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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 9. Unit 7: Natural wonders of the world

Giáo án Communication

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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 (e.g., “Is the path open?” → She asked if the path was open).
  • Explain the purpose of each turn in a short exchange: ask, respond, check and close.
  • Use polite responses and check-understanding expressions such as “Certainly.”, “Let me check.”, “Do you mean ...?” and “Thanks for explaining.”

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the worksheet individually for one minute before comparing with a partner, and check their own reported-question forms against the grammar box.
  • Communication and collaboration: Ss take turns in pairs and groups, listen to their partner’s idea before responding, and use polite forms when asking for and giving information.
  • Problem-solving and creativity: Ss choose suitable responses in new situations, add a relevant follow-up question and give a reason for their choice in the role-play.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the Huy–Guide exchange, listen to and respond to a partner, ask a follow-up question and write reported questions accurately.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the words limestone, landscape, magnificent and formation in context, pronounce the question and response intonation naturally, and apply the reported yes/no question structure.

3. Personal qualities

  • Responsibility: Ss actively take part in pair work, complete their assigned worksheet and check their partner’s answers carefully.
  • Kindness: Ss listen respectfully to their partners, give supportive feedback and speak politely when asking for help.
  • Honesty: Ss say “Let me check” or “Could you explain that?” when they are unsure, instead of pretending to understand.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 7, Communication
  • Projector or interactive whiteboard, board and markers
  • Worksheet 1 and Worksheet 2 (printed for each pair and group)
  • Flashcards with the words limestone, landscape, magnificent, formation
  • Timer and small pieces of paper for group answers
  • NeoEdu online lesson page: neoedu.vn/learn/9/english/unit-7-communication (lecture, examples and interactive exercises)

2. Students

  • Textbook, notebook, pen and pencil
  • Individual copy of Worksheet 1 and Worksheet 2 (shared within the pair or group)
  • A small sheet of paper for writing group answers

III. Procedures

Activity 1: Warm-up · 4 minutes

Lead-in: Asking for Help on a Trip

a) Aims

Ss activate prior knowledge of polite requests and recall the key vocabulary of natural wonders of the world.

b) Content

T writes the words limestone, landscape, magnificent and formation on the board. Ss guess their meanings in Vietnamese and then answer the question: “What do you say to a guide when you need help?”

c) Expected outcomes

Ss match the four words with their meanings: limestone (đá vôi), landscape (cảnh quan), magnificent (tráng lệ), formation (cấu trúc hình thành). Ss suggest at least two polite forms, such as “Could you tell me ...?” and “Excuse me, could you help me?”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Look at these four words on the board. Can you guess their meanings? Then tell me how you would ask a guide for help politely.”

    Students

    Ss look at the words and listen to the question. They think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints if Ss are stuck, for example: “Think about a cave or a mountain.”

    Students

    Ss work individually, then whisper their guesses to a partner. Expected answer: “Could you tell me if the trail is safe?” or “Could you help me, please?”

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to share their meanings and polite forms, and writes the good answers on the board.

    Students

    Ss say their answers aloud. Expected answers: limestone – đá vôi; landscape – cảnh quan; “Could you tell me whether the path is open?”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and says: “Today we will learn how to ask politely, respond and check understanding, and how to report questions.”

    Students

    Ss copy the new words and the title of the lesson into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reporting Yes/No Questions

a) Aims

Ss understand and form reported yes/no questions with if/whether, applying statement order and backshift when the context is in the past.

b) Content

T presents the example “Is the path open?” → She asked if the path was open. Ss complete Worksheet 1 in pairs, changing four direct yes/no questions into reported speech. Then Ss check their answers with the NeoEdu lesson page (examples and interactive exercises).

c) Expected outcomes

Ss write the reported forms:

  • Huy asked the guide if the path was open.
  • He asked whether we could come the next day.
  • She asked if the guide knew the route.
  • He asked whether she was sure about the time.
    Key rule: asked + if/whether + subject + verb (statement order); present → past (is → was, can → could); do/does/did are removed; the subject is not inverted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes “Is the path open?” and “She asked if the path was open.” on the board. T asks: “What changed in the question? Look at the verb and the word order.”

    Students

    Ss compare the two sentences in silence and notice: the subject comes before the verb, and is changes to was.

  2. Teacher

    Step 2: Task performance

    T distributes Worksheet 1 and asks pairs to complete it within 5 minutes. T then shows the NeoEdu interactive exercise on the screen for pairs to check.

    Students

    Pairs change the four direct questions into reported speech. Expected answer for item 1: “She asked if the path was open.” Pairs check their answers on NeoEdu.

  3. Teacher

    Step 3: Report and discussion

    T asks: “Why do we say ‘whether the path was open’ and not ‘whether was the path open’?” T invites 2 pairs to read their answers.

    Students

    Pairs read their answers. Expected answer: “We keep statement order, so we do not invert the subject.”

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board: asked + if/whether + subject + verb; backshift present to past; can → could; no do/does/did. T says: “Use if or whether for yes/no questions only.”

    Students

    Ss copy the rule into their notebooks and say one example sentence aloud to their partner.

Activity 2.2: Knowledge formation · 8 minutes

Purposeful Exchanges and Useful Responses

a) Aims

Ss identify the purpose of each turn in an exchange and choose suitable polite responses to ask, respond, check and close.

b) Content

T reads the Huy–Guide exchange aloud: “Could you tell me whether the path is open?” / “Let me check the latest notice.” / “Thank you. We do not want to use an unsafe route.” In groups of four, Ss use a table-cloth technique: each student writes one useful response on the group’s sheet, then labels each turn with its purpose (ask, respond, check, close) using Worksheet 2.

c) Expected outcomes

Ss complete Worksheet 2:

  • Ask: “Could you tell me whether the path is open?”
  • Respond: “Let me check the latest notice.”
  • Check: “Do you mean the morning route?”
  • Close: “Thank you. We do not want to use an unsafe route.”
    Key idea: A useful exchange has a clear purpose: ask, respond, check and close. When unsure, Ss ask “Could you explain that?” instead of guessing.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “A useful exchange has four purposes: ask, respond, check and close. Read the dialogue and decide which purpose each line has.”

    Students

    Ss listen to T reading the dialogue twice and follow the text in their textbook.

  2. Teacher

    Step 2: Task performance

    T gives each group a table-cloth sheet and Worksheet 2. T monitors and asks guiding questions, for example: “Is the guide giving information or asking for it?”

    Students

    Each student writes one useful response on the sheet, then the group decides which purpose each line serves. Expected answer: “Let me check” is for responding because it avoids an unsupported answer.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present its table and invites other groups to comment: “Do you agree? Can you add another polite response?”

    Students

    A representative reads the group’s labels and responses. Other groups give feedback, for example: “We think ‘Do you mean ...?’ is for checking.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the four purposes and the useful expressions: “Certainly.”, “Let me check.”, “Do you mean ...?”, “Thanks for explaining.” T reminds Ss: “Use a polite question rather than an order.”

    Students

    Ss copy the purposes and useful expressions into their notebooks.

Activity 3.1: Practice · 8 minutes

Exchange Quiz

a) Aims

Ss check understanding of polite responses, the purpose of exchanges and the order of a short conversation.

b) Content

Ss work individually on the textbook exercises 1–4 (choose the helpful response; match purposes; put the exchange in order; identify the speaker’s action in a reply). Then pairs compare answers and explain their reasons. T uses NeoEdu interactive exercises for quick checking.
Answer key:

  1. B – Certainly. Let me give an example. (A polite request needs a cooperative explanation.)
  2. Could you help me? – request help; Do you mean the morning session? – check understanding; Thank you for explaining. – express thanks; Let me check the timetable. – avoid guessing.
  3. Could you tell me more about the activity? → Certainly. It starts on Saturday. → Do we need to bring anything? → Just a notebook. Thank you for asking.
  4. C – Checking information before answering.

c) Expected outcomes

Ss get all four answers correct, with reasons:

  1. B. Certainly. Let me give an example.
  2. Matching: request help; check understanding; express thanks; avoid guessing.
  3. Order: 1) Could you tell me more about the activity? 2) Certainly. It starts on Saturday. 3) Do we need to bring anything? 4) Just a notebook. Thank you for asking.
  4. C. Checking information before answering.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Work alone for 4 minutes. Then compare with your partner and give a reason for each answer.”

    Students

    Ss open their textbooks and read exercises 1–4.

  2. Teacher

    Step 2: Task performance

    T walks around, checks answers and asks: “Why is ‘Let me check’ better than guessing here?”

    Students

    Ss work individually, then compare answers in pairs. Expected answer for item 4: “The speaker is checking information before answering.”

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers with reasons and asks the class to agree or disagree.

    Students

    Ss read their answers. Expected answer for item 3: “Question, answer, follow-up, answer gives a coherent exchange.”

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and highlights the purpose of each turn: “A good answer relates to the question, and a good follow-up develops the topic.”

    Students

    Ss correct any mistakes in their notebooks.

Activity 3.2: Practice · 5 minutes

Adding a Relevant Follow-up Question

a) Aims

Ss write a relevant follow-up question that develops the exchange and asks for a missing detail.

b) Content

Pairs read the Huy–Guide exchange again. Each pair writes one follow-up question related to the exchange that asks for a missing time, place, method or reason (not a repetition of what was already answered). Example model: “Could you tell me when the path will be open?”

c) Expected outcomes

Each pair writes one relevant follow-up question, for example:

  • Could you tell me when the path will be open?
  • Could you tell me which route is safe for families?
    Guidance: A relevant follow-up asks for a missing time, place, method or reason, and is polite in form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the exchange on the board and asks: “What information is still missing? Think about time, place or reason.”

    Students

    Ss read the exchange and think about what is still unknown.

  2. Teacher

    Step 2: Task performance

    T asks pairs to write one follow-up question and check it with the criteria: polite form, relevant to the exchange, not a repetition.

    Students

    Pairs write their question on a small paper. Expected answer: “Could you tell me when the path will be open?”

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read their questions and invites the class to judge whether the questions are relevant.

    Students

    Pairs read their questions aloud. Other Ss say if the question asks for new information.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant questions and says: “A follow-up question develops the topic; it does not repeat the answer.”

    Students

    Ss note the key criteria in their notebooks.

Activity 4: Application · 10 minutes

Natural Wonders Role-play

a) Aims

Ss use polite requests, responses, checks and follow-up questions in a one-minute conversation about natural wonders of the world.

b) Content

Pairs practise the Communication dialogue: Role A needs information about a natural wonder (for example, a cave or a limestone landscape); Role B gives one answer and checks whether it is clear. Then Ss swap roles, add a follow-up question and explain one reason for their choice. Each pair includes a request, a reply and a check of understanding. Finally, Ss report one idea from their partner using the frame “You suggested ... because ... . How could we ...?”

c) Expected outcomes

Each pair performs a one-minute conversation with three communicative moves (request, reply, check), uses at least one topic word (limestone, landscape, magnificent, formation), and reports one accurate idea from the partner, for example: “You suggested visiting the cave because it is magnificent. How could we get there safely?”

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: “Role A asks for information about a natural wonder. Role B answers once and checks understanding. Then swap roles and add one follow-up question.”

    Students

    Ss read the roles and choose one natural wonder of the world to talk about.

  2. Teacher

    Step 2: Task performance

    T monitors and supports pairs with useful responses on the board: “Certainly.”, “Let me check.”, “Do you mean ...?”, “Thanks for explaining.”

    Students

    Pairs practise the conversation. Expected sample: A: “Could you tell me whether the cave is open?” B: “Let me check. Do you mean the morning tour?” A: “Yes. Thanks for explaining.”

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform in front of the class and asks the audience to listen for the three communicative moves.

    Students

    Performing pairs present their conversations. Listeners report one idea from the partner using the frame “You suggested ... because ... .”

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the use of polite forms, the accuracy of reported questions and the relevance of the follow-up question, and reminds Ss: “A fluent opinion still needs evidence when it makes a factual claim.”

    Students

    Ss note the feedback and correct their sentences.

Worksheets

Worksheet 1: Reporting Yes/No Questions

Change each direct yes/no question into reported speech. Use asked + if/whether + subject + verb.

  • Direct: “Is the path open?” → Reported: ___
  • Direct: “Can you come to the cave tomorrow?” → Reported: ___
  • Direct: “Does the guide know the route?” → Reported: ___
  • Direct: “Are you sure about the time?” → Reported: ___
    Answer key:
  • She asked if the path was open.
  • He asked whether we could come to the cave the next day.
  • She asked if the guide knew the route.
  • He asked whether we were sure about the time.

Worksheet 2: Purposes of an Exchange

Read the exchange and write each line in the correct column: Ask / Respond / Check / Close.

  • “Could you tell me whether the path is open?”
  • “Let me check the latest notice.”
  • “Do you mean the morning route?”
  • “Thank you. We do not want to use an unsafe route.”
    Then write one more useful response for each purpose.
    Answer key:
  • Ask: Could you tell me whether the path is open?
  • Respond: Let me check the latest notice.
  • Check: Do you mean the morning route?
  • Close: Thank you. We do not want to use an unsafe route.

Homework

  • Write a short dialogue of 6–8 lines about a natural wonder of the world (for example, a limestone cave). Include at least two reported yes/no questions with if or whether, and one polite check, such as “Do you mean ...?”.
  • Review the grammar box in the textbook and the rule: asked + if/whether + subject + verb; present → past; can → could.
  • Practise the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/9/english/unit-7-communication, and note any mistakes to correct in the next lesson.
  • Prepare one follow-up question for the next class about a natural wonder you know, and be ready to explain your reason for choosing it.

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