Tiếng AnhLớp 9Phần 14. Unit 11: Electronic devices

Giáo án Getting Started

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
understand the topic and the purpose of a short exchange asking for and giving suggestions about electronic devices;
use the vocabulary items: device, portable, touchscreen, battery life, application, privacy, capability, reliable;
use suggest, recommend and advise correctly with V-ing, a should-clause, or object + to-infinitive (for advise).

2. Competences

a) General competences

Self-control and independent learning: Ss read the text and complete the vocabulary and grammar tasks on their own, then check answers against the key.
Communication and collaboration: Ss work in pairs to read the exchange aloud, compare answers and continue the dialogue with a polite reply and closing.
Problem-solving and creativity: Ss decide which device fits a clear everyday problem and explain their choice using the target language.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss identify the purpose of the opening question in the exchange, read the passage for specific information, and produce a short, connected reply.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the topic vocabulary in context and form correct patterns after suggest, recommend and advise.

3. Personal qualities

Responsibility: Ss complete all tasks on time and check their own answers honestly before reporting to the class.
Honesty: Ss label predictions as predictions and do not copy answers from classmates without trying the task first.

II. Teaching aids and materials

1. Teacher

Lesson slides with the exchange, the reading passage, vocabulary pictures and grammar table
Projector or interactive whiteboard
Worksheet No. 1 (printed for each pair)
Answer key for the exercises
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/9/english/unit-11-getting-started

2. Students

Student's book Global Success 9, Unit 11
Notebook and pen
Pencil and eraser for the matching task

III. Procedures

Activity 1: Warm-up · 5 minutes

Devices in our daily life

a) Aims

Ss activate prior knowledge about electronic devices and get ready to talk about the topic of the unit.

b) Content

T shows pictures of a tablet, a smartphone, a portable charger and a laptop. T asks: 'What devices do you use for study? What problems do they sometimes cause?' Ss brainstorm in pairs and share one device and one problem with the class.

c) Expected outcomes

A short list on the board, for example: tablet – taking notes; smartphone – searching information; portable charger – charging on the way; problems: short battery life, too many notifications, unclear privacy settings.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks: 'Which device do you use most for study? What is one problem it sometimes causes?' T gives 1 minute for pair brainstorming.
Students
Ss look at the pictures and listen to the question carefully.
Teacher
Step 2: Task performance
T monitors pairs and helps with words Ss need, for example 'battery'.
Students
Ss discuss in pairs and write two or three ideas in their notebooks. Possible answer: 'I use a smartphone. Sometimes the battery runs out during class.'
Teacher
Step 3: Report and discussion
T invites 3 pairs to share their ideas and writes key words on the board.
Students
Ss report: 'We use a tablet. It is portable, but notifications interrupt our study.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and introduces the topic: 'Today we will learn how to talk about devices, solve their problems and give advice.'
Students
Ss write the title 'Unit 11 – Electronic devices – Getting Started' in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Topic vocabulary in context

a) Aims

Ss understand and use the eight topic words in meaningful phrases, not as isolated words.

b) Content

T presents the words: 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). Ss match each word with its meaning and read the example sentences, for example: 'A tablet is an electronic device.' 'A portable charger fits in a bag.' 'The touchscreen responds to a finger.' 'Battery life depends on use.' 'Check privacy settings before sharing.' Ss complete Worksheet No. 1, Part A, then check on the NeoEdu page.

c) Expected outcomes

Matching key: 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. Ss can write one example sentence for each word.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the eight words. Match each one with its meaning. Then read the example sentences to see how the words are used.' T distributes Worksheet No. 1, Part A.
Students
Ss read the words and the example sentences silently for about 1 minute.
Teacher
Step 2: Task performance
T asks pairs to check each other's matching. T asks: 'What does battery life tell us about a device?'
Students
Ss match the words in pairs. Possible answer: 'Battery life tells us how long a device works before it needs charging.'
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read one matching pair and one example sentence aloud, and corrects pronunciation of 'capability' and 'application' if needed.
Students
Ss report: 'Reliable means that a tool works consistently.' 'Check privacy settings before sharing.'
Teacher
Step 4: Conclusion and assessment
T writes the eight words on the board in a column with their meanings and reminds Ss that the words are often used in phrases such as 'check privacy settings' and 'portable device'.
Students
Ss copy the vocabulary list into their notebooks and mark the phrases they want to remember.

Activity 2.2: Knowledge formation · 10 minutes

Reading the exchange and the story of Duc

a) Aims

Ss identify the purpose of a short exchange and find specific information in the passage about Duc's tablet.

b) Content

T plays or reads the exchange: 'Duc: Could you suggest a way to reduce distractions? Teacher: I recommend turning off unnecessary alerts. Duc: Thanks. Should I also keep a separate backup?' Ss read the exchange once for the setting, then answer Question 1: What does the first speaker do? A. Makes a polite request or asks for information; B. Offers help before anyone asks; C. Checks whether an apology is accepted; D. Thanks someone for a completed activity. Then Ss read the passage about Duc and answer the questions on Worksheet No. 1, Part B.

c) Expected outcomes

Question 1 answer: A (the opening question seeks help or information politely). Passage answers: (1) Duc compared the tablet's useful capabilities with its limitations before recommending it. (2) A teacher advised turning off non-essential alerts and backing up work. (3) Duc did not publish classmates' names or passwords. (4) He called the future accessibility tools a prediction, not a fact. (5) His conclusion: a device should solve a clear problem, not simply be the newest product.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the exchange once to find the setting. Then mark the question and the response. Next, read Duc's story and answer the questions in Part B.' T sets a time limit of 3 minutes for reading.
Students
Ss read the exchange silently and mark the question and the response.
Teacher
Step 2: Task performance
T walks around and helps pairs find the key sentences. T asks: 'Why does the speaker ask this question? Is it polite?'
Students
Ss answer Question 1 (A) and underline the sentences that give the answers in Part B. Possible answer: 'He asks for suggestions politely, so the purpose is to get help.'
Teacher
Step 3: Report and discussion
T asks several Ss to read their answers aloud and asks: 'Why did Duc label the accessibility tools as a prediction?'
Students
Ss report: 'He labelled it a prediction because it is not yet a fact.' Other Ss add the conclusion of Duc in their own words.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and highlights the key idea: 'A device should solve a clear problem.' T explains that the passage gives a model of careful thinking before recommending a product.
Students
Ss correct their answers and write the key idea in their notebooks.

Activity 2.3: Knowledge formation · 7 minutes

Suggest, recommend and advise

a) Aims

Ss form and use suggest, recommend and advise correctly with V-ing, a should-clause or object + to-infinitive.

b) Content

T writes the examples on the board: 'I suggest checking the settings.' 'I recommend that you should back up your work.' 'I advise you to check.' T explains the patterns: suggest and recommend take V-ing or a clause with should; advise takes V-ing, a should-clause or object + to-infinitive. T writes the error 'Do not use suggest you to check' with a red cross. T asks Ss to complete Worksheet No. 1, Part C.

c) Expected outcomes

Grammar table: suggest + V-ing (I suggest checking the settings); recommend + V-ing or that-clause with should (I recommend that you should back up your work); advise + V-ing / that-clause with should / object + to-infinitive (I advise you to check). Error to avoid: 'suggest you to check'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Look at the three sentences. Find the pattern after each verb.' T asks: 'What comes after suggest?'
Students
Ss observe the sentences and answer: 'After suggest, we use V-ing.'
Teacher
Step 2: Task performance
T gives the model: 'I suggest {{1}} the settings. (check)' and asks Ss to write the correct form. T monitors individual work.
Students
Ss complete the sentence: 'I suggest checking the settings.' Ss note the rule Suggest + V-ing in their notebooks.
Teacher
Step 3: Report and discussion
T asks 2 Ss to read their sentences aloud and asks the class: 'Is this sentence correct: suggest you to check?'
Students
Ss answer: 'No, we cannot say suggest you to check. We say suggest checking.'
Teacher
Step 4: Conclusion and assessment
T summarises the grammar in the Remember box and reminds Ss: 'Advise can take object + to-infinitive, but suggest and recommend cannot.'
Students
Ss copy the summary into their notebooks and repeat the three patterns chorally.

Activity 3: Practice · 8 minutes

Complete and check

a) Aims

Ss practise the topic word, the grammar pattern and the matching of words in short, controlled tasks.

b) Content

Ss do three exercises individually, then check in pairs:

Complete the word for 'thiết bị': {{1}}. (device)
I suggest {{1}} the settings. (check)
Match the topic words to their meanings: device – thiết bị; portable – di động; touchscreen – màn hình cảm ứng; battery life – thời lượng pin.
Ss then do the NeoEdu interactive exercises for extra practice.

c) Expected outcomes

Answers: 1. device; 2. checking (Suggest + V-ing); 3. device – thiết bị; portable – di động; touchscreen – màn hình cảm ứng; battery life – thời lượng pin.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Do the three exercises in Part D of your worksheet. You have 4 minutes.' T shows the first sentence on the slide.
Students
Ss read the instructions and start writing answers individually.
Teacher
Step 2: Task performance
T walks around and checks the answers of Ss who finish early. T asks: 'Why is checking correct and not check?'
Students
Ss write their answers. Possible answer: 'Checking is correct because suggest is followed by V-ing.'
Teacher
Step 3: Report and discussion
T shows the answer key on the slide and asks Ss to raise their hands if they got each answer correct.
Students
Ss compare answers with their partners and correct their mistakes in a different colour.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and notes the most common error: 'suggest you to check'. T asks Ss to write this error and its correction in their notebooks.
Students
Ss write: 'Wrong: suggest you to check. Correct: suggest checking.'

Activity 4: Application · 5 minutes

Giving advice in a short exchange

a) Aims

Ss continue a short exchange, give a useful reply and use a polite closing in a realistic situation.

b) Content

Pairs continue the exchange from the lesson: 'Duc: Could you suggest a way to reduce distractions? Teacher: I recommend turning off unnecessary alerts. Duc: Thanks. Should I also keep a separate backup?' Each pair writes one useful reply and a polite closing, then reads it aloud. Example: 'Yes. A separate backup can help if the tablet fails. You are welcome, and remember to check privacy settings too.' Pairs use at least one of suggest, recommend or advise.

c) Expected outcomes

A two- or three-line exchange, for example: 'Yes, I suggest keeping a backup on a cloud app. It helps if the tablet fails. You are welcome, and remember to check the privacy settings.' Assessment criteria: the reply answers the question (0.5); a polite closing (0.2); appropriate grammar (0.3).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Continue the exchange with one useful reply and a polite closing. Use suggest, recommend or advise correctly.' T shows the assessment criteria on the slide.
Students
Ss read the criteria and plan their reply in pairs for 1 minute.
Teacher
Step 2: Task performance
T monitors pairs and helps with grammar and pronunciation of key words.
Students
Ss write and practise their short exchange. Possible answer: 'Yes, I recommend that you should keep a backup. You are welcome. Please check the privacy settings too.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to perform their exchanges. The class listens and gives one comment on each.
Students
Pairs perform. Listening Ss say whether the answer is useful and whether the closing is polite.
Teacher
Step 4: Conclusion and assessment
T gives feedback on the answers, praises good use of the grammar patterns and reminds Ss: 'Suggest and recommend take V-ing or should. Advise can take object + to-infinitive.'
Students
Ss record the best sentence from their exchange in their notebooks.

Worksheets

Phiếu học tập số 1

Part A. Match each word with its meaning.

device
portable
touchscreen
battery life
application
privacy
capability
reliable
Meanings (shuffled): 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. Read the exchange and the story of Duc, then answer.

1. What does the first speaker do? A. Makes a polite request or asks for information; B. Offers help before anyone asks; C. Checks whether an apology is accepted; D. Thanks someone for a completed activity.
1. What did Duc do before recommending the tablet to a friend?
1. What did the teacher advise?
1. What did Duc NOT publish?
1. How did Duc label his idea about future devices?
1. What is Duc's conclusion?

Part C. Complete the sentences.

I suggest {{1}} the settings. (check)
I recommend that you {{2}} back up your work. (should)
I advise you {{3}}. (check)

Part D. Complete the exercises.

Complete the word for 'thiết bị': {{1}}.
I suggest {{1}} the settings. (check)
Match the topic words to their meanings: device; portable; touchscreen; battery life.

Homework

Write a short paragraph (3–4 sentences) about one electronic device you use. Use at least two of these words or phrases: device, portable, touchscreen, battery life.
Example model: 'A tablet is an electronic device. A portable charger fits in a bag. These devices help me study, but battery life is short.'
Study the grammar table: suggest + V-ing; recommend + V-ing or should; advise + V-ing, should, or object + to-infinitive. Write three sentences giving advice to a friend.
Practise the NeoEdu interactive exercises at neoedu.vn/learn/9/english/unit-11-getting-started.
Prepare for the next lesson by reading the 'Speaking' section in the student's book.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.