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

Giáo án Looking Back

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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
    • apply backshift (present to past, can to could) and change pronouns or time expressions when the context requires it
    • pronounce the /sl/ and /sn/ clusters with both consonants audible
    • explain what four key example sentences communicate and use the words limestone, landscape, magnificent and formation correctly

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own reported questions and record errors in a personal error log.
  • Communication and collaboration: Ss work in pairs to report questions, check each other's answers and give peer feedback.
  • Problem-solving and creativity: Ss identify and repair their own errors, then use the structures to talk about a natural wonder.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss report questions orally and in writing about caves, paths and tours.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the reporting rule, the backshift rule, the /sl/ versus /sn/ contrast and the four key words.

3. Personal qualities

  • Diligence: Ss complete all ten practice items and update their error log before the next lesson.
  • Honesty: Ss admit their own mistakes when peers point them out and correct them without hiding errors.
  • Responsibility: Ss take turns in pairs, listen carefully to their partner and check answers accurately.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the rule, the four key examples and the pronunciation words (slope, slow, snow, sleep)
  • Printed Worksheet 1 for each pair
  • NeoEdu lesson page for self-check: neoedu.vn/learn/9/english/unit-7-looking-back
  • Markers and whiteboard

2. Students

  • Textbook Tiếng Anh 9 (Global Success), Unit 7 Looking Back
  • Notebook, pen, pencil
  • Personal error log (a page in the notebook with three columns: incorrect form, corrected form, reason)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Reporting the teacher's questions

a) Aims

Ss recall how to report a question and get ready for the lesson topic.

b) Content

T asks three direct yes/no questions to the class, for example: 'Are you ready?', 'Can you swim?' and 'Do you like caves?'. Ss listen and report each question to a partner, then say it aloud to the class.

c) Expected outcomes

Ss give oral reports such as: 'The teacher asked if we were ready.' / 'The teacher asked if I could swim.' / 'The teacher asked whether I liked caves.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Today we will look back at the unit. First, listen carefully. I will ask you some questions. Then you will report them to your partner.'

    Students

    Ss listen and get ready to report the questions.

  2. Teacher

    Step 2: Task performance

    T asks the three questions one by one and walks around to check Ss' reports.

    Students

    Ss report each question to their partner using asked + if/whether + subject + verb.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to report to the class and asks: 'What word did we use to introduce the reported question?'

    Students

    Ss answer: 'We used if or whether.' Some Ss may say: 'The teacher asked if I could swim.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes on the board: 'Yes/no question → asked + if/whether + subject + verb (statement order).' T says the lesson will focus on this structure.

    Students

    Ss copy the key structure into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reporting yes/no questions

a) Aims

Ss understand and apply the structure for reporting yes/no questions, including backshift and pronoun changes.

b) Content

T shows the rule and the model: 'Is the path open?' → She asked if the path was open.
Key points on the board:

  • Use asked + if/whether + subject + verb (statement order).
  • Do not keep do/does/did or invert the subject.
  • In a past reporting context, backshift present to past and can to could.
  • Change pronouns and time expressions when needed.
    Pairs convert three direct questions: 'Is the cave open?' / 'Can you swim in this river?' / 'Do you like caves?'

c) Expected outcomes

Ss write the following in their notebooks:

  • 'Is the cave open?' → She asked if the cave was open.
  • 'Can you swim in this river?' → He asked if I could swim in that river.
  • 'Do you like caves?' → Mai asked me if I liked caves.
    Knowledge Ss record: the reported clause uses statement order; if/whether introduces it; can → could; do is removed.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the rule and the example on the slide. T asks: 'Why do we not keep do in the reported question?' and gives pairs three direct questions to report.

    Students

    Ss read the rule and think about the question before working in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and prompts when needed: 'What tense do we use after asked in the past?' 'Which pronoun changes when you report to a friend?'

    Students

    Pairs write reported sentences. Possible answers: 'She asked if the cave was open.' / 'He asked if I could swim in that river.' / 'Mai asked me if I liked caves.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their sentences and asks the class to check the structure: 'Is the subject before or after the verb?'

    Students

    Ss answer: 'The subject is before the verb.' Other Ss point out any inverted subject or leftover do.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct forms and summarises: 'Reported yes/no questions use if/whether, statement order and backshift in the past. Do not keep do/does/did.'

    Students

    Ss write the summary in their notebooks.

Activity 2.2: Knowledge formation · 5 minutes

Pronunciation: /sl/ and /sn/ clusters

a) Aims

Ss distinguish the /sl/ and /sn/ clusters and pronounce both consonants clearly.

b) Content

T models the four words slope, slow, snow and sleep. Ss repeat in chorus, then individually. T explains: move directly from /s/ to /l/ or /n/ without an extra vowel; keep both consonants audible when the word starts a sentence.
T asks: 'Which word begins with /sn/?'

c) Expected outcomes

Ss identify that snow begins with /sn/, while slope, slow and sleep begin with /sl/. Ss can say the contrast: slow /sl/ and snow /sn/ differ only in the second consonant of the cluster; both end in the same vowel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the first sound of each word. Then repeat after me.'

    Students

    Ss listen carefully to the model.

  2. Teacher

    Step 2: Task performance

    T models each word, then asks Ss to repeat in chorus and individually. T corrects extra vowels, such as 'su-now'.

    Students

    Ss repeat the words and try to keep both consonants without adding a vowel.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word begins with /sn/: slope, slow, snow or sleep?'

    Students

    Ss answer: 'Snow begins with /sn/.' Some Ss may mention that slow and snow differ in the second consonant.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: 'Snow is /sn/. Slope, slow and sleep are /sl/. Keep both consonants clear.'

    Students

    Ss repeat the four words once more to fix the sound.

Activity 2.3: Knowledge formation · 5 minutes

Connecting language and meaning

a) Aims

Ss explain the meaning of four key examples before checking their form, and recall the key vocabulary.

b) Content

T shows the four examples:

  • Limestone can form dramatic caves.
  • The landscape includes mountains and rivers.
  • The cave entrance is magnificent.
  • A rock formation can take a long time to develop.
    T asks Ss to explain what each sentence communicates, then matches the words: limestone (đá vôi), landscape (cảnh quan), magnificent (tráng lệ), formation (cấu trúc hình thành). T also introduces the personal error log.

c) Expected outcomes

Ss write meanings in their own words:

  • Limestone can form dramatic caves: a type of rock can create impressive caves.
  • The landscape includes mountains and rivers: the scenery has mountains and rivers.
  • The cave entrance is magnificent: the entrance is very impressive and beautiful.
  • A rock formation can take a long time to develop: a rock structure needs a long time to form.
    Ss also start their error log with the first error they notice.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Before you check the grammar, tell me what each sentence means. Then we will check the form.'

    Students

    Ss read the four sentences silently and think about the meaning.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to explain each sentence in simple English, then asks them to match the four key words with their meanings.

    Students

    Ss work individually, then compare with a neighbour. Possible answers: 'Caves are formed from limestone.' / 'The landscape is the scenery.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word means very beautiful and impressive?' and 'What is a landscape?'

    Students

    Ss answer: 'Magnificent.' / 'The landscape is the scenery, like mountains and rivers.'

  4. Teacher

    Step 4: Conclusion and assessment

    T explains: 'Always understand the meaning of whole phrases first. Write each error in your log with the incorrect form, corrected form and reason.'

    Students

    Ss start their personal error log and choose one error they can now repair without help.

Activity 3: Practice · 12 minutes

Combining and self-correcting the language

a) Aims

Ss practise reporting questions, backshift, pronunciation contrast and key vocabulary, then self-correct.

b) Content

Pairs complete Worksheet 1. Ss first answer individually, then check with their partner and correct any mistakes.
Worksheet 1 is used for items 1–10 (see worksheets).

c) Expected outcomes

Answer key for Worksheet 1:

  1. B. if the cave was open
  2. if (A yes/no question is introduced by if or whether.)
  3. B. could (can backshifts to could.)
  4. She asked whether the route was safe. (No inversion in the reported clause.)
  5. a) Đ (True) – He asked if the path was open. b) S (False) – 'He asked did the path open' is wrong; use if/whether and statement order.
  6. Mai asked me if/whether I liked caves. (Remove do; like backshifts to liked.)
  7. The guide asked us if/whether we were ready.
  8. 'She asked if was I tired' is incorrect because the subject must come before the verb in a reported question. The correct form is: She asked if I was tired.
  9. limestone – đá vôi; landscape – cảnh quan; magnificent – tráng lệ; formation – cấu trúc hình thành
  10. C. snow (Snow begins with /sn/; the others begin with /sl/.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Work alone for four minutes. Then check your answers with your partner and correct your own errors in your error log.'

    Students

    Ss receive the worksheet and read the instructions.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and helps only when Ss are stuck. T asks: 'Why is this option wrong?'

    Students

    Ss complete items 1–10 individually, then compare answers. Ss explain their reasons to each other, for example: 'Option A is wrong because the subject and verb are inverted.'

  3. Teacher

    Step 3: Report and discussion

    T reads items 1, 4, 8 and 10 and calls on pairs to give answers and reasons.

    Students

    Ss answer: 'Item 1 is B.' 'Item 4 is She asked whether the route was safe.' 'Item 8 is wrong because the subject must come before the verb.' 'Item 10 is C, snow.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers, highlights the common errors (inversion, leftover do, no backshift) and asks Ss to add one error to their log.

    Students

    Ss correct any mistakes on their worksheet and record one error with its reason in the error log.

Activity 4: Application · 8 minutes

Reporting a visit to a natural wonder

a) Aims

Ss use the structures and key words in a personalised context about a natural wonder and self-correct their own sentences.

b) Content

Ss work in pairs as a tour guide and a visitor. The visitor asks three questions about a natural wonder (for example: 'Is the cave open?' 'Can we walk on this path?' 'Do you like limestone caves?'). The partner reports each question to the class in a past context. Each pair then writes three sentences about a natural wonder using limestone, landscape, magnificent and formation.

c) Expected outcomes

Each pair produces:

  • three reported yes/no questions in the past context, for example: 'The visitor asked if the cave was open.' 'The visitor asked whether we could walk on the path.' 'The visitor asked if we liked limestone caves.'
  • three personal sentences using the key words, for example: 'The landscape near our village includes rivers and hills.' 'The cave entrance is magnificent.' 'A rock formation can take a long time to develop.'
    Each student writes one self-corrected sentence in the error log.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Imagine you are at a natural wonder. One student is the visitor and asks questions; the other student is the guide and reports them. Then write three sentences of your own.'

    Students

    Ss read the task and choose roles with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and gives feedback on the reported structure and the key words, especially if/whether and backshift.

    Students

    Pairs role-play and write their sentences. Ss check each other's sentences against the rules.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to share their reports and asks the class: 'Is the subject before the verb? Is the tense backshifted?'

    Students

    Pairs read their reports. Ss give feedback: 'That is correct because the verb is backshifted.' / 'Please keep the subject before the verb.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use and reminds Ss to complete the error log. T suggests Ss check the NeoEdu lesson page at home for self-correction.

    Students

    Ss write one self-corrected sentence in their error log and note the reason for the correction.

Worksheets

Worksheet 1: Combine and self-correct

Answer the questions below. Choose the best answer or write the missing word.

    1. 'Is the cave open?' She asked ___.
      A. if was the cave open
      B. if the cave was open
      C. the cave if open
      D. if the cave is opening yesterday
    1. He asked ___ we could join the trip. (if / that)
    1. Report the question: 'Can you swim?' He asked if I ___ swim.
      A. can
      B. could
      C. did can
      D. am
    1. Order the reported question: She asked / whether / the route / was safe.
    1. Check the reported questions. Write Đ (correct) or S (incorrect).
      a) He asked if the path was open.
      b) He asked did the path open.
    1. Report the question in a past context: 'Do you like caves?' Mai asked me ___.
    1. Report the question: 'Are you ready?' The guide asked us ___.
    1. Explain why 'She asked if was I tired' is incorrect.
    1. Match the key words with their meanings.
      limestone / landscape / magnificent / formation
    • cấu trúc hình thành
    • cảnh quan
    • tráng lệ
    • đá vôi
    1. Which word begins with /sn/?
      A. slope
      B. slow
      C. snow
      D. sleep

Homework

  • Review the rule: asked + if/whether + subject + verb, with statement order and backshift in a past context.
  • Write five reported yes/no questions from a visit to a natural wonder, such as a cave, a river or a mountain path. Use backshift where needed.
  • Write two sentences using limestone, landscape, magnificent and formation. Explain the meaning of each sentence in English.
  • Practise the /sl/ and /sn/ words (slope, slow, snow, sleep) aloud, keeping both consonants audible.
  • Update your personal error log with one more error, its corrected form and the reason. Check your answers on the NeoEdu lesson page: neoedu.vn/learn/9/english/unit-7-looking-back.

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