Giáo án Tiếng Anh - Unit 9: English in the world - Lesson 1 to lesson 7

PERIOD 72 
Preparing date: ............................
WEEK 24
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 1 : GETTING STARTED – ENGLISH CLUB
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
use the lexical items related to languages and language use and learning.
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT
*Warm –up 
review the previous unit by asking two Ss to go to the board, each writing  we compound nouns they have learnt/known. Give comments and correct any mistakes if needed.
*Activity 1
a. Tell Ss to refer to the conversation to find the nouns of the adjectives simple and  flexible. Ask them to pay attention to how to form the nouns from these adjectives.
b. Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check.
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.
 Exercise 2: Ss work independently, and then share their answers with one or more partners. T may ask for translation 
of the words/phrases in the table to check their understanding. With a stronger class, T may wish to ask Ss to find some examples in real life with the words/phrases in the table. 
 Exercise 3: Have Ss work independently and then share their answers with one or more partners. T may help with the 
words/ phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out 
loud the sentences
1. Getting started: chatting 
2. Listen and read 
Vocabulary 
Nouns are often formed by adding 
suffixes to adjectives. Two suffixes which are often added to adjectives to form nouns are -ness and -ity.
Example: open → openness
 similar → similarity
Exercise 1
a . Key: simplicity  flexibility
Exercise b: 
Adjective Noun
sad sadness
dark darkness
stupid stupidity
popular popularity
happy happiness
punctual punctuality
c. Key:
1. B 2. C 3. A 4. C 5. B
Exercise c: Answer key:
Veronica wishes her parents could put themselves in her situation to better understand her.
Exercise 2: 
Key:
1. c 2. e 3. b 4. a 5. d
Exercise 3: Key:
Key: 
1. f 2. c 3. a 4. b 5. e 6. d
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for A CLOSER LOOK 1
PERIOD 73 
Preparing date: ............................
WEEK 25
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 2 : A CLOSER LOOK 1
I. OBJECTIVES:	By the end of the lesson, Ss will be able to 
identify the correct tones for new and known information and say sentences with the correct intonation 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT
Vocabulary
1 . Ss work independently and then share their answers with a partner. T may ask for translation of the words/
phrases in the  first column to check their understanding. With a stronger class, T may wish to ask Ss to 
make sentences with the expressions.
2 . a Ss do the exercise individually. Check their answers as a class. Confirm the correct 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 give comments. 
Confirm the correct sentences.
Exercise 3:
3 a First, have Ss work individually to match the words/phrases. Then allow them to share 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 class.
Pronunciation
Tones in new and known information
4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice 
on the underlined word in each sentence goes up or down. T may play the recording as many times as 
necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some more examples.
5 Play the recording and ask Ss to listen 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 after each sentence and ask them to repeat chorally. Correct their pronunciation if 
necessary.
VOCABULARY:
Exercise 1: 
Key:
 1. b 2. e 3. a 4. d 5. f 6. c
Exercise 2: 
Key:
 2. at 3. by 4. in 5. of 6. bit 7. up
Exercise 3: 
Key (suggested):
 Key: 
1. e 2. h 3. g 4. b 5. a 6. c 7. d 8. f
Key: 
 1. know 2. guess 3. look up 4. have 
 5. imitate 6. make 7. correct 8. translate
Pronunciation: 
underlined word in each sentence goes up or down
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for CLOSER LOOK 1
PERIOD 74 
Preparing date: ............................
WEEK 25
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 3 : A CLOSER LOOK 2
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
use conditional sentences type 2 correctly and appropriately
use relative clauses correctly and appropriately
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENTS
1. Grammar
Conditional sentences type 2: review
1 a Ask Ss to study part of the conversation. Draw Ss’ attention to how conditional sentences type 2 are formed and used by analysing the underlined part of the sentence. Draw Ss’ attention to the notes and the examples in the Look out! box. Then ask some more able Ss to give some examples to illustrate.
 b First, 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 sentences 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.
3 . Relative clauses
3 a Ask Ss to read part of the conversation from GETTING STARTED, paying 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 analysing 
the examples in the grammar box in 3b. 
4 Ask Ss to do the exercise individually. Remind them to look back to the REMEMBER! box and the grammar 
box in 3b. Then have Ss compare their answers in pairs before checking with the whole class.
 6 Before allowing Ss to do Exercise 6, ask them to study the rules in the Look out! box. Then have Ss work 
independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. 
Give comments, and make any corrections.
Grammar
Exercise 1 : 
Key:
Key:
1. No 2. Yes 3. No 4. No 5. No
Key:
 1. My parents told me they would visit me that week.
 2. Our teacher asked us what we were most 
worried about.
 3. Phuong told me she was so delighted 
because she had just received a surprise 
birthday present from her sister.
 4. Tom said Kate could keep calm even when she had lots of pressure.
 5. She told her mother she had got a very high score in her last test.
 6. The doctor asked him if he slept at least 
eight hours a day.
Exercise 2: 
Key:
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.
Exercise 3: 
Exercise 4 : 
Key:
 1. who/that 2. where 3. whose 4. when/that 5. whom/who 6. why
 6. 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 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.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for COMMUNICATION
PERIOD 75 
Preparing date: ............................
WEEK 25
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 4 : COMMUNICATION
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
discuss experiences in learning and using English
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT
Before Ss open their books, ask them to work in groups to discuss the question ‘What do you 
think are the best ways to master English?’ and ‘What are the things that you like and don’t like about 
the English language?’ Elicit Ss’ answers. Remember that this is a 
fluency stage of the unit with a 
primary goal 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 themselves by answering the 
questions in the table in 1.
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 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 and praise 
for their communicative efforts.
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 listen 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.
Warm up:
Knowledge about the use of English 
Exercise 1: Make notes about yourself.
1.How long have you been learning English?
2.What do you remember about your first English
classes?
3.What exams have you taken in English?
4.Why are you interested in learning English now?
5.Which English-speaking countries would you like
to visit?
6.What do you think is your level of English now?
7. How can you improve your English outside class?
8.For what purposes would you like to use English in
the future?
9.What do you like about the English language?
10.What don’t you like about the English language?
Exercise 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?
Exercise 3: Work in groups. Tell your group the things that you and your partner have in common.
Ex:
You Your
‘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. ’ 
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for SKILLS 1
PERIOD 76 
Preparing date: ............................
WEEK 26
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 5 : SKILLS 1
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
read for general and specific information about English as a means of international communication.
talk about their choices of holiday 
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT 
READING
Before Ss open their books, ask them to work in groups to discuss either 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?’
 2. Does ‘Vietglish’ exist?
 If necessary, explain that this is a blend of Vietnamese and English. Give some guidance: ‘Can you 
think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam? 
1 Now open the books and ask Ss to scan the text to  nd the words: settlement, immersion, derivatives, 
establishment and dominant. T may help Ss work out the meanings of these words out of the context. 
2 a First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph. 
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.
SPEAKING
3 First, give Ss 5 minutes to put their own list in order of importance. Encourage Ss to think of the reasons 
for their order. They may add other methods they use that aren’t on the list.
4 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.
5 Ask Ss to work in pairs, taking one of the ideas in 3 and discussing the way to achieve it. Move around to 
provide help. Call on one pai to present their ideas. Ask other pairs to add to the list. 
Explain 
- 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
2a.
Key: 1. b 2. c 3. a
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.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for SKILLS 2
PERIOD 77 
Preparing date: ............................
WEEK 26
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 6 : SKILLS 2
I. OBJECTIVES: By the end of the lesson, Ss will be able to:
listen for general and specific information about some students’ experiences in learning
use languages write a paragraph about the uses of English in everyday life
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
	T’s & Ss’ Activities
CONTENT 
 Listening 
1 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. 
2 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. 
 Writing
3 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. Then 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.
4 a+b 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  rst and then swap their writing with a partner. Based on the comments, have 
them write their  nal 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 lea ets on the wall/notice board. Other Ss and 
T give comments. Ss edit and revise their writing as homework.
Key: 
 Speaker 1: E Speaker 2: A 
 Speaker 3: B Speaker 4: D
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.
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 diff erent 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.
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for LOOKING BACK
PERIOD 78 
Preparing date: ............................
WEEK 26
Teaching date: .............................
UNIT 9: ENGLISH IN THE WORLD
Lesson 7 : LOOKINH BACK & PROJECT
I. OBJECTIVES: By the end of the lesson, Ss will be able to 
review of what they have learnt in Unit 9 (English in the world )
II . PREPARATION: sub -board, pictures, cassette 
III. PROCEDURES: 
T’s & Ss’ Activities
CONTENT
Vocabulary & Grammar
 For 1, 2, 3, 4 and 5,  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.
Communication
6 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.
1 Vocabulary & Grammar
 1.  first 2. accent 3. dialect 
 4. second 5. official
 2 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 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 1. accent 2. imitate 3. guess 4. look up 
5. translate 6. mistakes 7. corrects 8. communicate
5 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.
Communication
Key:
 1. D 2. C 3. A 4. E 5. B
IV- HOMEWORK:
-Practice reading the dialogue.
-Write new words then learn them by heart.
-Copy the exercise into notebooks. 
-Prepare for REVIEW 3