Tiếng AnhLớp 9Phần 12. Review 3

Giáo án Language

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:
- Report yes/no questions with asked + if/whether + subject + verb, using statement order and backshift where needed.
- Use relative pronouns who, which, whose and that in defining clauses, and identify when the object relative pronoun can be omitted.
- Pronounce the /sl/ and /sn/ clusters and mark word stress in words ending in -ic, -ious, -ion and -ity.
- Use the vocabulary: limestone, landscape, package tour, itinerary, variety, accent.

2. Competences

a) General competences

Self-control and independent learning: Ss answer each task before checking the explanation and record the reason for every correction.
Communication and collaboration: Ss work in pairs and groups to report questions, share answers and give feedback on each other's sentences.
Problem-solving and creativity: Ss apply grammar and pronunciation rules to new sentences and to a personal trip plan.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss report classmates' questions orally, read and complete short texts, and write six sentences describing a natural wonder.
Language knowledge (pronunciation, vocabulary, grammar): Ss use reported yes/no questions, defining relative clauses, the /sl/ and /sn/ clusters and stress patterns for -ic, -ion, -ity and -ious words accurately.

3. Personal qualities

Diligence: Ss complete all worksheet items and revise every incorrect answer with its rule.
Responsibility: Ss check their own answers before the explanation and take ownership of their corrections in their notebooks.
Honesty: Ss report their classmates' answers accurately during the interview and admit when they are unsure.

II. Teaching aids and materials

1. Teacher

Projector and slides with the example sentences, vocabulary and exercises of Review 3 (Language)
Picture cards: limestone cave, mountain landscape, package tour brochure, itinerary, variety of accents
Worksheet 1 and Worksheet 2 (printed, one set per pair)
Digital learning resource (NeoEdu): neoedu.vn/learn/9/english/review-3-language, used to present the grammar examples and the interactive exercises at the start of practice
Timer and small prizes (stickers) for the warm-up game

2. Students

English 9 textbook, notebook, pen, pencil, eraser
Coloured pens for underlining rules and stressed syllables
Dictionary (optional) for checking unfamiliar words

III. Procedures

Activity 1: Warm-up · 10 minutes

Natural Wonders Chain Report

a) Aims

Ss recall the vocabulary of the unit and see how a yes/no question changes when it is reported.

b) Content

Ss look at picture cards of a limestone cave and a mountain landscape. T says a direct question, for example “Is the cave open?”, and a student reports it to the class. Ss then match the six words (limestone, landscape, package tour, itinerary, variety, accent) to their meanings and example sentences.

c) Expected outcomes

Ss give a correct reported question: She asked if the cave was open. Ss match the words: limestone (đá vôi) – Limestone can form dramatic caves; landscape (cảnh quan) – The landscape includes mountains and rivers; package tour (du lịch trọn gói) – A package tour may include transport and a guide; itinerary (lịch trình) – Read the itinerary before booking; variety (biến thể) – English has many varieties; accent (giọng) – An accent can reflect a speaker's background.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the cave and landscape pictures and says: “Is the cave open?” T asks: “How can we report this question to another person?” T introduces the game: each team receives a point for a correct reported question.
Students
Ss listen and look at the pictures. Ss may answer: “She asked if the cave was open.”
Teacher
Step 2: Task performance
T asks each team to report two more questions, such as “Can you swim?”, and monitors. T then gives the six vocabulary words and asks Ss to match them with the example sentences.
Students
Ss work in teams of four. They report the questions orally and match the words to the sentences in their notebooks.
Teacher
Step 3: Report and discussion
T invites one team to read its reported questions and one pair to read its matches. T asks: “Which word means a trip that includes transport and a guide?”
Students
Ss answer: “Package tour.” Other teams check and add points.
Teacher
Step 4: Conclusion and assessment
T praises accurate answers and announces that today's lesson will review reported questions, relative pronouns and pronunciation of stress patterns.
Students
Ss write the title Review 3 – Language in their notebooks and note the lesson goals.

Activity 2.1: Knowledge formation · 15 minutes

Reporting Yes/No Questions

a) Aims

Ss explain how to report a yes/no question with asked + if/whether + subject + verb and apply the backshift rule.

b) Content

Ss study the examples: “Is the path open?” → She asked if the path was open. “Can you swim?” → He asked if I could swim. Ss complete Part A of Worksheet 1 and note the rules: use if or whether, keep statement order, do not keep do/does/did, do not invert the subject, backshift present to past and can to could, and change pronouns and time expressions when the context requires it.

c) Expected outcomes

Ss write the rule: Yes/no question → asked + if/whether + subject + verb (statement order). Ss correct the examples:

“Is the cave open?” → She asked if the cave was open.
“Can you swim?” → He asked if I could swim.
Incorrect: She asked if was the cave open / She asked the cave if open.
Ss note: Reported questions with if are not introduced by that.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two example questions on the board and asks: “What changes from the direct question to the reported question?” T distributes Worksheet 1, Part A.
Students
Ss read the examples and observe the changes. Expected answers: the word order changes to statement order; if is added; the tense goes back; can becomes could.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to transform the Part A questions. T walks around and checks whether pairs keep statement order and avoid do/does/did.
Students
Ss work in pairs. They write the reported sentences and highlight the rule for each change in a different colour.
Teacher
Step 3: Report and discussion
T calls on two pairs to read their answers and asks the class: “Is this sentence correct? Why?” when a pair writes an incorrect form.
Students
Ss answer: “It is wrong because the subject and verb are inverted.” or “It is wrong because do was kept.” Ss correct their own work.
Teacher
Step 4: Conclusion and assessment
T summarises on the board: asked + if/whether + subject + verb; backshift present to past; can → could; no do/does/did; no inversion. T shows the NeoEdu bank of examples for extra reference.
Students
Ss copy the rule in their notebooks and write one correct example of their own.

Activity 2.2: Knowledge formation · 15 minutes

Relative Pronouns in Defining Clauses

a) Aims

Ss explain the use of who, which, whose and that in defining clauses and identify when the object relative pronoun can be omitted.

b) Content

Ss read the sentences: “The guide (who) we met lives here.” and “The guide who helped us lives here.” They discuss why the pronoun can be omitted in the first sentence but not in the second. Ss read the sentence “Students who practise regularly often gain confidence.” and note that there are no commas. Ss complete Part B and Part C of Worksheet 1.

c) Expected outcomes

Ss write the rules:

who: people; which: things; whose: possession (the visitor's bag); that: people or things in a defining clause.
Commas are not used in a defining clause.
The object relative pronoun can be omitted: the guide (who) we met.
The subject relative pronoun cannot be omitted: the guide who helped us.
Expected answers for Part B: 1 who, 2 which, 3 whose, 4 that. For Part C: sentence 1 can omit the pronoun, sentence 2 cannot.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes two sentences on the board: “The guide (who) we met lives here.” and “The guide who helped us lives here.” T asks: “Which pronoun can we delete? Why?”
Students
Ss look at the sentences. Expected answer: We can delete who in the first sentence because it is the object of met, but we cannot delete who in the second sentence because it is the subject of helped.
Teacher
Step 2: Task performance
T gives Ss Worksheet 1, Parts B and C, and asks them to complete the sentences individually before comparing with a partner.
Students
Ss complete the gaps and mark the pronouns that can be omitted. They then compare with a partner and discuss any differences.
Teacher
Step 3: Report and discussion
T asks one pair to read the answers for item 3 (whose) and asks: “Why is whose used here?” T asks another pair to justify the omission in item 1.
Students
Ss answer: “Whose shows the possession: the visitor's bag.” and “We can omit who because it is the object: the guide we met.”
Teacher
Step 4: Conclusion and assessment
T writes the rules on the board: who/that for people, which/that for things, whose for possession, no commas in defining clauses, and only object relative pronouns can be omitted.
Students
Ss write the rules and an example for each pronoun in their notebooks.

Activity 2.3: Knowledge formation · 15 minutes

Pronunciation: Clusters and Word Stress

a) Aims

Ss pronounce the /sl/ and /sn/ clusters clearly and mark the stressed syllable in words ending in -ic, -ious, -ion and -ity.

b) Content

T models the words slope, slow, snow and sleep, and asks Ss to listen for the difference between /l/ and /n/. T models the stress patterns: DOmestic, ecoNOmic, deLIcious, communiCAtion, educAtion, aBIlity, opporTUnity. Ss repeat and complete Part B of Worksheet 2 by marking the stressed syllable and sorting words into the /sl/ and /sn/ columns.

c) Expected outcomes

Ss sort the words:

/sl/: slope, slow, sleep
/sn/: snow
Ss mark the stressed syllables:
do-MES-tic, eco-NO-mic (-ic)
de-LI-cious (-ious)
communi-CA-tion, edu-CA-tion (-ion)
a-BI-lity, oppor-TU-nity (-ity)
Ss note: these are patterns, so they check a dictionary for unfamiliar words.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the words slope and snow, and asks Ss to say them aloud, keeping both consonants audible. T then says the stress patterns and asks Ss to listen for the stressed syllable.
Students
Ss listen and repeat. They note that slope starts with /sl/ and snow starts with /sn/.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 2, Part B individually, then check with a partner. T monitors and models again any word that Ss mispronounce.
Students
Ss mark the stressed syllable in each word and sort the words into the /sl/ and /sn/ columns. They read the words aloud with their partners.
Teacher
Step 3: Report and discussion
T invites Ss to read two words from each group and asks the class to check the stress. T asks: “Why do we mark the stress before -ion and -ity?”
Students
Ss read the words and answer: “Because stress often falls on the syllable before -ion or -ity.” Other Ss correct any mistakes.
Teacher
Step 4: Conclusion and assessment
T summarises the two pronunciation points: keep the cluster clear without adding a vowel, and stress the syllable before the suffix in these patterns. T reminds Ss to listen to the whole word.
Students
Ss write the stress patterns in their notebooks and mark the stressed syllable in each new word they learn.

Activity 3.1: Practice · 10 minutes

Grammar Choice Practice

a) Aims

Ss choose the correct reported question form and the correct relative pronoun in multiple-choice items.

b) Content

Ss do Exercises 1, 2, 3, 7, 8 and 9 from the textbook. They work individually, then check with a partner and give reasons for each answer. T may use the NeoEdu interactive exercises as a second check.

c) Expected outcomes

Answer key:

B – if the cave was open (Reported question uses if + subject + verb.)
A – who (Who refers to a person and is the subject.)
A – who (Who is subject of ask and identifies students.)
B – could (Can backshifts to could in the past reporting context.)
B – whose (Whose expresses possession: the visitor's bag.)
B – The words that I learnt were useful. (No commas; do not repeat the object them.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read Exercises 1, 2, 3, 7, 8 and 9 and to underline the key words before they choose an answer.
Students
Ss read the items and underline key words such as “asked”, “helped”, “visitor's bag”.
Teacher
Step 2: Task performance
T asks Ss to answer individually first, then discuss with a partner. T reminds Ss to give the reason for each choice.
Students
Ss choose answers and write the reason. Pairs compare and resolve differences by checking the rule.
Teacher
Step 3: Report and discussion
T calls on different Ss to give answers and reasons for items 1, 7 and 9. T asks the class to agree or disagree.
Students
Ss answer: “Item 7 is B because can changes to could in reported speech.” Ss write corrections for any wrong answer, with the rule.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and asks Ss to revisit the rule behind each mistake, recording it in the notebook.
Students
Ss write the corrected answers and the rule for each mistake.

Activity 3.2: Practice · 10 minutes

Gap-fill and Sound Check

a) Aims

Ss complete gap-fill sentences with if, which and the correct sound-based answer, and identify the word that begins with /sn/.

b) Content

Ss do Exercises 4, 5, 6 and 10 from the textbook. In Exercises 4–6, Ss choose the correct word in each gap, and in Exercise 10 they identify the word beginning with /sn/. T encourages Ss to listen to the whole sentence before choosing.

c) Expected outcomes

Answer key:
4. if (A yes/no question is introduced by if or whether.)
5. which (Which refers to the thing map.)
6. which (Which refers to dictionary and is object of use.)
10. C – snow (Snow begins /sn/; the others begin /sl/.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence “He asked ___ we could join the trip” on the board and asks: “Which word fits: if or that? Why?”
Students
Ss answer: “if, because the sentence is a reported yes/no question.”
Teacher
Step 2: Task performance
T asks Ss to complete Exercises 4, 5, 6 and 10 in pairs. T listens to pronunciation in Exercise 10 and corrects Ss' /sl/ and /sn/ sounds.
Students
Pairs fill in the gaps and read the words in Exercise 10 aloud to check the initial sounds.
Teacher
Step 3: Report and discussion
T asks one pair to give the answer to Exercise 6 and explains the reason. T asks another pair to read the answer to Exercise 10 aloud.
Students
Ss answer: “which, because it refers to the thing dictionary.” and “snow, because it starts with /sn/.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and asks Ss to note in their notebooks why each correct form was chosen.
Students
Ss write the corrected sentences and the reason for each answer.

Activity 4: Application · 15 minutes

My Dream Natural Wonder Trip

a) Aims

Ss use reported yes/no questions and defining relative clauses to describe a natural wonder and report a classmate's interest in travelling.

b) Content

In pairs, Ss plan a short trip to a natural wonder, such as a limestone cave or a mountain landscape. Each S asks the partner one yes/no question about the trip, for example “Can you join the package tour?”, then reports the answer to the class. Ss write six sentences about the trip, using at least two defining clauses with who, which, whose or that, and one reported question. Ss may use the words itinerary, package tour and landscape.

c) Expected outcomes

Ss produce six sentences. Example product:

The cave is a place which has dramatic limestone formations.
We will join a package tour that includes transport and a guide.
The guide who will lead us knows the landscape well.
My friend asked if I could join the trip.
Ss also write an itinerary of three days and check that every defining clause has no commas.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models a short dialogue with a student: “Is the cave open in the morning?” and reports it to the class: “She asked if the cave was open in the morning.” T explains the task and the success criteria: six sentences, two defining clauses, one reported question.
Students
Ss listen and note the criteria in their notebooks.
Teacher
Step 2: Task performance
T circulates and helps pairs with word choice and relative pronouns. T reminds Ss not to put commas in defining clauses.
Students
Pairs ask each other a yes/no question, report the answer and write six sentences and a short itinerary on a sheet of paper.
Teacher
Step 3: Report and discussion
T asks three pairs to read one reported question and one defining clause from their sentences. The class listens and gives feedback.
Students
Ss read, for example: “She asked if the package tour included transport.” and “The guide who will lead us is very friendly.” Classmates check the pronoun and the commas.
Teacher
Step 4: Conclusion and assessment
T praises accurate sentences and gives one correction for each group. T summarises the lesson's two main grammar points and the stress patterns.
Students
Ss revise their sentences with the correction and record the final version in their notebooks.

Worksheets

Phiếu học tập số 1

Part A: Report the following questions using asked + if + subject + verb.

“Is the cave open?” → She asked ___.
“Can you swim?” → He asked ___.
“Is the path open?” → She asked ___.

Part B: Complete each sentence with who, which, whose or that.

The guide ___ helped us lives here.
This is the map ___ shows the route.
The visitor ___ bag was lost called the office.
The dictionary ___ I use has clear examples.

Part C: Can the relative pronoun be omitted? Write Yes or No.

The guide (who) we met was friendly.
The guide who helped us was friendly.

Part D: Write the rule for each change.

Reported yes/no question: ___
Backshift: ___
Defining clause: ___

Phiếu học tập số 2

Part A: Listen and repeat the words: slope, slow, snow, sleep.

Part B: Sort the words into the correct column and mark the stressed syllable.

Column /sl/: ___
Column /sn/: ___
Words: domestic, economic, delicious, communication, education, ability, opportunity

Part C: Mark the stressed syllable in each word.

domestic
economic
delicious
communication
education
ability
opportunity

Part D: Check a dictionary for one unfamiliar word with the -ic, -ious, -ion or -ity ending and write it here: ___

Homework

Write six sentences about a natural wonder you would like to visit. Use at least two defining clauses with who, which, whose or that, and do not put commas in defining clauses.
Interview a family member with one yes/no question, then write the reported question in a notebook using asked + if/whether + subject + verb.
Review the words limestone, landscape, package tour, itinerary, variety and accent. Write one new sentence for each word.
Practise saying the words slope, slow, snow, domestic, economic, communication and opportunity aloud, marking the stressed syllable in each.

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