Giáo án Tiếng Anh Lớp 9 - Tuần 25 - Năm học 2020-2021

Week 25- Period 73
Preparing date: ../ ./2021
Teaching date: ../ ./2021
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
a. Vocabulary: related to languages and language use and learning.
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: reading and matching, reading and answering the questions, making a list, spoken interaction
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
 3. Behavior : Ss will be more responsible for studying English because SS are encouraged to love the subject more and like to find information about English language.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up- 7’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Chatting
c. Outcome: Ss can realize that English is global now and that there isn’t one “correct” form of English anymore, but many varieties of English.
d. Performance:
- Before Ss open their books, ask them to work in groups to discuss either of these questions.
 The aim is to get Ss to realize that English is global now and that there isn’t one “correct” form of English anymore, but many varieties of English.
If necessary, explain that this is a blend of Vietnamese and English. 
*Chatting.
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?’
2. Does ‘Vietglish’ exist?
Give some guidance: ‘Can you think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam?
If so, why?’, ‘Can you invent some new “Vietglish” words or expressions?’
2. Presentation- 13’
a.Aim: Help Ss Read for general and specific information about English as a means of international communication.
b. Content : Do the following tasks:
+ 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?
+ Read the text again and match the headings (a-c) to the paragraphs (1-3).
c. Outcome: Ss can read for general and specific information about English as a means of international communication.
d. Performance:
- Now open the books and ask Ss to scan the text to find the words: settlement, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings of these words out of the context.
- 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.
- 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.
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
2 a. Read the text again and match the
headings (a-c) to the paragraphs (1-3).
Key: 1. b 2. c 3. a
b. Read the text again and answer the
questions.
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 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.
3. Practice- 15’
a.Aim: Help Ss talk experiences in learning and using English
b. Content : List of ways to improve your English.
c. Outcome: Ss can talk experiences in learning and using English and Ss can get more ways to improve their English.
d. Performance:
T asks Ss to list of ways to improve your English.
Ss list of ways to improve your English.
- Now in 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.
* List of ways to improve your English.
- Taking tests
- Listening to songs in English
- Reading English book
- Watching English film
 ..
4. Application- 12’
a.Aim: Ss can interact real situation
b. Content : Speaking
c. Outcome: Ss can can interact confidently real situation.
d. Performance:
T asks Ss to practice in pairs
Ss work in pairs
T observes and remarks
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
3. Guides for homework. -3’
- Learn the newwords by heart
- Talk 10 ways to improve your English 
- Prepare next lesson: Skills 2
Tiếng Anh là ngôn ngữ chính thức tại các quốc gia và vùng lãnh thổ sau: Anh, Antigua và Barbuda,
 Bahamas, Barbados, Bermuda, Cayman, Dominica, Gibraltar, Grenada, Guam, Guyana, Hoa Kỳ, 
Jamaica, Montserrat, St. Lucia, Saint Kitts và Nevis, Saint Vincent và Grenadines, Trinidad và Tobago,
Turks và Caicos, Úc, Virgin thuộc Anh và Virgin thuộc Mỹ. 
- Các nước dùng tiếng Anh cùng với các ngôn ngữ chính thức khác là: Ireland (cùng với tiếng Gaeilge),
Ấn Độ (cùng với tiếng Hindi và 21 ngôn ngữ khác nữa), Belize, Nicaragua, Puerto Rico (cùng với tiếng 
Tây Ban Nha), Canada (cùng với tiếng Pháp), Hồng Kông (cùng với tiếng Quan Thoại), Nam Phi (cùng 
với các tiếng Afrikaans, Ndebele, Bắc Sotho, Nam Sotho, Swazi, Tsonga, Tswana, Venda, Xhosa và Zulu), Singapore (cùng với các tiếng Quan Thoại, Malay và Tamil), New Zealand (cùng với tiếng Maori), Scotland (cùng với tiếng Scots và tiếng Gaelic tại Scotland). 
- Các nước có tiếng Anh như một ngôn ngữ chính thức tuy rằng số người dùng nó như tiếng mẹ đẻ rất ít là: Anguilla, Aruba, Botswana, Cameroon, Eritrea, Ethiopia, Fiji, Gambia, Ghana, Kenya, Kiribati, Lesotho, Liberia, Malawi, Malta, Marshall, Mauritius, Micronesia, Namibia, Nigeria, Pakistan, Palau, Papua New Guinea, Philippines, Rwanda, Samoa, Seychelles, Solomon, Somalia, Swaziland, Tonga, Uganda, Zambia và Zimbabwe. 
Có một số nước dùng tiếng Anh như một ngôn ngữ chính trong văn kiện của chính phủ tuy không công nhận nó như một ngôn ngữ chính thức như: Angola, Brunei, Costa Rica, Israel, Lebanon, Malaysia, Sierra Leone, Sri Lanka, Tanzania.... 
Ngoài ra có một số các nước, hoặc dưới ảnh hưởng của Anh hoặc dưới ảnh hưởng của Mỹ, tuy không dùng tiếng Anh như một tiếng chính thức nhưng có một dân số dùng một loại "tiếng lai" (creole hay pidgin) giữa tiếng Anh và các tiếng địa phương. Số người sử dụng tiếng Anh như một ngôn ngữ phụ đã được ước lượng vào khoảng từ 500 triệu đến 1 tỉ người ở khắp nơi tên hoàn cầu. Tiếng Anh còn được dùng như một trong nhiều ngôn ngữ chính thức của nhiều tổ chức quốc tế như Liên hiệp quốc, Liên minh châu Âu, Tổ chức Thương mại Thế giới (WTO), Quỹ Tiền tệ Quốc tế (IMF), Ủy ban Thế vận hội Quốc tế (IOC), Phong trào Chữ thập đỏ - Trăng lưỡi liềm đỏ quốc tế, Khối Thịnh vượng chung Anh (The Commonwealth of Nations), Nhóm G8, Tổ chức Minh ước Bắc Đại Tây Dương (NATO), Tổ chức Bưu chính Quốc tế...
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Week 25- Period 74
Preparing date: ../ ./2021
Teaching date: ../ ./2021
UNIT 9: ENGLISH IN THE WORLD
Lesson 6: SKILLS 2
I. OBJECTIVES:
 1. Knowledge: By the end of the lesson students will be able to:
- Listen for general and specific information about some students’ experiences in learning and using languages.
- Write a paragraph about the uses of English in everyday life.
a. Vocabulary: related to languages and language use and learning.
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: listening and matching, listening and answering, making a notes, writing sentences, talk a presentation
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Attitude: Ss will be more responsible for studying English and they will more love to learn English.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Warm up- 5’
a.Aim: To attract Ss’ attention to the lesson and to lead in the new lesson.
b. Content : Chatting
c. Outcome: Ss can talk about the benefit when we can use English fluently.
d. Performance:
- Ask Ss to talk about the benefit when we can use English fluently.
*Chatting.
Ex: - Work with foreigners
 - Have more chance to find good job.
 - .
2. Presentation- 10’
a.Aim: Help Ss listen for general and specific information about some students’ experiences in learning and using languages.
b. Content : Do the following tasks:
+ Listen to four different people talking about speaking and learning languages. Match the summaries (A-E) to each speaker. There is one extra summary.
+ Listen to the extracts again and answer the questions.
c. Outcome: Ss can listen for general and specific information about some students’ experiences in learning and using languages.
d. Performance:
- Ask Ss to read the instruction carefully. Have Ss read the summaries and underline the key words in each.
- Play 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. 
- Play the recording again for Ss to check the answers.
- First, ask Ss to work in pairs to answer the questions from the information they have heard in 1. 
- Then play the recording again and allow Ss to check if their answers are correct.
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.
Key: 
Speaker 1: E Speaker 2: A 
Speaker 3: B Speaker 4: D
2. Listen to the extracts again and answer the questions.
Key: 
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.
3. Practice- 15’
a.Aim: Help Ss write a paragraph about the uses of English in everyday life.
b. Content : Do the following tasks:
+ 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.
+ Use your notes in 3 to write about what you use English for in your daily life.
c. Outcome: Ss can write a paragraph about the uses of English in everyday life.
d. Performance:
- Ask 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. 
- Ask Ss to share their notes with their
partners. 
- T may ask some more able Ss to read out their notes to the whole class.
- Set 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.
- Ask 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. Other Ss and
T give 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.
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.
4. Application- 13’
a. Aim: Ss can talk about purposes of using English.
b. Content : Speaking
c. Outcome: Ss can identify and talk about purposes of using English.
d. Performance:
T asks Ss to talk about purposes of using English
Ss talk about purposes of using English
Eg:
Hello, I am going to tell you about using English for different purposes in my everyday life. Firstly, English helps me communicate with people all over the world. I have made friends with
3. Guides for homework. – 2’
- Revise the writing.
- Prepare next lesson: Looking back - Project.
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Week 25- Period 75
Preparing date: ../ ./2021
Teaching date: ../ ./2021
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.
a. Vocabulary: related to languages and language use and learning.
	b. Grammar: Conditional sentences type 2, Relative clauses.
c. Skills: underlining the correct words, completing the paragraph, rewriting, completing the sentences, spoken interaction.
	2. Competence development: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence.
	3. Behavior: Ss will more love the subject more and like to find information about English language.
II. TEACHING AIDS
	1. Teacher: Textbooks, computer, projector, plan.
	2. Students: Textbooks.
III. PROCEDURE
1. Checking: During the lesson
 2. New lesson:
Teacher’s and students’ activities
The main contents
1. Vocabulary- 15’
a. Aim: Help Ss review some vocabularies related to the topic English in the world
b. Content : Do the following tasks:
+ Underline the correct word in each sentence.
+ Read what three people say about speaking languages. Fill each blank with a phrase in the boxes.
+ Rewrite these sentences using the words/ phrases in brackets.
+ Use the words from the box to complete the sentences.
c. Outcome: Ss can remind some vocabularies related to the topic English in the world
d. Performance:
- For 1, 2, 3, 4 first have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.
- For exercise 3, T may ask some Ss to write their sentences on the board and give necessary correction.
1. Underline the correct word in each sentence.
Key: 
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.
Key:
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. Rewrite these sentences using the words/ phrases in brackets.
Key: 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.
Key: 
1. accent 
2. imitate 
3. guess 
4. look up 
5. translate 
6. mistakes 
7. corrects 
8. communicate
2. Grammar- 12’
a. Aim: Help Ss review the relative pronoun
b. Content : Put the correct relative pronoun in each sentence.
c. Outcome: Ss can review the relative pronoun.
d. Performance:
- Have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class.
- Check and correct.
5. Put the correct relative pronoun in each sentence.
2. Those are the stairs where I broke my arm.
3. There’s a shop where you can buy English books and CDs.
4. The English couple who/that live next to us can get by in Vietnamese.
5. There’s a shop near my house which/that sells cheap DVDs.
6. Look up the new words in the dictionary which/that has just been published by Oxford University Press.
3. Communication- 26’
a. Aim: Help Ss practice making communication, project
b. Content : Do the following tasks.
c. Outcome: Ss can practice making communication, project.
d. Performance:
- First, ask Ss to do the task individually to choose sentences (A-E) to complete the conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class
- Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice if necessary.
- First, ask Ss to read the chart showing the differences in vocabulary between British English and American English and fill the blanks with the words from the box. Then allow them to share their answers before
checking with the whole class.
- Ask each group to choose two varieties of English, and design a chart showing the differences in vocabulary between them. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework.
- When Ss have finished their charts, ask them to display them on the walls of the classroom. Have the Ss move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the
best one.
6. Choose A-E to complete the following conversation.
Practice the conversation with your partner.
Key:
1. D 2. C 3. A 4. E 5. B
*Project. DIFFERENCES BETWEEN VARIETIES OF ENGLISH
1. Read the chart and fill the blanks with the words from the box.
Key:
1. sweets 
2. soccer 
3. nappy 
4. pavement 
5. highway 
6. underground 
7. rubbish 
8. flashlight
2. Choose two varieties of English. Write a similar chart showing the differences in vocabulary between them.
3. Organize an exhibition of the charts you have made among your group or class members. Vote for the best.
3. Guides for homework – 2’
- Find more the differences in vocabulary.
- Prepare next lesson: Review 3.
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Date of checking ../ /2021
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