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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 13. Unit 10: Planet Earth

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Explain the form and use of non-defining relative clauses, including the relative pronouns who, which and whose and the use of commas.
  • Use key topic words (habitat, flora, fauna, biodiversity) correctly in context.
  • Recognise the stress pattern of key content words in English sentences.

2. Competences

a) General competences

  • Self-control and independent learning: Ss review their own errors, keep a personal error log and choose one error they can repair without help.
  • Communication and collaboration: Ss work in pairs and groups to complete charts, check answers and explain grammar rules to each other.
  • Problem-solving and creativity: Ss correct faulty sentences, combine short sentences into one using a non-defining relative clause and write a short description of a local wetland.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a model sentence for stress, read and combine sentences, explain meaning orally and write a short paragraph about a wetland.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of non-defining relative clauses, use the four topic words accurately and mark sentence stress on important content words.

3. Personal qualities

  • Diligence: Ss complete all practice items and record every error in their personal error log.
  • Responsibility: Ss check their own work against the answer key and correct their mistakes before submitting.
  • Honesty: Ss admit errors openly in pair and group discussion and do not copy answers without checking the rule.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides showing the warm-up sentences, the key rule and the four topic examples
  • Worksheet 1: Relative clauses and key words (printed for each pair)
  • Audio recording or teacher model of the sentence 'BIRDS need CLEAN WAter' for stress practice
  • NeoEdu online lesson page for Unit 10 Looking Back (neoedu.vn/learn/9/english/unit-10-looking-back): lesson notes, examples and interactive exercises, used to check answers in the practice stage
  • Answer key for Worksheet 1

2. Students

  • Student's Book Global Success 9, Unit 10 (Looking Back)
  • Notebook, pen and pencil
  • Personal error log (a page in the notebook divided into three columns: incorrect form, corrected form, reason)
  • Small whiteboard or sheet of paper for pair work (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Spot the Error

a) Aims

Ss recall the form of non-defining relative clauses and identify the common mistakes of omitting commas, using 'that' and dropping the relative pronoun.

b) Content

Ss look at three faulty sentences on the board and decide what is wrong:

  1. This wetland that stores floodwater needs protection.
  2. Ms Ha, that works at the centre, gave a talk.
  3. The Earth, which it is our home, needs care.
    Ss then say how to correct each sentence.

c) Expected outcomes

Ss identify three errors and give corrected sentences:

  • 1: This wetland, which stores floodwater, needs protection. (missing commas; 'that' is not used in a non-defining clause)
  • 2: Ms Ha, who works at the centre, gave a talk. (a named person takes 'who', not 'that')
  • 3: The Earth, which is our home, needs care. (the repeated subject 'it' must be removed)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three sentences on the board and says: 'Look at these sentences. Something is wrong in each one. Can you find the mistakes?' T gives 1 minute.

    Students

    Ss read the sentences silently and think about what is wrong.

  2. Teacher

    Step 2: Task performance

    T walks around and listens. T prompts with 'What is the subject? Do we need commas here?' if Ss are stuck.

    Students

    Ss work individually, then whisper their answers to a neighbour. Typical answer: 'There are no commas.' / 'We should use who for a person.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give a corrected version of each sentence and asks the class: 'Do you agree?'

    Students

    Ss read out the corrected sentences. Other Ss agree or suggest a change.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the three corrected sentences and writes on the board: 'Non-defining clause = extra information + commas + who/which/whose, never that, never omit the pronoun.' T links this to the lesson title Looking Back.

    Students

    Ss copy the key point into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Non-defining Relative Clauses

a) Aims

Ss explain how non-defining relative clauses add extra information about an already identified noun, and state which relative pronoun to use and when to use commas.

b) Content

Ss complete a chart in pairs on Worksheet 1, Part A, using the examples in the Language focus box:

  • Relative pronoun / Used for / Example
  • who / people / Ms Ha, who works at the centre, gave a talk.
  • which / things, animals, places / This wetland, which stores floodwater, needs protection.
  • whose / possession / (Ss find an example)
    Then Ss answer three questions: (1) Why are commas needed? (2) Why can we not use 'that'? (3) What happens if we remove the clause?

c) Expected outcomes

A completed chart and short rule summary:

  • who: refers to a named or identified person, e.g. Ms Ha, who works at the centre, gave a talk.
  • which: refers to things, animals or places, e.g. This wetland, which stores floodwater, needs protection.
  • whose: shows possession, e.g. The park, whose flora is rich, attracts visitors.
  • Commas set off the extra information. The relative pronoun cannot be omitted, and 'that' is not used in this structure. Removing the clause still leaves a complete sentence that identifies the subject.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the Language focus box on the projector and says: 'Read the rule and the examples. In pairs, complete the chart in Part A of your worksheet. You have 4 minutes.'

    Students

    Ss read the rule and examples and get ready to work with a partner.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and asks guiding questions: 'Who is the noun here? Is it a person or a thing?' Ss who finish early write one more example for 'whose'.

    Students

    Ss discuss and fill in the chart. Expected answers: 'Who is for people, which is for things.' / 'The commas show extra information.' / 'The sentence still makes sense without the clause.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share their chart and their answers to the three questions. T asks the class: 'Do you agree with this answer? Why?'

    Students

    Pairs present their answers. Other Ss compare with their own charts and agree or add a point.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the chart and reads the key rule aloud: 'A non-defining relative clause adds extra information about an already identified noun and is set off by commas. Use who, which or whose, not that. Do not omit the relative pronoun.' T asks Ss to tick the rule in their notebooks.

    Students

    Ss write the rule in their notebooks and tick it off.

Activity 2.2: Knowledge formation · 8 minutes

Key Topic Words and Sentence Stress

a) Aims

Ss explain the meaning of four topic words in context, match them with Vietnamese meanings and identify the stressed content words in a sentence.

b) Content

T reads four examples aloud:

  1. A wetland is a habitat for many birds.
  2. The park has rich flora.
  3. Its fauna includes many small mammals.
  4. Biodiversity supports healthy ecosystems.
    Ss match the words habitat, flora, fauna and biodiversity with their meanings in Part B of Worksheet 1: habitat (môi trường sống), flora (hệ thực vật), fauna (hệ động vật), biodiversity (đa dạng sinh học). Then T models the sentence 'BIRDS need CLEAN WAter' and Ss mark the stressed words in 'The park has rich flora.'

c) Expected outcomes

Matching key:

  • habitat – môi trường sống
  • flora – hệ thực vật
  • fauna – hệ động vật
  • biodiversity – đa dạng sinh học
    Stress: The PARK has RICH FLORa. (main stress on nouns, main verbs and adjectives; function words such as 'has' and 'the' are weak). Ss record in their error log one word they found difficult.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four example sentences on the board, reads them aloud and says: 'Match each word with its meaning in Part B. Then listen to my model and tell me which words are stressed.'

    Students

    Ss read the sentences and prepare to match the words.

  2. Teacher

    Step 2: Task performance

    T plays the model 'BIRDS need CLEAN WAter' twice and then says 'The park has rich flora' with stress on RICH and FLO-. Ss work in pairs to match the words and mark stress.

    Students

    Ss match the words, then listen and mark the stressed syllables. Expected answer: 'Stress falls on RICH and FLO-, not on has or the.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read out the matching and another pair to read out the stressed sentence. T checks pronunciation with the class.

    Students

    Pairs read out their answers. Other Ss repeat the stressed sentence chorally.

  4. Teacher

    Step 4: Conclusion and assessment

    T explains that stress depends on meaning and can change for contrast, and reminds Ss to review words as whole phrases, not word by word. T asks Ss to add the two words they found most difficult to their error log.

    Students

    Ss update their error log with the new words and the stress pattern.

Activity 3: Practice · 12 minutes

Combining and Correcting Sentences

a) Aims

Ss apply the rules of non-defining relative clauses to choose, combine, correct and explain sentences, and identify the correct contrastive stress.

b) Content

Ss complete Worksheet 1, Part C, in pairs (Exercises 1–10 from the lesson). Exercises 1, 2, 3, 5, 6 and 8 focus on grammar; Exercise 7 requires explanation; Exercise 9 requires matching; Exercise 10 focus on stress and contrast. After 8 minutes, pairs check their answers with the answer key displayed on the board or on the NeoEdu page.

c) Expected outcomes

Answers and model sentences:

  1. A (which)
  2. who (Ms Ha, who works at the centre, gave a talk.)
  3. B (The Earth, which is our home, needs care.)
  4. This wetland, which stores water, is important to the town.
  5. a) False – the pronoun cannot be omitted. b) True – 'that' is not used as a non-defining relative pronoun.
  6. Ms Ha, who is a ranger, guided our club. (or: Ms Ha, who guided our club, is a ranger.)
  7. 'The Red River' is already identified; the clause adds information rather than choosing one river from a set, so commas are used.
  8. The wetland, which shelters birds and stores water, needs protection.
  9. habitat – môi trường sống; flora – hệ thực vật; fauna – hệ động vật; biodiversity – đa dạng sinh học
  10. A – BIRDS contrasts the animal with fish; focus depends on context, not on making every word equally stressed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work with your partner on Part C of Worksheet 1. Read each exercise carefully. For Exercise 6 and Exercise 8, write the full sentence. You have 8 minutes.'

    Students

    Ss read the instructions and begin the exercises with a partner.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs who are stuck, asking: 'Is the noun a person or a thing? Where should the commas go?'

    Students

    Ss discuss, write answers and check grammar. Typical discussion: 'Ms Ha is a person, so we use who.' / 'The commas go before and after the clause.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to read out answers to Exercises 2, 6, 7 and 10. T asks the class to vote with thumbs up or down on each answer.

    Students

    Pairs read out their answers. Other Ss agree, disagree or suggest improvements. Ss correct their own worksheet during the discussion.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and explains any difficult point, especially Exercise 7 (the named river) and Exercise 10 (contrastive stress). T encourages Ss to write down any answer they got wrong in the error log.

    Students

    Ss check their answers against the key, correct their worksheet and record their mistakes in the error log.

Activity 4: Application · 8 minutes

Describing a Local Wetland

a) Aims

Ss use non-defining relative clauses and topic words to write a short description of a local place, and choose one error from their log to repair without help.

b) Content

Ss write three to four sentences about a wetland, lake, park or other natural place they know. Each sentence must include at least one non-defining relative clause and at least one of the words habitat, flora, fauna or biodiversity. Afterwards, Ss exchange their writing with a partner and check the commas and relative pronouns. Finally, Ss choose one error from their log and write how they repaired it.

c) Expected outcomes

A short paragraph, for example:

  • Our local lake, which lies near the village, is a habitat for many birds.
  • The park, whose flora is very rich, attracts many visitors.
  • Its fauna includes small mammals and fish, and biodiversity here is worth protecting.
    An updated error log entry: incorrect form – 'The park that is green attracts visitors.' / corrected form – 'The park, which is green, attracts visitors.' / reason – non-defining clauses use commas and 'which' for things.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Think of a natural place near your home. Write three or four sentences describing it. Use at least one non-defining relative clause and at least one topic word. You have 4 minutes. Then swap your paragraph with a partner.'

    Students

    Ss think of a place and begin writing individually.

  2. Teacher

    Step 2: Task performance

    T walks around and checks sentences, reminding Ss to use commas and not 'that'. After writing, Ss swap papers and check each other's commas and pronouns.

    Students

    Ss write their paragraph and then check a partner's work, marking any error with a tick or a question mark.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read one sentence aloud and says: 'Listen for the stress on the content words.' T asks Ss how they repaired one error from their log.

    Students

    Ss read a sentence aloud and share the error they repaired.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use of commas and relative pronouns, and reminds Ss that a fluent statement still needs a reason or evidence when it is a factual claim. T sets homework.

    Students

    Ss note the homework in their notebooks and update their error log.

Worksheets

Worksheet 1: Relative clauses and key words

Part A – Complete the chart with the rule for each relative pronoun:

  • who: used for ____
  • which: used for ____
  • whose: used for ____
    Answer the questions:
  • Why do we use commas in a non-defining relative clause?
  • Why can we not use 'that' here?
  • What happens if we remove the clause?

Part B – Match each word with its Vietnamese meaning:

  • habitat / flora / fauna / biodiversity
  • môi trường sống / hệ thực vật / hệ động vật / đa dạng sinh học
    Mark the stressed words in: The park has rich flora.

Part C – Do the exercises:

  1. This wetland, ___ shelters birds, needs clean water. A. which B. that C. where it D. whom
  2. Ms Ha, ___ works at the centre, gave a talk. (who / which)
  3. Choose the correct sentence: A. The Earth, that is our home, needs care. B. The Earth, which is our home, needs care. C. The Earth which is our home needs care always. D. The Earth, which it is our home, needs care.
  4. Build the sentence: This wetland, / which stores water, / is important / to the town.
  5. Write True or False: a) The relative pronoun can always be omitted. b) 'That' is not used as a non-defining relative pronoun.
  6. Combine: Ms Ha is a ranger. She guided our club.
  7. Explain the commas in: 'The Red River, which flows through several regions, is important.'
  8. Summarise in one sentence: A wetland shelters birds. It stores water. It needs protection.
  9. Match the key topic words with their meanings.
  10. A speaker corrects 'The fish need clean water' by saying 'The BIRDS need clean water.' Why does BIRDS receive the strongest emphasis? A. It contrasts the animal with fish. B. Every noun must always be equally loud. C. The sentence has changed to a question. D. The speaker is contrasting clean with dirty.

Answer key: 1-A; 2-who; 3-B; 4-This wetland, which stores water, is important to the town.; 5-a) False b) True; 6-Ms Ha, who is a ranger, guided our club.; 7-The named river is already identified, so the clause adds information and commas mark it; 8-The wetland, which shelters birds and stores water, needs protection.; 9-habitat – môi trường sống; flora – hệ thực vật; fauna – hệ động vật; biodiversity – đa dạng sinh học; 10-A

Homework

  • Write a paragraph of five to six sentences about a natural place in your commune or city. Use at least two non-defining relative clauses with who, which or whose, and use commas correctly.
  • Use at least three of the topic words habitat, flora, fauna and biodiversity in your paragraph, and underline each one.
  • Update your personal error log with at least two new entries (incorrect form, corrected form, reason). Choose one error that you can now repair without help and write a sentence that shows the correct form.
  • Review the lesson online at neoedu.vn/learn/9/english/unit-10-looking-back and complete the interactive exercises before the next lesson.

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