Giáo án Tiếng Anh 7 (Global success) - Unit 9: Festivals around the world - Period 76, Lesson 6: Skills 2 - Phạm Thị Hồng Thao

Nội dung tài liệu: Giáo án Tiếng Anh 7 (Global success) - Unit 9: Festivals around the world - Period 76, Lesson 6: Skills 2 - Phạm Thị Hồng Thao

1. TRƯỜNG THCS KIẾN THIẾT Họ và tên giáo viên: TỔ: KHXH Phạm Thị Hồng Thao Class Date of preparing Date of teaching 8 10/10/2023 Period: 76 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 6: SKILLS 2 I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: +Vocabulary: Lexical items related to the topic “Festivals”: names of different festivals around the world + New words: cornbread, play boardgames, lunar month, upcoming, associated with. * Pronunciation: - Pronounce the new words correctly: cornbread, play boardgames, lunar month, upcoming, associated with. * Grammar: + Grammar: Yes / No questions 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Be co-operative and supportive in pair work and teamwork. - Actively join in class activities. b. Specific competencies: - To introduce topic of the lesson “Festivals around the world”. To practice listening and reading. - An overview about the topic “Festivals around the world” - Lexical items related to the topic “Festivals”: names of different festivals around the world. - listen for specific information about a festival; - write an email to describe a festival. 3. Qualities: - Ss interested in the festivals around the world and in Viet Nam. - Develop awareness of the festivals around the world. Develop self-study skills. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. 3. Qualities: - Be concerned to films and other entertaining types
2. - Develop self-study skills. - Ss have the good attitude to working in groups, individual work, and pairwork, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) (5’) 1. Aim: - To develop student’s listening skills for specific information. It also provides input for the writing skills. - To lead in the new lesson 2. Content: Review the previous lesson or have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new lesson. 3. Products: - Interest and concentration of Ss on the class activities. - A friendly and relaxed atmosphere to the new lesson - A chance to speak English and focus on the topic of the lesson. 4. Implementation: - Teacher instructs - Ss do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting + GAME : Bingo (3’) + Game: Bingo * Teacher tells the rules of the game: - Each student gets a piece of paper, draws a table with 3 rows and 3 columns, then fill in the table with names of some festivals randomly. - Teacher calls out the names of some festivals. Each time the teacher calls out a word, the students search for the right square on their paper and mark. - The student who has 3 words highlighted in a row yells “Bingo” and wins. - Students play the game in individuals - Teacher and students discuss the answers.
3. - Students Play games. - Students (Ss) listen and do as teacher’s instructions. - Teacher confirms the answers and gives feedback. - Students open their book and write the tittle of the lesson . + Lead to the unit 9: Lesson : SKILLS_2 - Ask Ss to open their book to page 99 and introduce what they are going to study . Step 3: Report and discussion - Ss join in the discussion and do as required Step 4: Judgement - T summarizes the discussion and leads to the lesson. ACTIVITY 2: KNOWLEDGE FORMATION (10') 1. Aim: To prepare Ss for the listening text. To help Ss check their answers to the questions in 1. 2. Content: Look at the animal and discuss the questions Listen and check the answer. 3. Products: Ss discuss and brainstorm key words / phrases about a festival. Ss can listen and check the answer. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering 1. Listening - T sets the scene/ context for the Task 1. Look at the animal below. listening and reading. Discuss the following questions with - T ask the whole class to do the Tasks a partner. in Skills 2 Step 2: Task performance Pre-Listening: Task 1. Look at the animal below. Discuss the following questions with a partner. (3’) *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have
4. - Have Ss look at the picture and answer the questions. Elicit answers from Ss. Write their answers on the board. Task 2. Now listen to Mark * Students Listen to the teacher’s talking about how his family instructions carefully and do the tasks. celebrates a festival. Check your - T checks their answers... answers. While-listening * Answer key: Task 2. Now listen to Mark talking 1. A turkey 2. Thanksgiving about how his family celebrates a festival. Check your answers. (7’) - Tell Ss that they are going to listen to Mark talking about how his family celebrates Thanksgiving. - Play the recording for Ss to check their answers to the questions in 1. - Invite some Ss to share if their answers are correct. - Students listen to the teacher’s instructions carefully and learn how to do it. - Check the answers as a class and correct mistakes where necessary. Step 3: Report and discussion - Ss write down the new vocabulary - T asks, Ss answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Ss ACTIVITY 3: PRACTICE (25' ) 1. Aim: To help Ss develop the skill of listening for specific information. To brainstorm ideas and make an outline for Ss' writing. To help Ss practise writing emails about a festival. 2. Content: Listen and tick T/F Ask and answer about school’s outdoor activities. Write a paragraph about an outdoor activity at their own school. 3. Products: Ss can listen and Tick T/ F. Ss get more information about a festival. Ss can answer about festivals freely and correctly. Ss can write a paragraph about festivals. 4. Implementation:
5. TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Ss study the examples, consume the rules and do the exercises Task 3. Listen again and decide if Step 2: Task performing the statements are true (T) or Task 3. Listen again and decide if false (F). the statements are true (T) or false * Answer key: (F). (7’) 1. F 2. F 3. T 4. F 5. T 6. - Have Ss read through the statements. T Have Ss guess their answers before * Audio script - Tracks 66 + 67: they listen to the recording the second Hello everyone. I'm Mark. Today time and write their guesses on the I'm going to talk about board. Thanksgiving, or Turkey Day. It's a - Play the recording and ask Ss to national holiday. People from listen and check their answers. Have Canada and the USA celebrate it Ss work in pairs to compare their every year to be thankful for answers with each other and with successful harvests. In the USA, we those on the board. celebrate it on the fourth Thursday - Play the recording again for pairs to of November. We usually prepare a check their answers. feast for family and friends. Both - Students Listen carefully to the adults and children take part in the instructions food preparation. Some of the - T_ Ss traditional foods are turkey, sweet * Ss learn how to do the tasks potatoes, and cornbread. After the - Ask for Ss' answers and write them meal, we play board games on the board next to their guesses. together. My family usually takes - Confirm the correct answers this opportunity to help others. My parents volunteer to cook and serve food to homeless people. My sister and I read books to old people in a nursing home near our house. 2. Writing 2. Writing Task 4. Think about a festival that Task 4. Think about a festival your family usually celebrates. Fill that your family usually in the blanks with your answers. celebrates. Fill in the blanks with (8’) your answers. - Have Ss work individually to 1. What festival is it? complete the mind map. If time 2. When do you celebrate it? allows, have some Ss present their 3. Do you like the festival? Why or answers or write them on the board. why not? - Ss work individually. 4. What activities does your family * Students answer the questions. do? 5. What food does your family eat?
6. - Others comment and write them in their notebooks Task 5. Now write an email of about Task 5. Now write an email of 70 words to tell Mark about the about 70 words to tell Mark festival. Use the notes in 4. (10’) about the festival. Use the notes in - Have Ss write their emails in group 4. of 4 based on the information in their Sample email word webs. - Ask one group present their group’s From: paragraph on the board. Other groups To: and T comment on the paragraph on Subject: the board. Dear Mark, - Three remainder groups check each How are you? I’m going to tell other’s paragraph. you about - Ss work in 5 minutes ................................................. - Students Write themselves. .................................................. * Post writing : Class gallery ................................................. Giving peer-reflection & I hope one day you can join the evaluation festival with us. * Teacher asks students read Cheers, their “production”. - Students listen to each other’s work. * Answer key: - Students then give comments to each 1. The Edinburg Festival is the other. biggest arts festival in the world. - Teacher then gives feedback as a Every August, thousands of people class discussion. come to the city to join the festival. - Teacher checks ideas, grammar, It lasts for three weeks and has a lot vocabulary and gives comments. of activities. People enjoy music and dance performances in the Evaluation criteria Points streets from early morning until Content 5 points late at night. They also see artists Logical presentation 5 points painting pictures in the streets. One Total 10 points of the most interesting parts of the festival is “Fringe". Fleer people If students get more than 5 points, they enjoy comedy shows by students in will pass. If students get less than 5 small halls and cafes. At this points, they will fail. festival, tourists also have a chance to see new films, plays and listen to famous musicians playing great music. Although it is the world’s largest arts festival, its tickets are quite cheap. This is one of the reasons why it attracts so many people every year.
7. 2. La Tomatina is a unusual festival. It’s a fun fight with tomatoes. People hold it in Bunol, Spain on the last Wednesday of every August. In the town square, there is a high pole with a ham on top of it. People climb the pole and get the ham. At 11 a.m., a jet of water shoots from the water cannons, and people start throwing tomatoes. People throw bags of tomatoes at the crowd. They then throw tomatoes at one another. After one hour, there is another jet Step 3: Report and discussion of water, and people stop throwing. - Ss write down the new vocabulary The whole square now is red with - T asks, Ss answer some more rivers of tomato juice. questions about the lesson After the fight, may people go Step 4: Judgement to restaurants to try paella. It is - T gives feedback on the reaction of Ss traditional Spanish rice dish. It has rice, chicken, seafood, and herbs. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assignments 2. Content: A mind map summarising the main points of the lesson. Home assignments 3. Products: Review the old lesson Take note Home assignments 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - T has Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. - Home assignments Step 2: Task performance * Home assignments: - Do more exercises in workbook.
8. - Ask Ss to summarise what they have learnt in the lesson. Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they can do. Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment table at the end of the unit. - T lets Ss take note the home assignments Step 3: Report and discussion - T asks, Ss answer about hobbies -Step 4: Judgement T gives feedback and requires Ss do homework. IV. FEED-BACK: