Tiếng AnhLớp 9Phần 14. Unit 11: Electronic devices

Giáo án Looking Back

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to use suggest and recommend with V-ing or a should-clause correctly.
By the end of the lesson, Ss will be able to use advise with V-ing, a should-clause or object + to-infinitive correctly, and avoid the error 'suggest you to check'.
By the end of the lesson, Ss will be able to explain the meaning of the key topic words: device, portable, touchscreen, battery life.
By the end of the lesson, Ss will be able to explain how marked stress shows surprise or strong emphasis, and use a respectful tone when giving advice.

2. Competences

a) General competences

Self-control and independent learning: Ss keep a personal error log, identify one mistake they can now correct without help, and check their own answers before the teacher's feedback.
Communication and collaboration: Ss work in pairs to complete the language chart, check answers, and exchange recommendations about a device in polite, clear English.
Problem-solving and creativity: Ss rebuild incorrect sentences, write original recommendations with two different structures, and apply the language to a real device problem.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss give and respond to advice orally (e.g. 'I suggest turning down the brightness.') and write two original recommendations about a device.
Language knowledge (pronunciation, vocabulary, grammar): Ss use suggest, recommend and advise with the correct patterns, pronounce key words and use stress to express emphasis, and use the four topic words as whole phrases.

3. Personal qualities

Diligence: Ss complete all exercises and their personal error log before checking answers.
Responsibility: Ss take responsibility for correcting their own errors and record the reason for each correction.
Honesty: Ss admit the mistakes they make in their own sentences and report them truthfully to the class.
Kindness: Ss give advice to partners in a respectful tone, using polite structures such as 'I recommend' and 'I advise you to'.

II. Teaching aids and materials

1. Teacher

Projector and slides showing the Language focus box, the four example sentences and the Key words
Pictures of a tablet, a portable charger, a touchscreen and a battery icon
Worksheet No. 1 (printed, one copy per pair)
NeoEdu lesson page with the lecture, examples and interactive exercises: neoedu.vn/learn/9/english/unit-11-looking-back

2. Students

Student's book, Unit 11: Looking Back
Notebook, pen and pencil
Personal error log (incorrect form, corrected form, reason)
Mobile phone or tablet to access the NeoEdu interactive exercises, if allowed

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Device Pictures

a) Aims

Ss activate prior knowledge of electronic devices and the four key topic words of Unit 11.

b) Content

T shows four pictures: a tablet, a portable charger, a touchscreen and a battery icon. Ss match each picture with one key word (device, portable, touchscreen, battery life). T then asks: 'Your battery life is short. What should you do?' Ss answer with a suggestion or recommendation.
Question 1: 'Which word describes a charger that fits in a bag?' (Expected answer: portable)
Question 2: 'What can you do when the battery life is short?' (Expected answer: I suggest turning down the brightness.)

c) Expected outcomes

Ss match: tablet - device; portable charger - portable; touchscreen - touchscreen; battery icon - battery life.
Ss give one advice sentence, for example: 'I suggest turning down the brightness.' or 'I recommend closing unused apps.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four pictures on the projector and asks Ss to match each picture with a key word. T says: 'Look at the pictures. Which word goes with each one?'
Students
Ss look at the pictures and listen to the instruction. They prepare to match the words silently for 1 minute.
Teacher
Step 2: Task performance
T gives Ss 1 minute to work in pairs. T walks around and checks whether Ss say the words as whole phrases, such as 'battery life', not 'battery' and 'life' separately.
Students
Ss discuss in pairs and match the pictures with the words. Expected answers: tablet - device; portable charger - portable; touchscreen - touchscreen; battery icon - battery life. Ss then answer T's question with a suggestion, for example: 'I suggest turning down the brightness.'
Teacher
Step 3: Report and discussion
T calls on two or three pairs to report their matches and one advice sentence each. T asks: 'Who can give a recommendation with V-ing?'
Students
Representative pairs say their matches and their advice sentences. Expected answer: 'I recommend closing unused apps.'
Teacher
Step 4: Conclusion and assessment
T confirms the matches and writes the four key words on the board. T says: 'Today we will review how to give advice with suggest, recommend and advise. Remember: these words are used with a special structure.'
Students
Ss copy the four key words and the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Language Focus: Suggest, Recommend and Advise

a) Aims

Ss review the patterns of suggest, recommend and advise and recognise the common error 'suggest you to check'.

b) Content

T draws a three-column chart on the board: suggest / recommend / advise. Ss work in pairs to complete the chart from the Language focus box and examples.
Question 1: 'Which verb can take V-ing, a should-clause, or object + to-infinitive?' (Expected answer: advise)
Question 2: 'Is the sentence I suggest you to check the settings correct? Why not?' (Expected answer: No. Suggest does not take object + to-infinitive.)
Question 3: 'How can we correct it?' (Expected answer: I suggest checking the settings. / I suggest that you should check the settings.)

c) Expected outcomes

Chart completed by Ss:

suggest: + V-ing (I suggest checking the settings.); + that-clause with should (I suggest that you should check the settings.)
recommend: + V-ing (I recommend turning off unnecessary notifications.); + that-clause with should (I recommend that you should back up your work.)
advise: + V-ing; + should-clause; + object + to-infinitive (I advise you to check.)
Correction: 'I suggest you to check the settings.' is wrong. Correct forms: 'I suggest checking the settings.' or 'I suggest that you should check the settings.'
Ss write the error and correction in their error log.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T draws the chart on the board and says: 'Work in pairs. Complete the chart with the patterns from the Language focus box. Then correct this sentence: I suggest you to check the settings.'
Students
Ss read the Language focus box and listen to the instruction. They prepare their notebooks to complete the chart.
Teacher
Step 2: Task performance
T monitors pairs and gives hints if needed, for example: 'Does recommend take object + to-infinitive?' T notices pairs who write 'suggest + to-infinitive' and asks them to check the examples.
Students
Ss complete the chart in pairs and discuss the sentence 'I suggest you to check the settings.' Expected answer: the sentence is wrong; the correct form is 'I suggest checking the settings.'
Teacher
Step 3: Report and discussion
T invites one pair to fill in the chart on the board and asks other pairs to comment. T asks: 'Why is I advise you to check correct?'
Students
A pair writes the chart on the board. Other Ss comment. Expected answer: Advise can take object + to-infinitive, so 'I advise you to check' is correct.
Teacher
Step 4: Conclusion and assessment
T confirms the chart and stresses: 'Suggest and recommend take V-ing or should-clauses. Advise can also take object + to-infinitive. Never say suggest you to check.' T asks Ss to record the error and correction in their personal error log.
Students
Ss copy the completed chart and write the error in the personal error log, with the reason: suggest does not take object + to-infinitive.

Activity 2.2: Knowledge formation · 7 minutes

Key Words and Emphatic Stress

a) Aims

Ss explain the meaning of four key sentences as whole phrases and identify how stress can express emphasis.

b) Content

T shows the four example sentences and asks Ss to explain what each one communicates before checking its form:

A tablet is an electronic device.
A portable charger fits in a bag.
The touchscreen responds to a finger.
Battery life depends on use.
Then T says two versions of a sentence: 'You shared my password?' (neutral, with natural stress) and 'You. Shared. My. Password?' (each word stressed).
Question 1: 'What does the neutral version show?' (Expected answer: a simple question.)
Question 2: 'What feeling does the stressed version show?' (Expected answer: surprise or strong concern.)

c) Expected outcomes

Meaning of the sentences: a tablet belongs to the group of electronic devices; a portable charger is small enough to carry; the touchscreen works when you touch it with a finger; the battery's working time depends on how the device is used.
Stress: neutral speech highlights key information only; each word stressed in 'You. Shared. My. Password?' expresses surprise or strong emphasis and is not the normal pattern in ordinary speech.
Ss note in their error log one phrase they should learn as a whole unit (e.g. battery life).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four sentences on the board and says: 'Explain what each sentence means before we check the grammar. Then listen to two versions of a sentence and tell me the difference.'
Students
Ss read the four sentences silently and prepare an explanation for each.
Teacher
Step 2: Task performance
T gives Ss 2 minutes to discuss in pairs. T reads 'You shared my password?' in a neutral tone, then 'You. Shared. My. Password?' with strong stress on each word.
Students
Ss explain the meaning of each sentence in pairs. They listen to the two versions and discuss the feeling each one shows.
Teacher
Step 3: Report and discussion
T asks several Ss to share their explanations and asks: 'Why should we use a respectful tone when giving advice?'
Students
Ss share explanations. Expected answer: a respectful tone makes advice polite and easier to accept; strong stress can sound angry or unfriendly.
Teacher
Step 4: Conclusion and assessment
T confirms that the key words are used as whole phrases and that stress in neutral speech highlights key information only. T reminds Ss to use a respectful tone in advice.
Students
Ss write down the four key phrases and the note on stress in their notebooks.

Activity 3: Practice · 15 minutes

Practice: Complete and Correct

a) Aims

Ss use suggest, recommend and advise correctly in gap-fill, multiple choice and correction exercises.

b) Content

Ss complete Worksheet No. 1 in pairs, then check answers with the answer key. Exercises:

Gap-fill: I suggest {{1}} the settings. (check)
Multiple choice: Choose the correct advice (A-D).
Gap-fill: She recommends that we {{1}} a backup. (should keep / keeping)
Multiple choice: The teacher advised us ___ our passwords (A-D).
Correction: Check the forms: 'I suggest using a stronger password.' and 'I suggest you to use a stronger password.'
Rewrite: Use suggest to rewrite 'Let us check the privacy settings.'
Match key words with their meanings.
Stress: If a speaker strongly stresses every word in 'You shared my password?', what is the likely effect?

c) Expected outcomes

Answer key (Worksheet No. 1):

checking (Suggest + V-ing.)
B. I suggest resting. (Suggest takes V-ing, not object + to.)
should keep (Recommend + that-clause with should.)
B. to protect (Advise + object + to-infinitive is possible.)
'I suggest using a stronger password.' - Đúng (correct). 'I suggest you to use a stronger password.' - Sai (wrong). Correct form: I suggest that you should use a stronger password, or I suggest using a stronger password.
I suggest checking the privacy settings. / I suggest that we should check the privacy settings.
device - thiết bị; portable - di động; touchscreen - màn hình cảm ứng; battery life - thời lượng pin.
B. Surprise or strong concern (Marked stress adds strong emphasis; it does not change the tense.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'Work in pairs. Complete all the exercises in 8 minutes. Remember to say the key words as whole phrases.'
Students
Ss receive Worksheet No. 1, read the instructions and ask questions if anything is unclear.
Teacher
Step 2: Task performance
T monitors and checks whether pairs choose V-ing or should-clauses correctly. T gives a hint for exercise 3: 'After recommend that, which verb form do we need?'
Students
Ss complete the exercises in pairs. Expected difficulty: some Ss choose 'suggest you to use' in exercise 5; they correct it after checking the Language focus chart.
Teacher
Step 3: Report and discussion
T shows the answer key on the projector and asks: 'Which answer did you change after thinking again?'
Students
Ss compare answers with the key, explain their choices and correct mistakes in their notebooks. Expected answer in exercise 2: B, because suggest takes V-ing.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Suggest and recommend take V-ing or should-clauses; advise can take object + to-infinitive. Marked stress shows emphasis.' T asks Ss to log any new error in their error log.
Students
Ss write the corrected form of their own mistakes in their error log, with the reason.

Activity 4: Application · 6 minutes

Application: Device Advice Card

a) Aims

Ss produce original recommendations about a real device problem using two different structures.

b) Content

Ss work individually to write two recommendations about a device they use, one with V-ing and one with a should-clause (Exercise 8 type). Then they exchange cards with a partner and check the structures. Model question for T: 'Your phone's battery life is short. What advice would you give?'
For homework, Ss write a short advice paragraph for a friend (see Homework).

c) Expected outcomes

Sample Ss' output:

I recommend backing up your notes before you update the software.
I suggest that you should turn off unnecessary alerts to save battery life.
I advise you to lower the screen brightness.
Ss' partners check: one V-ing structure and one should-clause, with correct forms and a polite tone.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the model question on the board and says: 'Write two recommendations about a device. Use one V-ing structure and one should-clause. Then swap your card with a partner.'
Students
Ss read the question and decide which device and problem they will write about.
Teacher
Step 2: Task performance
T gives 3 minutes for individual writing, then 2 minutes for peer checking. T asks partners to point out any 'suggest you to' error.
Students
Ss write two recommendations on a small card and swap with a partner. Partners check the structures and suggest a more polite word if needed.
Teacher
Step 3: Report and discussion
T invites three Ss to read their recommendations aloud and asks the class to identify the V-ing and should-clause structures.
Students
Ss read their sentences aloud. Other Ss answer: 'That is a V-ing structure' or 'That uses should'.
Teacher
Step 4: Conclusion and assessment
T praises accurate sentences and gives feedback on the tone. T says: 'Using a respectful tone makes your advice more useful.' T introduces the homework.
Students
Ss keep their advice cards and write the homework task in their notebooks.

Worksheets

Worksheet No. 1: Looking Back (Unit 11)

Part A. Match the key words with their meanings.

device
portable
touchscreen
battery life
(a) màn hình cảm ứng (b) thời lượng pin (c) thiết bị (d) di động

Part B. Complete the sentences with the correct form.

I suggest {{1}} the settings. (check)
She recommends that we {{1}} a backup. (should keep / keeping)

Part C. Choose the correct advice.

A. I suggest you to rest.
B. I suggest resting.
C. I suggest rest you.
D. I suggest to resting.

Part D. Choose the correct answer.
The teacher advised us ___ our passwords.

A. protecting to
B. to protect
C. protects
D. protected

Part E. Check the forms. Write Đ (correct) or S (wrong).

a) I suggest using a stronger password.
b) I suggest you to use a stronger password.

Part F. Rewrite using suggest.
Let us check the privacy settings.

Part G. Choose the 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

Homework

Update your personal error log with one new error from today's lesson. Write the incorrect form, the corrected form and the reason.
Write a short paragraph (4 to 5 sentences) giving advice to a friend about one device. Use suggest, recommend and advise at least once each, and check that you do not write 'suggest you to'.
Review the four key words (device, portable, touchscreen, battery life) as whole phrases and say each one aloud.
Do the interactive exercises for Unit 11 Looking Back on NeoEdu: neoedu.vn/learn/9/english/unit-11-looking-back. Note the questions you get wrong and check them in your error log.

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