Giáo án Tiếng Anh 9 - Tiết 71 đến 75

Week 
Period 71
Planning: 
Teaching: 
UNIT 9. ENGLISH IN THE WORLD 
Lesson 3. A closer look 2 
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson, students will be able to use:
- Conditionals type 2: review
- Relative clauses correctly and appropriately.
2. Competences: 
- Co-operation: work in pairs, groups.
- Self- study: work individually.
- Creativeness: talk about English language. 
- Using language to do exercises and talk about learning English.
3. Quality: Ss are interested in using conditionals type 2 and relative clauses correctly and appropriately.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 9. A closer look 2. 
III. PROCEDURE. 
1. Warm up ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: Help Ss remember the form of conditional sentences type 2.
b. Content: Make sentences with conditional sentences type 2.
c. Expected result: Ss can remember the form of conditional sentences type 2.
d. Performance:
Teacher’s and students’activities
Content
Group work:
- Divide the class into two teams.
- Ask each team to make sentences with conditional sentences type 2. 
- Time: 2 minutes
Eg: 
If I were you, I would study harder
2. Presentation (10’) 
a. Goal: Help Ss review conditional sentences type 2 and know how to use relative clauses. 
b. Content: Conditional sentences type 2 and relative clauses.
c. Expected result: Ss can understand conditional sentences type 2 and relative clauses.
d. Performance:
Teacher’s and students’activities
Content
1. Conditional sentences type 2
- T asks Ss to read this sentence from the conversation in Getting started. Do you remember when we use conditional sentences type 2?
- T retells the way to use and form
by analysing the example. 
- Ss listen and copy.
- Draw Ss' attention to the notes and the examples in the Lookout! box.
- Then T asks some Ss to give some examples to illustrate their understanding. 
- Ss give some examples.
2. Relative clauses
- T asks Ss to read part of the conversation from Getting started. Pay attention to the underlined part.
- T explains and draws Ss’ attention to the use of relative clauses by analyzing the examples in the grammar box in 3b. 
- Then ask the more able Ss to give some further examples.
1. Conditional sentences type 2: review
Duong: Yeah, if there weren’t so many words, it would be easier for us to master it!
2. Relative clauses
Teacher: Question one: Is English the language which is spoken as a first language by most people in the world?
- We use relative clauses to give extra information about something/ someone or to identify which particular thing/ person we are talking about.
* Rules of using relative clauses
- Which (for things and animals)
- Who (for people)
- Whom (for people as the object of the relative clause)
- When (for time)
- Where (for places)
- Why (for reasons)
- Whose (for possession)
- That (for people, things, animals and times)
Eg:
The book which I liked was the detective story.
3. Practice (20’)
a. Goal: Help Ss review conditional sentences type 2 and know how to use relative clauses. 
b. Content: 
- Write Yes or No to answer the question abut each sentence.
- Rewrite the sentences using the conditional sentences type 2.
- Circle the correct word.
- Rewrite the sentences as one sentence using a relative clause.
c. Expected result: Ss can do exercises correctly.
d. Performance: 
Teacher’s and students’activities
Content
1.b. Write Yes or No to answer the question abut each sentence.
- T asks Ss to do exercise 1.b
- First, have Ss work independently, then ask them to share their answers with one or more partners.
- T asks some Ss to say their answers aloud. 
- T gives comments, and make any correction if necessary.
2. Rewrite the sentences using the conditional sentences type 2.
- T asks Ss work independently to write the sentences. If there isn’t much time or Ss are not so strong, allocate one or two sentences per student. Then ask them to share their answers with a partner.
- T asks some Ss to write their sentences on the board and discuss as a class. 
- T gives comments and make any corrections.
4. Circle the correct word. Sometimes more than one answer is possible.
- T asks Ss to work independently to circle the correct word, then ask them to share their answers with one or more partners.
- T asks some Ss to say their answers aloud. 
- T gives comments, and make any correction if necessary.
6. Rewrite these sentences as one sentence using a relative clause.
- T asks Ss to work independently to rewrite these sentences as one sentence using a relative clause.
 - T asks them to share their answers with a partner. Ask some Ss to say their answers aloud.
- T gives comments, and make any corrections.
1.b. Write Yes or No to answer the question abut each sentence.
1. No 
2. Yes 
3. No 
4. No 
5. No
2. Rewrite the sentences using the conditional sentences type 2.
1. If my English were/was good, I would feel con dent at interviews.
2. If Minh had time, she would read many English books.
3. If I were you, I would spend more time improving my pronunciation.
4. If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language.
5. If you could speak English, we would offer you the job.
4. Circle the correct word. Sometimes more than one answer is possible.
1. who/that 
2. where 
3. whose 
4. when/that 
5. whom/who 
6. Why
6. Rewrite these sentences as one sentence using a relative clause.
2. Parts of the palace where/in which the queen lives are open to the public.
3. English has borrowed many words which/that come from other languages.
4. I moved to a new school where/in which English is taught by native teachers.
5. There are several reasons why I don’t like English.
6. The new girl in our class, whose name is Mi, is reasonably good at English.
4. Production (8’) 
a. Goal: Help Ss to practice more relative clause.
b. Content: Write sentences about yourself.
c. Expected result: Ss can write sentences about yourself.
d. Performance:
Teacher’s and students’activities
Content
5. Write true sentences about yourself. Then share them with your partner. How many things do you have in common?
- T asks Ss to write sentences about yourself.
- Ss write sentences about yourself.
- T corrects and remarks.
5. Write true sentences about yourself. Then share them with your partner. How many things do you have in common?
* Homework. (2’)
- Learn by heart all the grammar: conditional sentence type 2 and relative clauses.
- Complete all the exercises.
- Prepare: Unit 9. Communication.
Week 
Period 72
Planning: 
Teaching: 
UNIT 9. ENGLISH IN THE WORLD 
Lesson 4. Communication 
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson students will be able to interview to build up an English learner profile.
2. Competences: 
- Co-operation
- Self- study
- Using language to talk about learning English
3. Quality: Ss are interested in learning English.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 9. Communication. 
III. PROCEDURE. 
1. Warm up ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content: Discuss the questions 
c. Expected result: Ss can share the answer with their friends.
d. Performance:
Teacher’s and students’activities
Content
- Before Ss open their books, ask them to work in groups to discuss the questions.
*Chatting.
- What do you think are the best ways to master English? 
- What are the things that you like and don’t like about the English language?’
2. Presentation (10’) 
a. Goal: Help Ss make notes about themselves. 
b. Content: make notes about yourself.
c. Expected result: Ss can make notes about themselves. 
d. Performance:
Teacher’s and students’activities
Content
1. Make notes about yourself.
- T asks Ss to work independently, making notes about themselves by answering the questions in the table in 1.
1. Make notes about yourself.
3. Practice (15’)
a. Goal: Help Ss interview to build up an English learner profile. 
b. Content: Make notes about your partner. 
c. Expected result: Ss can interview to build up an English learner profile. 
d. Performance: 
Teacher’s and students’activities
Content
2. Work in pairs. Take turns to ask and answer the questions in 1. Make notes about your partner. How many things do you have in common?
- Now T asks Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make notes on what their partners say in the table in 1. Then ask each of them to identify how many things they have in common with their partners.
- For a change, have Ss role-play in pairs. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t simply read from their books – they should be in character. Give them lots of encouragement.
2. Work in pairs. Take turns to ask and answer the questions in 1. Make notes about your partner. How many things do you have in common?
4. Production (13’) 
a. Goal: Help Ss interact real situation. 
b. Content: Tell your group the things that you and your partner have in common.
c. Expected result: Ss can tell your group the things that you and your partner have in common.
d. Performance:
Teacher’s and students’activities
Content
- Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T moves around the class to listen to the discussions and provide help only if necessary.
- Call 1 or 2 Ss to present their  findings in front of the class. Whole-class discussion. 
3. Work in groups. Tell your group the things that you and your partner have in common.
Ex:
‘One thing we have in common is that we both want to study English at an overseas university. I’m interested in going to Australia and Mi is interested in the US.’
* Homework. (2’)
- List of ways to improve your English.
- Prepare: Unit 9. Skills 1.
Week 
Period 73
Planning: 
Teaching: 
UNIT 9. ENGLISH IN THE WORLD 
Lesson 5. Skills 1 
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson students will be able to:
- Read for general and specific information about English as a means of international communication.
- Discussing experiences in learning and using English.
2. Competences: 
- Co-operation
- Self- study
- Creativeness: talk about learning English
- Using language to talk about how to learn English well
3. Quality: Ss are interested in learning English.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 9. Skills 1. 
III. PROCEDURE. 
1. Warm up ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content: Discuss the questions 
c. Expected result: Ss can understand more English in the world.
d. Performance:
Teacher’s and students’activities
Content
- Before Ss open their books, T asks them to work in groups to disscuss either of these questions:
- Work in groups. 
- Ss may look somewhat confused by this question. If so, give them more guidance: 'Which countries Speark English around theworld?'."Does the English language belong to England? If not, whynot?'."Is the English language chaning? If so how?'
- The aim is to get Ss to realize that english is global now and that there isn't one "correct" from of English anymore, but many varieties of English.
If necessary, explain that this is a blend of Vietnamese ans English. Give some guidance:' Can you think of any words or phrases which blend the two languagea?'.'Is this increasing in Viet Nam? If so, why?',' Can you invent some new "Vietlish" words or expressions?'
1. Who owns English?
2. Does "Vietlish" exist?
2. Pre – Reading (5’)
a. Goal: Help Ss to know some vocabularies. 
b. Content: Ss learn vocabularies. 
c. Expected result: Ss understand the meanings of the words in the text. 
d. Performance:
Teacher’s and students’activities
Content
1. Read the following text about English as a means of international communication. Look at the words in the box, then find them in the text and underline them. What do they mean?
- Now T asks Ss to open the books and scan the text to find the words: settlement, immersion, derivatives, establishment, dominant and underline them.
- Ss guess the meaning from the context.
- Ss listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
1. Read the following text about English as a means of international communication. Look at the words in the box, then find them in the text and underline them. What do they mean?
- settlement (n) = the process of people making their homes in a place
- immersion (n) = the language teaching method in which people are put in situations where they have to use the new language for everything
- derivatives (n) = words that have been developed from other words
- establishment (n) = the act of starting or creating something that is meant to last for a long time
- dominant (adj) = more important, powerful or noticeable than other things
3. While – Reading (15’)
a. Goal: Help Ss read for general and specific information about English as a means of international communication.
b. Content: Read the text again and:
- Match the headings (a-c) to the paragraphs (1-3).
- Answer the questions. 
c. Expected result: Ss can read for general and specific information about English as a means of international communication and do exercises correctly.
d. Performance: 
Teacher’s and students’activities
Content
2 a. Read the text again and match the
headings (a-c) to the paragraphs (1-3).
- First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph. Then allow them to share their answers before checking with the whole class.
b. Read the text again and answer the
questions.
- T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare their answers in pairs before discussing them as a class.
2a. Read the text again and match the
headings (a-c) to the paragraphs (1-3).
 1. b 2. c 3. a
b. Read the text again and answer the
questions.
1. It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today.
2. Mass immigration.
3. They do all their school subjects and everyday activities in English.
4. It is a blend of English and Hindi words and phrases.
5. They are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives.
4. Speaking (18’)
a. Goal: Help Ss talk experiences in learning and using English. 
b. Content: 
- Put the list of ways to improve your English in order of importance for you.
- Work in groups. Compare your lists. Explain your order.
- Work in pairs. Take one of the ideas from 3 and think about how you can achieve it.
c. Expected result: Ss can tell about the ways to improve your English and explain them.
d. Performance:
Teacher’s and students’activities
Content
3. Put the list of ways to improve your English in order of importance for you.
- T asks Ss to list of ways to improve your English.
- Ss list of ways to improve your English.
4. Work in groups. Compare your lists. Explain your order.
- Now in small groups, Ss compare their lists and explain their order to group members. 
- T goes around to provide help. 
- T calls on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments.
5. Work in pairs. Take one of the ideas from 3 and think about how you can achieve it.
- T asks Ss to work in pairs. Take one of the ideas from 3 and think about how you can achieve it.
- T goes around to provide help. 
- T calls on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments.
3. Put the list of ways to improve your English in order of importance for you.
* List of ways to improve your English.
- Taking tests
- Listening to songs in English
- Reading English book
- Watching English film
 ..
4. Work in groups. Compare your lists. Explain your order.
5. Work in pairs. Take one of the ideas from 3 and think about how you can achieve it.
Eg: 
A: I think we should try to imitate English pronunciation.
B: So then we should watch English videos online.
A: Good idea. We can pause the video and repeat.
B: We can even record ourselves and play it back
* Homework. (2’)
- Complete all the exercises in the notebook.
- Prepare: Unit 9. Skills 2.
Week 
Period 74
Planning: 
Teaching: 
UNIT 9. ENGLISH IN THE WORLD 
Lesson 6. Skills 2 
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson, students can:
- Listen for general and specific information about students' experiences in learning and using languages.
- Write a paragraph about the uses of English in everyday life.
2. Competences: 
- Co-operation
- Self- study
- Creativeness: write about the uses of English in everyday life.
- Using language to write about the uses of English in everyday life.	
3. Quality: Ss are interested in learning English.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 9. Skills 2. 
III. PROCEDURE. 
1. Warm up ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: Help Ss talk about the benefits when we can use English fluently.
b. Content: Benefits when we can use English fluently.
c. Expected result: Ss can talk about the benefits when we can use English fluently.
d. Performance:
Teacher’s and students’activities
Content
- T asks Ss to talk about the benefits when we can use English fluently.
*Chatting.
Ex: - Work with foreigners
 - .
2. Pre – Listening (5’)
a. Goal: Help Ss listen for general and specific information about some students’ experiences in learning and using languages. 
b. Content: Match the summaries (A-E) to the speakers (1-4). 
c. Expected result: Ss can listen and match correctly.
d. Performance:
Teacher’s and students’activities
Content
1. Listen to four different people talking about speaking and learning languages. Match the summaries (A-E) to each speaker. There is one extra summary.
- T asks Ss to read the instruction carefully. Have Ss read the summaries and underline the key words in each.
- T plays the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write their answers on the board. 
- T plays the recording again for Ss to check the answers.
1. Listen to four different people talking about speaking and learning languages. Match the summaries (A-E) to each speaker. There is one extra summary.
Speaker 1: E 
Speaker 2: A 
Speaker 3: B 
Speaker 4: D
3. While – Listening (10’)
a. Goal: Help Ss listen for general and specific information about some students’ experiences in learning and using languages. 
b. Content: Answer the questions.
c. Expected result: Ss can listen and answer the questions correctly.
d. Performance: 
Teacher’s and students’activities
Content
2. Listen to the extracts again and answer the questions.
- First, T asks Ss to work in pairs to answer the questions from the information they have heard in 1. 
- Then T plays the recording again and allow Ss to check if their answers are correct.
2. Listen to the extracts again and answer the questions.
1. He went to Rome.
2. She can have a conversation in Italian, but it’s a bit rusty.
3. He used to be quite bad at English.
4. He picked up enough words and phrases to get by.
5. She thinks that she has learned a lot since she started an English course at an English centre.
4. Writing (23’)
a. Goal: Help Ss write a paragraph about what you use English for in your daily life. b. Content: Write a paragraph about what you use English for in your daily life.
c. Expected result: Ss can write a paragraph about what you use English for in your daily life. 
d. Performance:
Teacher’s and students’activities
Content
3. Make notes of four uses of English in your daily life and give an explanation/example for each of them. Then compare your list with a partner.
- T asks Ss to work individually making notes of up to four uses of English in their daily life and giving an explanation/ example for each of them in the given table. Remind them that they do not have to write full sentences and they can use abbreviations and note-form. 
- T asks Ss to share their notes with their
partners. 
- T may ask some more able Ss to read out their notes to the whole class.
4. Use your notes in 3 to write about what you use English for in your daily life.
- T sets up the writing activity. Brainstorm the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors – Firstly, Secondly, Finally, providing examples to illustrate the points.
- T asks Ss to write the draft first and then swap their writing with a partner. Based on the comments, have them write their final version in class or at home. If they write in class, they can also do it in pairs or groups
on big pieces of paper. 
- T may display all or some of the leaflets on the wall/notice board. 
- T gives comments. Ss edit and revise their writing as homework.
3. Make notes of four uses of English in your daily life and give an explanation/ example for each of them. Then compare your list with a partner.
What I use English for?
Explanation
1
2
3
4
4. Use your notes in 3 to write about what you use English for in your daily life.
Sample writing:
 I use English for different purposes in my everyday life. Firstly, English helps me communicate with people all over the world. I have made friends with some students from the UK and Australia. I use English to chat with them about many things. Secondly, English helps me get information and improve my knowledge.
Because almost any information is available in English, it is easy for me to get access to all sources of information with my English. Finally, English is useful when I want to go abroad to study. A lot of schools and universities in different countries which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study. In conclusion, English is useful for me in various ways.
* Homework. (2’)
- Complete the writing.
- Prepare: Unit 9. Looking back + Project.
Week 
Period 75
Planning: 
Teaching: 
 UNIT 9. ENGLISH IN THE WORLD 
 Lesson 7: Looking back + Project
I. OBJECTIVES. 
1. Knowledge: By the end of the lesson students will be able to:
- Practice vocabulary and grammar points they have learnt in this unit.
- Practice making communication, project.
2. Competences: 
- Co-operation
- Self- study
- Using language to do exercises
3. Quality: Ss are interested in learning English.
II. TEACHNG AIDS.
T: Textbook, lesson plan, English room.
Ss: Learn the old lesson, prepare Unit 9. Looking back + Project . 
III. PROCEDURE. 
1. Warm up ( 5’)
- Organization (1’) 9A:....................... 9B:............................. 9C:...........................
a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content: Answer the questions
c. Expected result: Ss can understand and answer the questions. 
d. Performance:
- T asks Ss to answer some questions about the topic English in the world:
+ Which language is most spoken as a first language in the world?
+ How many countries around the world use English as their first language?
+ How long have you been learning English?
+ Do you like English? Why?
+ Can you tell me some ways to improve your English?
- Ss answer the questions.
- T comments.
2. Presentation (7’)
a. Goal: Help Ss review some vocabularies related to the topic English in the world.
b. Content: Underline the correct word in each sentences and fill each blank with a phrase in the boxes.
c. Expected result: Ss can understand the content and do exercises correctly.
d. Performance:
Teacher’s and students’activities
Content
1. Underline the correct word in each sentence.
- T asks Ss to underline the correct words in each sentences.
- Ss work individually. Then they can check their answers with a partner before discussing the answers as a class.
- T calls some Ss to choose the answer and translate them.
- T checks and confirm the correct answers.
2. Read what three people say about speaking languages. Fill each blank with a phrase in the boxes.
- T asks Ss to read what three people say about speaking languages.
- Ss fill each blank with a phrase in the box.
- T calls some Ss to choose the answer and explain them.
- T checks as a class
1. Underline the correct word in each sentence.
1. first 
2. accent 
3. dialect 
4. second 
5. official
2. Read what three people say about speaking languages. Fill each blank with a phrase in the boxes.
1. am reasonably good 
2. can also get by 
3. picked up 
4. am bilingual 
5. also fluent in 
6. can have a conversation
7. it’s a bit rusty 
8. am quite bad at 
9. know a few words 
10.can’t speak a word
3. Practice (13’)
3.1. Vocabulary
a. Goal: Help Ss review some vocabularies related to the topic English in the world. 
b. Content: Rewrite these sentences using the words/ phrases in brackets.
 Use the words from the box to complete the sentences.
c. Expected result: Ss can understand the content and do exercises correctly.
d. Performance:
Teacher’s and students’activities
Content
3. Rewrite these sentences using the words/ phrases in brackets.
- T asks Ss to rewrite these sentences using the words/ phrases in brackets.
- Ss work individually. Then they can check their answers with a partner.
- T asks some Ss to write their sentences on the board and give necessary correction.
4. Use the words from the box to complete the sentences.
- T asks Ss to complete the sentences with the words given.
- Ss work individually. Then they can check their answers with a partner.
- T calls Ss to give the answer. Other Ss give feedback.
- T corrects.
3. Rewrite these sentences using the words/ phrases in brackets.
1. I can’t speak a word of French.
2. I picked up a few words of English on holiday.
3. My brother is fluent in English.
4. I am bilingual in English and French.
5. I can get by in German on holiday.
6. My Russian is a bit rusty
4. Use the words from the box to complete the sentences.
1. accent 
2. imitate 
3. guess 
4. look up 
5. translate 
6. mistakes 
7. corrects 
8. communicate
3.2. Grammar.
a. Goal: Help Ss review the relative pronoun.
b. Content: Put the correct relative pronoun in each sentence.
c. Expected result: Ss can remember the usage of relative pronoun and do the exercise correctly.
d. Performance:
Teacher’s and students’activities
Content
5. Put the correct relative pronoun in each sentence.
- T asks Ss to put the correct relative pronounce in each sentence.
- Ss work individually.
- T calls some Ss to write the answers on the board. 
- Other Ss give feedback.
- T corrects.
5. Put the correct relative pronoun in each sentence.
1. Those are the stairs where I broke my arm.
2. There’s a shop where you can buy English books and CDs.
3. The English couple who/that live next to us can get by in Vietnamese.
4. There’s a shop near my house which/that sells cheap DVDs.
5. Look up the new words in the dictionary which/that has just been published by Oxford University Press.
4. Production (18’)
4.1. Communication
a. Goal: Help Ss practice making communication.
b. Content: Choose A-E to complete the following conversation. Practise the conversation with your partner.
c. Expected result: Ss can complete the conversation and practise it with their partner.
d. Performance:
Teacher’s and students’activities
Content
6. Choose A-E to complete the following conversation. Practise the conversation with your partner.
- First, T asks Ss to do the task individually to choose sentences (A-E) to complete the conversation. 
- Then T checks their answers as a class. 
- Finally, T asks Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class.
6. Choose A-E to complete the following conversation. Practise the conversation with your partner.
1. D 2. C 3. A 4. E 5. B
4.2. Project
a. Goal: Help Ss know about differences between varieties of English.
b. Content: 
- Read the chart and fill the blanks with the words from the box.
- Choose two varieties of English. Write a similar chart showing the differences in vocabulary between them.
- Organise an exhibition of the charts you have made among your group or class members. Vote for the best.
c. Expected result: Ss can understand more about English in the world.
d. Performance:
Teacher’s and students’activities
Content
1. Read the chart and fill the blanks with the words from the box.
- First, T asks Ss to read the chart showing the differences in vocabulary between British English and American English and f