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

Giáo án Skills 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the three circles of English (Inner Circle, Outer Circle, Expanding Circle) and give one example of each from the reading text.
    • Explain why the three-circle model describes social histories and uses of English, not three ranks of ability.
    • Use defining relative clauses with who, that, which and explain when the object relative pronoun can be omitted.
    • Use the words variety, accent, fluency and accuracy in context.
    • Give a one-minute talk about a borrowed word, supported by dictionary evidence.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage on their own, underline actions and reasons separately, and check their answers against the text before sharing.
  • Communication and collaboration: Ss work in pairs and groups to compare answers, give reasons for their choices, and give feedback on each other's short talk.
  • Problem-solving and creativity: Ss reject inaccurate options by finding negative details in the text and build a talk from short notes about a borrowed word.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for evidence to answer true/false statements, and speak for one minute about a borrowed word using short notes.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words variety, accent, fluency, accuracy and apply defining relative clauses correctly, with no commas around essential information.

3. Personal qualities

  • Honesty: Ss support every claim with evidence from the text or a reliable dictionary and do not guess the origin of a word from its spelling.
  • Kindness: Ss respect different accents and varieties of English and do not call one accent better than another when giving feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 9, Skills 1
  • Projector or interactive board with the slides of the lesson
  • NeoEdu lesson page: neoedu.vn/learn/9/english/unit-9-skills-1 (lecture, examples and interactive exercises)
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • A reliable learner's dictionary (paper or online) for demonstration
  • Timer and small reward stickers

2. Students

  • Textbook and notebook
  • Pens and colored pencils or highlighters for underlining
  • A dictionary (paper or dictionary app)
  • Worksheets for pair work

III. Procedures

Activity 1: Warm-up · 5 minutes

Opening: Which English do you know?

a) Aims

Ss activate prior knowledge about different varieties and accents of English and get ready to read for evidence.

b) Content

T shows three photos or names of places where English is used (for example, the UK, India, Viet Nam) and asks Ss: 'Where do people speak English as a first language? Where is English used together with other languages? Where do people learn English as a foreign language?' Ss think for 30 seconds, then share with a partner. T introduces the four key words: variety, accent, fluency, accuracy.

c) Expected outcomes

Ss name the three types of settings in their own words, for example: 'UK – first language', 'India – English with other languages', 'Viet Nam – foreign language'. Ss copy the four key words into their notebooks with their Vietnamese meanings: variety (biến thể), accent (giọng), fluency (sự lưu loát), accuracy (độ chính xác).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the places on the screen. Think about where English is a first language, where it is used with other languages, and where it is learned as a foreign language.' T shows the four key words on the slide and reads them aloud for choral repetition.

    Students

    Ss look at the slide, listen and repeat the words chorally.

  2. Teacher

    Step 2: Task performance

    T asks: 'In which country do people usually speak English as their first language?' and 'Why do you think English is used in India together with other languages?' T gives 30 seconds for pair discussion.

    Students

    Ss discuss in pairs. Expected answers: 'The UK, because it is the origin of English.' / 'India has many local languages, and English is used in government and education.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to share and writes the answers on the board. T asks: 'Do all people in the same country speak English in the same way?'

    Students

    Ss report their answers. Expected answer: 'No, people speak with different accents and varieties.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that English has many varieties and accents, and says that today Ss will read a text about three circles of English and find evidence to support their answers.

    Students

    Ss write the lesson title in their notebooks and get ready for the reading task.

Activity 2.1: Knowledge formation · 13 minutes

Reading for evidence: the three circles of English

a) Aims

Ss identify the three circles of English and the main idea of Mai's class display, and separate actions from reasons in the text.

b) Content

Ss read the passage 'Mai prepared a class display about the three circles of English…' silently, then complete Worksheet 1. T models the reading strategy: first identify the central activity (Mai prepared a class display and concluded the model was useful), then underline actions and reasons in two colors. T also points out that a negative detail (for example, 'not three ranks of ability') helps reject an attractive but inaccurate option.

c) Expected outcomes

Ss complete Worksheet 1 as follows:

  • Inner Circle: settings where English has traditionally been a first language, for example the UK.
  • Outer Circle: settings where English has a long-established institutional role alongside other languages, for example India.
  • Expanding Circle: settings where English is mainly learned as a foreign language, for example Viet Nam.
  • Central activity: Mai prepared a class display and concluded that the model was useful as a starting point.
  • Actions (underlined in one color): Mai prepared a class display; Mai compared examples; She concluded.
  • Reasons (underlined in another color): The model describes social histories and uses; communication requires listening carefully and asking for clarification.
  • Negative detail: the circles are not three ranks of ability; they cannot label every individual speaker.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the passage silently in 2 minutes. Then find the three circles, the central activity, and underline actions and reasons in different colors. Do not translate every word; focus on the meaning of whole phrases.'

    Students

    Ss read silently and look at the worksheet questions. Ss ask T about any unknown word if needed.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the underlining and asks guiding questions: 'What does the word traditionally tell you?' 'Is this sentence an action or a reason?' T reminds Ss that an action tells what happened and a reason tells why.

    Students

    Ss work individually, then compare with their partner. Expected answer for 'Why does the model not rank speakers?': 'Because the circles describe social histories and uses, not ability.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which circle does Viet Nam belong to? Why not the Inner Circle?' and 'What is the negative detail that rejects the option that the model ranks people?' T invites 2–3 Ss to show their underlining on the board.

    Students

    Ss answer. Expected answers: 'Viet Nam belongs to the Expanding Circle because English is mainly learned as a foreign language.' / 'The negative detail is: these circles describe social histories and uses, not three ranks of ability.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarizes: the model is a useful starting point, but it does not label every speaker. T highlights the four key words in context and asks Ss to copy the correct answers into their notebooks.

    Students

    Ss correct their worksheets and write the main idea in one sentence in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Language focus: defining relative clauses

a) Aims

Ss understand the form and use of defining relative clauses and when the object relative pronoun can be omitted.

b) Content

T writes on the board: 'Students who practise regularly often gain confidence.' T asks Ss to identify the relative clause and the noun it describes. T uses the example 'Students ___ ask questions can clarify meaning' to show that who is the subject of ask and identifies students. Ss then read the Ghi nhớ section on the NeoEdu page for a quick check.

c) Expected outcomes

Ss write the rule in their notebooks:

  • A defining relative clause gives essential information identifying a person or thing.
  • Do not put commas around it.
  • Who or that refers to people; which or that refers to things.
  • Only an object relative pronoun can be omitted. Example: The accent (that) I heard was clear.
    Answer to the example: 'Students who ask questions can clarify meaning.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence 'Students ___ ask questions can clarify meaning.' on the board and asks: 'What word should go in the blank? Why?'

    Students

    Ss look at the sentence and think individually for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to find the relative pronoun in the example 'Students who practise regularly often gain confidence' and check if there is a comma. T shows the NeoEdu page on the projector and asks Ss to read the Ghi nhớ box together.

    Students

    Ss work in pairs, identify who as the subject pronoun and note that there is no comma. Expected answer: 'Who is the subject of ask and refers to people.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Can we remove who in this sentence? Why?' and 'Can we remove the pronoun in: The book that I read was interesting?' T invites Ss to answer.

    Students

    Ss answer. Expected answers: 'No, who is the subject, so we cannot remove it.' / 'Yes, that can be omitted because it is an object relative pronoun.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule and writes the four key points on the board. T emphasizes that a comma changes the meaning and that only object relative pronouns can be omitted.

    Students

    Ss copy the rule into their notebooks.

Activity 3: Practice · 10 minutes

Practice: relative clauses and reading evidence

a) Aims

Ss practice choosing the correct relative pronoun and check true or false statements with evidence from the text.

b) Content

Ss complete Worksheet 2 in pairs. Part A: Ss choose the correct relative pronoun or write omitted where possible. Part B: Ss decide if statements about Mai's class display are True or False and underline the evidence in the passage.

c) Expected outcomes

Part A answers:

  1. The teacher who explained the model was very clear. (who)
  2. English is a language that has many varieties. (that or which)
  3. The accent (that/which) I heard yesterday was clear. (omitted or that/which)
  4. The students who practise every day improve their fluency. (who)
    Part B answers:
  5. The Outer Circle includes India. – True (evidence: 'The Outer Circle includes settings… such as India.')
  6. The Expanding Circle includes settings where English is a first language. – False (evidence: English is mainly learned as a foreign language.)
  7. The model ranks speakers by their ability. – False (evidence: not three ranks of ability.)
  8. Mai called one accent better than another. – False (evidence: without calling one accent better than another.)
  9. Mai concluded that the model was useful as a starting point. – True (evidence: She concluded that the model was useful as a starting point.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Part A: choose the correct relative pronoun or write omitted. Part B: write True or False and find the evidence in the passage. You have 6 minutes.'

    Students

    Ss read the instructions and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and reminds them to check commas and the subject or object role of each pronoun. T encourages Ss to find the exact line in the passage as evidence.

    Students

    Ss complete the worksheet in pairs and check each other's evidence.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers to each item and asks the class to say whether they agree. T asks: 'What is the evidence for item 3?'

    Students

    Ss report answers. Expected answer for item 3: 'The passage says the circles are not three ranks of ability, so the statement is False.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on common mistakes, such as using a comma or omitting a subject pronoun, and confirms the correct answers.

    Students

    Ss correct their answers and write the correct versions in their notebooks.

Activity 4: Application · 10 minutes

Speak from notes: a one-minute talk about a borrowed word

a) Aims

Ss give a supported one-minute talk about a borrowed word, using short notes and evidence from a reliable dictionary.

b) Content

Ss prepare a one-minute talk about a borrowed word. They use a dictionary to find the source language and current English meaning, then give one example sentence. T models the structure with the example tsunami: introduction → specific details → reasoned conclusion. Ss build short notes (not full sentences) and then give their talk in groups of four.

c) Expected outcomes

Sample talk (model): 'Today I want to talk about the word tsunami. The dictionary shows that tsunami comes from Japanese. In English it refers to a series of large sea waves, often caused by an undersea earthquake. For example: The coastal warning told people to move to higher ground because of a possible tsunami. So the word shows how English borrows words to describe things that are important in other cultures.'
Ss' notes: word; source language (from the dictionary); English meaning; one example; conclusion.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Choose a borrowed word that you know. Use a dictionary to check its source language and English meaning. Do not guess the origin from its spelling. Write short notes, then give a one-minute talk in your group.'

    Students

    Ss choose a word and look it up in their dictionary.

  2. Teacher

    Step 2: Task performance

    T shows the model notes for tsunami on the projector, then monitors groups and helps Ss check that each detail answers the task.

    Students

    Ss write short notes and practise their talk with a partner. Expected notes: 'Introduction: I chose the word… / Details: source language… meaning… example… / Conclusion: I learned that…'

  3. Teacher

    Step 3: Report and discussion

    T asks each group to choose one speaker to present. Other Ss listen and use the rubric to give feedback: topic and details (0.5), evidence and honesty (0.2), connected English (0.2), clear delivery (0.1).

    Students

    Ss present in groups. Listeners give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives general feedback, praises accurate use of evidence and the relative clauses, and reminds Ss that a fluent opinion still needs evidence when it makes a factual claim.

    Students

    Ss note the feedback in their notebooks.

Worksheets

Worksheet 1: Reading for evidence

Read the passage about the three circles of English. Then answer the questions.

    1. Complete the three circles:
    • Inner Circle: ____________________
    • Outer Circle: ____________________
    • Expanding Circle: ____________________
    1. What is the central activity in the passage?
    1. Underline the actions in one color and the reasons in another color.
    1. Which detail is a negative detail that helps you reject the option that the model ranks speakers by ability?
    1. What did Mai conclude about the model?

Worksheet 2: Relative clauses and evidence

Part A: Choose the correct relative pronoun (who, that, which) or write omitted where possible.

    1. The teacher ___ explained the model was very clear.
    1. English is a language ___ has many varieties.
    1. The accent ___ I heard yesterday was clear.
    1. The students ___ practise every day improve their fluency.

Part B: Write True or False. Underline the evidence in the passage.

    1. The Outer Circle includes India.
    1. The Expanding Circle includes settings where English is a first language.
    1. The model ranks speakers by their ability.
    1. Mai called one accent better than another.
    1. Mai concluded that the model was useful as a starting point.

Homework

  • Prepare a one-minute talk about another borrowed word. Use a reliable dictionary to find its source language and current English meaning, and give one example sentence.
    • Write short notes in three parts: introduction, specific details, and reasoned conclusion.
    • Practise your talk aloud at least three times and record it if possible.
    • Write three sentences using defining relative clauses with who, that, or which. Do not use commas around essential information.
    • Review the words variety, accent, fluency, accuracy and write one example sentence for each word.

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