Giáo án Getting Started

Ss activate prior knowledge and get interested in the topic of world Englishes.

Ss think about where they see or hear English in daily life (songs, films, the internet, class). T asks: 'Where do you see or hear English around you? Do people use it in the same way everywhere?' Then T reads the short exchange on the slide: 'Could you explain what this phrase means here?' and asks Ss to predict the purpose of the exchange.

A list of 3 to 4 places where Ss meet English (for example: songs, films, the internet, the classroom). Ss predict that the exchange is a polite request for help with the meaning of a phrase.

Ss pronounce and understand the eight topic words and understand the main ideas of the text 'Meet the topic' (Mai's display).

T models the pronunciation and word stress of the topic words: VAR-i-ty, AC-cent, FLU-en-cy, AC-cu-ra-cy, BOR-rowed WORD, of-FI-cial LAN-guage, com-mu-ni-CA-tion, op-por-TU-ni-ty. Ss repeat in chorus and individually. Ss read the text about Mai's display once for the main idea, then complete Worksheet No. 1 (Part A: match the words to their Vietnamese meanings; Part B: answer three reading questions). T checks answers in whole class and asks Ss to mark the useful expressions in the text.

Worksheet No. 1, Part A: variety – biến thể; accent – giọng; fluency – sự lưu loát; accuracy – độ chính xác; borrowed word – từ vay mượn; official language – ngôn ngữ chính thức; communication – sự giao tiếp; opportunity – cơ hội.
Worksheet No. 1, Part B: (1) English is used as a first language, an additional official language, or a foreign language for communication. (2) No, Mai did not rank accents as better or worse; she focused on whether listeners could understand the message. (3) Mai suggested keeping phrases and examples rather than isolated translations.

Ss understand the form and use of defining relative clauses and the rule for omitting the object relative pronoun.

T writes the example on the board: 'Students who practise regularly often gain confidence.' T asks: 'Which word refers to people? Which word refers to things? Do we use commas? Can we omit the relative pronoun?' T then shows the example: 'Students ___ ask questions can clarify meaning.' (A. who; B. whose; C. where; D. when). Ss look at the NeoEdu lesson on the 'Language focus' section to check the rule.

Rules Ss write in their notebooks:

• A defining relative clause gives essential information that identifies a person or thing.
• Do not put commas around a defining relative clause.
• Who or that refers to people; which or that refers to things.
• Only an object relative pronoun can be omitted.
  Answer to the example: A. who (Who is the subject of 'ask' and identifies students).

Ss practise choosing the correct answer, matching words and using the topic words and relative pronouns in context.

Ss do the textbook exercises 1, 2, 5 and 6 (projected from the NeoEdu digital lesson). Exercise 1: 'What does the first speaker do?' A. Makes a polite request or asks for information; B. Offers help before anyone asks; C. Checks whether an apology is accepted; D. Thanks someone for a completed activity. Exercise 2: Match the topic words to their meanings and use each word in context. Exercise 5: Complete the word for 'biến thể': ___ . Exercise 6: 'Students ___ ask questions can clarify meaning.' A. who; B. whose; C. where; D. when.

Exercise 1: A (The opening question seeks help or information politely.)
Exercise 2: variety – biến thể; accent – giọng; fluency – sự lưu loát; accuracy – độ chính xác. Sample sentences: 'English has many varieties.' 'An accent can reflect a speaker's background.' 'Regular conversation can improve fluency.' 'Check accuracy when you revise.'
Exercise 5: variety
Exercise 6: A. who (Who is the subject of 'ask' and identifies students.)

Ss use the topic words and a defining relative clause to explain why world Englishes matters and continue a short exchange politely.

Ss write two or three connected English sentences to explain why world Englishes matters. They must use at least two of these words: variety, accent, fluency, accuracy. Then, in pairs, Ss continue the exchange: 'Could you explain what this phrase means here? / Let us check the example in a dictionary. / Good idea. Could it have another meaning in a different context?' Ss give one useful reply and a polite closing.

A sample writing: 'English has many varieties in the world. An accent can reflect a speaker's background, but listeners need to understand the message. These ideas help us discuss world Englishes more precisely.'
A sample exchange: 'Yes. A phrase can have different meanings, so we should read the surrounding sentence. Thanks for checking carefully.'