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

Giáo án Looking Back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • form and use the first conditional with if + present simple and a modal + base verb for possible results or advice
    • explain the meaning of the four key examples before checking their form
    • use can, may, must and should correctly in context
    • pronounce /h/ and /r/ correctly in healthy and routine, and use the key words well-balanced, priority, deadline and distraction

2. Competences

a) General competences

  • Self-control and independent learning: Ss keep a personal error log, record the incorrect form, the corrected form and the reason, and choose one error they can now repair without help.
  • Communication and collaboration: Ss work in pairs and small groups to explain meaning, give advice and check answers, using complete English sentences.
  • Problem-solving and creativity: Ss combine sentences, order words and write their own first conditional sentences about healthy living.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss give and explain advice about healthy habits orally and in writing, using the first conditional and modals.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rule that the if-clause uses present simple (not will), distinguish /h/ from /r/, and use the four key topic words in meaningful sentences.

3. Personal qualities

  • Diligence: Ss complete all exercises and update their personal error log carefully before the end of the lesson.
  • Responsibility: Ss check their own answers honestly, correct their mistakes and give constructive feedback to their partners.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 3, Looking Back
  • Projector or interactive whiteboard with slides of the four key examples and the grammar summary
  • NeoEdu online lesson page: neoedu.vn/learn/9/english/unit-3-looking-back (lesson content, examples and interactive exercises)
  • Worksheet 1: Looking Back Practice (printed for each pair)
  • Timer and mini-whiteboard markers

2. Students

  • Textbook and notebook
  • Pen or pencil (bút chì)
  • Personal error log (template in the notebook: incorrect form | corrected form | reason)
  • Small whiteboard and marker (for group work)

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Recall: Healthy Habits

a) Aims

Ss recall the healthy living topic of Unit 3 and get ready to use if-clauses and modals.

b) Content

T shows four unfinished sentences on the screen and asks Ss to complete them with their own ideas:

  • If I stay up late, I ...
  • If I eat too much junk food, I ...
  • If I feel stressed before an exam, I ...
  • If I go to bed early, I ...
    Ss complete the sentences individually in one minute, then share with a partner.

c) Expected outcomes

Sample answers:

  • If I stay up late, I may feel tired the next morning.
  • If I eat too much junk food, I should drink more water and eat fruit.
  • If I feel stressed before an exam, I can talk to my parents or take a short walk.
  • If I go to bed early, I can wake up more energetic.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the four sentence starters and says: 'Complete each sentence with your own idea about healthy living. You have one minute.'

    Students

    Ss read the starters and think about their answers silently.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are stuck by asking: 'What can happen next if you do this?'

    Students

    Ss write their answers in their notebooks and then tell a partner their sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to read their sentences aloud and asks: 'Which sentence gives advice? Which one shows a possible result?'

    Students

    Ss read their sentences. Expected answer: 'The sentence with should gives advice; the sentence with may shows a possible result.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the first sample on the board and underlines if + present simple and the modal + base verb. T says: 'Today we will review these structures.'

    Students

    Ss copy the highlighted structure into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Form and Use of the First Conditional and Modals

a) Aims

Ss explain the meaning of the key examples first, then check their form, and review the rule that the if-clause uses present simple, not will.

b) Content

Ss work in groups of four. Each group receives the four key examples on a slide:

  1. A well-balanced day includes rest.
  2. Sleep is a priority before a busy day.
  3. The project deadline is Friday.
  4. Notifications can be a distraction.
    Guiding questions:
  • What does each example communicate? (advice, importance, fact, possibility)
  • Which modal expresses possibility, which one expresses advice?
  • Look at the sentence 'If you feel tired, you should take a break.' Why is present simple used in the if-clause?
  • Is 'If it will rain, we can exercise indoors' correct? Why or why not?

c) Expected outcomes

Group summary on the small whiteboard:

  • Example 1: states a general fact about a healthy routine.
  • Example 2: expresses the importance of sleep (necessity or advice).
  • Example 3: states a fixed fact about a deadline (no modal needed).
  • Example 4: expresses possibility (can).
    First conditional formula: If + present simple, + modal (can/may/must/should) + base verb.
    Modal meanings: can = ability/permission; may = possibility; must = necessity; should = advice.
    Key rule: Do not normally put will in the if-clause. Correct form: If it rains, we can exercise indoors.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four examples and says: 'First, tell me what each sentence communicates. Then, we will check the form.' T gives groups one minute to discuss.

    Students

    Ss read the examples in groups and discuss the meaning of each sentence.

  2. Teacher

    Step 2: Task performance

    T moves around, listens to the discussions and prompts: 'Is this a fact, advice or possibility?' T gives the second question on the slide when groups finish.

    Students

    Ss write their answers on the small whiteboard. Expected answer for the if-clause: 'The if-clause uses present simple because it is a possible condition in the present or future.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present and invites others to comment: 'Do you agree? Can you add another example?'

    Students

    A representative reads the group summary. Other groups add comments, e.g. 'It is a possibility, so we use can/may.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the formula on the board and emphasises: 'In the if-clause, use present simple, not will. Use the modal + base verb in the main clause.' T adds the note: 'Should is followed by the base verb, e.g. should ask.'

    Students

    Ss copy the formula and the four modal meanings into their notebooks, and add the rule about will to their error log.

Activity 2.2: Knowledge formation · 8 minutes

Pronunciation and Key Topic Words

a) Aims

Ss distinguish /h/ from /r/ and use the four key words in whole phrases, not as separate word-by-word translations.

b) Content

T models the words healthy and routine. T says: 'Healthy begins with a breathy /h/, with no vowel before it. Routine has a voiced /r/; the tongue does not tap the roof of the mouth.' Ss repeat slowly, then at natural speed: healthy habits, regular routine.
Then Ss match the key words with their meanings in pairs:

  • well-balanced (cân bằng)
  • priority (việc ưu tiên)
  • deadline (hạn chót)
  • distraction (điều gây xao nhãng)
    Ss write one sentence with each word.

c) Expected outcomes

Matching key:

  • well-balanced – cân bằng (A well-balanced day includes rest.)
  • priority – việc ưu tiên (Sleep is a priority before a busy day.)
  • deadline – hạn chót (The project deadline is Friday.)
  • distraction – điều gây xao nhãng (Notifications can be a distraction.)
    Pronunciation: Healthy /h/ has no vowel before it. Routine /r/ is voiced.
    Personal error log: Ss record one error (e.g. 'If it will rain' → 'If it rains', because the if-clause uses present simple).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat: healthy, routine. Then match each key word with its meaning. Work with your partner.'

    Students

    Ss listen, repeat and read the key word list with their partner.

  2. Teacher

    Step 2: Task performance

    T checks pronunciation by asking one pair to say 'healthy habits' and 'regular routine' slowly, then naturally.

    Students

    Ss match the four words and write one sentence for each word. Expected answer: 'The deadline for the report is next Monday.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to read their sentences and says the phrases aloud with them.

    Students

    Ss read their sentences. Other Ss check whether the words are used as whole phrases.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching and corrects pronunciation. T reminds: 'Do not translate every word separately; keep the meaning of the whole phrase.' T asks Ss to write their error in the log.

    Students

    Ss correct their matching and write their chosen error and its correction in the personal error log.

Activity 3: Practice · 12 minutes

Exercise Relay: Conditionals and Modals

a) Aims

Ss practise choosing and forming the correct first conditional and modal structures, and check each other's answers.

b) Content

Ss work in teams of four and complete the tasks on Worksheet 1: Looking Back Practice, exercises 1–6 and 9–10 from the textbook. Each team member completes one item, then passes the worksheet to the next member to check. Teams correct each answer together before reporting.

c) Expected outcomes

Answer key:

  1. A (should) – If you feel overwhelmed, you should ask a trusted adult for help.
  2. exercises – If Nam exercises regularly, he may feel more energetic.
  3. A (can) – If you finish early, you can take a short break.
  4. ask – If the task is unclear, you should ask a question.
  5. If you plan carefully, you can avoid a last-minute rush.
  6. a) True (If it rains, we can exercise indoors.); b) False (If it will rain → If it rains.)
  7. well-balanced – cân bằng; priority – việc ưu tiên; deadline – hạn chót; distraction – điều gây xao nhãng
  8. B (Healthy begins with /h/; routine and rest begin with /r/.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Each member does one item, then passes the sheet. Check your teammate's answer before you move on.'

    Students

    Ss receive the worksheet, read the instructions and choose a team role.

  2. Teacher

    Step 2: Task performance

    T monitors the relay and asks questions such as 'Why is exercises correct here?' or 'Why not will rains?' if teams are unsure.

    Students

    Ss complete the items and check each other's answers. Expected difficulty: Ss may choose 'will' in the if-clause; T guides them to the rule.

  3. Teacher

    Step 3: Report and discussion

    T calls on one team per item to give the answer and explain the reason, e.g. 'Should is followed by the base verb ask.'

    Students

    Teams report their answers. Ss compare with the answer key and ask questions if answers differ.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and summarises: 'Use present simple in the if-clause; use modal + base verb in the main clause.'

    Students

    Ss correct their worksheets and note any wrong item in their error log.

Activity 4: Application · 8 minutes

Healthy Advice Message

a) Aims

Ss use the first conditional and modals to write a short, original piece of advice about a healthy habit in their own lives.

b) Content

In pairs, Ss write one first conditional sentence giving advice about screen time, then combine the two sentences: 'You feel tired. Take a break.' → 'If you feel tired, you should take a break.' Each pair then writes one more sentence using can, may or must about sleep or exercise. Pairs read their messages to the class.

c) Expected outcomes

Sample products:

  • If you study online for a long time, you should take regular breaks.
  • If you feel tired after using your phone late at night, you should put it away and sleep earlier.
  • If you exercise every morning, you can improve your concentration.
    Criteria: correct if-clause in present simple, correct modal + base verb, clear and coherent meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Write one first conditional about screen time. Then write one more sentence with can, may or must. You have three minutes.'

    Students

    Ss read the instructions and brainstorm ideas with their partner.

  2. Teacher

    Step 2: Task performance

    T circulates and checks forms, reminding Ss not to use will in the if-clause.

    Students

    Ss write their sentences on paper or in notebooks and check each other's grammar.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to read their messages aloud and asks the class: 'Is the if-clause correct? Is the advice clear?'

    Students

    Pairs read their messages. Classmates give feedback, e.g. 'The structure is correct, but it would be clearer to say take regular breaks.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate sentences and gives one final reminder: 'If + present simple, + modal + base verb.' T assigns the homework below.

    Students

    Ss write down the best sentence in their notebook and record their completed error log entry.

Worksheets

Worksheet 1: Looking Back Practice

Used in the Exercise Relay activity. Answer in your team and check each other's answers.

    1. If you feel overwhelmed, you ___ ask a trusted adult for help.
      A. should B. should to C. are should D. shoulds
    1. If Nam {{1}} regularly, he may feel more energetic. (exercise)
    1. If you finish early, you ___ take a short break.
      A. can B. cans C. can to D. are can
    1. If the task is unclear, you should {{1}} a question. (ask)
    1. Order the first conditional: you → If → plan carefully, → can → you → avoid a last-minute rush.
    1. Check the conditional forms and write T (true) or F (false):
      a) If it rains, we can exercise indoors.
      b) If it will rain, we can exercise indoors.
    1. Combine the sentences with should: You feel tired. Take a break.
    1. Write one first conditional giving advice about screen time.
    1. Match the key words with their meanings:
      well-balanced / priority / deadline / distraction
      (cân bằng / việc ưu tiên / hạn chót / điều gây xao nhãng)
    1. Which word begins with /h/?
      A. routine B. healthy C. priority D. rest

Homework

  • Write five sentences about healthy living. Use at least two first conditionals with if + present simple and modal + base verb (can, may, must or should).
  • Check each sentence for the rule: do not use will in the if-clause. Write any mistake you find in your personal error log (incorrect form | corrected form | reason).
  • Choose one error from your log that you can now repair without help and write one correct example below it.
  • Practise saying healthy habits and regular routine slowly, then at natural speed, and record yourself if possible.
  • Explore the interactive exercises at neoedu.vn/learn/9/english/unit-3-looking-back to check your answers before the next lesson.

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