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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 11. Unit 9: World Englishes

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Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to use defining relative clauses with who, that and which correctly, without commas.
  • Explain how a borrowed word can change its sound or meaning after entering another language, and check its origin in a reliable dictionary.
  • Use the words variety, accent, fluency and accuracy in context.
  • Plan and produce a borrowed-word display with a source label for each non-original fact, a short written explanation and a two-minute talk.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check each claim against a dictionary entry and revise their own project after feedback, without relying on invented data.
  • Communication and collaboration: Ss share roles in a group, present to another group, ask one question and give one specific, respectful comment on a peer's work.
  • Problem-solving and creativity: Ss design a matching or word-in-context activity that helps classmates learn borrowed words, and choose a suitable method (desk research or labelled observation) when an interview is not possible.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read dictionary entries, write a 90–110-word explanation, and give a two-minute oral presentation with a clear introduction, two checked details and a conclusion.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use defining relative clauses correctly, use the four target words in context, and pronounce the borrowed words and example sentences clearly.

3. Personal qualities

  • Honesty: Ss enter only facts they have genuinely checked, mark gaps or uncertainty clearly, and never invent survey results or counts.
  • Kindness: Ss avoid stereotypes about speakers of any variety of English, ask permission before using a person's name, photo or words, and give feedback politely.
  • Responsibility: Ss share roles fairly, complete their part of the project on time, and record one real improvement after feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides for the warm-up, the language focus and the project brief
  • NeoEdu lesson page for grammar examples and interactive exercises: neoedu.vn/learn/9/english/unit-9-project
  • A sample one-page display prepared by T for demonstration (labelled sources, one matching activity)
  • Learner's dictionary (Oxford Learner's or Cambridge) or a reliable online dictionary with etymology entries
  • Worksheet 1 (Relative clauses) and Worksheet 2 (Project check-up)
  • Project assessment checklist with the scores for each criterion

2. Students

  • A3 or A4 paper for the display, markers, colour pens, glue or tape
  • Notebook and pen
  • Learner's dictionary or a device with dictionary access
  • Printed or handwritten copy of the project brief

III. Procedures

Activity 1: Warm-up · 5 minutes

Where do these English words come from?

a) Aims

Ss recall that many English words are borrowed from other languages and realise that spelling alone is not reliable evidence for a word's origin.

b) Content

T writes three words on the board: kindergarten, pyjamas, tea. Ss guess the source language of each word from its spelling only, then look up the etymology entry in a dictionary.
T asks: Can you always tell where a word came from by looking at its spelling?

c) Expected outcomes

Expected answer: No. Dictionary evidence shows: kindergarten comes from German (Kindergarten, 'children's garden'); pyjamas comes from Hindi/Urdu, which took it from Persian; tea comes from Chinese (Min dialect) and reached English through Dutch.
Key idea recorded by Ss: A word's origin must be checked in a reliable dictionary, not guessed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three words and asks: 'Where do you think each word comes from? Why?' T sets a 1-minute time limit for guessing.

    Students

    Ss look at the words and write a guess for each one in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to look up the etymology entries in the dictionary in pairs, and to note the source language and the original meaning.

    Students

    Pairs search the dictionary and record: 'kindergarten – German', 'pyjamas – Persian via Hindi/Urdu', 'tea – Chinese via Dutch'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Were your guesses correct? Which word surprised you?'

    Students

    Expected answer: 'We guessed kindergarten was English, but it is German.' 'Tea was surprising because it comes from China.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that borrowed words often change their sound or meaning after entering English, and that the project must rely on dictionary evidence. T writes the title of the project on the board: Borrowed Words.

    Students

    Ss copy the key idea into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Defining relative clauses

a) Aims

Ss understand the form, meaning and punctuation of defining relative clauses, and know when the relative pronoun can be omitted.

b) Content

T shows the sentence 'Students who practise regularly often gain confidence.' and the NeoEdu grammar examples. Ss answer these questions:

  1. Which word introduces the relative clause? Which noun does it describe?
  2. Are there commas around the clause? Why?
  3. Can we use 'that' instead of 'who'? Can we use 'which' for people?
  4. Can we omit 'who' in this sentence? Why not?
  5. Ss complete Worksheet 1: 'The word that we chose came from French.' Can 'that' be omitted here? Why?

c) Expected outcomes

Answers:

  1. 'who' introduces the clause and describes 'students'.
  2. No commas, because the clause is essential: it identifies which students.
  3. Yes, 'that' can be used for people; 'which' is used for things, not people.
  4. No, 'who' is a subject in the clause ('who practise regularly'), so it cannot be omitted.
  5. Yes, 'that' can be omitted because it is an object relative pronoun ('we chose').
    Key knowledge recorded: Who/that refers to people; which/that refers to things; no commas in a defining clause; only an object relative pronoun can be omitted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the example sentence and the five questions on the slide, then gives Ss 2 minutes to work alone.

    Students

    Ss read the sentence, underline the relative clause and write answers to questions 1 to 5 on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner and to correct each other. T walks around and checks the use of commas.

    Students

    Pairs discuss questions 2 and 4. Expected discussion: 'There is no comma because the clause is necessary to identify the students.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers aloud and asks the class to agree or disagree.

    Students

    Pair 1: 'Who introduces the clause. Students is the noun.' Pair 2: 'We can omit that in the sentence about the word we chose, because that is the object.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule with the Ghi nhớ box: defining clause, no commas, who/that for people, which/that for things, only object pronouns can be omitted. T writes the rule on the board and checks understanding with a quick question: 'Can you omit who in: Students who ask questions can clarify meaning?'

    Students

    Ss answer 'No, because who is the subject' and copy the rule into their notebooks.

Activity 2.2: Knowledge formation · 13 minutes

Target vocabulary and the project brief

a) Aims

Ss understand the meaning and use of the words variety, accent, fluency and accuracy, and identify the rules of the project brief about evidence and ethics.

b) Content

Matching game: Ss match each word with its meaning: variety, accent, fluency, accuracy.
Ss then read the project brief and write three things the project MUST do and three things it MUST NOT do.
Ss read the example sentences: 'English has many varieties.' 'An accent can reflect a speaker's background.' 'Regular conversation can improve fluency.' 'Check accuracy when you revise.'

c) Expected outcomes

Matching key:

  • variety – biến thể (English has many varieties.)
  • accent – giọng (An accent can reflect a speaker's background.)
  • fluency – sự lưu loát (Regular conversation can improve fluency.)
  • accuracy – độ chính xác (Check accuracy when you revise.)
    Project brief, Ss' list:
  • MUST: accurate facts; label the source of each non-original fact; ask permission before using a person's name, photo or words; use observation or desk research if an interview is not possible.
  • MUST NOT: invent survey results; make stereotypes about speakers; translate every word separately.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four words on the board and gives Ss the matching task. T then asks: 'What do the rules in the project brief say about facts and people?'

    Students

    Ss match the words to meanings individually, then read the brief and note their MUST and MUST NOT lists.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check the matching in pairs and to use the example sentences to confirm meanings. T monitors the lists.

    Students

    Pairs compare matches and discuss: 'If we cannot do an interview, what can we do?' Expected answer: 'We can use desk research and label it clearly.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their lists and asks the class to add anything missing.

    Students

    Pair A: 'We must label the source.' Pair B: 'We must not invent counts or survey results.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching and the rules. T highlights the misconception: 'Do not translate every word separately; preserve the meaning of whole phrases.' T also says: 'A fluent opinion still needs evidence when it makes a factual claim.'

    Students

    Ss correct any mistakes in their notebooks and write the misconception in their notes.

Activity 3: Practice · 15 minutes

Project check-up

a) Aims

Ss apply the relative clause rule and check the planning steps of their project: focused question, evidence table, claim to check and heading.

b) Content

Ss complete the example: 'Students ___ ask questions can clarify meaning.' (who/which/that).
In groups, Ss complete Worksheet 2 (Project check-up): Exercise 1: write a focused question for the project. Exercise 2: create a small evidence table with the columns: claim or observation / evidence / source and date. Exercise 3: name one important claim and explain how to check it. Exercise 4: draft a heading for the display.
Groups self-assess each item with the checklist (score /1 each).

c) Expected outcomes

Example answer: who (Who is the subject of ask and identifies students).
Exercise 1 sample: 'How can our display help classmates use borrowed words accurately in context?' (Scoring: names the product and audience 0.5; workable scope 0.3; clear English 0.2.)
Exercise 2 sample: a table with at least two rows, each with a claim, the evidence and a source/date. Ss enter only facts they genuinely checked; if data is missing they write 'not yet checked'. (Scoring: at least two relevant claims 0.4; evidence plus source/date 0.4; honest gaps 0.2.)
Exercise 3 sample: 'A selected English word came from another language.' Check: read the etymology entry in a reliable dictionary, not guess from spelling. Limitation: dictionaries may give different details. (Scoring: consequential claim 0.3; concrete checking method 0.5; limitation 0.2.)
Exercise 4 sample: 'Borrowed Words: Origins, Meanings and Examples' – used only if the finished display supplies these elements. (Scoring: accurate heading 0.5; tied to evidence 0.3; concise English 0.2.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the example sentence on the slide and hands out Worksheet 2. T reminds Ss: 'Do not reward fabricated evidence. Write only what you have checked.'

    Students

    Ss complete the example individually and then receive Worksheet 2 in groups of four.

  2. Teacher

    Step 2: Task performance

    T circulates and asks guiding questions: 'What is the audience of your project?' 'Which claim is the most important one to check?' 'Which source will you use?'

    Students

    Groups write their focused question, evidence table, claim to check and heading. Ss self-score each item with the checklist.

  3. Teacher

    Step 3: Report and discussion

    T asks one group per exercise to read its answer aloud and invites classmates to give one comment.

    Students

    Group 2 reads its focused question: 'How can our display help classmates use borrowed words accurately in context?' Classmates say: 'The scope is clear, but add the audience.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answer for the example (who), shows the sample answers and explains the scoring. T reminds Ss to correct their plans before production.

    Students

    Ss revise their Worksheet 2 answers and keep them for the apply activity.

Activity 4: Application · 45 minutes

Produce, present and reflect

a) Aims

Ss produce a one-page display, a short written explanation and a two-minute talk about a borrowed word, present it ethically, and record one improvement after feedback.

b) Content

Groups of four share roles: Researcher (dictionary evidence), Designer (display and activity), Writer (90–110-word explanation), Presenter (two-minute talk). Each display contains: 2–4 borrowed words with source language, current English meaning, pronunciation and an example sentence; a source label for each non-original fact; one matching or word-in-context activity; a heading.
After the presentation, each listener asks one question and gives one specific success and one concrete improvement. Groups record one revision for homework.

c) Expected outcomes

One-page display or slide with 2–4 borrowed words, source labels, a heading and one matching activity.
A 90–110-word written explanation, for example: 'Our project will investigate borrowed words using reliable dictionary entries. For each selected word, we record the source language, current English meaning, pronunciation and an example sentence. We do not guess an origin from spelling alone...'
A two-minute talk that introduces the question, presents two checked details, explains the conclusion and acknowledges one limitation.
Peer feedback sheet: one specific success, one concrete change and its benefit.
Revision record (example): 'This is true for everyone' becomes 'This account describes one example from our source.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the roles and the product requirements, shows the sample display and the rule: ask permission before using a person's name, photo or words. T sets the time: 20 minutes to produce, 15 minutes to present, 10 minutes for feedback.

    Students

    Groups share roles and choose 2–4 borrowed words from dictionary entries. Ss confirm that they will not invent any counts or survey results.

  2. Teacher

    Step 2: Task performance

    T monitors the groups, checks the source labels and asks: 'Where did you check this origin? Is this sentence true for everyone or only for your source?'

    Students

    Groups prepare the display, write the explanation and rehearse the talk. Expected: 'We checked the etymology entry for pyjamas and wrote the source beside the fact.'

  3. Teacher

    Step 3: Report and discussion

    T organises a presentation round: each group presents its two-minute talk to another group and invites one question from the listeners.

    Students

    Presenters give the talk. Listeners ask one question, for example: 'How did you check the origin of pyjamas?' Listeners write one specific success and one concrete change on the feedback sheet.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives whole-class feedback on accuracy, source labels and avoidance of stereotypes. T asks each group to record one improvement and explains that the revision will be submitted at home.

    Students

    Groups write one revision (before and after) on their feedback sheet and note how the feedback changed their work.

Worksheets

Worksheet 1: Relative clauses

Read the sentence: Students who practise regularly often gain confidence.

    1. Underline the relative clause. Which word introduces it?
    1. Are there commas around the clause? Why or why not?
    1. Can we use 'that' instead of 'who' here? Can we use 'which' for people?
    1. Can we omit 'who'? Why or why not?
    1. Read: The word that we chose came from French. Can 'that' be omitted? Why?
    1. Complete the example: Students ___ ask questions can clarify meaning. (who / which / that)
      Rule to complete: A defining relative clause gives essential information. Do not use commas. Who/that refers to people; which/that refers to things. Only an object relative pronoun can be omitted.

Worksheet 2: Project check-up

Group name: ____________

  • Exercise 1 – Focused question: Write one question that names your product and audience.
  • Exercise 2 – Evidence table: Create a table with three columns:
    • claim or observation
    • evidence
    • source and date
      Enter only facts you genuinely checked. Write 'not yet checked' if needed.
  • Exercise 3 – Claim to check: Write one important claim and explain how you will check it in a reliable dictionary or another suitable source. Name one limitation.
  • Exercise 4 – Heading: Draft a heading that matches what your display actually shows.
    Self-check (score each item /1): The question names the product and audience. The table has at least two rows with source and date. The claim has a concrete checking method. The heading is accurate and concise.

Homework

  • Finish the project display: check every claim against its source, add a source label beside each non-original fact, and remove any stereotype about speakers of any variety of English.
  • Submit the real evidence you collected, with the dictionary name and the date you checked it. Do not add invented results or counts; if a fact is still unchecked, write 'not yet checked'.
  • Revise your 90–110-word explanation and record one before-and-after change in the feedback sheet, showing how feedback improved accuracy or clarity.
  • Rehearse your two-minute talk aloud at least three times, paying attention to the pronunciation of the borrowed words and the target words: variety, accent, fluency, accuracy.
  • Practise defining relative clauses on the NeoEdu page (neoedu.vn/learn/9/english/unit-9-project) and write three sentences about your project using who, that or which, with no commas around the defining clause.

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