Giáo án Tiếng Anh Lớp 7 (Global success) - Unit 9: Festivals around the world - Period 71, Lesson 3: A closer look 2 - Phạm Công Thành

Nội dung tài liệu: Giáo án Tiếng Anh Lớp 7 (Global success) - Unit 9: Festivals around the world - Period 71, Lesson 3: A closer look 2 - Phạm Công Thành

1. TRƯỜNG THCS KIẾN THIẾT Họ và tên giáo viên: TỔ: KHXH Phạm Công Thành Period 71 Class Date of preparing Date of teaching 7 10/10/2023 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 3: A CLOSER LOOK 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: excited about, make a costume, celebrate, come over (ghé ngang), make lanterns * Pronunciation: - Pronounce the new words correctly: excited about, make a costume, celebrate, come over (ghé ngang), make lanterns * 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. - read for specific information about an unusual festival; - talk about a festival that someone joined; 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.
2. - 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) 1. Aim: - To create an active atmosphere in the class before the lesson; - To lead into 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 Sts on the class activities. - A friendly and relaxed atmostphere to the new lesson - Having a chance to speak English and focus on the topic of the lesson.. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - game Step 2: Task performance + Greeting + Greeting + Game: Sentence puzzling + Game: Sentence puzzling * Teacher divides the class into 4 groups. - Teacher delivers different sets of word cards to 4 groups. - Each group will have to arrange the word cards to make a meaningful sentence. - The group with a correct sentence will get 1 point - Students play the game in groups. - Teacher and students discuss the answers. - Teacher confirms the answers and gives feedback. Students Open their notebooks and write the titles of the lesson Step 3: Report and discussion - Sts join in the discussion and do as required Step 4: Judgement
3. - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: To provide practice with Yes / No questions. To help Ss practise making Yes / No questions 2. Content: To review /teach grammar points: Yes / No questions. Do the filling Change the sentences into Yes/ No questions 3. Products: Ss can learn how to use Yes / No questions. Fill in each blank correctly. Ss can change the sentences into Yes/ No questions correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T sets the scene/ context for the listening and reading. - T ask the whole class to do the Tasks in A Closer Look 2 : Step 2: Task performance Grammar Yes / No questions - These questions need either a Yes or No answer. - We form a Yes / No question with an auxiliary verb (be, do or have) or with a modal verb. We put the auxiliary verb or modal verb before the subject. Example: – Are you eating moon cakes? Yes, I am. – Did they eat moon cakes at the festival last year? No, they didn’t. – Can he eat all these moon cakes? Yes, he can. + We don’t use an auxiliary verbs when we use be as a main verb. Example: - Is that your Christmas present? - Yes, it is. Task 1. Fill in each blank with a correct Task 1. Fill in each blank with
4. auxiliary verb or modal verb. a correct auxiliary verb or - Ask Ss to do the exercise individually modal verb. and then check their answers in pairs. * Key: - Invite some Ss to share their answers. 1. Do 2. Did 3. Are + Students (Ss) listen to the instructions 4. Can 5. Does carefully and learn how to do the tasks. - Confirm the correct answers. Task 2. Change the sentences into Yes / Task 2. Change the sentences No questions. into Yes / No questions. - Have Ss do this exercise individually * Key and then compare the answers with a 1. Can your mother make a partner. costume for you? - Ask some Ss to write their answers on 2. Will she bake a birthday cake the board. for him? - Students Listen carefully and learn how 3. Are the dragon dances to do. interesting? - Ss work individually first then in pairs 4. Does the Rio Carnival take - Confirm the correct answers. place every year in Brazil? Step 3: Report and discussion 5. Did they see a fireworks - Sts write down the new vocabulary display on New Year's Eve? - T asks, Sts answer some more questions about the lesson Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: To give further practice with Yes / No questions. To help Ss practise producing Yes / No questions 2. Content: Do the Matching. Match the questions in column A with their answers in column B. Do the filling. Fill in the blanks with Trang’s answers 3. Products: Ss can do the matching correctly. Ss can fill in the blanks correctly. Ss can ask and answer freely/ correctly. 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering - T let Sts study the examples, consume the rules and do the exercises Step 2: Task performing Task 3. Match the questions in Task 3. Match the questions in column column A with their answers in A with their answers in column B. column B. - Have Ss do this exercise in pairs and * Key:
5. then compare their answers with another 1.c 2. a 3. e 4. b 5.d pair. - Invite some pairs to read aloud their answers. - Ss work individually. - Ss listen to the teacher’s instructions carefully and do the tasks. - Teacher confirms the answers and gives feedback. Task 4. Mark is talking to Trang about Task 4. Mark is talking to the Mid-Autumn Festival. Fill in the Trang about the Mid-Autumn blanks with Trang’s answers below. Festival. Fill in the blanks with - Have Ss work in pairs to do this activity. Trang’s answers below- T_ Ss - Have pairs cross-check. * Key: - Invite some pairs to read aloud their 1. b 2. e 3. a 4. c 5. D answers. - Students Do the tasks and share the answers. - Teacher confirms the answers and gives feedback. Task 5. GAME: Festival mystery Task 5. GAME: Festival Work in groups. One student thinks of mystery a festival he / she likes. Other students Work in groups. One student ask Yes / No questions to find out what thinks of a festival he / she the festival is. likes. Other students ask Yes / - Divide Ss into groups. Assign a group No questions to find out what leader. the festival is. One student thinks of a festival he / she likes. Other students ask Yes / No * Example: questions to find out what the festival is. A: Do you jog? The group leader keeps a record of the B: Never! group's performance. A: Would you like to try? Move around to observe, paying attention B: I don't think I would like to. to Ss' Yes / No questions. A: Do you like to exercise? Invite some group leaders to report what B: No, I don't! festival his / her group has talked about. => B loses because he / she said Ask some groups to perform in front of No. the class. Example: - Students Listen to the teacher’s A: Do many countries instructions carefully do the tasks that celebrate the festival? follow. B: Yes, they do. * Extension: C: Do children like the Yes / No Game festival? Put Ss in pairs. Student A tries to B: Yes, they do. get student B to say Yes or No by quickly A: Do they paint eggs?
6. asking eight questions. If student B says B: Yes, they do. Yes or No, student A wins. If student A C: Is it Easter? runs out of questions, student B wins. B: Yes, it is Then swap roles. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers and studying attitude of Sts in class. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To help Ss revise all they have learnt. To give Home assigment 2. Content: Make sentences using the although / though and however. Home assigment 3. Products: Review the old lesson Take note Home assigment 4. Implementation: TEACHER AND STUDENTS' CONTENTS ACTIVITIES Step 1: Task delivering (Home assignment) - Ask one or two Ss to tell the class what they have learnt. - T asks some Ss to give a sentence about themselves, using the past simple. - Home assigment Step 2: Task performance - Teacher summarizes the lesson * Home assigment: - T lets Sts take note the home assignment - Do more exercises in Step 3: Report and discussion workbook. - T asks, Sts answer about leisure activities - Prepare new lesson: -Step 4: Judgement COMMUNICATION. T gives feedback and requires Sts do homework. IV. FEED-BACK: