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 know how to use:
- An overview about the topic “Festivals around the world”.
- Lexical items related to the topic “Festivals”: names of different festivals
around the world.
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic festivals.
2. Skills: Listening, speaking , reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, getting started.
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES :
1. Warm up- 3’
* Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
* Contents: chatting and describing the picture.
* Products: SS have more knowledge about festivals and attract to the lesson.
* Organization of implementation:
Teacher’s and Ss’activities Content
Warm up: watching a short video
* Teacher shows the picture of the Tulip CHATTING AND DESCRIBING THE
Festival and asks students some related PICTURE
questions:
** Students raise hands to answer the
questions.
*** Teacher and students discuss the
questions.
**** Teacher accepts all students’ questions.
- What can you see in the picture?
- Can you guess the name of the festival?
Lead in: T leads Ss into the new lesson.
- Have you ever heard of this festival? If yes,
what do you know about it?
 2. Presentation- 5’
*Aim: Ss can listen and read about topic festivals.
* Contents: Ss learn some vocabularies.
* Products: Students read and understand the meaning of vocab.
* Organization of implementation:
Teacher’s and Ss’activities Content

Pre teach vocabulary * Vocabulary:

Pre teach vocabulary
- Teacher uses different techniques to teach 1. folk dance (n): điệu nhảy dân gian
vocab (pictures, situation, realia) 2. costume (n): trang phục
- Follow the seven steps of teaching vocab. 3. float (n): trôi nổi
- Repeat in chorus and individually. 4. parade (n): cuộc diễu hành
5. feast (n): yến tiêc
6. fireworks display (n): buổi biểu diễn pháo
hoa
- Copy all the words
* Checking vocab: < Rub out and
remember>
Pre- reading and listening (6’)
Task 1
* Aim:
- To get students interested in the topic.
- To set the context.
- To help Ss understand the main idea of the text.
* Contents: Listen and read the conversation, answer some questions.
* Products:
- Students read and understand the meaning of the text.
- Students know how to role play
* Organization of implementation:
Teacher’s and Ss’activities Content
* Set the scenes: T- Ss TASK 1: LISTEN AND READ. (Ex 1, p.
- Teacher asks Ss to look at the 92)
picture (Task 1, p. 92) and answer Mark and Trang: Good afternoon, Ms Hoa.
the questions. Ms Hoa: Oh, hi. Come in.
+ Who are they?
Trang: Wow! This is a nice cozy room, Ms
+ What are they talking about?
- Encourage Ss to answer, but don’t Hoa. I like the photos on the wall. I can see you
confirm whether their answer are among all those tulips. Where did you take the
right or wrong. photos?
- Teacher plays the recording twice.
- Students listen and read. Ms Hoa: I took them at the Tulip Festival in
- Teacher checks students’ Australia last September.
prediction. Mark: Really? I went to a tulip festival two
- Teacher calls 2 students to read
the conversation aloud. years ago but it was in the Netherlands. It was
the Dutch Tulip Festival.
 - Ask Ss what exactly Mark and Trang: What did you do at the festival, Ms
Lan are talking about. Now confirm Hoa?
the correct answer.
Ms Hoa: I watched Dutch folk dances. The
dancers wore traditional costumes. I also got a
chance to try some delicious Dutch food and
drinks. What about you, Mark?
Mark: I watched folk dances too, but there
wasn't any food or drinks. I also saw beautiful
tulip floats at a parade.
Trang: Do they hold the festival every year in
Australia?
Ms Hoa: Yes, they do.
Practice (20’)
Task 2: (3’)
* Aims: To have students get specific information of the text.
* Content: read the conversation again. who did the following activities? tick the correct
column.
* Products: Ss tick the correct column.
* Organization of implementation
Teacher’s and Ss’activities Content
T-Ss, Ss-Ss TASK 2: READ THE CONVERSATION
* Teacher tells students to read the AGAIN. WHO DID THE FOLLOWING
conversation again and work independently ACTIVITIES? TICK THE CORRECT
to find the answers. COLUMN. SOMETIMES YOU NEED TO
** Students do the task individually. TICK BOTH. (Ex 2, p. 93)
*** Teacher allows students to share their
answers before discussing as a class and Answer key:
encourages them to give evidence.
**** Teacher calls some students to give the
answers and gives feedback.

Task 3 (7’)
* Aims:
- To help Ss know how to use the words in Task 3 correctly.
* Content: write a word or phrase from the box under each picture.
* Products: play game “who is faster?” and show Ss’ answers on the board.
* Organization of implementation:
Teacher’s and Ss’activities Content

TASK 3: TASK 3: WRITE A WORD OR PHRASE

Game: Who is faster? FROM THE BOX UNDER EACH
* Teacher divides the class into 2 teams. PICTURE. (Ex 3, p. 93)
Each team sends a leader to play the game .
on the board.
- Teacher explains the instructions of the Answer key:
game: 1. parade 2. costumes 3.
⮚ Teacher gives each team a set of cards feast
with words/phrases from the box. 4. float 5. fireworks display
⮚ The two leaders of the teams come to the 6. folk dance
board and pin the cards under the correct
pictures.
⮚ 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

Task 4 (10’)
*Aims: To help Ss practise the words/ phrases in 3
* Content: fill in each blank with a word or phrase from 3.
* Products: write answers on the board.
* Organization of implementation:

TASK 4: TASK 4: FILL IN EACH BLANK WITH A

* Teacher asks students to work individually WORD OR PHRASE FROM 3. YOU MAY
to complete the task. Remind them to change HAVE TO CHANGE THE FORM OF THE
the form of the words/phrases if needed. WORD OR PHRASE. (Ex 4, p. 93)
** Students fill in the blanks with the most
suitable form of word/ phrase. Answer key:
*** Teacher allows students to share answers 1. folk dances
before discussing as a class. 2. fireworks display
**** Teacher can ask for translation to check 3. feast
their understanding. 4. parades
5. floats; costumes
Production (5’)
Task 5:(5’)
* Aims:
- To help Ss identify the festivals.
- To give students authentic practice in using target language.
* Content: what festival is it? match each description with a festival.
* Products: Students’ answers the questions.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Teacher lets Ss work in groups of 4-6. TASK 5: QUIZ. WHAT FESTIVAL IS IT?
** Ss work in groups to find the answers. MATCH EACH DESCRIPTION WITH A
*** Teacher can go around to help weaker FESTIVAL. (p. 93)
students.
**** Teacher calls the first group to come Answer key:
up with the answers to share. 1. e 2. a 3. d
4. c 5. b

4. Consolidation: (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Vocab about festivals and read and understand content of the conversation
* Products: Say aloud some words they remember from the lesson.
* Organization of implementation
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about what - Vocab about festivals
they have learnt in the lesson. - Read and understand content of the
- Ss work independently conversation
5. Homework: (2’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities Content
- T: reminds Ss to do homework and prepare - Learn by heart all the new words.
the new lesson. - Do exercises in the workbook.
- Prepare: A closer look 1 (Unit 9)
+ Find out new words and do the exercises.
* Evaluation: (2’)
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UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 2: A closer look 1

I. OBJECTIVES:
By the end of the lesson, Ss will be able to:
- Vocabulary: types of festivals and festival activities
- Pronunciation: pronounce two-syllable words with correct stress
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic festivals.
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
 - Actively join in class activities
III. MATERIALS
* Preparation:
1. Teacher: Text books, pictures, planning , …
2. Students: Text books, notebooks, posters, ….
IV. PROCEDURES:

[Link]-up: (3’)
* Aim: -To activate students’ knowledge on the topic of the unit.
- To set the context for the listening and reading part.
* Content: play game: hot seat
* Products: Ss write the words on the board.
* Organization of implementation
Teacher’s and Ss’activities Content
Game:
* Teacher divides the class into 2 teams. Each team GAME: HOT SEAT
will send a leader to play the game on the board. exercise 5 – page 93
- Teacher explains the instructions of the game:
⮚ Each leader stands against the board.
⮚ Teacher shows/ writes the names of the festivals
⮚ 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.
2. Presentation: (5’)
* Aim: To enrich students’ vocabulary to talk about festivals.
* Content: Vocabulary related to festivals.
* Products: Read and understand the meaning of words
* Organization of implementation:
Teacher’s and Ss’activities Content
Pre teach vocabulary
- Teacher uses different techniques to * Vocabulary
teach vocab (pictures, situation, realia) 1. Cannes Film Festival: lễ hội phim Cannes
- Follow the seven steps of teaching 2. Mid-Autumn Festival: tết trung thu
3. Thanksgiving (n): lễ tạ ơn
vocab.
4. Easter (n): lễ phục sinh
- Repeat in chorus and individually 5. carve (v): chạm, khắc
- Copy all the words 6. perform (v): biểu diễn
* Checking vocab: < rub out and
remember>
3. Practice: (27’)
 Task 1: (4’)
* Aims: To present some types of festivals
* Content: Write under each picture a festival name from the box.
* Products: Students read words exactly aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 1:
TASK 1: WRITE UNDER EACH
* Teacher has students look at the pictures and asks PICTURE A FESTIVAL NAME
them if they know the names of the festivals. FROM THE BOX. (Ex 1, p. 94)
** Teacher gets students to do the exercise in
individuals. Answer key:
*** Ask them to share their answers in pairs before 1. Halloween
checking the answers as a class. 2. Christmas
**** Teacher then encourages students to explain their 3. Mid-Autumn Festival
answers. Correct if necessary. 4. Cannes Film Festival
5. Easter
6. Thanksgiving
Task 2: (6’)
* Aims: To help Ss identify the meanings of road signs.
* Content: write the correct phrases under the road signs.
* Products: Ss write the correct answers on the board.
* Organization of implementation
Teacher’s and Ss’activities Content
* Teacher tells Ss that people celebrate festivals with TASK 2: COMPLETE THE TABLE
different food and activities. BELOW WITH THE PHRASES
** Teacher asks them to do the task individually. FROM THE BOX. (Ex 2, p. 94)
*** Teacher asks students to share their answers in
pairs before checking the answers as a class. Answer key:
**** Teacher then encourages students to explain their
answers. Correct if necessary.

Task 3: (5’)
* Aims: To give Ss further practice with words related to festivals and festival activities.
* Content: : Fill in each blank with a word or phrase from the box.
* Products: role play the conversations in front of the class.
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 3: FILL IN EACH BLANK
* Teacher asks Ss to work in pairs to complete the WITH A WORD OR PHRASE
sentences with the words/ phrases given. FROM THE BOX.
** Ss work in pairs. (Ex 3, p. 94)
*** Teacher allows students to cross check first.
**** Teacher invites some pairs to share their answers Answer key:
and gives feedback. 1. Christmas
2. painting eggs
3. candy apples
4. Cannes Film Festival
5. Mid-Autumn Festival
6. turkey

PRONUNCIATION

Task 4:(5’)
* Aims: To help Ss identify how to pronounce two-syllable words with correct stress.
* Content: Underline the stressed syllable in each word.
* Products: Students pronounce words exactly.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Presentation TASK 4: LISTEN AND REPEAT.
(Pre-teach) THEN UNDERLINE THE
* Teacher helps Ss to understand what a syllable is. STRESSED SYLLABLE IN EACH
Explain to them that a syllable is a unit of WORD. (Ex 4, p. 94)
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. * Keys:
*** Teacher allows students to cross check first. Nouns and Adjectives
**** Teacher lets Ss share their answer and gives 'costume (n): trang phục biểu diễn
feedback. Ask Ss if they recognize any rules related to
stress in two-syllable words. Share with them the most 'fireworks (n): pháo hoa
common rules. 'turkey (n): gà tây
'happy (adj): hạnh phúc
Verbs
en'joy (v): tận hưởng
de'cide (v): quyết định
dis'cuss (v): thảo luận
pre'pare (v): chuẩn bị
 Task 5: (5’)
* Aims: To help Ss pronounce two-syllable words with correct stress in sentences.
* Content: listen and repeat. Underline the stressed syllables in the bold words.
* Products: Students’ answers in your notebook (Students share with the whole class )
* Organization of implementation
Teacher’s and Ss’activities Content
Task 5: TASK 5: LISTEN AND REPEAT
* Teacher has Ss read the sentences quickly and plays THE SENTENCES. UNDERLINE
the recording. Ask them to pay attention to the bold THE STRESSED SYLLABLES IN
words and underline the stressed syllables. THE BOLD WORDS. (Ex 5, p. 94)
** Students practise in pairs or in groups. 1. We're going to attend an
*** Teacher goes around offering help or correcting
pronunciation, if necessary. Easter party at Nick's house.
**** Teacher calls some students to say the sentences 2. The dancers will perform traditional
in front of the class. Correct their pronunciation if dances at the festival.
necessary.
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.

3. Production: (5’)
* Aim: To give students a chance to apply what they have learnt.
* Content: game “up and down”
* Products: Ss play game: “up and down”.
* Organization of implementation
Teacher’s and Ss’ activities Content
*Teacher explains the rules:
Teacher says 1-15 words containing two-syllable GAME: “UP AND DOWN”
words. Students stand up for the words having stress - Teacher says 10 words in this order:
on the first syllable, sit down for the ones having enter, sister, circle, person, early, happy,
stress on the second syllable. service, apply, imply, rely
** Students play the game in teams.
*** Teacher helps students in the game.
**** Teacher gives feedback.
4. Homework: (3’)
* Aim: To revise the lesson and prepare for the next lesson.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities Content
- T: reminds Ss to do homework and prepare the new Learn by heart all the new words.
lesson. - Rewrite the sentences into notebooks.
- Prepare: A closer look 2 (unit 9)
 * Evaluation: (2’)
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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 know how to use:
- Practise using Yes/No questions
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic traffic.
* Grammar: Yes/No questions
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, A closer look 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES:
[Link]-up: (4’)
* Aim: To activate students’ prior knowledge related to old lessons.
* Content: Game: SLAP THE BOARD
* Products: Students play game.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Warm up (group work) GAME: SENTENCE PUZZLING
GAME: SENTENCE PUZZLING
* Teacher divides the class into 4 groups. Suggested answers:
- Teacher delivers different sets of word cards Set 1:
to each group. Are you eating moon cakes?
- Each group has to arrange the word cards to Set 2:
make meaningful sentences. Did they eat moon cakes at the festival last
- 1 point for each correct answer. year?
** Students play the game in groups. Set 3:
*** Teacher and students discuss the answers. Can he eat all these mooncakes?
**** Teacher confirms the answers and gives
feedback.

2. Presentation: (8’)
* Aim: To introduce students the form of the key grammar and how to use them appropriately
* Content: Introduce the targeted grammar: Yes/No questions
* Products: Understand and know how to make Yes/ No questions.
* Organization of implementation
Teacher’s and Ss’activities Content
Grammar:

* Teacher asks students to study the Yes/No questions

Grammar box. We use the auxiliary verb or modal verb before the
- Teacher draws students’ attention to subject.
the use and how to form a Yes/No Examples:
question with an auxiliary verb or with - Are you tired?
a modal verb. - Did you get many Christmas presents?
** Teacher then asks some more able - Can you eat all the cakes?
students to give some more examples.
*** Teacher and students discuss the
answers.
**** Teacher confirms the answers and
gives feedback.
3. Practice: (20’)
Task 1: (5’)
* Aims: To check students’ understanding of the Yes/No questions
* Content: Fill in each blank with a correct auxiliary verb or modal verb
* Products: Students say the key aloud
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 1: TASK 1: FILL IN EACH BLANK
WITH A CORRECT AUXILIARY
* Teacher has students work individually. VERB OR MODAL VERB. (Ex 1, p. 95)
** Students work individually to complete the Answer key:
sentences. 1. Do
*** Teacher lets students work in pairs and 2. Did
exchange the answers before checking with the 3. Are
whole class (explain each sentence if necessary). 4. Can
**** Teacher confirms the answers and gives 5. Does
feedback.

Task 2: (5’)
* Aims: To give Ss further practice asking and answering with YES/ NO questions.
* Content: Change the sentences into yes / no questions.
* Products: Ss role play to ask and answer the questions.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 2: TASK 2: CHANGE THE SENTENCES
* Teacher has students work individually. INTO YES / NO QUESTIONS. (Ex 2, p.
** Students work individually to complete the 95)
sentences. Answer key:
*** Teacher lets students work in pairs and 1. Can your mother make a costume for
exchange the answers before checking with the you?
whole class (explain each sentence if necessary). 2. Will she bake a birthday cake for him?
**** Teacher confirms the answers and gives 3. Are the dragon dances interesting?
feedback. 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:(5’)
* Aims: To give further practice with Yes/No questions.
* Content: Match the questions in column a with their answers in column b.
* Products: Student read sentences aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 3: MATCH THE QUESTIONS
* Teacher asks students to read the instruction. IN COLUMN A WITH THEIR
** Teacher asks students to do the exercise ANSWERS IN COLUMN B. (Ex 3, p.
individually and match the questions in column A 95)
with the answers in column B. Answer key:
*** Teacher then has them work in pairs, 1. c
comparing their sentences. Teacher can go around 2. a
to help students. 3. a
**** Teacher confirms the answers and gives 4. b
feedback. 5. d

Task 4 (5’)
* Aims: To check students’ understanding of questions and their answers.
* Content: Fill in the blanks with Trang’s answers below.
* Products: Students’ answers in their notebooks ( Students share with the whole class )
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 4: TASK 4: MARK IS TALKING TO
Game: Who is faster? TRANG ABOUT THE MID-AUTUMN
* Teacher divides the class into 2 teams. Each FESTIVAL. FILL IN THE BLANKS
team will send a leader to play the game on the WITH TRANG’S ANSWERS BELOW.
board. (Ex 4, p. 95, 96)
- Teacher explains the instructions of the game:
⮚ Teacher gives each team a set of cards with Answer key:
phrases from the box. 1. b
⮚ The two leaders of the teams come to the board 2. e
and pin the cards under the correct number. 3. a
⮚ Who can finish faster with the correct answer 4. c
will be the winner. 5. d
** 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.

[Link]: (6’)
* Aims: To help Ss practise producing Yes/No questions.
* Content: Game. festival mystery.
* Products: Ss share their answers in front of the class
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 5: TASK 5: GAME. FESTIVAL
* Teacher has students work in groups. MYSTERY.
** One student thinks of a festival that he/ she WORK IN GROUPS. ONE STUDENT
likes. Other students ask Yes / No questions to find THINKS OF A FESTIVAL HE/SHE
out what the festival is. LIKES. OTHER STUDENTS ASK
The group leader keeps a record of the group’s YES/NO QUESTIONS TO FIND OUT
performance. WHAT THE FESTIVAL IS. (Ex 5, p.
*** Teacher moves around to observe and pays 96)
attention to Ss’ yes / no questions.
**** Teacher asks some groups to perform in Example:
front of the class, confirms the answers and gives A: Do many countries celebrate the
feedback. 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.
5. Consolidation: (3’)
* Aim: To consolidate what students have learnt in the lesson.
* Content:. Summarize the main content of the lesson
* Products: Students say what they have learnt in the lesson
* Organization of implementation
Teacher’s and Ss’ activities Content
Teacher asks students to talk about what they have - How to make and answer Yes/ No
learnt in the lesson. questions
 4. Homework: (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation
Teacher’s and Ss’ activities Content
- T: reminds Ss to do homework and prepare the - Make 5 sentences using YES/ NO
new lesson. questions.
- Prepare communication (Unit 9)

* Evaluation: (2’)
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UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 4: Communication

I. OBJECTIVES:
By the end of this lesson, Ss will be able to know how to use:
- Express disappointment
- Understand the concept of festival symbols and their meanings
- Talk about the concept of festival symbols and their meanings
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: revise vocabulary on types of festivals and festival activities *
Grammar: structures to express disappointment
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, communication
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES:
[Link]-up: (4’)
 * Aim: To introduce the topic.
* Content: game “Brainstorming.”
* Products: Ss arrange the sentences to make a meaningful conversation.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Warm up : NAME THE GAME: NAME THE FESTIVALS
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.

Every day English

listen and read the conversation
Task 1 (10’)
* Aim: To help students get to know the ways to express disappointment.
* Content: listen and read the conversation. Pay attention to the questions and answers
* Products: some pairs to role play in front of the class.
* Organization of implementation:
Teacher’s and Content
Ss’activities
TASK 1: LISTEN AND READ THE CONVERSATION. PAY
* Teacher lets students listen to ATTENTION TO THE HIGHLIGHTED SENTENCES. (Ex 1,
the examples in Ex 1 in the p. 96)
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.
 3. Practice: (16’)
Task 2: (8’)
* Aims: To help students practise the ways to express disappointment.
* Content: make a similar conversation for each situation below.
* Products: role play and practice in front of the class fluently.
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 2: WORK IN GROUPS. MAKE A
* Teacher has students work in groups to SIMILAR CONVERSATION FOR EACH
discuss and make similar conversation for each SITUATION BELOW. (Ex 2, p. 96)
situation. Situation 1:
** Students work in groups to discuss.
A: How was the film festival yesterday?
*** Teacher then asks students to exchange
their answers among the class. B: It was dull and boring.
**** Teacher moves around to observe, A: What's the problem?
provides help and gives feedback. B: Almost all of the films were not interesting.
Situation 2:
A: Did you buy anything when you went to the
market?
B: Unfortunately, I could not choose anything as
there is not a wide range of decorations for the Mid-
Autumn Festival.
A: That sounds disheartening.
Task 3 +4 : (8’)
* 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 festival.
* Content: listen to mark talking about festival symbols. fill in each blank with one word.
* Products: Ss discuss in groups to exchange ideas
* Organization of implementation
Teacher’s and Ss’activities Content
TASK 3: TASK 3: LISTEN TO MARK TALKING
* Teacher asks Ss what they think of when they ABOUT FESTIVAL SYMBOLS. FILL IN
talk about Christmas, i.e Christmas symbols. EACH BLANK WITH ONE WORD. (Ex 3, p.96)
Elicit answers from students. **** Teacher gives feedback and correction (if
Have Ss read the sentences given. Ask them to needed).
predict what word to use to fill in each blank.
Write their answers on the board. Answer key:
** Students work individually. Then listen to 1. think
the recording and check the answers. 2. meaning
*** Teacher invites some Ss to share their 3. life
answers. 4. happiness

TASK 4:
* Teacher introduces some new words if TASK 4: WORK IN PAIRS. MATCH EACH
necessary (prosperity, reunion). FESTIVAL WITH ITS SYMBOL AND
** Ss works in pairs to finish the task. MEANING. (EX 4, p. 97)
*** Teacher allows the student to cross check Answer key:
first. 1. C - b
**** Teacher confirms the answers and gives 2. A - c
feedback. 3. D - a
4. B - d
4. Production: (5’)
Task 5:(5’)
* Aims: To let students practise talking about festival symbols and their meanings.
* Content: read, discuss which one is the strangest rule.
* Products: Students’ correct answers. (work in pairs)
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 5: WORK IN GROUPS. CHOOSE A
* Teacher lets students group up and spend 5 FESTIVAL AND TALK ABOUT ITS
minutes on taking notes of a festival. SYMBOL(S) AND MEANING. (Ex 5, p. 97)
** Students work in groups. SUGGESTIONS:
*** All group members choose a festival and - When we talk about Tet holiday, we often think of
talk about its symbols and meanings.
**** Teacher moves around to observe and peach blossoms, apricot blossoms and kumquat
offers help if needed. trees.
- When we talk about Mid-Autumn Festival, we
* Teacher invites some students to talk about
think of the moon cake. It is the symbol of the
festival symbols and their meanings.
** Students share their group’s answers. moon, prosperity and family reunion.
*** Teacher allows students to cross check
first.
5. Consolidation: (5’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization of implementation:
Teacher’s and Ss’activities Content
Teacher asks students to talk about what they
have learnt in the lesson. - Ways to ask and answer about festivals.

6. Homework: (3’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook.
* Products: Students’ textbook and workbook.
* Organization of implementation
Teacher’s and Ss’ activities Content
- T reminds Ss to do homework and prepare the - Write down the results and feedback of the
new lesson. previous interviews.
- Prepare: Skills 1 (Unit 9)

* Evaluation: (2’)
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UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 5: skills 1

I. OBJECTIVES:
By the end of this lesson, Ss will be able to know how to use:
- Develop reading skill about an unusual festival
- Develop speaking skill: talking about a festival they enjoy
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic festival.
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, skills 1
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES:
1. Warm-up: (3’)
* Aim: To introduce the topic of reading.
* Content: Game: hangman
* Products: Students say their guess aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
GAME: HANGMAN
* Teacher divides the class into 2 teams and asks
them to think of a word with 5 letters which
refers to two people having the same appearance.
** Ss have 1 min to think of the words related to
the topic or they can discuss with their partners.
*** Each member from each team guesses the
letter in the secret word in turn.
**** Teacher corrects their answers.
- The team which can find or guess the secret
first will be the winner. Answer key:
Lead in: “We are going to read a passage about TWINS
some rules about road safety.”
2. Pre- reading: (7’)
* Aim: To lead in the reading skills.
* Content:
- Some vocabularies related the lesson.
- Look at the pictures and answer the questions
* Products:
- Read and understand the meaning of the words.
- Answer the questions.
* Organization of implementation:
Teacher’s and Ss’activities Content
- Pre teach vocabulary * VOCABULARY:
- Teacher uses different techniques to teach 1. join (v) = take part in : tham gia
vocab (pictures, situation, realia) 2. feature (v): có (là nét đặc trưng của)
- Repeat in chorus and individually 3. performance (n): buổi biểu diễn
- Copy all the words

* Checking vocab: Rub out and Remember

technique
Pre-Reading:
* Teacher has students work in pairs, look at
the pictures in the book. Ask Ss to discuss I – Reading
what/ who they see in the pictures and answer TASK 1: WORK IN PAIRS. LOOK AT THE
the questions. PICTURES. WHICH EVENTS DO YOU THINK
** Students work in pairs. HAPPEN AT THE TWINS DAY FESTIVAL? (Ex 1,
*** Teacher and students discuss the p. 97)
questions and answers.
**** Teacher accepts all students’ questions * Answer keys:
and answers. Pictures a + c: Twins Day Festival
3. While reading: (13’)
Task 2: (5’)
* Aims: - To develop reading skill for general information.
- To help students understand activate their knowledge of the topic.
* Content: match each word from the email in 1 with its meaning.
* Products: Read and say the correct answers.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 2: TASK 2: MATCH EACH WORD FROM THE
* Teacher tells Ss what they are going to do. EMAIL IN 1 WITH ITS MEANING. (Ex 2, p. 98)
Ask Ss how to do the exercise and elicits
answers from Ss.
If needed, tell them that they can follow these
steps to do the exercise: Answer key:
+ Read the words in the left column. 1. b
+ Locate each word in the text. 2. d
+ Read around the word to get the general 3. a
meaning. 4. c
+ 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, explaining which sentence gives
them the information.

Task 3: (8’)
* Aims: To help Ss develop their reading skill for specific information.
* Content: read the email again. complete each sentence with no more than two words.
* Products: Students’ correct answers on the board.
* Organization of implementation:
Teacher’s and Ss’activities Content

* Teacher can set a longer time limit for TASK 3: READ THE EMAIL AGAIN. COMPLETE
students to read the text again and complete EACH SENTENCE WITH NO MORE THAN TWO
the sentences. WORDS. (Ex 3, p. 98)
Briefly tell them the steps: read the sentences
– underline key words – locate the key words Answer key:
in the text – find the words to complete the 1. first weekend
sentences. 2. (different) countries
** Teacher asks students to work in 3. walked together
individuals and find the answer. 4. performance
*** Teacher allows students to share their 5. Fun Run
answers before discussing as a class and 6. exciting
encourages them to give evidence.
**** Teacher calls a student to write his/ her
answer on the board, then checks sentence by
sentence with the class.

4. Pre- speaking: (5’)

* Aims: To help Ss prepare ideas for the speaking activity.
* Content: match the questions and answer about a festival someone joined.
* Products: write Ss’ answers on the board.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Teacher tells Ss they are going to ask and TASK 4: MATCH THE QUESTIONS AND
answer about a festival they attended and that ANSWER ABOUT A FESTIVAL SOMEONE
this activity can serve as a model for them to JOINED. (Ex 4, p. 98)
follow in the writing task.
** Teacher asks students to work individually Answer key:
and then check in pairs. 1. d
*** Teacher can go around to help weaker 2. b
students. 3. e
**** Teacher calls on some pairs to give the 4. c
answers and check as the whole class. 5. a

5. While and post Speaking: (8’)

* Aims: To give Ss practice in asking and answering about a festival Ss attended
* Content: read the following sentences about these people.
* Products: perform in front of the class.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Teacher has students work in pairs, ask and TASK 5: WORK IN PAIRS. ASK AND ANSWER
answer about a festival they attended. ABOUT A FESTIVAL YOU AND YOUR FRIEND
** Students work in pairs to do the task. JOINED, USING THE QUESTIONS IN 4 AS CUES.
*** Teacher goes around to help students. TELL THE CLASS ABOUT THE FESTIVAL
**** After finishing, teacher can call some YOUR PARTNER JOINED.
pairs to give presentations in front of the
class. A: What festival did you join?
B: I and my friends joined the Buffalo – fighting
Festival.
A: Where and when did you join it?
B: We joined the festival in Do Son on August
9th according to the Lunar calendar.
A: Why do people celebrate it?
B: They celebrate it to remember the merits of gods,
maintain the village discipline, to play for the prosperity
 and happiness for the local people.
A: What did you do there?
B: We watched people play drum, dance and watch the
buffalos. The drum sound and the scream of people urge
the buffalo to play in a fierce way.
A: Did you like the festival? Why or why not?
B: Yes, very much because there was really fascinating
and amazing.
Report:
My friends and I attended the Buffalo–fighting Festival
in Do Son last year. This festival is held every year, on
August 9th according to the Lunar calendar. The
Buffalo–fighting Festival is held to remember the merits
of gods, to maintain the village discipline, to play for the
prosperity and happiness for the local people. People
played the drum, danced and watched the buffalos. The
drum sound and the scream of people urge the buffalo to
play in a fierce way. Many buffalo owners, local people
and tourists came to the festival. The festival was really
fascinating and amazing.

6. Consolidation: (3’)
* Aims: To consolidate what students have learnt in the lesson.
* Content: summarize the main content in the lesson.
* Products: Students say what they have learnt in the lesson.
* Organization of implementation:
- Teacher asks students to talk about what - Some new words
they have learnt in the lesson. - read and understand some festivals in the world.
- Present a festival that Ss joined.
8. Homework: (2’)
* Aim: To revise the knowledge that students have gained in this lesson.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation:
- Teacher asks students to write down their - Write down your opinion about a school in their books.
opinion about a school in their books. - Prepare for the next lesson: Unit 9- Skills 2.
- Teacher asks students to search for
information about their school.
 * Evaluation: (2’)
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Unit 9: FESTIVALS AROUND THE WORLD
Lesson 6: skills 2

I. OBJECTIVES:
By the end of this lesson, Ss will be able to know how to use:
- Listen for special information about a festival
- Write an email to describe a festival
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic festival.
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, skills 2
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES:
[Link]-up: (3’)
* Aim: - Check students’ knowledge related the previous lesson.
- To introduce the topic of listening.
* Content: game: Brainstorming
* Products: Ss say aloud the answers.
* Organization of implementation
Teacher’s and Ss’activities Content
* Warm up
GAME: BINGO
GAME: BINGO Mid-Autumn
Christmas
* Teacher tells the rules of the game: Firework festival
- Each student gets a piece of paper,
draws a table with 3 rows and 3 columns,
then fills 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 as individuals.
*** Teacher and students discuss the
answers.
**** Teacher confirms the answers and
gives feedback.

1. Presentation vocabulary: (5’)

* Aim: - To enrich students’ vocabulary
- To lead in the listening tasks.
* Content: Some vocab about a festival.
* Products: Read and understand the meaning of words.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Vocabulary:
- Pre teach vocabulary
- Teacher uses different techniques to 1. Celebrate (v): tổ chức, kỷ niệm
teach vocab (pictures, situation, realia) 2. Harvest (n): mùa gặt
- Repeat in chorus and individually 3. Opportunity (n): cơ hội
- Copy all the words

* Checking vocab: < what and where>

Lead in:
- Teacher leads students in the listening
tasks.

2. Pre –listening: (3’)

Task 1:
* Aims: To help students brainstorm and have an overview about what they are going to listen to.
* Content: discuss the following questions
* Products: Students say the correct answers aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 1: LOOK AT THE ANIMAL. DISCUSS THE
QUESTIONS WITH A PARTNER. (Ex 1, p. 99)
* Teacher asks students to work in pairs,
read the questions and answer.
** Students quickly discuss with a
partner.
*** Teacher allows Ss to cross check.
**** Teacher calls some Ss to give their
answer on the board and elicits their
answers.

3. While – listening: (8’)

* Aims: To help Ss check their answers in Task 1.
* Content: listen to mark talking about how his family celebrates a festival. check your answers.
* Products: Students’ correct answers.
* Organization of implementation
Teacher’s and Ss’activities Content
Task 2: (3’) TASK 2: LISTEN TO MARK TALKING ABOUT
* Teacher tells Ss what they are going to HOW HIS FAMILY CELEBRATES A FESTIVAL.
listen to and plays the recording. CHECK YOUR ANSWERS. (Ex 2, p. 99)
** Students listen and check their
answers. Answer key:
*** Teacher allows students to peer 1. A turkey
check first. 2. Thanksgiving
**** Teacher confirms the answers and
gives feedback.

3. task 3 (5’)
* Aims: To develop students’ skill of listening for specific information (scanning).
* Content: answer the questions
* Products: Students’ correct answers.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 3 (5’) TASK 3: LISTEN AGAIN AND DECIDE IF
* Teacher asks students to read through the THE STATEMENTS ARE TRUE OR FALSE.
statements, have a guess before they listen to (Ex 3, p. 99)
the recording the second time and write their
guesses on the board. Answer key:
** Teacher plays the recording again. Ask 1. F
students to listen and choose the correct answer. 2. F
*** Teacher lets students peer-check with a 3. T
partner. 4. F
**** Teacher calls some students to give the 5. T
answers to the class and correct the mistakes 6. T
where necessary, encourages students to correct
the false statements.

4. Post- listening: (3’)

* Aims:. To check students’ understanding of the listening part.
* Content: discussion: talking about how people in Viet Nam celebrates Thanksgiving.
* Products: Ss summarize the information in the listening part before the class.
* Organization of implementation:
Teacher’s and Ss’activities Content
* Teacher tells Ss to work in groups to discuss
how people in Viet Nam celebrates Discussion: talking about how people in Viet Nam
Thanksgiving. celebrates Thanksgiving.
** Ss work in groups. Teacher moves around
and offers help if needed.
*** Teacher invites some Ss to share their
answers.
**** Teacher corrects if needed.

5. Pre-writing: (3’)
* Aims: To help Ss prepare ideas for their writing.
* Content: think about a festival that your family usually celebrates. fill in the blanks with your
answers.
* Products: Ss say their answers aloud.
* Organization of implementation:
Teacher’s and Ss’activities Content
TASK 4: THINK ABOUT A FESTIVAL THAT
* Teacher asks students to work individually to YOUR FAMILY USUALLY CELEBRATES.
complete the mind map. FILL IN THE BLANKS WITH YOUR
** Students decide on their festival. ANSWERS. (Ex 4, p. 99)
*** Teacher goes around and helps if needed. Questions:
**** Teacher calls some Ss to give their answer - What festival is it?
(if time allows) and gives feedback.
- When do you celebrate it?
- What activities does your family do?
- What food does your family eat?
- Do you like the festival? Why or why not?
Answers:
- The festival I love is Tet holiday.
- We often celebrate it once every year in some days
from the end of the twelfth lunar month to celebrate
an upcoming year.
- Chung Cake is the traditional food associated with
Tet holiday.
- I wholeheartedly like the festival due to the fact
that at Tet, my family have a chance to reunite and I
am given lucky money in red envelops.

[Link]-writing: (7’)
* Aim: To practise how to write a paragraph about a festival.
* Content: write an email of about 70 words to tell mark about the festival.
* Products: Students’ perfect writing on the posters.
* Organization of implementation
 Teacher’s and Ss’activities Content
* Teacher shows a model of a short paragraph TASK 5: WRITE AN EMAIL OF ABOUT 70
about a festival (T may use the audio script or WORDS TO TELL MARK ABOUT THE
reading passage on page 97). Then recalls FESTIVAL. USE THE NOTES IN 4. (Ex 5, p.
students’ knowledge on the structure of an 99)
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.
7. Post-writing: (3’)
* Aim: To cross check and final check students’ writing.
* Content: display some students’ writing
* Products: Students give feedback and vote the best writing exactly.
* Organization of implementation:
Teacher’s and Ss’ activities Content
- Teacher has the groups swap and give Suggested answers:
feedback on each other’s writing. Dear Mark,
- Teacher then gives feedback on one writing as
a model.. How are you? I'm going to tell you about Tet
holiday in Vietnam, my favourite festival. We often
celebrate it once every year on some days from the
end of the twelfth lunar month to celebrate an
upcoming year. Chung Cake is the traditional food
associated with Tet holiday. I wholeheartedly like
the festival due to the fact that at Tet, my family has
a chance to reunite and I am given lucky money in
red envelopes.
I hope one day you can join the festival with us.
Cheers,

8. Consolidation: (2’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize the main content in the lesson.
* Products: Say aloud what they have just learnt in front of the class.
* Organization of implementation:
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about what they - Some new words.
have learnt in the lesson. - Listen for special information about a
festival
- Write an email to describe a festival
 9. Homework: (2’)
* Aim: -To revise the knowledge that students have gained in this lesson.
- To allow students to finalize their versions after being checked by friends and teacher.
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation:
- Teacher asks students to write down the letter - Rewrite the paragraph in the notebooks.
in their notebooks. - Prepare for looking back. (Do the exercises)
- Teacher asks students to prepare the new
lesson.
* Evaluation: (2’)
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UNIT 9: FESTIVALS AROUND THE WORLD
Lesson 7: Looking back and project

I. OBJECTIVES:
By the end of this lesson, Ss will be able to know how to use:
- Review the vocabulary and grammar of Unit 9
- Apply what they have learnt (vocabulary and grammar) into practice
through a project
II. LANGUAGE ANALYSIS
[Link]:
* Vocab: Lexical items related to the topic festival.
* Grammar: yes/ no questions
2. Skills: Listening, speaking, reading and writing
3. Attitude:
- Love talking about their hobbies
- Develop self-study skills
4. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Actively join in class activities
III. MATERIALS
- Grade 7 textbook, Unit 9, looking back and project.
- Computer connected to the internet
- Projector/ TV/ pictures and cards
- [Link]
IV. PROCEDURES :
[Link]-up (5’)
* Aim: To revise the vocabulary related to the topic and lead in the next part of the lesson.
* Content: quick revision.
* Products: Students answer the questions.
 * Organization of implementation:
Teacher’s and Ss’activities Content
Warm up: chatting Chatting: quick revision
* Teacher asks Ss to think of what they - What have you learnt in unit 9?
have already learnt in Unit 9. - What structures have you learnt?
** Ss work in pairs to do the task.
*** Teacher calls some students to
retell.
**** Teacher confirms and leads them
to do all the exercises in books.

VOCABULARY (12’)
* Aim: To help Ss revise the vocabulary items they have learnt in the unit.
* Content: circle the correct words or phrases in brackets.
* Products: Students write correct words/ sentences on the board.
* Organization of implementation:
Teacher’s and Ss’activities Content
Task 1: TASK 1: CIRCLE THE CORRECT WORDS OR
* Teacher encourages students to PHRASES IN BRACKETS.
complete the task individually. (Ex 1, p. 100)
** Students do the task individually.
*** 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 IN THE BLANK WITH A WORD OR
PHRASE IN THE BOX. (Ex 2, p. 100)
TASK 2: Answer key:
* Teacher encourages students to 1. lion dances
complete the task individually. 2. floats
** Students do the task individually. 3. costumes
*** Students exchange their textbooks 4. Bunny
with their partners. 5. gathering
**** Teacher gives feedback as a class
discussion.

GRAMMAR (13’)
Task 3+4
* Aims: To help students review Yes / No questions.
* Content:
- Choose the correct question a or b.
- Answer the following questions about yourself.
* Products:
- Write correct words on the board.
- Say their answers aloud.

* Organization of implementation:
Teacher’s and Ss’activities Content
Task 3: TASK 3: CHOOSE THE CORRECT QUESTION
* Teacher encourages students to A OR B. (Ex 3, p. 100)
complete the task individually.
** Students do the task individually. Answer key:
*** Students exchange their textbooks 1. A
with their partners. 2. B
**** Teacher calls some Ss to read 3. A
aloud their answers and gives feedback. 4. B

Task 4:
* Teacher encourages students to
complete the task individually. TASK 4: ANSWER THE FOLLOWING
** Students do the task individually. QUESTIONS ABOUT YOURSELF.
*** Students share their answers in (Ex 4, p. 100)
groups. 1. Are you interested in festivals?
**** Teacher calls some Ss to read
- Yes, I am. / No, I am not.
aloud their answers and gives feedback.
2. Do you eat Banh Chung at Tet?
- Yes, I do. / No, I don't.
3. Can you cook any traditional food?
- Yes, I can. / No, I can't.
4. Did you see a firework display last year?
- Yes, I did. / No, I didn't.
5. Does your family gather together at Tet?
- Yes, we do. / No, we don't.

5. Project: (7’)
A NEW FESTIVAL
* Aims: To allow students to apply what they have learnt (vocabulary and grammar) into
practice through a project.
* Content: Discuss and present a new festival in groups.
* Products: Students’ answers on the posters.
* Organization of implementation:
Teacher’s and Ss’ activities Content
* Teacher has students work in groups TASK 5: A NEW FESTIVAL
as divided in Lesson 1 and gives
instructions to students as follow: Hello everyone, today I will tell you about a new
1. Review about the festival they have
prepared at home. festival in my country. That is a Vietnamese food
2. Discuss and finalize in groups. festival. It is held in January and once a year in 3 big
3. Tell the class about the festival. cities: Ha Noi, Da Nang and Ho Chi Minh City. All
** Ss work in groups to do the task.
attendants will cook a traditional dish in Vietnam
*** Teacher calls some groups to
present their festivals to the class. with available ingredients. Then, they will decorate
**** Teacher listens and gives and give a presentation about their dish. The winners
feedback. are those ones who have the most creative dish and
good presentation about their dish. It is held
to promote the value of Vietnamese food and
introduce it to international friends. It will interesting
to join the festival.

6. Consolidation: (2’)
* Aim: To consolidate what students have learnt in the lesson.
* Content: Summarize what students have learnt in the lesson.
* Products: Say aloud what they have learnt in the lesson.
* Organization of implementation:
Teacher’s and Ss’ activities Content
- Teacher asks students to talk about - revise vocabulary and grammar in unit 9.
what they have learnt in the lesson. - Make a project about festival.
7. Homework: (2)
* Aim: To revise the knowledge that students have gained in Unit 9 and to prepare for the next
lesson
* Content: Review the lesson and prepare for the next lesson and do exercise in the workbook
* Products: Students’ textbook and workbook
* Organization of implementation:
Teacher’s and Ss’ activities Content
- Teacher asks students to revise old - Complete the project
lesson and to do exercise in - Prepare for the next lesson: Review 3
workbook.
- Teacher asks students to complete the + Find out the new words and do the exercises.
project and prepare the new lesson.
* Evaluation: (2’)
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