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

Giáo án Skills 2

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to identify specific details in a spoken recording by using the question type, the whole sentence and the relevant action, number or place.
By the end of the lesson, Ss will be able to report yes/no questions with asked + if/whether + subject + verb, with backshift where the context requires it.
By the end of the lesson, Ss will be able to plan and write a coherent 90–110-word paragraph that describes two features of a natural wonder and explains how visitors can help protect it.

2. Competences

a) General competences

Self-control and independent learning: Ss predict the question type before listening, check their answers against the whole sentence, and revise their own paragraph using a checklist.
Communication and collaboration: Ss discuss natural wonders in pairs, compare their answers in small groups and give peer feedback on paragraph organization.
Problem-solving and creativity: Ss decide which detail answers a listening question, choose precise vocabulary to replace vague sentences, and create an original paragraph about a real or imagined landscape without inventing a real site’s measurements.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen for specific details in a recording (Exercises 1–4), discuss a natural wonder orally, read and analyse a writing model, and write a 90–110-word paragraph.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the words limestone, landscape, magnificent and formation; transform yes/no questions into reported speech with if/whether and backshift (can → could, present → past); and use a topic sentence, supporting details, a reason or example and a closing.

3. Personal qualities

Diligence: Ss complete the listening tasks and revise their paragraph through at least two drafts, checking meaning before grammar and spelling.
Responsibility: Ss support every factual claim in their paragraph with evidence and avoid inventing measurements of a real site.
Honesty: Ss acknowledge when they are unsure of an answer, replay the recording to check it, and give honest feedback to a partner.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 9 (Global Success), Unit 7, Skills 2 and its listening audio (use the listening button for the complete recording)
Projector or interactive board, slides with the vocabulary, grammar example and writing model
Pictures of a limestone valley, a cave and a river (printed or on screen)
Timer, sticky notes or cards for group work, answer key
NeoEdu learning page (interactive lesson, examples and listening exercises): neoedu.vn/learn/9/english/unit-7-skills-2
Worksheet 1 and Worksheet 2 (prepared by T)

2. Students

Student’s book, notebook, pen, pencil and eraser
A4 paper or draft sheet for planning the paragraph
Highlighter or coloured pencils for marking the paragraph structure
Access to a device with the NeoEdu page if available

III. Procedures

Activity 1: Warm-up · 5 minutes

Natural wonders brainstorm

a) Aims

Ss activate prior knowledge about natural wonders and the vocabulary they already know, and identify the lesson focus: listening for details and writing a paragraph.

b) Content

T shows pictures of a limestone valley, a cave and a river and asks: “What natural wonders can you see here?” and “Why do visitors need to protect places like these?” In pairs, Ss list as many features as they can in one minute, then share with the class.

c) Expected outcomes

A list on the board of 5–8 features (e.g., cliffs, caves, rivers, waterfalls, mountains) and 2–3 ideas for protecting them (e.g., staying on marked paths, carrying waste out, not taking natural objects). Ss state the lesson aim: “Today we will listen for specific details and write a paragraph about a natural wonder.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the three pictures and asks the two guiding questions. T explains that Ss have one minute to brainstorm in pairs.
Students
Ss look at the pictures and listen to the questions carefully.
Teacher
Step 2: Task performance
T monitors the pairs and prompts with the question: “What do you see in the picture? What word can describe it?”
Students
Pairs write down features and protection ideas on their draft sheets. Expected answers: “cliffs, caves, rivers”; “Don’t leave rubbish.”; “Stay on the path.”
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their lists and writes the words on the board. T asks: “Which words do you already know in English?”
Students
Pairs report their lists. Expected answer: “Cave is a natural hole in the rock.” or “River flows through the valley.”
Teacher
Step 4: Conclusion and assessment
T praises the ideas, groups the words into features and protection actions, and announces the lesson aim.
Students
Ss copy the lesson title and the aim into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

New vocabulary and listening strategy

a) Aims

Ss understand the meaning and use of four new words and learn a strategy for choosing the correct answer to a listening question.

b) Content

Ss learn the words: limestone (đá vôi), landscape (cảnh quan), magnificent (tráng lệ), formation (cấu trúc hình thành). Then T presents the listening strategy from the “Prepare to understand the recording” section: listen first for the situation and purpose, predict the question type (reason, action, place, day or duration), note that a number may be a starting time, a place may be explicitly rejected, and use the whole sentence to decide.

c) Expected outcomes

Ss complete Worksheet 1, Part A (word–meaning matching) with the answers: limestone – a type of rock that forms caves; landscape – the features of an area of land; magnificent – very beautiful and impressive; formation – a shape that rock or ground takes over time. Ss write the four-point listening strategy in their notebooks.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four words in context: “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 gives Worksheet 1, Part A and sets a 3-minute time limit.
Students
Ss read the sentences silently and guess the meaning of each word from the context.
Teacher
Step 2: Task performance
T checks progress, then presents the listening strategy on the board in five short points and asks Ss to predict the question type for a sample question: “What will the group do if rain closes the path?”
Students
Ss match the words to meanings and copy the strategy. Expected prediction: “This is an action question, so I listen for what the group will do.”
Teacher
Step 3: Report and discussion
T calls on pairs to read their matches and asks: “Why do you need the whole sentence to answer a listening question?”
Students
Pairs report their answers. Expected answer: “A word may appear in the recording but in a sentence that rejects it, so I must read the whole idea.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers, gives the Vietnamese meaning where needed, and summarizes the strategy: predict the question type, listen for the relevant detail, and check the whole sentence.
Students
Ss correct their answers and write the strategy in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Reporting yes/no questions

a) Aims

Ss understand the form of reported yes/no questions with if/whether, the statement word order and the backshift rule.

b) Content

T presents the example “Is the path open?” → She asked if the path was open. T explains: asked + if/whether + subject + verb in statement order; do/does/did and inversion are not kept; in a past reporting context, present changes to past and can changes to could. T asks Ss to compare the direct and reported forms in the example “Is the cave open?” → She asked if the cave was open. Ss then complete Worksheet 2.

c) Expected outcomes

Ss complete Worksheet 2 with the answers: 1. She asked if the cave was open. 2. He asked if visitors could take photos inside. 3. The guide asked if the tour started at nine. Ss write the grammar note: “Reported yes/no question = asked + if/whether + subject + verb (statement order); backshift present → past, can → could.”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes “Is the path open?” on the board and asks Ss: “What changes when we report this question?” T gives Worksheet 2 and asks Ss to work in pairs.
Students
Ss read the direct question and the reported sentence and compare the word order.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: “Do we keep ‘is’ at the beginning? Do we keep ‘do/does/did’?” “Is the verb in the present or the past?”
Students
Pairs transform the three questions. Expected answers: “She asked if the cave was open.” / “He asked if visitors could take photos inside.” / “The guide asked if the tour started at nine.”
Teacher
Step 3: Report and discussion
T asks one pair to write their answers on the board and invites the class to check the subject–verb order and the backshift.
Students
Ss compare their answers with the board and explain any differences. Expected answer: “We don’t invert the subject, so it is ‘if visitors could’, not ‘if could visitors’.”
Teacher
Step 4: Conclusion and assessment
T confirms the grammar rule and writes the summary in a box on the board: asked + if/whether + subject + verb; statement order; backshift present → past and can → could; no do/does/did.
Students
Ss copy the summary into their notebooks and mark the key structure.

Activity 2.3: Knowledge formation · 10 minutes

Analysing the writing model

a) Aims

Ss identify the structure of a coherent paragraph and the function of each sentence in the model.

b) Content

Ss read the writing model about a limestone valley silently and identify its parts: topic sentence, supporting details, a reason or example, and a closing. T asks: “Which sentence is the topic sentence?” “Which sentences describe the features?” “Which sentence explains how visitors can help?” Ss complete the plan in their notebooks.

c) Expected outcomes

Ss complete the plan with the answers: Topic sentence – “A limestone valley can be a magnificent natural wonder.” Supporting details – “Its cliffs, caves and rivers show how water and rock interact over a long period.” / “I would like to learn about the landscape rather than only take photographs.” Reason or example – “Visitors can help preserve it by staying on marked paths, carrying waste out and leaving natural objects in place.” Closing – “These small actions do not solve every environmental problem, but they reduce avoidable damage…”

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the writing model and asks Ss to read it once for the general idea. T then asks: “What is the main idea of the paragraph?”
Students
Ss read the model and answer: “The main idea is that a limestone valley is a natural wonder and visitors should protect it.”
Teacher
Step 2: Task performance
T gives a plan frame with four boxes and asks Ss to label each box with the correct sentence from the model in pairs.
Students
Pairs underline and label the sentences: topic sentence, supporting details, reason or example, closing.
Teacher
Step 3: Report and discussion
T calls on two pairs to read their labels aloud and asks: “Why is the closing sentence useful?”
Students
Pairs report. Expected answer: “The closing sentence summarizes the message and shows respect for the place.”
Teacher
Step 4: Conclusion and assessment
T completes the plan on the board and points out that a longer paragraph is not automatically better; the structure and the relevant details matter most.
Students
Ss copy the complete plan frame into their notebooks as a model for their own paragraph.

Activity 3.1: Practice · 15 minutes

Listening for specific details

a) Aims

Ss apply the listening strategy to answer four multiple-choice questions and one planning question.

b) Content

Ss listen to the complete recording from Exercises 1–4 and choose the correct answer for each question. Ss then answer Exercise 5: “Which plan creates a coherent paragraph about natural wonders of the world?” Ss check their answers with the whole sentence of the recording, not just a matching word.

c) Expected outcomes

Answers: 1. C (Use the information room) 2. B (Friday) 3. C (At the visitor centre) 4. C (Forty minutes) 5. B (Topic → supporting details → reason → closing). Ss write one sentence explaining how they chose one answer, using the strategy (for example: “I predicted a day question, so I listened for the day and checked the whole sentence.”).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the instructions and tells Ss: “Predict the question type before you listen. Listen for the whole sentence, not just one word.” T plays the recording for Question 1 and pauses if needed.
Students
Ss read the question and options, predict the question type and listen carefully.
Teacher
Step 2: Task performance
T plays the recording for each question and monitors pairs. T asks guiding questions: “Is this a place, a day or a duration question?” “Did the speaker reject any option?”
Students
Ss individually choose answers, then compare with a partner. Expected difficulty: “Thirty minutes might be a number in the recording, but it is not the length of the walk.”
Teacher
Step 3: Report and discussion
T asks Ss to give the answer and the evidence for Questions 1–4, then asks Question 5: “Why is B the best plan?”
Students
Ss report answers and evidence, e.g., “Question 2 is Friday because the speaker says the visit is on Friday.”
Teacher
Step 4: Conclusion and assessment
T confirms the answers and reminds Ss that numbers can be starting times and that rejected options must be ruled out.
Students
Ss correct any wrong answers and write the correct answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Revising a paragraph step by step

a) Aims

Ss order the revision process and improve a vague sentence by replacing it with a precise one and giving a reason.

b) Content

Ss complete Exercise 6 by ordering the revision steps: (1) Check that the paragraph answers the task. (2) Check the sequence and links between ideas. (3) Correct grammar and word choice. (4) Proofread spelling and punctuation. Then Ss read the example in Exercise 8: “It is good” becomes “The shared bus reduces the number of cars near the gate.” Ss explain why the revision is more precise.

c) Expected outcomes

Revision order: 1) Check that the paragraph answers the task; 2) Check the sequence and links between ideas; 3) Correct grammar and word choice; 4) Proofread spelling and punctuation. Improvement example: Original “It is good” – Revised “The shared bus reduces the number of cars near the gate.” – Reason: the revision replaces a vague pronoun and opinion with a precise, checkable reason.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four revision steps in jumbled order on the board and asks Ss to rearrange them. T shows the example sentence and asks: “Why is the first version unclear?”
Students
Ss work in pairs to put the steps in order and discuss why the first sentence is vague.
Teacher
Step 2: Task performance
T monitors and prompts: “Does meaning come before grammar or after?” “What does ‘it’ refer to?”
Students
Pairs order the steps and rewrite the vague sentence. Expected answer: “Meaning comes first, because the paragraph must answer the task before we check grammar.”
Teacher
Step 3: Report and discussion
T invites one pair to read their order and one pair to read their revised sentence.
Students
Pairs report and explain the reason for the change in their own words.
Teacher
Step 4: Conclusion and assessment
T confirms the order and tells Ss to use it when they revise their own paragraph. T emphasizes that a precise reason is better than a general opinion.
Students
Ss write the revision steps in their notebooks and keep them for the writing task.

Activity 4: Application · 20 minutes

Writing a paragraph about a natural wonder

a) Aims

Ss plan and draft a 90–110-word paragraph that describes two features of a natural wonder or landscape and explains how visitors can help protect it.

b) Content

Ss complete the task: “Write a 90–110-word paragraph about a natural wonder or landscape. Describe two features and explain how visitors can help protect it. Do not invent a real site’s measurements.” Ss follow the plan: topic sentence, two supporting details, one reason or example, and a closing. Ss use at least one reported yes/no question (for example, a visitor asked if the path was open) and check their draft with the revision steps.

c) Expected outcomes

A complete draft of 90–110 words with a topic sentence, two features, one visitor action, a closing, at least one reported yes/no question with if/whether, and no invented measurements. Peer feedback uses the rubric: task and relevant details (0.4), organization (0.2), vocabulary and grammar (0.3), spelling and punctuation (0.1).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the task on the board, shows the plan frame, and tells Ss: “Plan first, then draft, then revise. Do not invent measurements of a real site.” T sets a 10-minute drafting time.
Students
Ss read the task and the plan frame, and choose a natural wonder or landscape they can describe in general terms.
Teacher
Step 2: Task performance
T monitors, checks plans, and asks guiding questions: “Which two features will you describe?” “What action can visitors take?” “Where can you use a reported question?”
Students
Ss write their draft. Expected sentences: “A waterfall is a magnificent natural wonder.” / “Visitors should stay on marked paths.”
Teacher
Step 3: Report and discussion
T asks Ss to swap drafts with a partner and check the paragraph with the rubric. T invites two volunteers to read their topic sentences aloud.
Students
Pairs exchange drafts, check the word count and give one comment on the meaning and one on the grammar.
Teacher
Step 4: Conclusion and assessment
T praises clear topic sentences and precise reasons, and points out common mistakes (vague sentences, missing closing). T asks Ss to finish the paragraph at home.
Students
Ss note the feedback and plan their revision for homework.

Worksheets

Worksheet 1: Vocabulary and listening strategy

Part A. Match each word with its meaning.

limestone
landscape
magnificent
formation
Meanings: a. very beautiful and impressive; b. the features of an area of land; c. a shape that rock or ground takes over time; d. a type of rock that can form caves

Part B. Listening strategy: complete the sentences.

Listen first for the ______ and the purpose.
Predict the question type: reason, action, place, day or ______.
A number may be a ______ time, not a length of time.
A place may be explicitly ______.
Use the ______ sentence to decide.

Worksheet 2: Reporting yes/no questions

Change each direct question into reported speech.

“Is the cave open?” → She asked ______.
“Can visitors take photos inside?” → He asked ______.
“Does the tour start at nine?” → The guide asked ______.

Grammar note: Complete the rule.

asked + ______ + subject + verb
Keep the statement word order; do not keep do/does/did or invert the subject.
Backshift: present → past; can → ______.

Homework

Finish your paragraph about a natural wonder or landscape (90–110 words). Describe two features and explain how visitors can help protect it. Do not invent a real site’s measurements.
Revise your paragraph using the four steps: check the task, check the sequence and links, correct grammar and word choice, then proofread spelling and punctuation.
Choose one sentence in your paragraph that is unclear. Write the original sentence, the revised sentence and one reason for the change.
Write three direct yes/no questions about a place you visited, then report them with asked + if/whether + subject + verb.
Practise the new words limestone, landscape, magnificent and formation by writing one original sentence for each word.
Log in to the NeoEdu page neoedu.vn/learn/9/english/unit-7-skills-2 and complete the interactive listening and grammar exercises before the next lesson.

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