Tiếng AnhLớp 7Unit 9. Festivals around the world

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify and use the topic words parade, feast, costume, fireworks, celebrate and annual to talk about festivals around the world.
- Express disappointment about an event and give a specific reason without insulting people.
- Respond meaningfully to a question in an opening exchange, using the complete context of the question.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the matching and word-bank tasks on their own first, then check their answers against the model before discussing them with a partner.
Communication and collaboration: Ss work in pairs to ask and answer the opening question, give a reason, thank their partner and reply politely, and listen to partners' new exchanges to give feedback.
Problem-solving and creativity: Ss adapt the model exchange by changing one detail (the event and the reason) to create their own meaningful exchange about a festival.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the model exchange, answer questions about its purpose, and produce a new four-turn exchange expressing disappointment with a specific reason.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the topic words with correct word stress (pa-RADE, FIRE-works, cel-e-BRATE, AN-nu-al), use the topic vocabulary correctly, and use the sentence pattern 'It was disappointing because...' accurately.

3. Personal qualities

Diligence: Ss complete all practice tasks and the homework exchange on time, and rehearse their dialogue carefully before speaking.
Responsibility: Ss take turns in pair work, prepare their own speaking part, and check their partner's answers fairly.
Honesty: Ss give genuine reasons in their exchanges and assess their partners' work based on the criteria, not on friendship.
Kindness: Ss express disappointment politely, without insulting people or the organisers, and thank their partners sincerely.
Patriotism: Ss share the festivals they know from Vietnam and show pride in describing them to classmates in English.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with slides showing the topic words and the model exchange
Picture cards of a parade, a feast, costumes, fireworks, and a celebration (no image files; use the cards in class)
Worksheet 1 (copied for each pair)
Timer and cards for pair work
NeoEdu learning page for interactive exercises: neoedu.vn/learn/7/english/unit-9-getting-started

2. Students

Textbook Tiếng Anh 7 (Global Success), Unit 9, Getting Started
Notebook, pen, pencil
Blank paper for writing the new exchange
Access to the NeoEdu page on a phone, tablet or computer if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Festival brainstorm

a) Aims

Ss activate prior knowledge about festivals and get ready to use the topic language of Unit 9.

b) Content

Ss look at the title of Unit 9, Festivals around the world, and name any festivals they know (for example, Tet or the Mid-Autumn Festival). T asks: What festivals do you know? What do people do at festivals?

c) Expected outcomes

A list of festival names and activities on the board, such as Tet, the Mid-Autumn Festival, parade, fireworks, costume and feast, which leads into the lesson.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the unit title on the slide and asks: What festivals do you know? What do people usually do at festivals?
Students
Ss listen to the question and think about the festivals they know.
Teacher
Step 2: Task performance
T gives Ss 1 minute to think and then to talk in pairs about one festival and one activity at that festival.
Students
Ss talk in pairs. Possible answers: Tet – people eat banh chung and visit relatives; Mid-Autumn Festival – children carry lanterns and eat mooncakes.
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their answers and writes the festival names and activities on the board.
Students
Representatives of 3 pairs report their ideas to the class. The other Ss listen and add ideas.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says: Today we will learn words to describe festivals and how to talk about a disappointing event. T writes the aim of the lesson on the board.
Students
Ss copy the lesson title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Topic words for festivals

a) Aims

Ss recognise, pronounce and understand the meaning of the six topic words parade, feast, costume, fireworks, celebrate and annual.

b) Content

T presents six topic words with picture cards and their meanings: parade (cuộc diễu hành), feast (bữa tiệc lớn), costume (trang phục lễ hội), fireworks (pháo hoa), celebrate (kỉ niệm/tổ chức mừng), annual (hằng năm). Ss repeat the words after T and match each word with its picture. Ss then complete the word bank task in Worksheet 1.

c) Expected outcomes

Ss can match each word with its picture and meaning, for example: parade – a line of people or vehicles moving through the streets; feast – a large meal for many people; costume – special clothes worn for a festival; fireworks – colourful explosions in the sky; celebrate – to mark a special day with activities; annual – happening once every year. Ss write the six words correctly in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six picture cards and asks: What can you see in this picture? Which word matches it? T explains that the new words will be used in the opening exchange.
Students
Ss look at the pictures and guess the words, then listen to T.
Teacher
Step 2: Task performance
T models the pronunciation of each word with stress: pa-RADE, FEAST, COS-tume, FIRE-works, cel-e-BRATE, AN-nu-al. T asks Ss to repeat in chorus and then individually. T gives Ss Worksheet 1, Part A, to match words and pictures in pairs.
Students
Ss repeat the words, listen to the stress, and match the words with the pictures in pairs.
Teacher
Step 3: Report and discussion
T calls on 3 pairs to read out their matches and checks the answers together on the board.
Students
Pairs read out their answers. Possible answers: picture of a line of floats – parade; picture of a big table of food – feast; picture of a child in a traditional dress – costume; picture of colourful lights in the sky – fireworks.
Teacher
Step 4: Conclusion and assessment
T confirms the answers, drills the stress of the words once more, and asks: Which word means a big meal for many people? (feast). T reminds Ss that a festival can be annual.
Students
Ss correct their notebooks and repeat the words once more.

Activity 2.2: Knowledge formation · 10 minutes

Opening exchange about disappointment

a) Aims

Ss understand the opening exchange, identify its communicative purpose, and learn how to express disappointment with a specific reason without insulting people.

b) Content

T shows the model exchange on the slide and asks Ss to read silently and then listen to it.
Alex: How was the lantern show?
Mai: It was disappointing because the lights stopped working.
Alex: Thank you for explaining.
Mai: You are welcome.
T guides Ss with three questions: Who is asking? What information is needed? How does the partner reply?

c) Expected outcomes

Ss can answer the questions: Alex is asking. The information needed is how the show was and the reason. Mai replies by saying the show was disappointing and gives a specific reason. Ss can also state the key point: Express disappointment about an event and give a specific reason without insulting people.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: Listen to the exchange and answer three questions: Who is asking? What information is needed? How does the partner reply? T plays the audio or reads the exchange aloud.
Students
Ss listen carefully and take notes of key words.
Teacher
Step 2: Task performance
T asks Ss to work in pairs, read the exchange aloud with a partner, and answer the three questions. T walks around and helps pairs that need support.
Students
Ss read the exchange in pairs and discuss. Expected answers: Alex is asking; Alex needs to know how the lantern show was and the reason; Mai replies with 'It was disappointing' and a specific reason; Alex thanks Mai and Mai responds politely.
Teacher
Step 3: Report and discussion
T calls on 2 pairs to share their answers and asks: Why is the reply 'It was disappointing because the lights stopped working' a good answer? Does it insult people?
Students
Ss answer. Expected answer: It answers the question, gives a reason, and does not insult anyone.
Teacher
Step 4: Conclusion and assessment
T writes the key sentence pattern on the board: It was disappointing because + reason. T emphasises that a correct keyword alone is not enough; the reply must fit the question. T reads the key point aloud.
Students
Ss copy the pattern and the key point into their notebooks.

Activity 3: Practice · 12 minutes

Checking meaning and the exchange

a) Aims

Ss practise the topic vocabulary and understand the structure and purpose of the opening exchange through exercises.

b) Content

Ss complete Worksheet 1, Parts B to E, in pairs:
Part B: Word bank task (parade, feast, costume, fireworks, celebrate, annual).
Part C: True or false statements about the opening exchange.
Part D: Arrange the original conversation.
Part E: Multiple-choice question about the communicative purpose and the reply that fits the question.

c) Expected outcomes

Answer key:
Part B: 1. parade (cuộc diễu hành). 2. feast (bữa tiệc lớn is the target word for the question 'Which English topic word means bữa tiệc lớn?'). Answer: feast.
Part C: a) Alex asks a question – T (True). b) Mai answers before Alex asks – F (False). c) Alex thanks Mai – T (True).
Part D: 1. Alex: How was the lantern show? 2. Mai: It was disappointing because the lights stopped working. 3. Alex: Thank you for explaining. 4. Mai: You are welcome.
Part E: 1. A (expressing disappointment). 2. C (It was disappointing because the lights stopped working.).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains each part. T reminds Ss to use the word bank and the model exchange.
Students
Ss listen and check the instructions.
Teacher
Step 2: Task performance
T sets 8 minutes. Ss work in pairs to complete the parts. T monitors and gives hints when needed.
Students
Pairs complete Worksheet 1. Ss explain their choices to each other.
Teacher
Step 3: Report and discussion
T calls on different pairs to give answers to each part and asks other pairs to agree or disagree with reasons.
Students
Pairs give answers. Expected answers: Part B: feast; Part C: T, F, T; Part D: order 1 to 4 as above; Part E: A and C.
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and explains the mistakes. T says: In Part D, the question always comes before the answer, and thanks always come before the reply.
Students
Ss correct their worksheets with the correct answers.

Activity 4: Application · 10 minutes

Create your own exchange

a) Aims

Ss create and perform a new four-turn exchange expressing disappointment about a festival event, using at least one topic word and responding meaningfully to a partner.

b) Content

Ss work in pairs. Each pair writes a new exchange following the model: Partner A asks about a festival event (for example, the parade, the feast, or the fireworks show). Partner B expresses disappointment and gives a specific reason. Partner A thanks B, and B replies politely. The exchange must include at least one topic word. Pairs then perform it in front of the class.
Sample: A: How was the fireworks show? B: It was disappointing because it started too late. A: Thank you for explaining. B: You are welcome.

c) Expected outcomes

A four-turn exchange written on paper with at least one topic word, a clear reason, and a polite thank-you and reply. Pairs perform their exchange clearly. Assessment criteria: communicative purpose (4 points), suitable response (3 points), topic language (2 points), clear delivery (1 point).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows the assessment criteria on the slide: communicative purpose, suitable response, topic language and clear delivery. T gives an example and asks Ss to avoid answers that are off-topic.
Students
Ss listen and ask questions if needed.
Teacher
Step 2: Task performance
T gives pairs 5 minutes to write the exchange and 2 minutes to practise. T monitors and suggests changes in the event, the reason, and the reply.
Students
Pairs write and rehearse their exchange, changing one detail of the model, such as the event and the reason.
Teacher
Step 3: Report and discussion
T invites 3 pairs to perform in front of the class. The other Ss listen and give feedback using the criteria.
Students
Performing pairs present their exchange. Listening Ss say whether the reply fits the question and whether the reason is specific. Possible feedback: The reason is clear; the topic word is correct.
Teacher
Step 4: Conclusion and assessment
T gives feedback on communicative purpose, reply and topic language, and reminds Ss of the key point: Express disappointment about an event and give a specific reason without insulting people. T praises Ss' effort and reviews the lesson.
Students
Ss note the feedback and repeat the key point.

Worksheets

Worksheet 1: Unit 9 Getting Started

Part A. Match each word with its picture or meaning.

parade
feast
costume
fireworks
celebrate
annual

Part B. Word bank: parade, feast, costume, fireworks, celebrate, annual.

Write the English word meaning cuộc diễu hành: ______
Which English topic word means bữa tiệc lớn? ______

Part C. Read the opening exchange and write T (True) or F (False).
Alex: How was the lantern show?
Mai: It was disappointing because the lights stopped working.
Alex: Thank you for explaining.
Mai: You are welcome.
a) Alex asks a question. ______
b) Mai answers before Alex asks. ______
c) Alex thanks Mai. ______

Part D. Arrange the conversation in the correct order.

Mai: You are welcome.
Alex: How was the lantern show?
Mai: It was disappointing because the lights stopped working.
Alex: Thank you for explaining.
Answer order: ______

Part E. Choose the correct answer.

What communicative purpose does Mai's first reply serve?
A. expressing disappointment
B. asking for a reason
C. making a suggestion
D. expressing a preference
Which reply fits the opening question?
A. Thank you for the birthday present.
B. The missing bag is blue.
C. It was disappointing because the lights stopped working.
D. I cannot answer because you did not ask a question.

Part F. Write a new four-turn exchange with a partner about a festival event. Use at least one topic word and respond meaningfully to your partner.

Homework

Review the six topic words parade, feast, costume, fireworks, celebrate and annual, and say each word aloud with the correct stress.
Write a new four-turn exchange about a festival you know (for example, a parade or a fireworks show). Use the pattern: It was disappointing because + a specific reason. Use at least one topic word.
Practise the exchange with a family member or a friend and be ready to perform it in the next lesson.
Visit the NeoEdu page neoedu.vn/learn/7/english/unit-9-getting-started to practise the interactive exercises.

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