Giáo án Tiếng Anh Khối 9 - Unit 9: English in the world

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WEEK:24	 	 Preparing date: 
Period: 69 	 Teaching date: 
UNIT 9. ENGLISH IN THE WORLD
Lesson 1: Getting started 
I./. OBJECTIVE: By the end of the lesson, students can:
	- know some information about English language
	- Learn some more about a global language and experiences in learning and using English 
1.Knowledge: 
- Grammar:Conditionals type 2, Relative clauses correctly and appropriately
- Vocabulary: words related to learning English
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about a global language.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English 
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./.PROCEDURE
Teacher and Students' activities
Contents
ACTIVITY 1: Warm up (5’)
Brainstorming
Aims: help students have an overview about English and English speaking coutries as well as varieties of English
Contents:
English sepaking coutries and varieties of English
Products:
English is an international mean of communication
Organization:
Before Ss open their books, review the previous unit by asking two Ss to go to the board, each writng 10 compound nouns they have learnt/known. Give comments and correct any mistakes if needed
Write the unit title on the board "English in the word". Elicit any information Ss know about the characteristics of the English language.
Let Ss open their books.
Ask Ss question about the pictures:
E.g. Where are Duong an Vy? Who is standing at the board? what are they talking about?
Ask Ss to guess what the topic of the conversation is and whrer it takes place. T may also ask Ss to tell about the English club they have taken part in:
 Do you take part in an English club?
 When is it? 
 What is special about it?
ACTIVITY 2. Knowledge Formation (17’)
Getting-started:
 Aims: provide sts neccesary words and structure for understanding and learning the conversation.
Contents: 
- new words from the conversation
- how to form a noun from an adjective
Products:
- New words
- nouns can be formed from adjectives, commonly by add ding suffixes such as –NESS and -ITY
Organization:
2.Getting started:
- Preteach vocab. 
- Pre- questions:
1. Is English the language which is most spoken by most people in the world?
2. Does English have the largest vocabulary?
3. Name some English words that can be a noun, a verb and also an adjectives?
4. What is the longest English word which has only one vowel?
5. What are some varieties of English?
* Vocabulary.
flexible (a) linh hoạt
accent(n) giọng điệu
dialect (n) tiếng địa phương
estimate (v) đánh giá
variety (n) thể loại 
contribute(v) đóng góp
1, Listen and read.
- ss answer the five questions
- ss listen and check.
ACTIVITY 3: Practice (10’)
Aims: help sts have some concepts English and methods of learning English
Contents:
Relative clause
 Chinese is the language which is spoken by most people in the world.
 Relative clause
Which: relative pronoun
Products:
- Review Relative Clauses
- key to Practice 2, 3, 4/P32
Organization
Task 1
a. Tell Ss to refer te conversation to find the nouns of the adjectives simple and flexible. Ask them to pay attention to how to from the nouns from these adjectives.
b. Ask Ss to convert the adjectives in the into nouns. Remind them to use a dictionary to check
- call 1 ss to the board and write the answers.
c. First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers.
2. Ss work independently, and then share their answers with one or more partnes. T may ask for translation of the words/phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to find some example in real life with the words/ phrases in box.
3. Have ss work indepently and share their answers with one or more partners. T may help with the words/phrases thet Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences.
4. First, model activity with a more able student. Then ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front of the class.
a. Read the conversation again and find the nouns of the adjectives: simple and flexible.
Key: simple - simplicity
 Flexible- flexibility
b. Convert these adjectives into nouns.
Key:
adjective
Noun
sad
sadness
dark
darkness
stupid
stupidity
popular
popularity
happy
happiness
punctual
punctuality
c. Read the conversation again and choose the correct answer.
Key:
1. B 2. C 
 3. A 4.C 5. B
2. Match the words/ phrases in column Awith the definitions in column B
Key:
1. c 2.e 
 3. b 4. a 5.d
3. Match the beginning of each sentence(1-6) to its ending(a-f)
Key:
1.f 2.c 3. a 
 .4b 5. e 6.d
ACTIVITY 4: Further practice (5’)
Aims: review and learn by heart at class some new words and structure.
Contents:
Conditional type 2
Relative Clauses
Products:
- Countries which use English as the first language.
Organization:
Further practice:
- ask ss to underline the article in the dialoguge
- recall the use of the article.
Homework: 
 Learn by heart the new words and structures.
- Find information about kinds of relative clauses.
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Kiểm tra ngày tháng năm 
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WEEK:25	 	 Preparing date: 
Period: 70 	 Teaching date: 
UNIT 9. ENGLISH IN THE WORLD
Lesson 2: A closer look 1
I./. OBJECTIVE: 
By the end of the lesson, students can:
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the correct intonation
1. Knowledge:
- Vocabulary: Languages and language use and learning
- Pronunciation: Tones in new and known information.
2. Qualities
Skills:
- Speaking, doing exercises.
 Attitudes:
- SS are encouraged to love the subject more and like to find information about English language. 
- Use right tones in speaking.
3. Competences:
- Use lexical items related to languages and language use and learning
- Identify the correct tones for new and known information and say sentences with the correct intonation
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./.PROCEDURE
Teacher and Students' activities
Content
ACTIVITY 1: WARM-UP (5’)
Word webs
Aims:- Elicits the topic from students
Contents: 
English speaking coutries around the world
Product: 
All the words related to the topic English and English speaking countries
Organization:
- 1 student goes to the board to write the new words.
The whole class play the game: Guessing worlds.
 T divides the class into two teams, each team chooses one representative 
The representatives have to stand back the board so that they can’t see the words on the board.
	The whole class try to explain the words for the representatives to guess.
The teams with more right answers wins the game.
Topic: Languages and language learning:
 Words on the board: Dialect, translate, accent, official language, mother tongue, variety, fluenttly.
ACTIVITY 2 : KNOWLEDGE FORMATION (20’)
Aims: help sts learn the words about ways of learning English and usage of those.
Contents: new words in A closer Look 1
Products:
Keys of A Closer Look 1
Organization:
2.Vocabulary
1. Ss work independently and them share their answers with a parther. T may ask for translation of the words/phrases in the first column to check their understanding. With a stronger clss. T may wush to ask Ss to make sentences with the expressions.
2a. Ss do the exercise individually. Check their answers as a class. Confirm the correct a answers.
b. Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss gve comments. Confirm the correct sentences.
3a. First, have Ss work individually to match the words/phrases. Then allow them to have their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class. T may wish to ask Ss to make some example sentences with the words/phrases.
b. Ss work independently to complete the passage. Check the answers as a lass.
1. Match the words/phrases in column A with the definitions in column B.
Key:
1.b 2.e 3. a 
 4. d 5. f 6. c
2. a. Choose the correct words in the following phrases about language learning.
Key:
2. at 3. by 4. in 
 5. of 6. bit 7. up
2b. Choose the phrases from 2a to make sentences about yourself or people you know. 
3a. Match the words/phrases in column A with the words/phrases in column Bto make expressions about language learning..
Key:
1.e 2. h 3. g 4. b 5. a 6. c 7. d 8.f
3b. Fill in the blanks with the verbs in the box.
Key:
1.know 2. guess 
 3. look up 4. have
5. initation 6. make 
7. correct 8. translate
ACTIVITY 3: PRACTICE (15’)
Aims:
Concept of tone in new and known information
Contents: 
What is new information?
What is known information.
Telling these information has different tones.
Products:
Sts can read in correct innotation
Organization:
3.Pronuncitation
Tone in new and known information
4. Play the recording and ask Ss to listen and repeat the sentences, playing attention to whether the voice on the underlined word in each sentence goes up tor down. T may play the recording as many times as necessary. Explain the ruke in the REMEMBER! box and ask some Ss to give some more examples.
5. Play the recording and ask Ss to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again for Ss to listen, check and' repeat. T may play the recording as many times as necessary.
6. First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause afer each sentence and ask them to repereat chorally. Correct their pronunciation if necessary.
Information that you haven’t know.
Information that you have known.
4. Listen and repeat, paying attention to the tones of the underlined words in each conversation.
- listen and repeat the sentences
Remember:
In conversation, we often refer to something which has been mentioned before. This is known information, and the voice usually goes up at the end. We also tell the listener things we havenot mentioned before. This is new information and the voice usually goes down at the end.
5. Listen to the conversations. Do you tkink the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line.
Ss work in pairs to mark the arrow
- listen, check and repeat
Look out: When we are referring to something in the conversation, we do not have to repeat exactly the same words. In this conversation, the voice goes up on the words/phrases that are replaced.
6. Read the conversation. Does the voice go upor down on the underlined words? Draw a suitable arrow at the end of each line. Then listen, check and repeat.
Ss work in pairs to mark the arrow
- listen, check and repeat
ACTIVITY 4: PRODUCTION (5’)
Aims: 
- help sts practice telling new and known information
Contents:
- correct innotation
- questions from students
Products:
Sts can know the differents between methods of learning a language, some information about English.
Intonation in telling information
Organization:
- Have ss read the Remember and the Look out again.
 - Tone in new and known information.
Homework: 
- Practice the dialogues in the pronunciation at home.
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Kiểm tra ngày tháng năm 
 .
WEEK:25	 	 Preparing date: 
Period: 71 	 Teaching date: 
UNIT 9. ENGLISH IN THE WORLD
Lesson 3: A closer look 2
I./. OBJECTIVE: 
By the end of the lesson, students will be able to use:
- Conditionals type 2: review
- Relative clauses correctly and appropriately
1.Knowledge: - Grammar:Conditionals type 2, Relative clauses correctly and appropriately
- Vocabulary: words related to learning English
2. Qualities:
Skills: Practicing skills
Attitude: - Ss are interested in using Conditionals type 2 and Relative clauses correctly and appropriately
- Positive about a global language.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English 
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities
Content
ACTIVITY 1: WARM-UP (5’)
Aims: review old lesson
Contents: 
The popularity of English all over the world
Products:
 Check the old lesson 
Organization:
Check up old lesson
The language spoken by most countries.
Commercial language.
Academic language
ACTIVITY 2. Knowledge Formation (20’)
Aims:
Help sts recall knowledge of Conditional Sentences Type 2
Contents:
How conditional sentences type 2 are formed and used 
Products:
Sts can make sentences using Conditional Sentences type 2
Key to Task 1, P11
Organization:
2. Grammar 1
Conditional sentences type2: review
1a. Ask Ss to study part of the conversation. Draw Ss' attention to how conditional sentences type 2 are formed and used by analyzing the underlined part of the sentence. Draw Ss' attention to the notes and the example s in the Lookout! box. Them ask some more able Ss to give some example to illustrate.
b. Firts, have Ss work independently, then ask them to share their answers with one or more partners.Ask some Ss to say their answers aloud. Give comments, and make any correction if necessary.
2. Have Ss work independently to write the sentences.If there isn't much time or Ss are not so strong, allocate one or two sentence per student. Then ask them to share their answers with a partner. Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any corrections
- Listen and take notes
- Ss work independently, then ask them to share their answers with one or more partners.
Key:
1. No 2. Yes 3. No 4. No 5. No
- Ss work independently to write the sentences.
Key:
1. If my English were/was good, I would feel confident at interviews
2. If Minh had time, she would read a lot of English books
3. If I were you, Iwould spend more time improving my pronunciation
4. If Mai didn't have 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.
ACTIVITY 3: PRACTICE (15’) 
Grammar 2:
Aims
Further practice 
Contents:
Relative clauses
Products: 
Key to Task 3, 4 
Organization:
3. Grammar 2
Relative clauses
3a. Ask Ss to read of the conversation from GETTING STARTED, playing attention to the underlined clause. Then have Ss read the REMEMBER!box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate.
b. Ask Ss to study the rules in the grammar box. Draw 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 example.
4. Ask Ss to do the grammar exercise individually. Remind them to look back to the REMEMBER!box and the box in 3b. Then have Ss compare their answers in pairs be fore checking with the whole class.
5. Have Ss work independently, writing true sentences about themselves. Then ask them to share their sentences with one or more partners to find out how many things they have in common. Ask some Ss to say their sentences aloud. Give comments, and make any corrections if needed. If time allows., have some Ss write their sentences on the board before checking as a class.
- Listen and take notes
- Do as requested
- Ss do the grammar exercise individually.
Key:1. Who/that 2. Where 3. Whose 4. When/that 
 5. Whom/who 6. Why
- Ss work independently, writing true sentences about themselves. Then share their sentences with one or more partners to find out how many things they have in common
- Ss study the rulles in the look out!. Then work independently and share their answers with a partner
Key:
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
5. There are several reasons why I don't like English
ACTIVITY 4:Further practice:
Aims: review articles
Contents:
 ? Retell conditional type 2 and relative clauses
Products:
- STs can make sentences using Conditional sentences
- sts can differ types of relative clauses
Organization:
6. Before allowing Ss to do exercise 6 ask them to study the rulles in the look out!. Then have Sswork independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments and make any corrections.
Homework:
? Learn by heart all the structures
? Do exercises in Work book
? Prepare: Unit 9: Communication
6. The new girl in our class, whose name is Mi, is reasonably good at English
- Answer teacher's questions.
- Take note
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Kiểm tra ngày tháng năm 
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WEEK:25	 	 Preparing date: 
Period: 72 	 Teaching date: 
UNIT 9. ENGLISH IN THE WORLD
Lesson 4: Communication 
I./. OBJECTIVE: By the end of the lesson, Ss will be able to how to interview to build up an English learner profile
1.Knowledge: - Vocabulary: words related to languages and language use and learning.	 - Grammar: Conditional sentence type 2: Review; Relative pronouns.
2. Skills: Practicing skills
3. Attitude: - Positive about a global language.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English 
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
4. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Using language to talk about English as a global language and experiences in learning and using English
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities 
 Content
ACTIVITY 1: WARM-UP (5’)
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn about English as a global language and experiences in learning and using English. Go through that extra vocabulary with students. If students do not know any words in the Box. Quickly teach it. 
Products:
- English speaking countries
- methods of learning English (words and collocations)
Organization:
Before Ss open their books, ask them to work in groups to 
discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is afluency stage of the unit with a primary goat of communication. Do not focuts on accuracy at this time. Reward successful attempts at communication
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
Aims: 
Help Sts promote listening skill and vocab
Contents:
Talk about how to good at English
Products:
4 skills
Vocabulary
Organization:
2.Communication 1:
Before Ss open their books, ask them to work in groups to 
discuss the question "what do you think are the best ways top master English?" and " What are the things that you like and don't like about the English language?" elicit Ss' answer. Remember that this is a fluency stage of the unit with a primary goat of communication. Do not focus on accuracy at this time. Reward successful attempts at communication
1. Give Ss about 10 minutes to work independently, making notes about themsevels by answering the questions in the table in 1
- Work in groups
ACTIVITY 3: PRACTICE (15’) 
Aims: 
To promote reading and writing skills
Contents:
The facts about learning English and English speaking coutries
 Products:
Key to task 2
Organization:
Communication 3:
2. Now ask 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. 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 calss. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don't simly read from their books - they should be in character. Give them lots of encouragement and pairse for their communcative efforts.
- Work individually.
- Work in pairs
- Work in groups.
ACTIVITY 4: Further practice (10’)
Aims:
To promote speaking skill
To learn how to gather information
Contents:
How to be good at English
Products:
Fully practice of Task 43 Communication 
Procedure of some dishes
Organization:
3. 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 the discussions and provide help only if necessary. If time allows, ask some groups to present their findings in front of the class. This may lead to a natural, whole - class discussion. If this happens, encourage it
Homework:
1. Review this lesson
2. Do exercises . (Workbook).
3. Prepare lesson Skills 1
- Work in pairs
Take note
Kiểm tra ngày tháng năm 
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WEEK:26	 	 Preparing date: 
Period: 73 	 Teaching date: 
UNIT 9. ENGLISH IN THE WORLD
Lesson 5: Skills 1 
I./. OBJECTIVE: By the end of the lesson, ss will be able to:
- Read for geneal and specific information about English as a global language.
- Talk about learning English.
1.Knowledge: - Vocabulary: words related to languages and language use and learning.	 - Grammar: Conditional sentence type 2: Review; Relative pronouns.
2. Qualities:
Skills: Practicing skills
Attitude: - Positive about a global language.
 - Students know how to learn English in right way.
 - Ss are interested in doing exercises.
- Ss are interested in English as a global language and experiences in learning and using English 
- Ss are interested in usingConditionals type 2 and Relative clauses correctly and appropriately
3. Competences:
- Co-operation
- Self- study
- Using language to do exercises
- Creativeness: talk about learning English
- Using language to talk about how to learn English well
II./.PREPARATION:
1.Teacher: book, planning, picture, laptop, projector
2.Students: books, notebooks
III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present .
IV./.PROCEDURE
Teacher’s and students’ activities 
 Content
ACTIVITY 1: WARM-UP 
Aims: make sts change the state from relaxation to concentration
Contents: Tell students in this lesson they will have the opportunity to learn about the original of English, some derivatives of English around the world.
Products:
English is a global language nowadays
Organization:
Before Ss open their books, ask them to work in groups to disscusseitheir of these questions:
1. Who owns English?
Ss may look somewhat confused by this question. If so, give them more guidance: 'Which countries speak English around the world?'."Does the English language belong to England? If not, why not?'."Is the English language changing? 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.
2. Does "Vietlish" exist?
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?'
- Work in groups. 
Suggested answers:
ACTIVITY 2 : KNOWLEDGE FORMATION (20’) 
Aims: promote reading and speaking skills
Contents: 
Passage
Extra vocabulary with students. it. 
Products:
Key to Task 1,2,3 
Organization:
2. Pre-reading
1. Now open the books and ask Ss to scan the text to find the words: settlenment, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings of these words out of the context.
- settlement(n) = the process of people making their homes in a place
- immersion (n)= the language teaching methol in which people are put is 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
- Find out the extra words and underline them.
- Guess the meaning from the context.
- Listen to the teacher’s explaination.
- Repeat
- Stress
- Copy
- Work individually.
- Answer:
Key: 1.b 2. c 3. a
ACTIVITY 3: PRACTICE (15’) 
Aims: 
Improve speaking and reading skills
Help sts know more about English
Contents: 
English speaking countries
Products:
This part helps Ss understand more about English, its derivatives, use and original.
Organization:
3. While-reading
2a. First, have Ss work independemtly, reading through the article and choosing a suitable heading fopr each paragraph. Then allow them to share their answers before checking with the whole class
b. 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
4.While-reading;Speaking
3.Firts, give Ss 5 minutes to put their own list in order of impotance. Encourage Ss to think of the reson for their order. They may add other method they use that aren't on the list
4. Now is small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments. 
5. Ask Ss to work in pairs, talking one of the ideas in 3 and discussing the way to achieve it. Move around to provide help. Call on some Ss to present their ideas. Ask other pairs to add to the list.
Alternatively, T may organise a quick game. In 5 minutes, pairs write down as many was to achieve the goal as possible. When the time is up, call on the most ideas to present their answers. Other pairs add to the list.
- Work in pairs.
Key:
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 word today
2. Mass immigration
3. They do all their school sujects and everyday activities in English
4. It is a blend of English and Hindi words and phrases
5. They are being invented ecery day all over the world due to the free admissions of words from other languages and the easy creation of compounds and dertvatives.
-Work individually.
- Work in group.
-Work in pairs.
- Share with the partner.
- Present before class.
ACTIVITY 4: Further practice
Aims: widen the topic to earn more knowledge about English
Contents: 
Ways of learning English and some more English speaking coutries
Products:
How to be good at English
Organization:
Homework: (2)
1. Review this lesson
2. Do exercises . (Workbook)
3. Prepare lesson Skills 2
- Copy and do at home!
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Kiểm tra ngày tháng năm