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Giáo án Tiếng Anh 7
Tiếng AnhLớp 7Unit 9. Festivals around the world

Giáo án Skills 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the main idea and specific details (person, activity, place, time, reason) in a listening text about a festival
  • use the listening strategy: predict the topic, listen for the main idea, then listen again for names, times and places
  • use Yes/No questions with be, Do/Does and Did, and give correct short answers
  • write a 60–80-word email describing a festival experience, including place, time, activities and reaction

2. Competences

a) General competences

  • Self-control and independent learning: Ss take short notes while listening, check their answers against the audio evidence and revise their own email draft without waiting for teacher help.
  • Communication and collaboration: Ss work in pairs to compare notes, ask and answer Yes/No questions, and give peer feedback on each other's emails.
  • Problem-solving and creativity: Ss choose a suitable detail to support their answer, reason about why a responsible choice matters, and write about a real or imagined festival.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss identify main ideas and specific details in the listening text, ask and answer questions about festivals, and write a short email with place, time, activities and reaction.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words parade, feast, costume, fireworks, celebrate and annual correctly, and apply Yes/No question forms with be, do/does and did.

3. Personal qualities

  • Diligence: Ss complete all listening tasks and finish the 60–80-word email within the time limit.
  • Responsibility: Ss take accurate notes, check their answers carefully and explain a responsible choice with a specific detail from the text.
  • Honesty: Ss base their answers only on what is stated in the audio and do not invent events that are not mentioned.
  • Kindness: Ss give constructive, polite feedback to a partner when peer-checking emails.
  • Patriotism: Ss talk about festivals in their own community and show respect for different cultural traditions around the world.

II. Teaching aids and materials

1. Teacher

  • Audio recording of the Unit 9 Skills 2 listening text and the listening exercises
  • Projector or interactive board with slides for the lesson
  • Worksheet 1 and Worksheet 2 (printed for each pair)
  • Sticky notes or small cards for the warm-up mind map
  • NeoEdu online lesson page: neoedu.vn/learn/7/english/unit-9-skills-2 (lesson presentation, examples and interactive exercises)

2. Students

  • Textbook Tiếng Anh 7 (Global Success), Unit 9
  • Notebook, pen and pencil
  • Sticky notes or small paper for the warm-up
  • Dictionary (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Festival mind map

a) Aims

Ss activate prior knowledge about festivals and pre-teach the key vocabulary of the lesson (parade, feast, costume, fireworks, celebrate, annual).

b) Content

T draws a large circle on the board with the words Festivals around the world in the centre. Ss work in pairs to write as many festivals or festival activities as they can on sticky notes within 1 minute. Then T introduces the six key words, asks Ss to match each word to its meaning, and models the pronunciation.
Teacher questions:

  • What festivals do you know?
  • What do people usually do at a festival?
  • Do people wear costumes at your local festival?

c) Expected outcomes

A mind map on the board with festival names and activities, and the six key words with their meanings:

  • parade: cuộc diễu hành (a line of people or vehicles moving through the streets)
  • feast: bữa tiệc lớn
  • costume: trang phục lễ hội
  • fireworks: pháo hoa
  • celebrate: kỉ niệm, tổ chức mừng
  • annual: hằng năm

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws the mind map and tells Ss the goal of the lesson. T asks Ss to write festival names and activities on sticky notes in 1 minute.

    Students

    Ss listen to the instruction and get ready with their sticky notes.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages pairs to brainstorm. T then shows the six key words and asks Ss to match them with meanings.

    Students

    Ss work in pairs to write festival names and activities. Then they match the words with meanings and repeat the words after T.
    Expected answers: Tet, Mid-Autumn Festival, Christmas, a school festival, parade, fireworks, costume, feast.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to stick their notes on the board and read them aloud. T asks: Which festival do you like best and why?

    Students

    Ss stick their notes on the mind map and answer.
    Expected answer: I like Tet best because we have a big family feast and wear new clothes.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and confirms the meanings of the key words. T says: Today we will listen to a talk about a festival and write an email about a festival experience.

    Students

    Ss copy the key words and their meanings into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Listening strategy: from topic to details

a) Aims

Ss learn and apply the listening strategy: predict the topic, listen for the main idea and the activity, then listen again for names, times, places and reasons.

b) Content

T introduces the listening strategy with the title Festivals around the world. Ss predict what the talk is about. Then Ss listen once to identify the activity and the reason, and listen again to take short notes about the person, place and time. Ss complete Worksheet 1.
Teacher questions:

  • What do you think the talk is about? Why?
  • What is the main activity? Where and when does it take place?
  • Which words help you find the answer?

c) Expected outcomes

Completed Worksheet 1 (listening notes) and the listening strategy written in Ss' notebooks:

  • Step 1: Predict the topic from the title Festivals around the world.
  • Step 2: First listen for the activity and the reason.
  • Step 3: Listen again for names, times and places.
  • Step 4: Take short notes and check which spoken detail supports your answer.
    Sample notes: Main person: Long. Activity: visited a flower festival. Place: a nearby town. Time: last Sunday morning. Reason: his grandparents invited him.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the title Festivals around the world and asks Ss to predict the topic. T hands out Worksheet 1 and explains the four listening steps.

    Students

    Ss read the title, predict the topic in pairs and look at the questions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T plays the audio once and asks Ss to listen for the activity and the reason. T plays the audio a second time and asks Ss to note names, places and times. T monitors and helps weaker Ss with note-taking.

    Students

    Ss listen and write short notes on Worksheet 1. They check their notes with their partner and find the spoken detail that supports each answer.

  3. Teacher

    Step 3: Report and discussion

    T calls on individuals to share their notes and asks: Which words in the audio helped you?

    Students

    Ss report their notes.
    Expected answers: Main person: Long. Activity: a flower festival. Place: a nearby town. Time: last Sunday morning. Reason: his grandparents invited him.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and summarises the listening strategy on the board. T emphasises that the topic is predicted from the title and that details must be checked in the audio.

    Students

    Ss copy the four steps of the listening strategy into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

From notes to writing: model email and Yes/No questions

a) Aims

Ss analyse the model email to identify place, time, activities and reaction, and use Yes/No question forms with be, do/does and did correctly.

b) Content

T shows the model email (Hi Mai, Last Sunday I went to a small flower festival...). Ss underline the place, time, activities and reaction. Then T presents the grammar: Yes/No questions with be (Is the parade colourful?), with ordinary present verbs (Do people wear costumes?), and in the past (Did you join?). Ss complete Worksheet 2.
Teacher questions:

  • Where did Long go? When did he go?
  • What activities did he do?
  • How did he feel about the quiet display?
  • Why do we say Do people wear costumes, not Do people wears costumes?

c) Expected outcomes

Worksheet 2 completed and the following points in Ss' notebooks:

  • Place: a town garden
  • Time: last Sunday morning
  • Activities: watched a short parade, looked at flowers, listened to music
  • Reaction: liked the quiet display best, although the paths were crowded near the entrance
  • Grammar: Is + subject for be; Do/Does + subject + base verb for present ordinary verbs; Did + subject + base verb for past.
    Example: Do people wear costumes at this festival? Yes, they do. / Did you join? No, I did not.
    Do not answer 'Yes, I am' to 'Do you...?'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model email and asks Ss to read it silently and underline the place, time, activities and reaction. T hands out Worksheet 2.

    Students

    Ss read the model email and underline the key information.

  2. Teacher

    Step 2: Task performance

    T presents the Yes/No question structures on the board and gives the example: ___ people wear costumes at this festival? Ss complete the question. T monitors and checks Ss' short answers.

    Students

    Ss work in pairs to complete the question forms on Worksheet 2 and practise short answers: Yes, they do. No, she did not.

  3. Teacher

    Step 3: Report and discussion

    T calls 2 or 3 pairs to read their answers and asks the class to check. T asks: Why is the answer Do people wear costumes at this festival? and not Does people wear...?

    Students

    Ss share their answers.
    Expected answer: Do is used with the plural noun people and the ordinary verb wear.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the grammar rules and the common mistake Yes, I am for Do you... questions. T highlights the reaction phrase: I liked ... best, although ...

    Students

    Ss note the grammar rules and the reaction phrase in their notebooks.

Activity 3: Practice · 12 minutes

Listening exercises: main ideas and details

a) Aims

Ss practise listening for main ideas and specific details, choose the correct answer or judge statements, and explain a responsible choice made by the speaker.

b) Content

Ss complete Exercises 1–6 (multiple choice and True/False) by listening to the audio. Then Ss listen once more to explain one responsible choice made by Long with a specific detail (Exercise 7).
Exercise 1: Who is the main person? A. Long B. Ha C. Alex D. Mai
Exercise 2: What is the main activity? A. is checking energy use B. takes a swimming test C. repairs a school bus D. visited a flower festival
Exercise 3: Where does the activity take place? A. in a nearby town B. in the classroom C. at the school library D. at the community hall
Exercise 4: When does it take place? A. last Sunday morning B. on Monday morning C. on Tuesday afternoon D. on Friday evening
Exercise 5: Why does the person do this? A. his grandparents invited him B. to prepare for a school competition C. to earn money for a class trip D. to spend time with a visiting cousin
Exercise 6: Listen and judge the information.
a) The main person is Long.
b) The activity happens at home.
c) The stated reason is that his grandparents invited him.
Exercise 7: Explain one responsible choice made by Long, with a specific detail.

c) Expected outcomes

Answers to Exercises 1–6:

  1. A (Long)
  2. D (visited a flower festival)
  3. A (in a nearby town)
  4. A (last Sunday morning)
  5. A (his grandparents invited him)
  6. a) True; b) False (the activity happens in a town garden, not at home); c) True
    Sample answer for Exercise 7: He saw a parade at ten and a flower display at eleven. He wore a hat because it was sunny. The family left before the evening concert. This shows care for safety and clear thinking about the time.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the instructions and asks Ss to read the options for Exercises 1–5 quickly. T explains that Ss must listen for the key words in each option.

    Students

    Ss read the questions and options in silence and underline key words.

  2. Teacher

    Step 2: Task performance

    T plays the audio. T pauses after each question to give Ss time to write their answers. For Exercise 6, T asks Ss to write True or False. For Exercise 7, T plays the audio once more and monitors pairs.

    Students

    Ss listen and write their answers. For Exercise 7, Ss discuss in pairs and identify one detail that shows a responsible choice.

  3. Teacher

    Step 3: Report and discussion

    T checks the answers by asking Ss to show their answers with fingers or raise their hands. T asks a pair to share their answer to Exercise 7.

    Students

    Ss report their answers. Expected answer for Exercise 7: He wore a hat because it was sunny, which shows care for his health.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and explains where each answer is found in the audio. T reminds Ss to support each answer with a specific detail.

    Students

    Ss check their answers and correct their mistakes.

Activity 4: Application · 10 minutes

Email writing: a festival experience

a) Aims

Ss write a 60–80-word email describing a festival they joined or an imagined festival, including place, time, activities and reaction, and revise it with a partner.

b) Content

Ss plan and write an email to a friend about a festival. They include who, what, where, when, one useful detail, and a reaction. The reaction may use the phrase: I liked ... best, although ... or express disappointment politely (for example: I was a little disappointed because the paths were crowded, but...).
Teacher checklist (pairs use this to peer-check):

  • Place and time are clear
  • At least three activities are described
  • One Yes/No question is used correctly
  • Reaction is given with a specific reason
  • Word count is 60–80 words
    Teacher scoring for the final email (10 points): task/content 4, relevant organisation 2, grammar/vocabulary 3, spelling/punctuation 1.

c) Expected outcomes

A draft email of 60–80 words, for example:
Hi Mai,
Last Sunday I went to a small flower festival in a town garden with my family. We arrived in the morning and watched a short parade. After that, we looked at flowers and listened to music. I liked the quiet display best, although the paths were crowded near the entrance. We kept the paths clear and left before the evening concert. Tell me about a festival you enjoyed.
Best,
Long
(This is one possible answer, not the only correct key.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the checklist on the board. T reminds Ss to plan with who, what, where, when and a useful detail before writing.

    Students

    Ss read the task and the checklist, then note ideas in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Ss 6 minutes to write the first draft. T monitors and helps Ss with vocabulary and question forms. Then T asks Ss to swap drafts with a partner and check using the checklist.

    Students

    Ss write a draft of 60–80 words and exchange it with a partner to check using the checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 Ss to read one sentence from their email aloud and asks the class whether it meets the checklist.

    Students

    Ss read their sentences. Expected sentence: Last Sunday I went to a small flower festival with my family.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on common errors (for example: Do/Does and Did questions, the base verb after Did) and asks Ss to revise their drafts at home. T reminds Ss that the reaction must have a specific reason and must not insult people.

    Students

    Ss note the feedback and revise their emails.

Worksheets

Worksheet 1: Listening notes

Listen to the talk about a festival. Take short notes in the boxes below.

  • Title (predict the topic from): Festivals around the world
  • Main person:
  • Main activity:
  • Place:
  • Time:
  • Reason:
    After listening, check: Which spoken detail supports each answer?

Worksheet 2: From the model email to questions

A. Read the model email. Underline the place, time, activities and reaction.
B. Complete the questions (use be, do/does or did).

  1. ___ people wear costumes at this festival?
  2. ___ the parade colourful?
  3. ___ you join the parade last Sunday?
  4. ___ your family go to the flower festival?
    C. Answer the questions with short answers.
  5. Do people wear costumes at this festival? (Yes, ...)
  6. Did you join the parade? (No, ...)
    D. Write one reaction sentence about a festival you enjoyed, using: I liked ... best, although ...

Homework

  • Finish and revise your email (60–80 words) about a festival you joined or an imagined festival. Include place, time, activities and your reaction.
  • Review the six key words: parade, feast, costume, fireworks, celebrate, annual. Write one sentence with each word.
  • Practise the listening strategy: predict the topic, then listen for names, times and places. You can do the interactive exercises at neoedu.vn/learn/7/english/unit-9-skills-2.
  • Write three Yes/No questions about a festival and give short answers to them.

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