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

Giáo án Skills 1

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the central activity and the supporting actions and reasons in a visitor guide text
  • use the vocabulary: limestone, landscape, magnificent, formation
  • report yes/no questions with asked + if/whether + subject + verb in statement order, with backshift when needed
  • give a one-minute talk about a natural wonder, with two features and a preservation rule, supported by evidence from the text

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the reading chart and the reporting drill on their own, then check their answers against the key and correct their mistakes.
  • Communication and collaboration: Ss work in pairs and groups to share evidence, compare answers and give peer feedback on the one-minute talk.
  • Problem-solving and creativity: Ss decide which detail in the passage best supports a claim and build a talk from short notes that they design themselves.

b) Specific competences

  • Communicative competence in English through reading and speaking: Ss locate the central activity, actions and reasons in the passage, then speak for one minute about a natural wonder with two features and one preservation rule.
  • Language knowledge (vocabulary and grammar): Ss use limestone, landscape, magnificent and formation correctly, and transform yes/no questions into reported speech with if/whether and backshift.

3. Personal qualities

  • Responsibility: Ss explain why visitors must stay on marked paths and leave stones where they are to protect the landscape and its living systems.
  • Diligence: Ss finish every reading task and rehearse their talk at least twice before presenting it to the class.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 7, Skills 1
  • Projector or interactive board with the passage, the key words and the reporting example
  • Worksheet 1 and Worksheet 2 (printed, one per pair)
  • Timer and small cards with 'Action' and 'Reason' labels
  • NeoEdu lesson page for the interactive exercises: neoedu.vn/learn/9/english/unit-7-skills-1

2. Students

  • Textbook, notebook, pen and pencil
  • Two colours of pen or highlighter, for underlining actions and reasons separately
  • Blank index cards for short speaking notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about natural wonders

a) Aims

Ss activate prior knowledge about natural wonders and recall why people should protect them, so that they are ready to read for evidence.

b) Content

Ss look at the board and answer two questions: 'Have you ever visited a natural wonder? What did you see there?' and 'What rules should visitors follow to protect it?' Ss work in pairs and then share one answer with the class.

c) Expected outcomes

Each pair names one natural wonder (for example, Ha Long Bay or a local cave) and at least one visitor rule, such as 'Don't throw rubbish' or 'Stay on the path'. These ideas lead into the topic of preservation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of a limestone cave on the board and asks: 'Have you ever visited a natural wonder? What rules should visitors follow there?' T writes the key word 'natural wonder' on the board.

    Students

    Ss listen and look at the picture. They think about the questions for about 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs for two minutes and monitors the pairs.

    Students

    Ss discuss in pairs. Expected answers: 'I visited Ha Long Bay. We should not throw rubbish in the sea.' / 'We must stay on the marked path.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their answers and writes the rules on the board.

    Students

    Representative pairs report their answers to the class. Other Ss listen and add ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good ideas and says: 'Today we will read about a limestone valley and find out why visitors must protect it.' T writes the lesson title on the board.

    Students

    Ss copy the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 13 minutes

Reading for evidence: central activity and supporting details

a) Aims

Ss identify the central activity of a text and separate actions (what happened) from reasons (why it happened), using the passage about Huy's school trip.

b) Content

Ss read the visitor guide passage about Huy and the limestone valley. Then they complete Worksheet 1 by underlining actions in one colour and reasons in another colour, and by writing the central activity in one sentence. T asks the key questions: 'What is the central activity of the text?', 'What did Huy do before the trip?', 'Why did Huy contact the visitor centre?' T also asks Ss to find the negative detail 'instead of relying on an old message' and explain how it helps reject an inaccurate option.

c) Expected outcomes

Central activity: Huy checks the conditions of a limestone valley before a school trip and prepares to talk about why preservation matters.
Actions and reasons (Worksheet 1):

  • Huy read a visitor guide (action) to learn about caves and rock formations (reason).
  • Huy contacted the visitor centre (action) because he wondered whether the easiest path was open after heavy rain (reason).
  • The staff advised the group to bring water (action) for safety on the trip (reason, as the text implies).
  • Huy prepared a short talk (action) to explain why preservation matters (reason).
    Negative detail: 'instead of relying on an old message' rejects an option that suggests old information is reliable.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the passage and the key instruction: 'First identify the central activity. Underline actions and reasons separately.' T hands out Worksheet 1 and models the first line: 'Huy read a visitor guide' (action) and 'to learn about the caves' (reason).

    Students

    Ss listen carefully, look at the model and copy the instruction into their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the passage silently for two minutes, then work in pairs to underline actions in blue and reasons in red and to write the central activity. T walks around and checks the pairs.

    Students

    Ss read and underline. Expected answer for the central activity: 'Huy prepares a trip to a limestone valley by checking the path and learning about preservation.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why did Huy contact the visitor centre instead of relying on an old message?' and 'Which detail rejects the idea that old information is enough?' T invites pairs to share answers and corrects the reasoning.

    Students

    Ss answer. Expected answers: 'He wondered whether the path was open after heavy rain, so he needed current information.' / 'The phrase instead of relying on an old message rejects old information.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the central activity and writes on the board: 'Action = what happened. Reason = why it happened.' T reminds Ss that a negative detail can help them reject an attractive but inaccurate option.

    Students

    Ss check their worksheets and correct any wrong underlining. They write the key rule in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reporting yes/no questions with if and whether

a) Aims

Ss understand how to report a yes/no question using asked/wondered + if/whether + subject + verb in statement order, with backshift and pronoun change when needed.

b) Content

T presents the rule with the example: 'Is the path open?' → She asked if the path was open. T highlights that the question word order changes to statement order and that do/does/did are not kept. T shows the backshift can → could and asks Ss to compare with the passage: 'Huy wondered whether the easiest path was open.' Ss complete the example on the board: 'Is the cave open?' She asked ___.

c) Expected outcomes

Key rule written by Ss: asked / wondered + if or whether + subject + verb (statement order). Backshift: is → was, can → could, present → past.
Answer to the example: She asked if the cave was open.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example on the board: 'Is the path open?' and asks: 'What changes when we report this question?' T gives the example 'Is the cave open?' → She asked ___ and asks Ss to complete it.

    Students

    Ss think silently for 30 seconds and write their answers on mini-boards.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to complete the example and to find two other yes/no questions in the passage (for example, 'Is the path open after heavy rain?' from Huy's thoughts). T monitors and checks the pronunciation of 'whether' and 'if'.

    Students

    Ss work in pairs. Expected answer: 'She asked if the cave was open.' Ss explain the change from 'Is' to 'was' and from 'the cave is open' to 'the cave was open'.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to show their answers on the board and asks: 'Do we keep do/does/did in reported speech?' T corrects any sentence that keeps inverted word order.

    Students

    Ss write their sentences on the board. Expected answer: 'No, we don't keep do/does/did and we don't invert the subject.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reads the rule from the Ghi nhớ section, emphasises the statement order, and explains that if and whether have the same function here. T asks Ss to write the rule in their notebooks.

    Students

    Ss copy the key rule and the example sentence into their notebooks.

Activity 3: Practice · 9 minutes

Checking comprehension and transforming questions

a) Aims

Ss use the text to answer comprehension questions and change yes/no questions into reported speech accurately.

b) Content

Ss answer Exercise 2 ('Give only the first name of the central student.') and Exercise 6 ('What does "It" refer to in "It also asked visitors..."?'). Then Ss complete Worksheet 2 by transforming four yes/no questions into reported speech. For Exercises 1, 3 and 4 (best title, supported action, judging statements), Ss do the interactive exercises on NeoEdu and compare results with the teacher's key.

c) Expected outcomes

Exercise 2: Huy.
Exercise 6: 'It' refers to the visitor guide.
Worksheet 2 answers:

  1. Huy wondered if/whether the easiest path was open.
  2. They asked if they could bring water.
  3. The guide asked visitors whether they had stayed on marked paths.
  4. She asked whether the rock formations were protected.
    Exercises 1, 3 and 4 are checked against the NeoEdu answer key; the best title is the option about preparing a visit and protecting the landscape.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Exercises 2 and 6 on the board and gives Worksheet 2 to each pair. T reminds Ss to use only the passage as evidence.

    Students

    Ss read the questions and the instructions for Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T asks Ss to answer Exercises 2 and 6 individually, then complete Worksheet 2 in pairs. T asks the pairs to open the NeoEdu link and complete Exercises 1, 3 and 4 on their devices if available.

    Students

    Ss answer and write their sentences. Ss who finish early check their sentences with the rule on the board.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read answers for Exercises 2 and 6 and two reported sentences from Worksheet 2. T asks the class to vote with thumbs up or down for each sentence.

    Students

    Ss read their answers aloud. Expected answers: 'Huy.' / 'It refers to the visitor guide.' / 'They asked if they could bring water.' The class checks each sentence.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers for all items and points out the common mistakes: keeping do/does/did, keeping can instead of could, and inverting the subject. T encourages Ss to recheck the rule when they make mistakes.

    Students

    Ss correct their worksheets and mark any errors in a different colour.

Activity 4: Application · 8 minutes

One-minute talk about a natural wonder

a) Aims

Ss give a supported one-minute talk about a natural wonder, including two features and one preservation rule, based on short notes and evidence.

b) Content

Ss use the model in the textbook or verified facts about another site to write short notes with three parts: introduction, specific details and a reasoned conclusion. Ss then speak for one minute to a partner, who checks the talk against a checklist: Does it include two features? Does it include a preservation rule? Does each detail answer the task? Ss do not invent measurements. The talk is also set as homework.

c) Expected outcomes

A one-minute talk with notes in three parts:

  • Introduction: 'A limestone valley is a natural wonder with caves and rock formations.'
  • Specific details: two features (caves and rock formations developed over a very long time) and one rule (stay on marked paths and leave stones where they are).
  • Reasoned conclusion: 'These actions respect the landscape and reduce avoidable damage, so a natural wonder needs care, not only photographs.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the task: 'Give a one-minute talk about a natural wonder. Include two features and one preservation rule.' T shows the three-part structure and the model on the board.

    Students

    Ss read the task and the model. They choose a natural wonder from the passage or a verified site.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to write short notes on index cards and then asks them to practise speaking to a partner for one minute. T monitors and gives feedback on pronunciation of key words such as 'limestone', 'landscape' and 'formation'.

    Students

    Ss write their notes, then speak to a partner. Partners check the talk using the checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites three or four Ss to give their talks to the class. T asks the class: 'Which detail supports the conclusion?'

    Students

    Ss present their talks. Expected answer: 'The detail about staying on marked paths supports the conclusion that visitors should protect the landscape.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, structure and language, praises clear talks, and reminds Ss that a fluent opinion still needs evidence.

    Students

    Ss note the feedback and revise their notes.

Worksheets

Worksheet 1: Reading for evidence

Read the passage about Huy and the limestone valley. Then complete the tasks.

  1. Write the central activity in one sentence.
  2. Underline the actions in blue and the reasons in red.
  3. Complete the chart:
  • Action: Huy read a visitor guide. Reason: ___
  • Action: Huy contacted the visitor centre. Reason: ___
  • Action: The staff advised the group to bring water. Reason: ___
  • Action: Huy prepared a short talk. Reason: ___
  1. Find the negative detail that rejects old information. Write it here: ___

Worksheet 2: Reporting yes/no questions

Change each direct question into reported speech with if or whether. Use statement order and backshift when needed.

  1. 'Is the easiest path open?' → Huy wondered ___.
  2. 'Can we bring water?' → They asked ___.
  3. 'Did you stay on marked paths?' → The guide asked visitors ___.
  4. 'Are the rock formations protected?' → She asked ___.

Homework

  • Write a short script (about 90 to 110 words) for your one-minute talk about a natural wonder. Include an introduction, two features, one preservation rule and a reasoned conclusion.
  • Use only verified facts from the passage or from a reliable source. Do not invent measurements.
  • Write five sentences reporting yes/no questions about the passage, using if or whether and statement order.
  • Practise the talk aloud at least three times, and record yourself if possible. Check your pronunciation of limestone, landscape, magnificent and formation.
  • Revise the vocabulary: limestone (đá vôi), landscape (cảnh quan), magnificent (tráng lệ), formation (cấu trúc hình thành).

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