Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 3. Unit 3: Healthy living for teens

Giáo án A Closer Look 2

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Form first conditional sentences with if + present simple and a modal + base verb.
  • Explain the meanings of can (ability/permission), may (possibility), must (necessity) and should (advice) in the result clause.
  • Apply the rule of 'no will in the if-clause' to choose correct conditional forms.
  • Use the words well-balanced, priority, deadline and distraction in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work out the verb form from the intended meaning and check their own answers before the teacher's feedback.
  • Communication and collaboration: Ss share answers and explain their reasoning in pairs and to the class.
  • Problem-solving and creativity: Ss build their own first conditional sentence about screen time and healthy habits.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss ask and answer about healthy habits, and write one original first conditional giving advice.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the structure if + present simple + modal + base verb, apply third-person -s in the if-clause, and use the four target words accurately.

3. Personal qualities

  • Diligence: Ss complete all exercises in class and revise their wrong answers carefully.
  • Responsibility: Ss take responsibility for their own learning by checking their answers and correcting mistakes in their notebooks.
  • Honesty: Ss admit when they are unsure and do not copy answers from classmates during pair checking.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides with the lesson content, worked examples and exercises
  • NeoEdu learning page: neoedu.vn/learn/9/english/unit-3-a-closer-look-2 (interactive exercises for checking answers)
  • Worksheet 1 (printed, one per pair)
  • Timer and sticky notes

2. Students

  • Student's book English 9 (Global Success), Unit 3
  • Notebook, pen and pencil
  • Mini whiteboard and marker (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: What Do You Do When You Feel Tired?

a) Aims

Ss recall the situations in which they need advice about health and notice the if + present simple + should pattern.

b) Content

Ss look at a slide showing a student studying late at night. T asks: 'What do you do when you feel tired while studying?' Ss answer in pairs, then T shows the sentence: 'If you feel tired, you should take a break.' T asks: 'Which verb form follows if? Which form follows should?'

c) Expected outcomes

Ss notice that the if-clause uses the present simple (feel) and the result clause uses should + base verb (take). Ss identify that the sentence gives advice about a possible situation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What do you do when you feel tired while studying?' T gives 30 seconds for pair discussion.

    Students

    Ss look at the picture and discuss in pairs what they do when they feel tired.

  2. Teacher

    Step 2: Task performance

    T writes the sentence 'If you feel tired, you should take a break.' on the board and asks: 'Which words are the if-clause? Which words give the advice?'

    Students

    Ss underline 'If you feel tired' and 'you should take a break' in their notebooks. Expected answer: if-clause = if + feel (present simple); result = should + take (base verb).

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to share their answers and asks: 'Is this sentence about a real possibility or an imaginary past situation?'

    Students

    Ss report: 'We do the same thing. We take a break when we feel tired.' Expected answer: it is a possible situation in the present or future.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'This is the first conditional. We use if + present simple, then a modal + base verb for a possible result or advice.' T writes the title of the lesson on the board.

    Students

    Ss copy the title 'A Closer Look 2' and the key pattern into their notebooks.

Activity 2.1: Knowledge formation · 9 minutes

Meaning and Form of the First Conditional

a) Aims

Ss understand the meaning of can, may, must and should in the result clause, and know that will is normally not used in the if-clause.

b) Content

T presents the four modals with examples from the lesson: 'If you finish early, you can take a short break.' (ability/permission); 'If you stay up late, you may feel tired.' (possibility); 'If you have a deadline, you must plan your time.' (necessity); 'If you feel overwhelmed, you should ask for help.' (advice). T asks: 'Can we write If it will rain...? Why not?' T presents the vocabulary: well-balanced (cân bằng), priority (việc ưu tiên), deadline (hạn chót), distraction (điều gây xao nhãng).

c) Expected outcomes

Ss write in their notebooks: can = ability/permission; may = possibility; must = necessity; should = advice. Ss note: 'Do not normally put will in the if-clause. Use the present simple instead.' Ss copy the four vocabulary items with Vietnamese meanings and one example each, for example: 'A well-balanced day includes rest.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the four modals in the slide. Match each one with its meaning: ability/permission, possibility, necessity, advice.' T gives 2 minutes.

    Students

    Ss read the four example sentences silently and match each modal with its meaning in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around and helps Ss who are stuck. T asks: 'Which modal shows that something is necessary?'

    Students

    Ss work individually. Expected answers: can = ability/permission; may = possibility; must = necessity; should = advice.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read their answers. T asks: 'Can we write If it will rain, we can exercise indoors? Why not?'

    Students

    Ss answer: 'No, we use the present simple: If it rains.' Ss repeat the new words after T, paying attention to the stress in well-balanced and distraction.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the meanings and the rule on the slide and checks the vocabulary by asking: 'What is a distraction when you study?'

    Students

    Ss answer 'Notifications can be a distraction' and write the summary into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

From Rule to Accurate Use

a) Aims

Ss move from the rule to accurate use by starting with the intended meaning, then identifying the subject and verb pattern.

b) Content

Ss work in pairs with Worksheet 1. T models Worked example 1: 'If you feel overwhelmed, you ___ ask a trusted adult for help.' T asks: 'What is the intended meaning? Is it advice or necessity? What verb form follows the modal?' Then Ss do Worked example 2: 'If Nam ___ regularly, he may feel more energetic. (exercise)' T asks: 'Who is the subject? Which form does the verb take after he?'

c) Expected outcomes

Worksheet 1 answers:

  • Example 1: should, because the meaning is advice and should is followed by the base verb ask.
  • Example 2: exercises, because the present simple in the if-clause after Nam (third person singular) takes -s: If Nam exercises regularly, he may feel more energetic.
    Ss write the rule: 'Start with the meaning → identify the subject → choose the correct verb form.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read Worked example 1. Find the intended meaning first, then the modal and the verb form.' T gives 3 minutes.

    Students

    Ss read Worksheet 1 in pairs and discuss the questions: 'What is the meaning? Which modal fits? Which verb form follows?'

  2. Teacher

    Step 2: Task performance

    T asks Ss to do Worked example 2 and reminds them: 'Who is the subject? Does the verb need -s?'

    Students

    Ss write the answers on their worksheet. Expected answer: 'Nam exercises' because the subject is third person singular and the present simple needs -s.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to present their answers and asks: 'Why is it not If Nam exercise?'

    Students

    Ss explain: 'Nam is the third person singular, so exercise becomes exercises in the present simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the steps: 'First find the meaning, then check the subject and verb pattern, then apply the rule to a new sentence.' T encourages Ss to apply the rule rather than memorise the answer.

    Students

    Ss write the three steps into their notebooks.

Activity 3.1: Practice · 9 minutes

Choose and Complete the Sentences

a) Aims

Ss choose and complete first conditional sentences with the correct modal and base verb.

b) Content

Ss do Exercises 1, 3 and 4 from the book:

  1. If you feel overwhelmed, you ___ ask a trusted adult for help. A. should; B. should to; C. are should; D. shoulds
  2. If you finish early, you ___ take a short break. A. can; B. cans; C. can to; D. are can
  3. If the task is unclear, you should ___ a question. (ask)

c) Expected outcomes

Answers and key:

  • Exercise 1: A. should (Should is followed by the base verb ask.)
  • Exercise 3: A. can (Can + base verb.)
  • Exercise 4: ask (The modal should takes the base form.)
    Ss write the three answers in their notebooks and correct any mistakes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Do Exercises 1, 3 and 4 individually. You have 3 minutes. Then check with your partner.'

    Students

    Ss read the three exercises and choose or write their answers individually.

  2. Teacher

    Step 2: Task performance

    T monitors and asks Ss who finish early: 'Why is B not correct? What is wrong with cans?'

    Students

    Ss compare answers with a partner. Expected answers: B is wrong because modals do not take -s; C and D are wrong because they add extra words.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to give the answers and asks the class to vote with thumbs up or down.

    Students

    Ss give the answers: 1-A, 3-A, 4-ask. The class agrees or disagrees with raised hands.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and checks the pattern on the board: 'if + present simple, modal + base verb.' T suggests Ss check more on the NeoEdu page.

    Students

    Ss correct their notebooks and note the pattern.

Activity 3.2: Practice · 7 minutes

Order, Correct and Transform the Sentences

a) Aims

Ss order words, correct wrong conditional forms and use the present simple after if.

b) Content

Ss do Exercises 2, 5 and 6:
2. If Nam ___ regularly, he may feel more energetic. (exercise)
5. Order the first conditional: plan carefully / you can / If you / avoid a last-minute rush
6. Check the conditional forms: a) If it rains, we can exercise indoors. b) If it will rain, we can exercise indoors.

c) Expected outcomes

Answers and key:

  • Exercise 2: exercises (present simple in the if-clause; Nam takes -s).
  • Exercise 5: If you plan carefully, you can avoid a last-minute rush.
  • Exercise 6: a) Đ (correct); b) S (wrong). The correct form is If it rains, we can exercise indoors.
    Ss write each sentence in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the jumbled words on the board and says: 'Work in pairs. Start with the if-clause and find the subject.' T gives 3 minutes.

    Students

    Ss work in pairs to order the words in Exercise 5 and decide whether each sentence in Exercise 6 is correct (Đ) or wrong (S).

  2. Teacher

    Step 2: Task performance

    T asks: 'Why is will not used after if in sentence b?'

    Students

    Ss answer: 'We use the present simple in the if-clause, so it rains, not it will rain.' Ss complete Exercise 2 with exercises.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair to present the order for Exercise 5 and asks the class to check the verb form after you can.

    Students

    Ss report: 'If you plan carefully, you can avoid a last-minute rush.' Ss explain: 'can is followed by the base verb avoid.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: 'Never use will in the if-clause of a normal first conditional.'

    Students

    Ss write the corrected sentences in their notebooks and mark the mistakes in their own work.

Activity 4: Application · 7 minutes

Give Advice About Screen Time

a) Aims

Ss write an original first conditional sentence giving advice about screen time and check it with a partner.

b) Content

T asks each S to write one first conditional sentence about screen time, using the structure if + present simple + should/can/may/must. Ss then exchange their sentences with a partner and check the form. Example model: 'If you study online for a long time, you should take regular breaks.' Homework extension: write three sentences about healthy living for teens.

c) Expected outcomes

Each S writes one correct first conditional sentence. Sample product: 'If you use your phone late at night, you may feel tired the next day.' The sentence uses the present simple in the if-clause and a modal + base verb in the result clause. Ss check: the verb after the modal has no -s and the if-clause has no will.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write one first conditional sentence about screen time that gives advice. Use should, can, may or must.' T shows the model sentence and sets 3 minutes.

    Students

    Ss read the model and write one sentence in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to swap sentences with a partner and check the structure. T monitors and helps Ss who need support.

    Students

    Ss check their partner's sentence: 'Is the if-clause in the present simple? Is the modal followed by the base verb?' Ss correct each other's sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read their sentences aloud and asks: 'Is your advice reasonable for teens?'

    Students

    Ss read sentences such as 'If you study online for a long time, you should take regular breaks.' Ss answer: 'Yes, because regular breaks help us stay focused.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate sentences and reminds Ss of the key pattern: 'if + present simple, modal + base verb.' T assigns homework.

    Students

    Ss write the key pattern in their notebooks and note the homework.

Worksheets

Worksheet 1: From Rule to Accurate Use

Work in pairs. Follow the steps: 1) Find the intended meaning. 2) Identify the subject and verb pattern. 3) Choose the correct form.

Worked example 1: If you feel overwhelmed, you ___ ask a trusted adult for help.

  • Intended meaning: ____________________
  • Modal: ____________________
  • Verb after the modal: ____________________
  • Answer: ____________________

Worked example 2: If Nam ___ regularly, he may feel more energetic. (exercise)

  • Subject: ____________________
  • Verb form after the subject: ____________________
  • Answer: ____________________

New sentence: If you finish early, you ___ take a short break. (Choose: can / cans / can to / are can)

  • Answer: ____________________
  • Reason: ____________________

Homework

  • Write three first conditional sentences about healthy living for teens. Use if + present simple and a modal (can, may, must or should) + base verb.
  • Use the words well-balanced, priority, deadline and distraction in at least two of your sentences.
  • Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/9/english/unit-3-a-closer-look-2, then write the corrected sentences in your notebook.
  • Prepare for the next lesson by reading the grammar section 'From Rule to Accurate Use' on page 36 of the student's book.

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