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Giáo án Tiếng Anh 9
Tiếng AnhLớp 9Phần 14. Unit 11: Electronic devices

Giáo án A Closer Look 1

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • use eight topic words (device, portable, touchscreen, battery life, application, privacy, capability, reliable) in meaningful phrases and sentences;
  • pronounce marked stress for emphasis and distinguish it from neutral stress in ordinary speech;
  • use suggest, recommend and advise correctly with V-ing, a should-clause or object + to-infinitive.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own matching and sentence answers against the key and note the words they still find difficult.
  • Communication and collaboration: Ss work in pairs and groups to match words, practise intonation and share advice sentences with classmates.
  • Problem-solving and creativity: Ss choose appropriate verb patterns and stress to give advice about a real device in a realistic situation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to a recording and identify the vocabulary item, read a sentence with emphatic stress, and write two connected sentences about privacy and reliability.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, recognise emphatic stress, and apply the verb patterns of suggest, recommend and advise.

3. Personal qualities

  • Responsibility: Ss complete the matching and writing tasks independently before pair checking and take responsibility for correcting their own errors.
  • Kindness: Ss use a respectful tone when giving advice to a classmate and avoid harsh emphatic stress in advice-giving.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 9 (Global Success), Unit 11, A Closer Look 1
  • Projector and slides with pictures of a smartphone, a laptop, a tablet and a portable charger
  • Audio recording for Exercises 5 and 6 (from the textbook audio)
  • Worksheet No. 1 (printed or on the projector)
  • Board, markers, a timer
  • NeoEdu lesson page: neoedu.vn/learn/9/english/unit-11-a-closer-look-1 (lesson content, examples and interactive exercises)

2. Students

  • Textbook and notebook
  • Pen or pencil
  • Individual whiteboard or small card for group checking (optional)

III. Procedures

Activity 1: Warm-up · 4 minutes

Electronic Devices Brainstorm

a) Aims

Ss activate prior knowledge of electronic devices and get ready for the topic of the unit.

b) Content

T shows pictures of a smartphone, a laptop, a tablet and a portable charger, then asks: 'What are these devices? Which one do you use every day, and what for?'
Ss name each device in English and share one daily use with a partner.

c) Expected outcomes

Ss name at least four devices in English and say one use for each, for example: 'A smartphone is a device for calling and messaging.' 'I use my tablet for online lessons.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the pictures on the projector and asks: 'What do you see? Which device do you use most often?'

    Students

    Ss look at the pictures and listen to the question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and gives them one minute to name the devices and say one use for each.

    Students

    Pairs name the devices (smartphone, laptop, tablet, portable charger) and talk about their daily use.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers and writes the device names on the board.

    Students

    Representative pairs answer, e.g. 'A laptop is good for writing reports.' 'A portable charger is useful when my phone battery is low.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the unit title 'Electronic devices' on the board, praises the answers and introduces the lesson aims: topic words, pronunciation and language focus.

    Students

    Ss copy the title and note the three lesson aims in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic Vocabulary in Meaningful Groups

a) Aims

Ss understand the meaning and use of eight topic words in meaningful phrases.

b) Content

T presents the words in two groups: (1) device – thiết bị; portable – di động; touchscreen – màn hình cảm ứng; battery life – thời lượng pin. (2) application – ứng dụng; privacy – sự riêng tư; capability – khả năng thực hiện; reliable – đáng tin cậy.
Example sentences: A tablet is an electronic device. A portable charger fits in a bag. The touchscreen responds to a finger. Battery life depends on use. This application helps me organize notes. Check privacy settings before sharing. A device has limits to its capabilities. A reliable tool works consistently.
Pair work: Ss match each word with its meaning, then read each sentence aloud and explain the meaning of the whole phrase, not word by word.

c) Expected outcomes

Ss complete the matches: device – thiết bị; portable – di động; touchscreen – màn hình cảm ứng; battery life – thời lượng pin; application – ứng dụng; privacy – sự riêng tư; capability – khả năng thực hiện; reliable – đáng tin cậy.
Key idea: Ss can explain that 'battery life' means how long a battery lasts, and 'reliable' means it works consistently.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the two groups of words on the board and reads each word aloud, asking Ss to repeat chorally.

    Students

    Ss listen and repeat the words in chorus.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to match the words with the meanings in the textbook and then read the example sentences. T may use the NeoEdu lesson page for interactive matching if time allows.

    Students

    Pairs match the words and meanings, then read the example sentences. Possible answer: 'Battery life depends on use' means the time a battery lasts depends on how you use the device.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3–4 Ss to read a sentence and explain it in their own words.

    Students

    Ss read, e.g. 'A reliable tool works consistently' – 'A reliable tool always works well.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the matches, underlines the key meanings on the board and reminds Ss not to translate every word separately.

    Students

    Ss correct their notes and write the eight phrases with meanings in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Emphatic Stress in Speech

a) Aims

Ss recognise the difference between neutral stress and emphatic stress and use a respectful tone.

b) Content

T models the sentence 'You shared my password?' in two ways: (1) neutral stress, highlighting the key information (shared, password); (2) emphatic stress, with a beat on every word: 'You. Shared. My. Password?'
Ss listen, repeat each reading and then decide which reading shows surprise or strong concern. Ss read the sentence slowly, then in a short sentence, without adding an extra vowel.

c) Expected outcomes

Ss explain that stressing every word expresses surprise, anger or strong emphasis, and is not the neutral pattern for ordinary speech. In neutral speech, Ss highlight key information. When giving advice, Ss use a respectful tone.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says the sentence in neutral stress and then in emphatic stress, and asks: 'Which one sounds angry or surprised?'

    Students

    Ss listen carefully to both readings.

  2. Teacher

    Step 2: Task performance

    T models the sentence again and asks Ss to repeat it, first neutral, then emphatic. T reminds Ss not to add an extra vowel between words.

    Students

    Ss repeat the sentence in chorus, then individually. Expected answer: 'The emphatic one sounds surprised.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 Ss to read the sentence in both ways and asks them to say when a neutral tone is better.

    Students

    Ss read and answer, e.g. 'In ordinary speech, I stress the key words. When I give advice, I use a calm, respectful tone.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: marked stress on every word shows strong emphasis; in neutral speech we highlight key information; in advice we use a respectful tone.

    Students

    Ss write the summary in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Suggest, Recommend and Advise

a) Aims

Ss use suggest, recommend and advise with the correct verb patterns.

b) Content

T writes the example on the board: 'I suggest {{1}} the settings. (check)' and elicits the answer 'checking'. T then shows: 'I suggest checking the settings.' 'I recommend that you should back up your work.' 'I advise you to check.'
Group work (groups of 4): Ss build a three-column table: suggest / recommend / advise, and note the patterns: V-ing; should-clause; object + to-infinitive. Ss correct the error 'Do not use suggest you to check'.

c) Expected outcomes

Ss' notes: suggest + V-ing, or suggest + clause with should (suggest that...). recommend + V-ing, or recommend that + subject + should + verb. advise + V-ing, or advise + that-clause with should, or advise + object + to-infinitive. Correction: 'I suggest you to check' → 'I suggest checking the settings.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the example sentence on the board and asks: 'What is the correct form of check after suggest?'

    Students

    Ss look at the example and suggest the answer 'checking'.

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of 4 and asks them to complete a three-column table in their notebooks.

    Students

    Groups discuss and fill in the patterns. Expected answers: V-ing, should-clause, object + to-infinitive.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to present their table and invites other groups to add or correct.

    Students

    A group reads its table; others comment, e.g. 'We should write advise you to check, not advise you check.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the patterns and reminds Ss that 'suggest you to check' is incorrect.

    Students

    Ss correct their notes and record the three patterns in their notebooks.

Activity 3: Practice · 12 minutes

Listen, Match and Complete

a) Aims

Ss practise the topic vocabulary through matching, listening and sentence completion.

b) Content

Ss do Worksheet No. 1, which includes the matching task (Exercises 1 and 2), the listening task (Exercises 5 and 6), the gap-filling task (Exercise 3) and the stress question (Exercise 4).
Worksheet No. 1 includes:

  • Match the words and meanings: device, portable, touchscreen, battery life, application, privacy, capability, reliable.
  • Write the English word meaning 'ứng dụng': ______.
  • Listen: Which vocabulary item do you hear? A. portable B. battery life C. device D. touchscreen.
  • Listen to the sentence: Which vocabulary concept occurs in it? A. capability B. touchscreen C. privacy D. reliable.
  • If a speaker strongly stresses every word in 'You shared my password?', the likely effect is: A. A calm neutral report B. Surprise or strong concern C. A relaxed agreement D. A routine polite greeting.

c) Expected outcomes

Answer key:

  1. device – thiết bị; portable – di động; touchscreen – màn hình cảm ứng; battery life – thời lượng pin.
  2. application – ứng dụng; privacy – sự riêng tư; capability – khả năng thực hiện; reliable – đáng tin cậy.
  3. application (This application helps me organize notes.)
  4. B – Surprise or strong concern.
  5. C – device.
  6. B – touchscreen.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 (or shows it on the projector) and explains the tasks. T plays the recording for Exercises 5 and 6.

    Students

    Ss read the instructions and listen to the recording.

  2. Teacher

    Step 2: Task performance

    T asks Ss to do the matching and gap-filling in pairs, then answer the listening and stress questions individually, and finally check in groups.

    Students

    Pairs complete the matches and the gap; Ss individually choose answers for the listening and stress questions; groups compare answers.

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers to each item and asks for reasons for the listening answers.

    Students

    Ss answer, e.g. 'Item 5 is device because I hear device.' 'Item 4 is B because the stress shows surprise.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the answer key, checks the answers and clarifies any mistakes.

    Students

    Ss check and correct their work and mark the answers they got right.

Activity 4: Application · 6 minutes

Advice for a Friend's Device

a) Aims

Ss use topic words and the suggest, recommend and advise patterns to give realistic advice about device use.

b) Content

Scenario: Your friend has just bought a new tablet and wants to share it with classmates. Write two connected sentences giving advice. Use 'privacy' and 'reliable' in your sentences, and use suggest, recommend or advise once.
Example: Check privacy settings before sharing. A reliable tool works consistently. Ss read their sentences aloud with a respectful tone.

c) Expected outcomes

Sample answers:

  • I suggest checking the privacy settings before you share your tablet.
  • I recommend that you should use a reliable application to back up your work.
  • Ss' sentences are logically connected and use the correct patterns.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the scenario and asks: 'What advice would you give your friend?'

    Students

    Ss listen and think about what advice they would give.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write two connected sentences individually, then read them to a partner and give feedback.

    Students

    Ss write the sentences, then practise reading them aloud with respectful tone and correct stress. Partners check the patterns and the use of privacy and reliable.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read their sentences and gives feedback on accuracy and tone.

    Students

    Ss read their sentences aloud. Others comment on logic and pronunciation.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good sentences, corrects errors and summarises the three patterns of suggest, recommend and advise.

    Students

    Ss note the corrected sentences in their notebooks.

Worksheets

Worksheet No. 1

Part A: Match the words with their meanings.

  • device
  • portable
  • touchscreen
  • battery life
  • application
  • privacy
  • capability
  • reliable
    Meanings: thiết bị; di động; màn hình cảm ứng; thời lượng pin; ứng dụng; sự riêng tư; khả năng thực hiện; đáng tin cậy.

Part B: Write the English word or phrase meaning 'ứng dụng': ______.

Part C: Listen and choose the correct answer.

  1. Which vocabulary item do you hear? A. portable B. battery life C. device D. touchscreen
  2. Which vocabulary concept occurs in the sentence? A. capability B. touchscreen C. privacy D. reliable

Part D: Choose the correct answer.
If a speaker strongly stresses every word in 'You shared my password?', the likely effect is:
A. A calm neutral report B. Surprise or strong concern C. A relaxed agreement D. A routine polite greeting

Part E: Write two connected sentences using 'privacy' and 'reliable'.

Homework

  • Write four sentences giving advice about an electronic device you use, using suggest, recommend and advise once each. Use at least three of the topic words: device, portable, touchscreen, battery life, application, privacy, capability, reliable.
  • Practise reading the sentence 'You shared my password?' in a neutral way and with emphatic stress. Record yourself only if you have permission, and compare your reading with the model in the textbook.
  • Read the Pronunciation and Language focus sections again on the NeoEdu lesson page (neoedu.vn/learn/9/english/unit-11-a-closer-look-1) and try the interactive exercises.
  • Prepare the next lesson, A Closer Look 2.

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