English 9 Global Success lesson plan

School year: 2024-2025

Week:

Date of planning:

Period:

Date of teaching:
UNIT 9: WORLD ENGLISHES
Lesson 1: Getting started – What do you mean?

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the words related to the topic World Englishes;
- Gain vocabulary to talk about World Englishes.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work.
3. Personal qualities
- Actively participate in class;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit;
- To lead into the unit.
b. Content:
- Think!
- Think!
c. Expected outcomes:
- Students can have some ideas about World Englishes.
d. Organisation:

CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Option 1: Think!

Questions:

- Before Ss open their books, T asks some Ss about the English language and their experiences of it.

+ How long have you learnt English?

- Ss answer the teacher's questions.

+ In your opinion, how many types of English are

- T introduces the concept World Englishes. T tells Ss that this concept refers to the differences in

there?

the English language that emerge as it is used in various contexts across the world. T writes the unit

+ Do you know any differences between

title on the board World Englishes.

American English and British English?

-Ss listen to the teacher's explanation.

Answer key:

- T shares with Ss the objectives of the lesson and lets them open their books and start the lesson. It

Students' own answers

is a good idea to write the objectives in a corner of the board and leave them there OR put them on a
slide to show Ss.
Option 2: Think!

Video clip.

- T lets Ss watch a video clip about how English is used in America, Britain and Australia.
-T explains what differences they are.
Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

-Ss listen to the teacher's explanation.
- T leads into the topic.
2. ACTIVITY 2: PRESENTATION (5 mins)
a. Objectives:
- To provide students with vocabulary;
- To help students be well-prepared for the listening and reading tasks.  
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words about World Englishes.
d. Organisation:

CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Vocabulary pre-teaching

New words:

- Teacher introduces the vocabulary.

1. exchange student(n): học sinh trao đổi

- Teacher explains the meaning of the new vocabulary by showing pictures or giving explanations.

2. immigrant (n) : người nhập cư

-Ss guess the meaning of words.
3. ACTIVITY 3: PRACTICE (20 mins)
a. Objectives:
- To help students read for specific information about World Englishes;
- To help students learn words and phrases related to World Englishes;
- To help students use the words in context.
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Fill in each blank with no more than TWO words from the conversation.
- Task 3: Match the words and phrases with their definitions.
- Task 4: Fill in each blank with a word or phrase from 3.
c. Expected outcomes:
- Students understand the conversation and topic of the lesson and can complete the tasks successfully
d. Organisation:
TEACHER'S & STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read. (7 mins)
- T asks Ss to look at the picture on pages 92 and 93 and answer the questions.

Questions:

- Ss look at the picture

1. Who do you see in the picture?

and answer the questions.

2. What does the picture show? What does it mean?

-T elicits answers from Ss.

The conversation on page 92

- T introduces the context of the conversation: This is an English lesson, and the
teacher introduces to Ss a foreign student, Jack.
- Ss listen and follow the teacher's instructions.
- T plays the recording twice for Ss to listen and read along. T has Ss underline the
words that are related to the unit topic while they are listening and reading.
- T invites some pairs of Ss to read the conversation aloud.
- Ss listen and read the conversation along.
- T has Ss say the words in the text that they think are related to the topic World
Englishes. Quickly T writes the words on one part of the board. T comments on Ss'
answers.
Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

- T says the words in the text that they think are related to the topic World Englishes.
Task 2: Read the conversation again. Fill in each blank with no more than TWO words from the conversation. (7 mins)

- T First, asks Ss to read the sentences and fill in the blanks without reading the

Answer key:

conversation again.

1. New York

- Ss read the sentences and fill in the blanks.

2. first time

- T elicits the answers from Ss. Quickly write these answers on the board.

3. pants

- T Now has them read the conversation again to check their answers.

4. some differences

-Ss read again to check the answers.

5. American

- T allows them to share answers with a partner before discussing as a class.
-Ss share answers in pairs and discuss.
- T asks Ss to make any needed changes to their answers, referring to the answers that
have been written on the board before.
- T confirms the correct answers.
-Ss check the answers.
Task 3: Match the words and phrases with their definitions (7 mins)
- T asks Ss to read the words and phrases in the first column and locate them in the

Answer key:

conversation.

1. b 2. e 3. a

- Ss read the words and phrases.

4. c 5. d

- T asks them to read around each word or phrase to guess its meaning. For example,
Ss can guess the meaning of 'exchange student' by focusing on the clause “who
comes from New York' and the sentence 'This is my first time in Viet Nam'. Model
the skill with this word.
- Ss guess the meaning of each word or phrase.
- T has Ss work individually to match the words and phrases with their definitions.
- Ss work individually to do the task.
- T has them compare their answers with a partner.
- T invites some Ss to share their answers. T confirms the correct answers.
- Ss check the answers in pairs.
- Ss check the answers as a class.
- T has Ss practise saying the words and phrases.
-Ss say aloud words and phrases.
Task 4: Fill in each blank with a word or phrase from 3. (7 mins)
- T has Ss work in pairs and fill in each blank with a word or phrase from 3.

Answer key:

- Ss work in pairs to do the task.

1. mean

- T asks for Ss' answers and confirm the correct ones.

2. vocabulary

-Ss check the answers.

3. immigrants

- For a more able class, T has Ss work in groups. Each group makes sentences with

4. first language

the words/phrases. Then they read aloud these sentences.

5. exchange student

- Ss work in groups to make sentences with the words/phrases.
4. ACTIVITY 4: PRODUCTION (10 mins)
a. Objectives:
- To introduce some differences between British English and American English.
b. Content:
- Task 5: Quiz: Match the words in British English with those in American English so that they mean the same. Who is the quickest?
c. Expected outcomes:
Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

- Students can know some differences between British English and American English.
d. Organisation:

CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Answer key:
flat – apartment
-Ss work in groups and share with each other similar pairs of words.

holiday – vacation
jumper – sweater
chips – French fries
football – soccer

British English

American English

lift

elevator

lorry

truck

petrol station

gas station

chips

French fries

biscuit

cookie

sweet

candy

flat

apartment

rubbish

trash

chemist's

pharmacy

jumper

sweater

trousers

pants

vest

undershirt

mobile phone

cell phone

holiday

vacation

petrol

gas

Definition: It's a place where you buy
medication and other health-related items.
British: chemist's
American: pharmacy

Definition: It's a small device you use to light
up a dark place.
British: torch
American: flashlight

Definition: It's a paved circle intersection where
traffic flows one-way around a central island.
British: roundabout
American: traffic circle

Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

5.ACTIVITY 5: CONSOLIDATION(5m)
a. Wrap-up
- Ask one or two Ss to tell the class what they have learnt.
- Ask Ss to say aloud some words / phrases and the grammar points they remember from the lesson. Tell Ss that they will learn these language points in the
upcoming lessons.
b. Homework
- Do exercises in the workbook.
- Start preparing for the Project of the unit:

Week:

Date of planning:

Period:

Date of teaching:
UNIT 9: WORLD ENGLISHES
Lesson 2: A closer look 1

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic World Englishes;
- Pronounce the words ending in –ion and –ity with correct stress.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Access and consolidate information from a variety of sources.
3. Personal qualities
- Actively participate in class and school activities;
- Develop self-study skills.
II. MATERIALS
- Grade 9 textbook, Unit 9, A closer look 1
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM UP (5 mins)
a. Objectives:
- To activate students' prior knowledge and vocabulary related to the topic;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Brainstorming
- “Bin it or Keep it” quiz
c. Expected outcomes:
- Students can recall some phrases about World Englishes.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Option 1: Brainstorming

Words:

-T shows pictures of words that are different in British English and American English. Ask if Ss
Teacher's name:

………… secondary school

British English

American English

English 9 Global Success lesson plan

School year: 2024-2025

can say them in British English and American English

chips

French fries

flat

apartment

biscuit

cookie

dustbin

garbage can

carpark

parking lot

- Ss look at the pictures and say the words in British English and American English.
-T introduces this lesson which focuses on words related to languages and language learning, and
stress in words ending in –ion and –ity.
- Ss listen to the teacher's instruction.
- T shares with Ss the lesson objectives and have them open their books and start the lesson. It is a
good idea to write the objectives in a corner of the board and leave them there or put them on a
slide to show Ss.

Option 2: “Bin it or Keep it” quiz

Sentences:

- T divides the class into teams or have individual participation.

The sidewalk is cracked. (Keep it)

- Prepare signs or flash cards labeled "Bin it" and "Keep it."

Please turn off the tap when you're finished. (Bin

- Show the following sentences one at a time, either on a projector or written on the board.

it) - "Tap" refers to the faucet in American

- Students hold up the sign corresponding to their answer: "Bin it" if the sentence is not American

English. (American: faucet)

English, "Keep it" if it is.

Can you pass me the rubber? (Bin it) - "Rubber"

- Award points for correct identifications.

refers

- After each sentence, discuss the reason behind the difference, highlighting the specific

(American: eraser)

vocabulary or grammar variation between British and American English

Let's grab some chips after school. (Bin it) -

-Ss listen and follow the teacher's instruction.

"Chips" refers to French fries in American English.

to

an

eraser

in

American

(American: French fries)
2. ACTIVITY 2: PRESENTATION (VOCABULARY) (20 mins)
a. Objectives:
- To provide students with new vocabulary;
- To revise some vocabulary related to World Englishes.
b. Content:
- Vocabulary pre-teaching
- Task 1: Match a word or phrase in A with its meaning in B.
- Task 2: Match a verb in A with a phrase in B to make a meaningful expression.
- Task 3: Choose the correct word to complete each sentence.
c. Expected outcomes:
- Students can identify some vocabulary about World Englishes and use them in different contexts.
d. Organisation:
TEACHER'S & STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary by:

New words:

+ providing explanations of the words

1. bilingual (adj): sử dụng được hai ngôn ngữ

+ showing pictures illustrating the word.

2. variety (n): biến thể

- Students guess the meaning of words.

3. fluent (adj):trôi chảy ,thành thạo
4. concentric (adj): đồng tâm
5. go over: ôn tập lại
6. pick up :học ( ngôn ngữ tự nhiên)

Task 1: Match a word or phrase in A with its meaning in B. (5 mins)
- T ask Ss to read the words/phrases in Column A and match them with the meaning

Answer key:

in Column B.

1. b

2. d

- Ss read the words and match them with the meaning.

4. c

5. a

Teacher's name:

………… secondary school

3. e

English.

English 9 Global Success lesson plan

School year: 2024-2025

- T has Ss work in pairs to compare their answers before giving the answers.
- Ss work in pairs to compare answers.
- T checks and confirms the correct answers.
- Ss check the answers.
- For a more able class, T has Ss make complete sentences with the words/phrases in
Column A.
- Ss make complete sentences with the words/phrases in Column A.
Task 2: Match a verb in A with a phrase in B to make a meaningful expression. (5 mins)
Answer key:
1. d
- Ss check the answers.

2. e

4. c

3. b

5. a

- Ss listen to the teacher's explanation.

Task 3: Choose the correct word to complete each sentence. (5 mins)
-T asks Ss to read the given sentences to understand the general meaning of each.

Answer key:

- Ss read the sentences.

1. official 2. fluent

-T has them do the exercise individually and then compare their answers with another

3. look

4. translated

student.
- Ss do the exercise individually.
- T checks the answers as a class and confirm the correct ones.
- Ss check the answers.

3. ACTIVITY 3. PRACTICE (PRONUNCIATION) (10 mins)
a. Objectives:
- To help students identify the stress in the words ending in -ion and -ity;
b. Content:
- Task 4: Listen and repeat the words. Pay attention to the word stress.
c. Expected outcomes:
- Students can practice pronouncing these words with correct stress.
d. Organisation:
TEACHER'S & STUDENTS' ACTIVITIES

CONTENTS

Task 4: Listen and repeat the words. Pay attention to the word stress. (7 mins)
- T has some Ss read out the words first. Then plays the recording for them to listen and

Audio script:

repeat the words they hear. T plays the recording as many times as necessary.

relation

charity

- Ss read out the words first. Then listen to the recording and repeat the words.

decision

quality

position

clarity

education

ability

operation

obesity

- T explains to Ss that these words have the stress on the syllable right before the –ion or
–ity. For example, the word relation has the stress on the second syllable, and the word
charity has the stress on the first syllable.
- Ss listen to the teacher's explanation.
- T asks Ss to work in pairs to stress the words and practise saying the words with correct
stress.
- Ss work in pairs to stress the words and practise saying the words with correct stress.
- T invites some Ss to say the words aloud. T comments on their pronunciation.
-Ss say the words aloud.

Teacher's name:

………… secondary school

5. go

English 9 Global Success lesson plan

School year: 2024-2025

4 ACTIVITY 4. PRODUCTION ( PRONUNCIATION) (10 mins)
a. Objectives:
- To help students identify the stress in words ending in –ion and –ity;
- To help students stress the words ending in –ion and – ity and read the sentences including these words with correct stress.
b. Content:
- Task 5: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes:
- Students can pronounce the words ending in –ion and –ity with correct stress.
d. Organisation:

TEACHER'S & STUDENTS' ACTIVITIES

CONTENTS

Task 5: Listen and repeat the sentences. Mark the stress in the underlined words. (8 mins)
-T has Ss quickly read the sentences. T plays the recording for Ss to listen to the

Audio script:

sentences. And asks them to pay attention to the underlined words and put stress on

1. They had a dis'cussion about the 'quality of the courses at

the correct syllable in each word.

their language centre.

- Ss read the sentences.

2. Pay a'ttention to her a'bility to express herself in English.

- Ss listen and put stress on the correct syllable in each word.

3. I have an in'tention of organising an English class for the

- T invites some Ss to share their answers. Confirm the correct ones.

co'mmunity.

- T plays the recording again for Ss to repeat the sentences.

4. Let's do a re'vision ac'tivity before the exam.

- Ss share the answers.

5. What is the 'function of the word 'i'dentity' in this sentence?

- T has Ss practise the sentences in pairs. And invites some pairs to read the sentences

Answer key:

aloud.

1. dis'cussion; 'quality

- Ss practise the sentences in pairs.

2. a'ttention; a'bility

EXTRA ACTIVITY

3. in'tention; co'mmunity

- T has Ss work in groups. T asks groups to write as many words ending in –ion and –

4. re'vision; ac'tivity

ity as possible in three minutes. T invites the group with the most words to write their

5. 'function; i'dentity

words on the board. T has other Ss from other groups go to the board and put stress

Some words ending in -ion and -ity

on the correct syllable in each word written.

-ion

-ity

- Ss work in groups to write as many words ending in –ion and –ity as possible in

action

quantity

three minutes.

region

gravity

- Ss write the words on the board.

station

reality

-Ss put the stress on the correct syllable.

emotion

purity

ambition

unity

adaption

density

donation

longevity

relaxation

majority

admiration

equality

information

facility

5. CONSOLIDATION (5 mins)
a. Wrap-up
- Ask the class what words, phrases and sounds they have learnt.
- Tell them the grammar points that they will learn in the next lesson.
b. Homework
- Do exercises in the workbook.
- Find 3 more words ending in –ion and –ity and put the stress on the appropriate syllable in each of them.

Teacher's name:

………… secondary school

English 9 Global Success lesson plan

Teacher's name:

School year: 2024-2025

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

Week:

Date of planning:

Period:

Date of teaching:
UNIT 9: WORLD ENGLISHES
Lesson 3: A closer look 2

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use defining relative clauses.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 9, A closer look 2
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (7 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead students into the new unit.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can complete the sentence by using the structure of defining relative clauses.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Brainstorming

Example:

-T writes the relative pronouns who, which, whose on the board and ask Ss the use of each as they

Part of the sentence:

learnt these pronouns in the previous unit.

English is the language which ______________.

- Ss look and answer.
- T writes part of this sentence on the board and ask Ss to complete it.
-Ss complete the sentence.
- T invites some Ss to share their answers. Quickly write some of their answers on the board.
Confirm the correct ones.
- Ss share answers.
- T underlines the which-clause. Tell them that this clause is called a defining relative clause.
- Ss look and listen to the teacher's explanation.
- T introduces the objectives of the lesson. T writes the objectives in the left corner of the board.
2.ACTIVITY 2: PRESENTATION (7 mins)
a. Objectives:
- To help students focus on the use of defining relative clauses.
b. Content:
Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

- Grammar explanation
- Task 1: Choose the correct answer A, B, C, or D to complete each sentence.
c. Expected outcomes:
- Students know how to use defining relative clauses.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
- T has Ss read the two examples in the first Remember! box and pay attention to the bold
words. Then tells them to read the information in the box.
- SS read the Remember! box carefully and listen to the teacher's instruction.
- T checks their understanding by asking some questions.
- Ss listen and answer questions.
- T asks Ss to give some more examples. Comment on their examples.
- Ss give examples.
-T draws Ss' attention to the second Remember! box. Write the two examples on the board and
underline the parts of speech in each sentence.
- Ss look at the second Remember! box and listen to the teacher's explanation.
- T tells Ss that when the relative pronoun is the object of the relative clause we can omit it and

Questions:
+ What is a relative clause?
+ What does it usually start with?

when it is the subject, we can't.
- T shares with Ss a tip to identify when the relative pronoun is the subject or object: when there

+ Why is a defining relative clause important?

is a noun or pronoun between the relative pronoun and verb, the pronoun is the object.
- T refers back to the two examples in the first Remember! box and asks Ss if the relative
st
nd
pronoun in each example is the subject or object (1 example: subject; 2 example: object).

- T has Ss do the exercise individually and then checks their answers with a classmate.

Answer key:

- Ss do the task individually.

1. B (subject)

- T invites some Ss to share their answers. T confirms the correct answers.

2. A (subject)

- Ss share their answers.

3. B (subject)

- For a more able class,T asks Ss to decide if the relative pronoun in questions 1, 2, and 3 is the

4. C

subject or object.

5. D

- Ss decide if the relative pronoun in questions 1, 2, and 3 is the subject or object.
3.ACTIVITY 3: PRACTICE (21 mins)
a. Objectives:
- To help students practise identifying if the relative pronoun is the subject or object;
- To practise further with defining relative clauses.
b. Content:
- Task 2: Underline the relative clause in each sentence. Decide if the relative pronoun is the subject (S) or object (O) of the relative clause and if we can or
cannot omit it.
- Task 3: Are these sentences right or wrong? Correct them if necessary.
- Task 4: Combine the two sentences into one, using a relative pronoun.
c. Expected outcomes:

Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

- Students can understand and use defining relative clauses.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES

Task 2: Underline the relative clause in each sentence. Decide if the relative pronoun is the subject (S) or object (O) of the relative clause and if
we can or cannot omit it. (6 mins)
- T models the way to do the exercise with the first sentence.
-T explains to Ss that first they need to identify the part of speech of the
relative pronoun, and then decide to omit it or not.
1. The new vocabulary items which we learnt yesterday are difficult to
remember. “ which: object” omit

Answer key:

1.

which we learnt yesterday

omit)

2.

which are in this book
(S)

- Ss follow the teacher's instructions.

3.

- T has Ss do this exercise individually and then compare their answers with a

Vietnamese

partner.
- Ss do the task individually.

(O -

4.
5.

who translated this novel into
(S)

who love languages (S)
who we admire (O - omit)

- Ss compare answers.
- T asks some Ss to share their answers. Then T confirms the correct ones.
- SS check the answers.
Task 3: Are these sentences right or wrong? Correct them if necessary. (7 mins)
- T models with the first sentence if necessary. T writes it on the board and underline the mistake,

Answer key:

and then corrects it.

1. have - which have

My sister doesn't like films have unhappy endings. which have

2. Correct

- Ss listen and follow the teacher's instructions.

3. Correct

- T has Ss do this exercise individually and then compare the answers with another classmate.

4. Correct

- Ss do exercise individually.

5. who - whose

- T checks the answers with the whole class. T confirms the correct ones.
- Ss check the answers.

Task 4: Combine the two sentences into one, using a relative pronoun. (13 mins)
- T models the first question, underlines the main noun in the first sentence and the word that refers

Answer key:

to it in the second sentence. Then Tasks Ss what relative pronoun can replace the noun in the first

1. I met a woman whose husband is a famous

sentence.

linguist.

I met a woman. Her husband is a famous linguist. whose I met a woman whose husband is a

2. My friend's father who owns a travel

famous linguist.

agency gave us the tickets.

- Ss listen and follow the teacher's instructions.

3. The grammar exercise (which) nobody

- T has Ss work in pairs to do the exercise.

could do was very complicated.

- Ss work in pairs to do the task.

4. I study English in a language school which

- T invites some Ss to write their answers on the board. T gives feedback and confirm the correct

is in the centre of the city.

answers.

5. The teacher praised the student who

- Ss write answers on the board. Check the answers.

completed the quiz the fastest. / The student
(who) the teacher praised completed the quiz
the fastest.

4. ACTIVITY 4: PRODUCTION (7 mins)
a. Objectives:
- To practise further with defining relative clauses in a freer way.

Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025

b. Content:
- Task 5: Game: Clues for you. Work in two teams. A student from each team gives clues about an object or a person in class, using a relative clause.
Students from the other team guess which object or person it is.
c. Expected outcomes:
- Students can practise more defining relative clauses.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES

Task 5: Game: Clues for you. Work in two teams. A student from each team gives clues about an object or a person in class, using a relative
clause. Students from the other team guess which object or person it is. (10 mins)
- T has Ss work in two teams. A student from each team gives clues about an object or a person in

Example:

class, using relative clauses. Students from the other team guess which object or person it is.

Student A:

- Ss give clues and other answers.

This is something which we write with.

- Ss work in groups.

Student from other team:

- T asks Ss to read the example carefully.

Is it a pen?

- Ss read examples first.

Student A:

- Set a time limit of about 5-7 minutes. The person who gives clues can only give three clues at most.

Yes, it is.

For each correct guess after the third clue, the guessing team can get one point. The team with more

Example:

points is the winner.

bilingual (n)

-Ss play games.

-> Definition: A bilingual is a person who

EXTRA ACTIVITY

can speak two languages equally well.

Relative clauses challenge
-T has Ss work in groups. T gives each group some words related to places, animals, things, etc. and
asks them to write definitions of the words. T asks groups to read out their definitions and vote for
the best one(s). Then tells them they can't vote for their own definition.
- T models with a word.

5. ACTIVITY 5: CONSOLIDATION (3mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the Workbook.
- Make 5 sentences using defining relative clauses.

Week:

Preparing day:

Period:

Teaching day:

Teacher's name:

………… secondary school

English 9 Global Success lesson plan

School year: 2024-2025
UNIT 9: WORLD ENGLISHES
Lesson 4: Communication

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Say good luck and respond;
- Know some interesting facts about English.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Apply ways to say good luck and respond to do exercises and practise them in real situations in daily life.
3. Personal qualities
- Be ready and confident in real life conversations;
- Know about World Englishes;
- Actively join in class activities.
II. MATERIALS
- Grade 9 textbook, Unit 9, Communication
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To introduce the topic;
- To enhance students' skills of cooperating with team mates.
b. Content:
- Brainstorming
- High Five chain
c. Expected outcomes:
- Students can use their background knowledge to answer the questions.
d. Organisation:
CONTENTS

TEACHER'S AND STUDENTS' ACTIVITIES
Option 1: Brainstorming

Picture:

- T shows this picture to Ss or make the gesture your