and their symbols and
meaning under the posters.
- The team with more correct answers
will be the winner.
** Students play the game in team mode.
*** Teacher and students discuss the
answers.
**** Teacher confirms the answers and
gives feedback.
ACTIVITY 2 – PRESENTATION (10’)
a) Aims:
- To lead in the reading skills.
- To provide students with some lexical items before reading the text.
b) Contents:
-
- Work in pairs. Discuss the following questions.
- Read Phong’s blog. Match the underlined words in the text with their meanings.
c) Products:
- Lists of vocabularies
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher has students work in pairs, READING
look at the pictures in the book. Ask Ss Task 1: Work in pairs. Look at the
to discuss what/who they see in the pictures. Which events do you think
pictures and answer the questions. happen at the Twins Day Festival? (p.97)
** Students works in pairs.
*** Teacher and students discuss the
questions and answers.
**** Teacher accepts all students’
questions.

* Teacher introduces the vocabulary. VOCABULARY

** Teacher asks students to get the 1. join (v)
meaning in context and try to make up 2. feature (v)
sentences with of the following words: 3. performance (n)
1. join (v)
2. feature (v) Answer key:
3. performance (n) Pictures 1 + 3: Twins Day Festival
*** Teacher and students discuss the
answers.
**** Teacher confirms student’s
answers and checks their pronunciation
and gives feedback.
ACTIVITY 3 – PRACTICE (20’)
a) Aims:
- To develop the skill of guessing the meanings of new words in context.
- To develop reading skill for specific information (scanning).
- To help students identify how to ask and answer about a festival they attended.
b) Contents:
- Match each word from the email in 1 with its meaning.
- Read the email again. Complete each sentence with no more than TWO words
- Match the questions and answer about a festival someone joined
c) Products:
- Answer key
d) Teaching steps:
 Teacher’s and students’ activities Content
* Teacher tells Ss what they are going to Task 2: Match each word from the email
do. Ask Ss how to do the exercise and in 1 with its meaning (p.98)
elicits answers from Ss. Answer key:
If needed, tell them that to do the 1. b
exercise they can follow these steps: 2. d
+ Read the words in the left column 3. a
+ Locate each word in the text 4. c
+ Read around the word to get the
general meaning
+ Read the definitions in the right
column, find the suitable meaning to
match each word.
Ask Ss to repeat the steps (they can
speak in Vietnamese).
** Students read the text and do the task
in individuals.
*** 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 answer, explain which sentence give
them the information.

* Teacher can set a longer time limit for Task 3: Read the email again. Complete
students to read the text again and each sentence with no more than TWO
complete the sentences. words (p.98).
Briefly tell them the steps: read the Answer key:
sentences – underline key words – locate 1. first weekend
the key words in the text – find the 2. countries
words to complete the sentences. 3. walked together
** Teacher asks students to work in 4. performance
individuals and find the answer. 5. Fun Run
*** Teacher allows students to share 6. exciting
their answers before discussing as a class
and encourages them to give evidence.
**** Teacher calls a student to write
his/her answer on the board, then check
sentence by sentence with class.
SPEAKING
* Teacher tells Ss they are going to ask Talk about a festival
and answer about a festival they attended
and that this activity can serve as a
model for them to follow in the writing
task.
** Teacher asks students to work
individually and then check in pairs.
*** Teacher can go around to help
 weaker students. Task 4: Match the questions and answer
**** Teacher call on some pairs to give about a festival someone joined (p.98).
the answers and check as the whole Answer key:
class. 1. d
2. b
3. e
4. c
5. a
ACTIVITY 4 – PRODUCTION (7’)
a) Aims:
- To give Ss practice in asking and answering about a festival Ss attended.
- To help students improve next time.
- To help some students enhance presentation skill
b) Contents:
- Work in pairs. Ask and answer about a festival you and your friend joined, using the
questions in 4 as cues. Tell the class about the festival your partner joined.
c) Products:
- Ss’ speaking
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher has students to work in pairs, Task 5: Work in pairs. Ask and answer
ask and answer about a festival they about a festival you and your friend
attended. joined, using the questions in 4 as cues.
** Students work in pairs to do the task. Tell the class about the festival your
*** Teacher goes around to help partner joined.
students.
**** After finishing, teacher can call
some pairs to give presentations in front
of the class.

IV. WRAP-UP & HOMEWORK (3’)

- Teacher has Ss summarise what they have learnt in the lesson with the two skills.
o read skill for specific information about an unusual festival
o talk about a festival you enjoy
- Teacher asks Ss to make a conversation, video and upload on given drive link.
- Teacher asks Ss to prepare the next lesson “Unit 9 – Skills 2”
V. FEEDBACK
 Unit 9: FESTIVALS AROUND THE WORLD
Lesson 6: Skills 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
- Listen for special information about a festival
- Write an email to describe a festival
1. Knowledge:
a. Vocabulary: types of festivals, festival activities
b. Grammar: review
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, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
Notes
In each activity, each step will be represented as following
* Deliver the task
** Implement the task
*** Discuss
**** Giving comments or feedback
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To warm up and get Ss’ interest.
- To lead in the new lesson.
b) Contents: Play the game “Our eating habits”
c) Products: Ss’ answers
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher tells the rules of the game: Bingo!
- Each student gets a piece of paper,
draws a table with 3 rows and 3
columns, then fill in the table with
names of some festivals randomly.
- Teacher calls out the names of some
festivals. Each time the teacher calls
out a word, the students search for
the right square on their paper and
 mark.
- The student who has 3 words
highlighted in a row yells “Bingo”
and wins.
** Students play the game in individuals
*** Teacher and students discuss the
answers.
**** Teacher confirms the answers and
gives feedback.

ACTIVITY 2 – PRESENTATION (7’)

a) Aims:
- To prepare Ss for the listening text.
- To help Ss check their answer in Task 1.
b) Contents:
- Look at the animal. Discuss the questions with a partner.
- Listen to Mark talking about how his family celebrates a festival. Check your answers.
c) Products:
- Ss’ answer
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher asks students to work in pairs, LISTENING
read the questions and answer. Task 1: Look at the animal. Discuss the
** Students quickly discuss with a questions with a partner.
partner.
*** Teacher allows Ss to cross check.
**** Teacher calls some Ss to give their
answer on the board and elicits their
answers.

* Teacher tells Ss what they are going to Task 2: Listen to Mark talking about how
listen to and plays the recording. his family celebrates a festival. Check your
** Students listen and check their answers.
answers. Answer key:
*** Teacher allows students to peer 1. A turkey
check first. 2. Thanksgiving
**** Teacher confirms the answers and
gives feedback.
ACTIVITY 3 – PRACTICE (20’)
a) Aims:
- To help students develop listening skills for specific information.
- To brainstorm ideas and make an outline for Ss’ writing.
- To practise how to write a paragraph about a festival
b) Contents:
- Listening again and decide whether the following statements are true or false.
- Think about a festival that your family usually celebrates. Fill in the blanks with your
answers.
- Write an email of about 70 words to tell Mark about the festival. Use the notes in 4.
c) Products:
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher asks students to read through Task 3: Listening again and decide
the statements, have a guess before they whether the following statements are true
listen to the recording the second time or false.
and write their guesses on the board.
** Teacher plays the recording again.
Ask students to listen and choose the
correct answer.
*** Teacher lets students peer-check
with a partner.
**** Teacher calls some students to give
the answers to the class and correct the
mistakes where necessary, encourages
students to correct the false statements.
Audio Script:
Hello everyone. I’m Mark. Today I’m
going to talk about Thanksgiving, or
Turkey Day. It’s a national holiday.
People from Canada and the USA
celebrate it every year to be thankful for
successful harvests. In the USA, we
celebrate it on the fourth Thursday of
November. We usually prepare a feast
for family and friends. Both adults and Answer key:
children take part in the food 1. F
preparation. Some of the traditional 2. F
foods are turkey, sweet potatoes, and 3. T
cornbread. After the meal, we play 4. F
board games together. My family usually 5. T
takes this opportunity to help others. My 6. T
parents volunteer to cook and serve food
to homeless people. My sister and I read
books to old people in a nursing home
near our house.

* Teacher asks students to work Task 4: Think about a festival that your
individually to complete the mind map. family usually celebrates. Fill in the blanks
** Students in individuals and decide on with your answers.
their festival.
*** Teacher goes around and helps if
needed.
 **** Teacher calls some Ss to give their
answer (if time allows) and gives
feedback.

* Teacher shows a model of a short

paragraph about a festival (T may use the Task 5: Write an email of about 70 words
audio script or reading passage-page 97). to tell Mark about the festival. Use the
Then recalls students’ knowledge on the notes in 4.
structure of an email.
** T has Ss write their email in
individuals based on the information in
4.
*** Teacher allows students to cross
check first.
**** Teacher gives feedback.

ACTIVITY 4 – PRODUCTION (10’)

a) Aims:
- To peer check, cross check and final check students’ writing.
b) Contents:
- Give peer-reflection & evaluation
c) Products:
- Ss’ writing
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher asks students read their Task 6:
“production”. Class gallery
** Students listen to each other’s work.
*** Students then give comments to
each other.
**** Teacher then gives feedback as a
class discussion.
IV. WRAP-UP & HOMEWORK (3’)
- Teacher has Ss summarise what they have learnt in the lesson with the two skills.
If there is time, have them draw a mind map to summarise the main points of the lesson.
- Teacher asks Ss to rewrite the emails on their notebook.
- Teacher asks Ss to prepare the next lesson “Unit 9 – Looking back & project”
V. FEEDBACK
 UNIT 8: FESTIVALS AROUND THE WORLD
Lesson 7: Looking back & Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to gain:
1. Knowledge
Review the vocabulary and grammar of Unit 9
Apply what they have learnt (vocabulary and grammar) into practice through a project
2. Core competence
- Develop communication skills and creativity
- Develop presentation skill
- Develop critical thinking skill
- Be collaborative and supportive in pair work and team work
- Actively join in class activities
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills

II. PREPARATIONS
1. Teacher
- Grade 7 textbook, laptop, TV/Projector/ pictures and cards, speakers, lesson plan,
[Link]…
2. Students
- Grade 7 textbook, notebooks, school things….
III. TEACHING PROCEDURES
ACTIVITY 1 – WARM – UP & INTRODUCTION (5’)
a) Aims:
- To revise the vocabulary related to the topic and lead in the next part of the lesson.
- To enhance students’ skills of cooperating with team mates.
b) Contents: Play the game “Brainstorming”
c) Products: Type of festival
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher divides the board, and divides Brainstorming
the class into 2 teams.
** Members of each team take turns and
write as many types of festivals as
possible in 2 minutes.
Type of festivals
*** Students cross check their answers
first.
**** Teacher confirms the answers and
gives feedback. The group having more
correct answers is the winner.
ACTIVITY 2 – PRESENTATION (5’)
a) Aims:
- To revise the language focus that students have learnt in Unit 9
b) Content: Complete the chart about language learnt in Unit 9
c) Products: the chart about language learnt in Unit 9
d) Teaching steps:
Teacher’s and students’ activities Content
*Teacher shows an unfinished chart I – LOOKING BACK
which summarizes the language that
students have learnt in Units 9
- Teacher asks Ss to complete the chart
individually.
**Ss do the task and complete the chart
***Teacher calls some Ss share their
answers.
- Ss give their answers
**** Teacher checks and corrects

ACTIVITY 3 – PRACTICE (15’)

a) Aims:
- To help students revise vocabulary items they have learnt in the Unit 9.
- To help students revise Yes/No questions.
b) Contents:
- Circle the correct words or phrases in brackets
- Complete each sentence by filling in the blank with a word or phrase in the box
- Choose the correct question A or B
- Answer the following questions about yourself.
c) Products:
- Answer key
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher encourages students to VOCABULARY
complete the task individually. Task 1: Circle the correct words or
** Students do the task individually. phrases in brackets (p.100)
*** Students exchange their textbooks Answer key:
with their partners. 1. fireworks
**** Teacher gives feedback as a class 2. Cannes Film Festival
discussion. 3. painting
4. candy apples
5. Thanksgiving
Task 2: Complete each sentence by filling
* Teacher encourages students to in the blank with a word or phrase in the
complete the task individually. box (p.100).
** Students do the task individually. Answer key:
*** Students exchange their textbooks 1. lion dances
with their partners. 2. floats
**** Teacher gives feedback as a class 3. costumes
discussion. 4. Bunny
 5. gathering
* Teacher encourages students to GRAMMAR
complete the task individually. Task 3: Choose the correct question A or
** Students do the task individually. B (p.100).
*** Students exchange their textbooks Answer key:
with their partners. 1. A
**** Teacher calls some Ss to read aloud 2. B
their answers and gives feedback. 3. A
4. B
5. B

* Teacher encourages students to Task 4: Answer the following questions

complete the task individually. about yourself.
** Students do the task individually. 1. Are you interested in festivals?
*** Students share their answer in 2. Do you eat banh chung at Tet?
groups of 3 of 4. 3. Can you cook any traditional food?
**** Teacher calls some Ss to read aloud 4. Did you see fireworks display last year?
their answers and gives feedback. 5. Does your family gather together at Tet?
ACTIVITY 4 – PRODUCTION (13’)
a) Aims:
- To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
- To develop teamwork skills
- To give students authentic practice in using target language
b) Contents:
- Posters exhibition
c) Products:
- Ss’ posters
d) Teaching steps:
Teacher’s and students’ activities Content
* Teacher has students work in groups PROJECT
and gives instructions to students as Posters exhibition
follow:
1. Choose one of your favourite festivals
and design a poster for it, including:
– name of the festival
– the time/ place it takes place
– its meanings
– its activities
– pictures or photos to illustrate the
festival
2. Organise them into an exhibition.
3. Vote for the best poster.
* Students do the project in groups.
*** Students vote for the best poster.
**** Teacher gives feedback.
IV. WRAP-UP & HOMEWORK (2’)
- Teacher asks students to talk about what they have learnt in the lesson.
- Prepare for the next lesson: Unit 10 – Lesson 1. Getting started.
V. FEEDBACK