Tiếng AnhLớp 9Phần 14. Unit 11: Electronic devices

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Use suggest, recommend and advise with the correct patterns (V-ing, should-clause, object + to-infinitive)
- Use the key words: device, portable, touchscreen, battery life
- Separate measured facts from predictions and label the source of each non-original fact
- Plan, write and present a short, honest, evidence-based review of an electronic device

2. Competences

a) General competences

Self-control and independent learning: Ss check their own evidence, decide which claims need verification and revise their work after feedback.
Communication and collaboration: Ss share roles fairly in groups, invite one question from the audience and give respectful, specific feedback to peers.
Problem-solving and creativity: Ss design a focused project question and a suitable checking method for one important claim, then present the result clearly.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a model plan, write a 90–110-word explanation, give a two-minute talk and respond to peer feedback.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words with correct word stress (de-VICE, POR-ta-ble, TOUCH-screen, BAT-tery LIFE) and use suggest, recommend and advise correctly in project sentences.

3. Personal qualities

Honesty: Ss use only facts they have actually checked, state the gaps and uncertainty in their work, and never invent interviews, survey results or counts.
Responsibility: Ss ask permission before using a person's name, photograph or words, and never share account details or passwords.
Kindness: Ss give feedback that names one specific success and suggests one change in a polite, constructive way.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the slides for this lesson
Student textbook, English 9 (Global Success), Unit 11 Project pages
Worksheet 1 and Worksheet 2 (printed, one set per group)
Four station cards for Practice 1 (Exercises 1 to 4)
Peer feedback checklist and a timer
NeoEdu lesson page with the lecture, examples and interactive exercises: neoedu.vn/learn/9/english/unit-11-project

2. Students

Notebook, pen and pencil
A device the group has available for observation, described accurately (no account details)
A4 paper or a one-page display sheet, coloured markers and sticky notes
A written explanation of 90–110 words

III. Procedures

Activity 1: Warm-up · 8 minutes

Our everyday devices

a) Aims

Ss activate vocabulary about electronic devices and see why an honest review needs purpose, limits and facts.

b) Content

In pairs, Ss answer three questions: 'Which electronic device do you use every day?' 'What is it good for?' 'What is one thing it cannot do well?' Ss write answers in three columns: device / purpose / limitation. Key words: device, portable, touchscreen, battery life.

c) Expected outcomes

A list of five devices, each with one purpose and one limitation. Example: 'A tablet is a portable device for reading and video calls. Its battery life is often short when we watch videos for hours.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work in pairs. Name five devices you use and complete the three columns in your notebook. You have two minutes.' T writes the four key words on the board.
Students
Ss listen, ask about unfamiliar words and start the task. Ss may ask: 'How do you say touchscreen?' T answers: 'TOUCH-screen.'
Teacher
Step 2: Task performance
T circulates, checks the pairs' lists and prompts with: 'Is that a purpose or a limitation?'
Students
Pairs list devices such as phone, laptop, tablet, smart watch and headphones. They write one purpose and one limitation for each device.
Teacher
Step 3: Report and discussion
T invites three pairs to read one device entry aloud and asks the class: 'Can you find a device that is portable?'
Students
Pairs report. Example: 'A smart watch shows the time and tracks steps. Its battery life is short when the screen is always on.' Other Ss answer: 'A phone is portable.'
Teacher
Step 4: Conclusion and assessment
T writes on the board: purpose, capabilities, limitations, privacy, accessibility. T says: 'Today you will review one device honestly, using these five areas.'
Students
Ss copy the five areas and the key words into their notebooks and repeat the words after T with correct stress.

Activity 2.1: Knowledge formation · 17 minutes

Project brief, model plan and key words

a) Aims

Ss understand the project requirements and the model plan, and separate measured facts from predictions.

b) Content

Ss read the project brief and the model planning paragraph about reviewing a device already available to us. Ss underline the five review areas: purpose, capabilities, limitations, privacy and accessibility. Ss complete Worksheet 1 by labelling each statement F (measured fact) or P (prediction). Ss use the key words in short sentences.

c) Expected outcomes

Completed Worksheet 1 with the answer key: 1 F, 2 P, 3 F, 4 F, 5 P, 6 F. Key understanding: 'A portable charger fits in a bag' is a current capability; 'A future update will double the battery life' is a prediction, so it must not appear as a current fact.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Read the project brief and the model paragraph. Find the five review areas. Then label each statement in Worksheet 1 as F or P.' T reminds: 'We do not buy a product, and we do not share account details.'
Students
Ss read silently for two minutes, underline the five areas and start Worksheet 1 in pairs.
Teacher
Step 2: Task performance
T monitors and asks: 'Is a future feature a fact or a prediction? Why?' T asks: 'Why do we measure battery life under stated conditions?'
Students
Ss answer. Example: 'It is a prediction, because the device does not have that feature yet.' Example: 'Because different tasks use different amounts of power, so one measurement cannot describe every use.'
Teacher
Step 3: Report and discussion
T calls on two pairs to read their answers for statements 2 and 5 and asks the class to agree or disagree.
Students
Pairs report: '2 is P, because a future update is not yet a current capability.' '5 is P, because it promises all future features.'
Teacher
Step 4: Conclusion and assessment
T confirms the key idea on the board: Fact = something checked now; Prediction = something expected later. T models the key words: 'Battery life depends on use.' 'The touchscreen responds to a finger.' 'A portable charger fits in a bag.' Ss repeat with correct stress.
Students
Ss repeat the sentences, copy the fact/prediction definitions and correct their Worksheet 1 answers.

Activity 2.2: Knowledge formation · 10 minutes

Language focus: suggest, recommend and advise

a) Aims

Ss use suggest, recommend and advise with the correct patterns in project sentences.

b) Content

T presents: 'I suggest checking the settings.' 'I recommend that you should back up your work.' 'I advise you to check the battery settings.' Ss complete the example 'I suggest {{1}} the settings. (check)' and correct the wrong sentence 'I suggest you to check'.

c) Expected outcomes

Answers: 'I suggest checking the settings.' 'I advise you to check the battery settings.' 'I recommend that you should back up your work.' Corrected sentence: 'I suggest checking the settings' or 'I advise you to check the settings.' Ss do not write 'suggest you to check'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the example on the board and asks: 'Which form follows suggest: V-ing or to-infinitive?'
Students
Ss look at the example and think about the form. Ss may answer: 'V-ing.'
Teacher
Step 2: Task performance
T asks Ss to complete the example individually, then compare with a partner. T asks the pairs to rewrite 'I suggest you to check' correctly.
Students
Ss write 'checking' and then write 'I suggest checking the settings' or 'I advise you to check the settings.'
Teacher
Step 3: Report and discussion
T calls on two Ss to read their sentences aloud and asks: 'Why is I suggest you to check wrong?'
Students
Ss answer: 'Suggest is followed by V-ing, not by an object + to-infinitive. Advise can take object + to-infinitive.'
Teacher
Step 4: Conclusion and assessment
T summarises on the board: suggest and recommend + V-ing or a should-clause; advise + V-ing, a should-clause or object + to-infinitive. T says: 'Do not use suggest you to check.' Ss copy the summary.
Students
Ss copy the summary into their notebooks and write one advice sentence about their own device using suggest or advise.

Activity 3.1: Practice · 10 minutes

Stations: Exercises 1 to 4 for our project

a) Aims

Ss build the first four project products: a focused question, an evidence table, a checking plan and a heading.

b) Content

Four station cards: Station 1 (Exercise 1): state a focused question naming the product and the audience. Station 2 (Exercise 2): create a small evidence table with the columns claim or observation / evidence / source and date. Station 3 (Exercise 3): explain how you will check one important claim, such as 'The device battery lasts a stated length of time.' Station 4 (Exercise 4): draft a heading that explains the display accurately. Groups of four rotate every two minutes.

c) Expected outcomes

Sample answers: Exercise 1: 'Which device capabilities solve our study needs, and what limits should a review disclose?' Exercise 2: 'Claim: The touchscreen responds to a finger. Evidence: observed during our own use. Source and date: our observation, [date].' Exercise 3: measure under clearly described use or cite the stated test conditions; acknowledge that one measurement does not describe every use. Exercise 4: 'A Device Review: Uses, Limits and Predictions', used only if the display supplies those elements. Teacher assessment: human assessment, no fabricated evidence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Form groups of four. Each group takes one station card. Read the task, write one contribution and rotate clockwise every two minutes.'
Students
Ss form groups, share roles and move to Station 1.
Teacher
Step 2: Task performance
T circulates and asks: 'Is this claim a fact or a prediction?' 'Do you have a source and date?' T reminds: 'If you cannot interview people, use observation or desk research, and label it. Do not invent an interview.'
Students
Ss write their contributions at each station. Example: a group at Station 3 writes: 'We will measure battery life during video viewing and state the conditions.'
Teacher
Step 3: Report and discussion
T asks each group to report one station they finished, e.g., 'Which station did you finish best and why?'
Students
Groups report. Example: 'Our question names the tablet and the audience, so it is focused.'
Teacher
Step 4: Conclusion and assessment
T gives feedback: a focused question names the product and audience; each evidence line needs a source and date; gaps must be admitted honestly. T says: 'Leave gaps honest rather than filling them with guesses.'
Students
Ss revise their station answers in their notebooks and check them against the feedback.

Activity 3.2: Practice · 15 minutes

Writing an explanation and peer feedback

a) Aims

Ss write a 90–110-word project explanation, give constructive peer feedback and make one revision.

b) Content

Ss write a 90–110-word explanation of their own project (Exercise 5). Ss swap with a partner and complete Worksheet 2, with one specific success, one concrete change and its benefit (Exercise 7). Each S revises one statement that mixes a prediction with a current capability and shows the before and after (Exercise 8).

c) Expected outcomes

A 90–110-word explanation. Sample feedback: 'Your heading clearly identifies the project. Please add the source and date beside the main claim so readers can judge its evidence. This will make the claim more reliable.' Sample revision: Before: 'This is true for everyone.' After: 'This account describes one example from our source.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Write your explanation in 90 to 110 words. Then exchange with a partner and use Worksheet 2 to give feedback: success, change, benefit.'
Students
Ss read the instructions and check the word count goal.
Teacher
Step 2: Task performance
T gives eight minutes to write, five minutes to exchange and give feedback. T asks: 'Which statement in your explanation is a prediction?'
Students
Ss write, swap and give feedback. Example: 'I suggest adding the source date beside the main claim.'
Teacher
Step 3: Report and discussion
T invites two Ss to read their revision aloud: 'Before: ... After: ...' and asks: 'What did the feedback change?'
Students
Ss read. Example: 'The feedback helped me change a general claim into one example from our source.'
Teacher
Step 4: Conclusion and assessment
T says: 'A good explanation names the product, gives checked facts, labels predictions and admits limits.' T shows that the explanation is a plan until the evidence is real.
Students
Ss copy the checklist and keep their revised explanation for the presentation.

Activity 4: Application · 30 minutes

Two-minute presentations and reflection

a) Aims

Ss present their display and evidence to another class, respond to one question and reflect on one improvement.

b) Content

Groups of four present in about two minutes each, using the display, the written explanation and a talk. Each talk introduces the question, presents two checked details, explains the conclusion and acknowledges one limitation. The audience asks one question. Roles are shared fairly: presenter, timekeeper, source checker, question handler. Ss ask permission before using any name, photo or words. After feedback, each group records one improvement.

c) Expected outcomes

A one-page display or slide, a written explanation and a two-minute talk. Sample talk (use only your own checked facts): 'Our question is which capabilities of our tablet solve our study needs. We checked two details: the touchscreen responds to a finger, and battery life depends on use. One limitation is that we measured only under the conditions we describe, so our result is one example.' Reflection: 'After feedback, we changed the claim about the battery to show its conditions of use.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Each group prepares a two-minute talk and shares roles fairly. Before you use any name or photo, ask permission. Rehearse for three minutes.'
Students
Ss assign roles and rehearse. Ss may ask: 'Can we show a photo of the device?' T answers: 'Only with permission, and do not show account details.'
Teacher
Step 2: Task performance
T times each presentation, invites one question from the audience and takes notes on accuracy and source labels.
Students
Groups present in turn. The audience takes notes on checked facts, predictions and sources.
Teacher
Step 3: Report and discussion
T asks the audience: 'What is one question you would ask this group?' Presenters answer briefly.
Students
Audience asks, e.g., 'How did you check the battery claim?' Presenter answers: 'We measured under stated use, and we say it is one example.'
Teacher
Step 4: Conclusion and assessment
T praises accurate labelling and honest limits, gives one general comment and asks each group to write one improvement in its reflection. T reminds Ss to submit only real evidence.
Students
Ss write their reflection: 'One improvement is ...' and hand in the display, the explanation and the reflection.

Worksheets

Worksheet 1: Fact or Prediction?

Read each statement. Write F for a measured fact or P for a prediction.

1. The device is already available to us.
1. A future update will double the battery life.
1. Battery life depends on use, so we state the conditions of our measurement.
1. The touchscreen responds to a finger.
1. Our display will promise all features of the next version.
1. A portable charger fits in a bag.
  Answer key: 1 F, 2 P, 3 F, 4 F, 5 P (avoid unsupported promises), 6 F.

Worksheet 2: Peer Feedback and Revision

Partner's project (name only with permission): ____

One specific success: ____
One concrete change: ____
Benefit of the change, explained respectfully: ____
My statement before revision: ____
My statement after revision: ____
Source and date for the main claim: ____
One limitation I acknowledge: ____

Homework

Finish your project using real evidence only. Keep your evidence table with a source and date for each claim, and state any gaps honestly in your explanation.
Prepare your one-page display, your 90–110-word explanation and your two-minute talk. Ask permission before using any person's name, photo or words, and do not include account details or passwords.
Write one sentence of advice about your device using suggest, recommend or advise with the correct pattern, for example: 'I suggest checking the battery settings.'

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