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 use topic vocabulary about festivals around the world: festival, parade, feast, costume, purpose, audience, proposal.
Ss will be able to form yes/no questions with Do/Does about festivals, for example: Do people wear costumes at this festival?
Ss will be able to express disappointment about an event and give a specific reason, for example: It was disappointing because the lights stopped working.
Ss will be able to plan, draft and present an original new-festival proposal in English, with a clear audience and a safe, properly acknowledged source of information.

2. Competences

a) General competences

Self-control and independent learning: Ss plan their own part of the project, check their drafts against the rubric and revise their work without waiting for step-by-step instructions.
Communication and collaboration: Ss share roles in a group, ask and answer questions about each other's products, and give respectful feedback during the presentation.
Problem-solving and creativity: Ss invent a new festival with a clear purpose, activities and poster design, and suggest realistic solutions to problems raised by classmates.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the project brief, write an original poster caption and short script, present their proposal and answer a classmate's question.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the festival vocabulary correctly, form Do/Does questions with plural and singular subjects, and pronounce the words festival, parade and costume clearly in sentences.

3. Personal qualities

Responsibility: Ss keep to their assigned role, finish their part on time and check that their group's information comes from a safe, acknowledged source.
Honesty: Ss label their festival as their own proposal, not an existing cultural tradition, and do not copy another group's results or invent facts to sound impressive.
Kindness: Ss give constructive, polite feedback to classmates and express disappointment about an idea without insulting its creators.
Diligence: Ss revise their drafts after feedback and complete the self-evaluation with one specific improvement.

II. Teaching aids and materials

1. Teacher

Lesson slides with the project brief, useful language and the teacher rubric (10 points)
Board, markers and sticky notes
Timer
Printed Worksheet 1 and Worksheet 2 for each group
NeoEdu learning page for Unit 9 Project (neoedu.vn/learn/7/english/unit-9-project): lesson notes, examples and interactive exercises, used for the warm-up check and the practice activity

2. Students

Student's book, notebook and pen
Poster paper, coloured pens and glue (for the draft poster)
Group folder for the project plan and sources
Device with internet access for the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 10 minutes

Festival brainstorm

a) Aims

Ss activate prior knowledge about festivals and get ready for the project topic.

b) Content

T asks Ss what festivals they know in Vietnam and in other countries. Ss work in pairs and list what people do at festivals (parade, feast, costume, lanterns, music). T asks: 'What do people usually do at a festival?' and 'Why do people celebrate it?'

c) Expected outcomes

Each pair lists at least five festival words and one purpose for a festival, for example: 'A festival celebrates a special event or tradition.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title Festivals around the world on the board and asks: 'What festivals do you know?' T gives the instruction: 'Work in pairs. Write as many festival words as you can in two minutes.'
Students
Ss read the instruction and get ready to brainstorm in pairs.
Teacher
Step 2: Task performance
T monitors, helps pairs with vocabulary and reminds them to use English only.
Students
Pairs write words such as parade, feast, costume, lanterns, music, dance. Expected answer: 'A parade is a procession of people in the street.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their lists and writes the most common words on the board.
Students
Pairs report, for example: 'We have parade, costume and feast. People wear costumes and eat a big feast.'
Teacher
Step 4: Conclusion and assessment
T confirms the words and says: 'Today you will invent a new festival and present it to the class.' T shows the project goal and the main steps: plan, gather information safely, draft, check, present, respond to feedback.
Students
Ss copy the project steps into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Festival vocabulary and language for the proposal

a) Aims

Ss learn and use the key vocabulary, Do/Does questions and the language of disappointment needed to describe a festival.

b) Content

T presents the key words: parade, feast, costume, purpose, audience, proposal. T shows how to form questions with Do/Does: 'Do people wear costumes at this festival?' Ss explain why 'Do' is used (people is plural, wear is an ordinary verb). T then presents the useful language: 'How was the lantern show?' and 'It was disappointing because the lights stopped working.' Ss work in pairs to complete the table on Worksheet 1, Part A.

c) Expected outcomes

Ss complete Worksheet 1, Part A with the meaning of each word (in Vietnamese or English) and one example sentence. Example answer: 'parade: a procession of people moving through the streets.' Ss write one correct Do/Does question and one disappointment sentence about a festival.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the example: '___ people wear costumes at this festival?' and asks Ss to fill in the blank. T gives Worksheet 1, Part A and asks pairs to complete it within 8 minutes.
Students
Ss read the example and the instruction, and decide the answer is 'Do'.
Teacher
Step 2: Task performance
T circulates and checks the form of Do/Does questions and the pronunciation of festival, parade and costume. T may use the NeoEdu page to show the example if needed.
Students
Pairs discuss and write the meanings and examples. Expected answer: 'Do people wear costumes at this festival? Yes, they do.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their questions aloud and asks the class: 'How was the lantern show?' T models the answer: 'It was disappointing because the lights stopped working.'
Students
Pairs read their answers. Expected answer from a student: 'The parade was disappointing because it was too short.'
Teacher
Step 4: Conclusion and assessment
T confirms the key points: Do is used with plural subjects and ordinary verbs; Does is used with he, she, it. T reminds Ss to express disappointment politely, giving a specific reason and no insults.
Students
Ss correct their worksheets and note the key language in their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Planning the new festival

a) Aims

Ss plan the project: choose a name, time, place and purpose, divide roles fairly and decide how to gather information safely.

b) Content

Ss work in groups of four or five. Each group decides on a new festival name, a time, a place, a purpose and at least three activities. Ss include parade, feast or costume where relevant. Each group chooses roles (leader, designer, writer, presenter, checker) and records the sources of facts or the real observations. Ss write one clear project question for a real audience, for example: 'What can visitors do at our new festival?' Ss complete Worksheet 1, Part B.

c) Expected outcomes

Each group completes Worksheet 1, Part B, which includes: festival name, time and place, purpose, three activities, roles, materials, timeline, source of information and one audience question. Example: Name: Repair and Share Day. Time: first Saturday of June. Place: community hall. Purpose: reduce waste by reusing items. Source: our class discussion and a safe interview with a local adult.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives the project brief: 'Invent a new festival. Name it, choose a time and place, describe its purpose and activities, draw a poster and present it to the class. Label the festival as your proposal, not an existing cultural tradition.' T distributes Worksheet 1, Part B.
Students
Ss read the brief and the planning questions. They ask: 'Can we use a real festival as a model?' T answers: 'You can get ideas, but your festival must be your own proposal.'
Teacher
Step 2: Task performance
T monitors groups, checks that each group divides roles fairly and that the source of information is safe and recorded. T reminds groups not to publish private information of people.
Students
Groups discuss and write the plan. Expected answer: 'We will ask our families for permission and use only anonymous details.'
Teacher
Step 3: Report and discussion
T asks each group to read its festival name, purpose and project question. T asks the class: 'Who is your audience?' and 'What will they learn?'
Students
Group leaders report. Expected answer: 'Our audience is students in our school. They will learn how a festival can reduce waste.'
Teacher
Step 4: Conclusion and assessment
T confirms the plan and gives feedback on the audience question and the feasibility of the scope. T says: 'Now you will draft your poster and script.' T reminds Ss that the final product must be original.
Students
Ss revise their plan and put the completed Worksheet 1 into the group folder.

Activity 3: Practice · 15 minutes

Checking understanding before the draft

a) Aims

Ss use the project criteria and the language of the unit to check their understanding before drafting.

b) Content

Ss work individually on the NeoEdu interactive exercises for Unit 9 Project, then check answers in pairs. Ss complete Worksheet 1, Part C: (1) Which output matches this unit? (2) How should another person's private information be used? (3) Fill in the blank: '___ people wear costumes at this festival?'

c) Expected outcomes

Answer key:

Q1: A. Invent a new festival. Name it, choose a time and place, describe its purpose and activities, draw a poster and present it to the class. Label the festival as your proposal, not an existing cultural tradition. (The first option includes the unit's specific product, content and audience.)
Q2: B. Ask permission and keep only necessary anonymous details. (Consent and data minimisation protect participants.)
Q3: Do. (People is plural and wear is an ordinary verb.)
Ss also write one sentence to explain why option A is correct.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the three questions on the slide and sets a timer for 5 minutes. T tells Ss to answer individually first.
Students
Ss read the questions and write their answers individually.
Teacher
Step 2: Task performance
T asks Ss to open the NeoEdu page and try the interactive exercises if there is time. T monitors pairs who check each other's answers.
Students
Pairs compare answers. Expected answer: 'Option A is correct because it includes the product, content and audience.'
Teacher
Step 3: Report and discussion
T calls on individuals to read their answers and asks the class to vote with thumbs up or down.
Students
Ss give their answers. Expected answer: 'Do people wear costumes at this festival?'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds the class that a correct keyword does not make an irrelevant answer correct. T says: 'Always use the complete context.'
Students
Ss correct their answers and note the key points in their notebooks.

Activity 4: Application · 30 minutes

Presenting the proposal and responding to feedback

a) Aims

Ss complete the poster, present the proposal in English, answer a question from a classmate and evaluate their own product.

b) Content

Each group finishes the poster with original captions and presents the festival in 3 minutes. The presenter introduces the topic and audience, explains one concrete design decision and invites a question. Other groups use Worksheet 2 to give feedback. After the presentations, each group revises one part of its product and writes a short self-evaluation: task completion, accurate language, evidence and teamwork. Sample proposal (model only): 'Repair and Share Day. We propose holding it in the community hall on the first Saturday of June. Families bring a clean book or a safe repairable toy. Children never handle electrical repairs or sharp tools.'

c) Expected outcomes

Each group delivers: (1) a finished poster with original English captions; (2) a 3-minute presentation with a short script; (3) one answered question from a classmate with a real revision or a reason why no change was needed; (4) a completed self-evaluation naming one improvement. Teacher rubric (10 points): completed relevant product (4), accurate evidence (2), clear English (2), fair teamwork and revision (2). Speaking, written products and attached images are assessed by the teacher.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the presentation rules: 3 minutes per group, original captions only, one question from the class. T gives Worksheet 2 to the audience groups and reminds them to give polite feedback.
Students
Groups finish their posters and rehearse their scripts. Audience groups read Worksheet 2.
Teacher
Step 2: Task performance
T monitors rehearsals and helps with pronunciation. During presentations, T records notes on the rubric and checks the audience questions.
Students
Groups present in turn. Audience groups ask questions. Expected question: 'How was the Repair and Share Day in your plan?' Expected answer: 'We have not held it yet, but we expect families to join the book table.'
Teacher
Step 3: Report and discussion
T asks 2–3 groups to report which feedback they will use to revise their product. T models a reply: 'It was disappointing because our poster did not explain the purpose clearly, so we will add one sentence.'
Students
Groups report their revisions. Expected answer: 'We will add the source of our information to the poster.'
Teacher
Step 4: Conclusion and assessment
T gives overall feedback on task completion, language and teamwork, and names one strength and one improvement for the class. T collects the group folders and self-evaluations.
Students
Ss reflect on their own part in the group and write their self-evaluation in their notebooks.

Worksheets

Phiếu học tập số 1

Part A: Festival vocabulary

parade: ______ (meaning) | Example sentence: ______
feast: ______ (meaning) | Example sentence: ______
costume: ______ (meaning) | Example sentence: ______
purpose: ______ (meaning) | Example sentence: ______
audience: ______ (meaning) | Example sentence: ______
proposal: ______ (meaning) | Example sentence: ______
Question: ___ people wear costumes at this festival?
Disappointment: How was the lantern show? → It was disappointing because ______.

Part B: Group plan

Festival name: ______
Time: ______ | Place: ______
Purpose: ______
Three activities: 1) ______ 2) ______ 3) ______
Roles: leader ______; designer ______; writer ______; presenter ______; checker ______
Materials: ______
Timeline: ______
Source of facts or observations (safe method, permission checked): ______
Project question for our audience: ______

Part C: Quick check

Which project output matches this unit? A / B / C / D
How should another person's private information be used? A / B / C / D
___ people wear costumes at this festival?

Phiếu học tập số 2

Peer feedback form (for the audience groups)

Group presenting: ______
Is the festival labelled as our proposal, not an existing tradition? Yes / No
Is the purpose clear? Give one example: ______
Are the activities relevant (parade, feast, costume where suitable)? ______
Are the captions original and clear? ______
One question for the presenters: ______
One polite suggestion for improvement: ______
Rate the English (1–5): ______
Teamwork evidence we noticed: ______

Homework

Write a short script of about 80 words introducing your new festival. Include the topic, the audience, one concrete design decision and a reason. Use at least one Do/Does question and one disappointment sentence.
Revise your poster caption using the feedback from your classmates. Check that every fact comes from your own group's work or a safe, acknowledged source.
Complete the self-evaluation: name one strength of your product and one specific improvement for the next project.

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