TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 66.
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 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.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To activate students' knowledge on the topic of the unit.
- To lead in to the unit.
b. Content: - Think!
- Think!
c. Expected outcomes: Students can have some ideas about WORLD ENGLISHES.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Option 1: Think!
Questions:
Questions:
- Before Ss open their books, T asks some Ss 1. How long have you 3. Do you know any
about their learning English and the English learnt English?
differences between
language:
2. In your opinion how American
English
- Introduce the concept World Englishes. Tell many types of English and British English?
Ss to write the unit title on the board World are there?
Answers:
Englishes.
Students'
own
- Share with Ss the objectives of the lesson
answers
and let them open their books and start the
lesson.
Option 2: Think!
- Listen
Video clip.
- Let ss watch video clip how English is used
in America, Britain and Australia.
- Explain what difference.
- Lead into the topic.
e. Assessment: T checks ss' answers and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 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:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
- Students guess the New words:
- Teacher introduces the vocabulary.
meaning of words.
exchange student
- Teacher explains the meaning of the new
immigrant (n)
vocabulary.
e. Assessment: Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 2: PRACTICE (30 mins)
a. Objectives:- To help Ss read for specific information about World Englishes
- To help Ss 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.
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- 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 ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 1: Listen and read. (7 mins)
- Ask Ss to look at the picture on page - Listen and answer Questions:
92 and answer the questions.
questions
1. Who do you see in the
- Elicit answers from Ss.
- Look at the picture?
- Introduces the context of the picture
2. What does the picture
dialogue: This is an English lesson, and - Listen and follow show? What does it mean?
the teacher introduces to Ss a foreign instructions.
student, Jack.
- Play the recording twice for Ss to - Listen and read
listen and read along.
- Invite some pairs of Ss to read the
conversation aloud.
Listen
and
- Have Ss say the words in the text that answers
they think are related to the topic
World Engishes.
The dialogue on page 92
Task 2: Read the conversation again. Fill in each blank with no more than TWO words from
the conversation. (7 mins)
- First, ask Ss to read the sentences Read
the Answer key:
and fill in the blanks without reading sentences and fill in 1. New York
the conversation again.
the blanks
2. first time
- Elicit the answers from Ss. Quickly
3. pants
write these answers on the board.
- Read again
4. some differences
- Ask Ss for their answers again, - Share answers in 5. American
referring to the answers that have pairs and discuss.
been written on the board.
- Check
- Confirm the correct answers.
Task 3: Match the words and phrases with their definitions. (7 mins)
- Ask Ss to read the words and phrases - Read the words Answer key:
in the first column and locate them in and phrases
1B 2E 3A 4C 5D
the dialogue.
- Guess meaning
- Ask them to read around each word - Work individually
or phrase to guess its meaning.
to do the task.
- Invite some Ss to share their answers. - Check in pairs.
Confirm the correct answers.
- Check answers
- Have Ss practice saying the words - Say aloud words
and phrases.
and phrases.
Task 4: Fill in each blank with a word or phrase from 3. (7 mins)
- Have Ss work in pairs and fill in each - Work in pairs to Answer key:
blank with a word or phrase from 3.
do the task
1. mean
2. vocabulary
- Ask for Ss' answers and confirm the - Check
3. immigrants
correct ones.
4. first language
- For a more able class, have Ss work in - Work in groups to 5. exchange student
groups. Each group makes sentences make
sentences
with the words/phrases. Then they with
the
read aloud these sentences.
words/phrases.
e. Assessment: Teacher checks students' answers and gives feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives: To introduce some differences between British English and American English.
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
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: Some differences between British English and American English.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Task 5: Quiz: Match the words in British English with those in American English so that they
mean the same. Who is the quickest? (10 mins)
- Tell Ss that there are some differences Definition: It's a Answer keys:
between British English and American place where you B, 2-D, 3-A, 4-E, 5-C
English, and these exercise focuses on buy medication and British
American
differences in vocabulary. Ask Ss to do other health-related English
English
the quiz individually.
items.
lift
elevator
- Have the quickest student give his/her British: Chemist's
lorry
truck
answers. Other Ss comment.
American:
petrol station gas station
- Confirm the correct answers.
Pharmacy
- Ask Ss to work in groups and share Definition: It's a crisps
chips
with each other similar pairs of words. small device you biscuit
cookie
After 3 minutes, the group with the most use to light up a
sweet
candy
answers wins and they share their dark place.
flat
apartment
answers with the whole class.
British: torch
American: flashlight rubbish
trash
Notes: Some similar pairs of words
Definition: It's a chemist's
pharmacy
Extension activity:
paved
circle
jumper
sweater
- Prepare a list of words, of which each intersection where
pants
has both the British and American traffic flows one- trousers
undershirt
English form. Give the definition of a way
around
a vest
word and ask Ss give out the word, in central island.
mobile
both British and American English.
British: roundabout phone
cell phone
American:
traffic holiday
vacation
circle
petrol
gas
e. Assessment: T and other Ss listen to the answers and comment. 
5. CONSOLIDATION
a. Wrap-up: - Ask one or two Ss to tell the class what they have learnt.
- 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:
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 67.
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.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
a. Objectives: - To activate students' prior knowledge and vocabulary related to the topic.
- To enhance students' skills of cooperating with teammates.
b. Content: - Brainstorm
- Bin it or Keep it quiz
c. Expected outcomes: Students can recall some phrases about WORLD ENGLISHES
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Brainstorm
Words:
- Show pictures of words that are different - Listen and British
American
in British English and American English. Ask answer
English
English
if Ss can say the words in British English and
chips
French fries
American English.
flat
apartment
- Introduce this lesson which focuses on
biscuit
cookie
words related to languages and language
dustbin
garbage can
learning, and stress in words ending in –ion
carpark
parking lot
and –ity.
- Share with Ss the lesson objectives and
have them open their books and start the
lesson.
Option 2: Bin it or Keep it quiz
Sentences:
- Divide the class into teams or have - Listen and The sidewalk is cracked.
individual participation.
follow
(Keep it)
- Prepare signs or flashcards labeled "Bin it" instruction
Please turn off the tap when
and "Keep it."
you're finished. (Bin it) - Show the following sentences one at a time,
"Tap" refers to the faucet in
either on a projector or written on the
British English. (American:
board.
faucet)
- Students hold up the sign corresponding to
Can you pass me the rubber?
their answer: "Bin it" if the sentence is not
(Bin it) - "Rubber" refers to
American English, "Keep it" if it is.
an eraser in British English.
- Award points for correct identifications.
(American: eraser)
- After each sentence, discuss the reason
Let's grab some chips after
behind the difference, highlighting the
school. (Keep it)
specific vocabulary or grammar variation
between British and American English
e. Assessment: Teacher's feedback.
2. ACTIVITY 1: VOCABULARY (20 mins)
a. Objectives: - To provide students 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 ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary by:
- Students guess the New words:
+ providing explanations of the words
meaning of words.
bilingual (adj)
+ showing pictures illustrating the word.
variety (n)
fluent (adj)
concentric (adj)
go over
pick up
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
Task 1: Match a word or phrase in A with its meaning in B.(5 mins)
- Ask Ss to read the words/phrases in column A - Read the words and Answer key:
and match them with the meaning in column B.
match
1b
2d
3e
- Have Ss work in pairs to compare their - Work in pairs to
4c
5a
answers before giving the answers.
compare answers
- Check and confirm the correct answers.
- Complete sentences
- For a more able class, have Ss make complete with the words/phrases
sentences with the words/phrases in column A.
in column A.
Task 2: Match a verb in A with a phrase in B to make a meaningful expression. (5 mins)
- Have Ss read the words/ phrases in the box.
Read
the Answer key:
- Have them read the sentences carefully and words/phrases in the 1.D
2.E
3.B
look for clues so that they can choose the correct box.
4.C 5.A
words/ phrases to complete the sentences.
- Read the sentences
- Have one Ss write the words on the board. carefully.
Confirm the correct answers.
- Check
- Call on some Ss to read the sentences.
- Read the sentences.
Task 3: Choose the correct word to complete each sentence.(5 mins)
- Ask Ss to read the given sentences to - Read the sentences.
Answer key:
understand the general meaning of each.
- Do the exercise 1. official,
- Have them do the exercise individually and individually.
2. fluent,
then compare their answers with another - Check
3. look,
student.
4. translated,
- Check the answers as a class and confirm the
5. go
correct ones.
e. Assessment: Teacher's observation and feedback
3. ACTIVITY 2: PRONUNCIATION (15 mins)
a. Objectives: - To help students identify the stress in words ending in –ion and –ity
- To help Ss stress the words ending in –ion and – ity and read the sentences
including these words with correct stress
b. Content: - Task 4: Listen and repeat the words. Pay attention to the word stress.
- Task 5: Listen and repeat the sentences. Mark the stress in the underlined words.
c. Expected outcomes: Students can pronounce the stress in words ending in –ion and –ity
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 4: Listen and repeat the words. Pay attention to the word stress. (7 mins)
- Have some Ss read out the words - Listen
Script:
first. Then play the recording for
relation
charity
them to listen and repeat the - Practise
decision
quality
words they hear. Play the - Stress the words and position
clarity
recording as many times as practice saying the words education ability
necessary.
with correct stress.
operation obesity
- Explain to Ss that these words - Say the words aloud
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.
Task 5: Listen and repeat the sentences. Mark the stress in the underlined words. (7 mins)
- Have Ss quickly read the Audio script:
Answer keys:
sentences. Play the recording for 1. They had a dis'cussion 1. dis'cussion ; 'quality
Ss to listen to the sentences. Ask about the 'quality of the 2. a'ttention ; a'bility
them to pay attention to the courses at their language 3. in'tention ; com'munity
underlined words and put stress centre.
4. re'vision; ac'tivity
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
on the correct syllable in each 2. Pay a'ttention to her 5. 'function; i'dentity
word.
a'bility to express herself in
- Invite some Ss to share their English.
Some words ending in –
answers. Confirm the correct ones. 3. I have an in'tention of ion and –ity
- Play the recording again for Ss to organising an English class -ion
-ity
repeat the sentences.
for the com'munity.
Action
Quantity
EXTRA ACTIVITY
4. Let's do a re'vision ac'tivity Region
Gravity
- Have Ss work in groups. Ask before the exam.
Station
Reality
groups to write as many words 5. What is the 'function of Emotion
Purity
ending in –ion and –ity as possible the word “i'dentity” in this Ambition
Unity
in three minutes. Invite the group sentence?
Adaption
Density
with the most words to write their
Donation
Longevity
words on the board. Have other
Relaxation Majority
students from other groups go to
Admiration Equality
the board and put stress on the
information Facility
correct syllable in each word
written.
e. Assessment: Teacher's observation and feedback on student's pronunciation.
4. 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 that ending with the sounds –ion and –ity and put the stress to
the appropriate syllable in each of them.
Planning date: ……../……../202… Teaching date: ……../……../202…
TIẾT 68.
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: - Compare living place
- Develop self-study skills
- Actively join in class activities
II. MATERIALS:
- Grade 9 textbook, UNIT 9.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives: - To create an active atmosphere in the class before the lesson
– To lead Ss into the new unit.
b. Content: Brainstorm
c. Expected outcomes: Complete the sentence by using the structure of defining relative clauses
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Brainstorm
Example:
- Write the relative pronouns who, which, whose on Look
and Parts
of
the
the board and ask Ss the use of each (they learnt answer.
sentences:
these pronouns in the previous unit)
English
is
the
- Write part of this sentence on the board and ask
language
which
Ss to complete it.
- Complete the ______________
- Invite some Ss to share their answers. Quickly sentences.
write some of their answers on the board. Confirm
the correct ones.
- Share answers
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
- Underline the which-clause. Tell them that this
clause is called a defining relative clause.
- Introduce the objectives of the lesson. Write the - Look and listen.
objectives in the left corner of the board.
e. Assessment: Teacher corrects for students (if needed)
2. PRESENTATION (7 mins)
a. Objectives: To help students focus on the use of defining relative clauses.
b. Content: - Grammar Explanation
- Task 1: Choose the correct answer A, B, C, or D to complete each question
c. Expected outcomes: Students know how to use defining relative clauses.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Grammar Explanation
- Have Ss read the two examples in - Read the Remember Questions:
the first grammar box and pay box carefully and listen + What is a relative clause?
attention to the underlined words.
to the teacher.
+ What does it usually start
- Draw Ss' attention to the second - Listen and answer with?
grammar box. Write the two questions.
+ Why is a defining relative
examples on the board and underline - Give examples.
clause important?
the parts of speech in each sentence.
- Look at the second
- Share with Ss a tip to identify when remember
box
and
the relative pronoun is the subject or listen.
object: when there is a noun or
pronoun between the relative
pronoun and verb, the pronoun is the
object.
- Refer back to the two examples in
the first grammar box and ask Ss if
the relative pronoun in each example
is the subject or object (1 st example:
subject; 2nd example: object)
Task 1: Choose the correct answer A, B, C, or D to complete each question. (7 mins)
- Have Ss do the exercise individually Do
the
task Answer key:
and then check their answer with a individually.
B (subject), 2-A (subject),
classmate.
- Listen and check.
3-B (subject),
4-C,
- Invite some Ss to share their
5-D
answers. Confirm the correct
answers.
- Decide f the relative
- For a more able class, ask Ss to pronoun in question 1, 2,
decide if the relative pronoun in and 3 is the subject or
question 1, 2, and 3 is the subject or object.
object.
e. Assessment: Teacher checks students' understanding by asking some questions.
3. PRACTICE (24 mins)
a. Objectives: - To help Ss practice identifying if the relative pronoun is the subject or object.
- To practice 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) 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: Students can understand and use defining relative clause.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 2: Underline the relative clause in each sentence. Decide if the relative pronoun is the
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
subject (S) object (o) of the relative clause and if we can or cannot omit it. (6 mins)
- Model the way to do the exercise - Follow instructions
Answer key:
with the first sentence. Explain to Ss Do
the
task which we learnt yesterday
that first they need to identify the individually.
(O  omit)
part of speech of the relative - Compare answers.
which are in this book
pronoun, and then decide to omit it - Check
(S)
or not.
who translated this novel
1. The new vocabulary items which
into Vietnamese
(S)
we learnt yesterday are difficult to
who love languages (S)
remember.  which: object  omit
who we admire (O  omit)
- Ask some Ss to share their answers.
Confirm the correct ones
Task 3: Are these sentences right or wrong? Correct them if necessary. (7 mins)
- Model with the first sentence if - Listen and follow Answer key:
necessary. Write it on the board and instructions
1. have  which have
underline the mistake, and then
2. Correct
correct it.
Do
exercise 3. Correct
My sister doesn't like films have individually.
4. Correct
unhappy endings.  which have
5. who  whose
- Have Ss do this exercise individually - Listen and check.
and then compare the answers with
another classmate.
- Check the answers with the whole
class. Confirm the correct ones.
Task 4: Combine the two sentences into one, using a relative pronoun. (13 mins)
- Model the first question. Underline Answer Keys:
Answer Keys:
the main noun in the first sentence 1. I met a woman whose 4. I study English in a
and the word that refers to it in the husband is a famous language centre which is in
second sentence.
linguist.
the centre of the city.
I met a woman. Her husband is a 2. My friend's father 5. The teacher praised the
famous linguist.  whose  I met a who owns a travel student who completed the
woman whose husband is a famous agency gave us the quiz the fastest. / The
linguist.
tickets.
student (who) the teacher
- Have Ss work in pairs to do the 3.
The
grammar praised completed the quiz
exercise.
exercise
(which) the fastest.
- Invite some Ss to write their nobody could do was
answers on the board. Give feedback very complicated.
and confirm the correct answers.
e. Assessment: Teacher corrects the students as a whole class.
4. PRODUCTION (10 mins)
a. Objectives: To practise further with defining relative clauses in a freer way.
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 practice more defining relative clauses.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
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)
- Have Ss work in two teams. A student from - Work in Example:
each team gives clues about an object or a groups
Student A:
person in class, using relative clauses. Students - Give clues This is something which we
from the other team guess which object or and
other write with
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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
person it is.
answers.
Student from other team:
- Ask Ss to read the example carefully.
Is it a pen?
- Set a time limit of about 5-7 minutes
Read Student A:
EXTRA ACTIVITY
examples
Yes, it is.
Relative clauses challenge
first
Example:
-Have Ss work in groups. Give each group some
bilingual (n)
words related to places, animals, things, etc. and - Play games -> Definition: A bilingual is a
ask them to write definitions of the words. Ask
person who can speak two
groups to read out their definitions and vote for
languages equally well.
the best one(s) (they can't vote for their own
definition).
- Model with a word.
5 CONSOLIDATION (5 mins)
a. Wrap-up:
- Summarise the main points of the lesson.
b. Homework:
- Do exercises in the Workbook.
- Make 5 sentences by using defining relative clauses.
Planning date: ……../……../202… Teaching date: ……../……../202…
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.
- Talk about WORLD ENGLISHES and tourism
2. Competences:
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities:- Be ready and confident in real life conversations
- Know about means of transport.
- Actively join in class activities
II. MATERIALS:
- Grade 9 textbook, UNIT 9.
- Computer connected to the Internet/ Projector / TV/ hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: - To introduce the topic.
- To enhance students' skills of cooperating with team mates.
b. Content: - Brainstorm
- High Five chain
c. Expected outcomes: Students can use their background knowledge to answer the questions.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS'
CONTENTS
ACTIVITIES
Option 1: Brainstorm
- Show this picture to Ss or make the gesture - Listen.
Picture:
yourself. Ask Ss what this gesture means. Elicit
the answers from Ss. Share with them that this
gesture means 'good luck'.
- Introduce the objectives of the lesson: learning
how to say good luck and respond and learn
some interesting facts about English.
Option 2: High Five chain
Example:
- Form the class into a circle. (maybe many
- Good luck on your test.
circles).
- Listen and - Good luck on staying
- Stand in a circle with your classmates, facing follow
awake during today's
each other.
instructions
lecture!
- The teacher (or a designated student) starts by
raising their hand and saying, "Good luck on
[insert a specific event, project, or activity
TIẾT 69.

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TRƯỜNG THCS YÊN DƯƠNG – TỔ KHXH – GIÁO ÁN TIẾNG ANH 9 – NĂM HỌC: 2024-2025
relevant to the class]!" while raising their hand
for a high five.
- The chain ends when everyone has participated
and received a high five.
e. Assessment: Teacher corrects students (if needed).
2. ACTIVITY 1: EVERYDAY ENGLISH (15 mins)
a. Objectives: To introduce ways of saying good luck and respond.
b. Content: - Task 1: Listen and read the conversations. Pay attention to the highlighted parts.
- Task 2: Work in pairs. Practise saying good luck and responding in the following
situations
c. Expected outcomes: Students can use the structures to say good luck and respond.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)
- Ask Ss when they say good luck. Audio script:
Structures:
Elicit the answers. Share with 1.
Good luck with + noun/noun
them that we wish somebody luck Tom: Good luck with your phrase
before
they
do
something English exam.
I wish you + all the best of
important.
Mi: Thanks. I'll try my best.
luck.
- Play the recording for Ss to listen 2.
Thanks / Thank you…
and read the dialogues at the same Phong: I've heard that you're Some other ways to say good
time.
moving to the US. I wish you luck in English:
- For a more able class, introduce all the best of luck.
+ Best of luck with your....
some other ways to say good luck Neighbour: Thank you so + Fingers crossed.
in English.
much.
+ Break a leg.
Task 2: Work in pairs. Practise saying good luck and responding in the following situations.(7
mins)
- Ask Ss to work in pairs to make Suggested dialogues:
Suggested answers:
similar dialogues, using the 1. A: Good luck with your - The English language
language they have learnt.
English presentation this borrows words from all over
- For a less able class, model the week
the world. This is why we
first situation with a good student. B:
Thanks. I'll try my have words like "pasta" from
- Move around to observe and best.
Italian, "gymnasium" from
provide help. Call on some pairs to 2. A: Good luck with your Greek, and "sushi" from
practise in front of the class. university entrance exam Japanese.
Comment on their performance.
next week.
- There is a word in English
- For a more able class, encourage B: Thanks. I'll try my best.
with all five vowels in a row:
Ss to use different ways to say 3. You: I've heard that you're "queueing." Can you find any
good luck and respond.
going to the UK for further others?
Transition from Everyday English study. I wish you all the best - English is spoken by over
to Interesting facts about English
of luck
1.35 billion people around
- Ask Ss if they know any English teacher: Thank you the world, making it the third
interesting facts about English. so much.
most
spoken
language
Encourage them to share their
globally.
answers.
e. Assessment: Teacher checks students' understanding by asking some checking-questions.
3. ACTIVITY 2: INTE...