Tiếng AnhLớp 9Phần 14. Unit 11: Electronic devices

Giáo án Skills 1

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
identify the central activity of a text and separate actions from reasons
use negative details to reject an attractive but inaccurate option
use the vocabulary: device, portable, touchscreen, battery life
use suggest, recommend and advise correctly (V-ing, should-clause, object + to-infinitive)

2. Competences

a) General competences

Self-control and independent learning: Ss read the passage alone, underline actions and reasons, and check their own notes before sharing.
Communication and collaboration: Ss work in pairs to compare their underlined evidence and practise a one-minute talk with a partner.
Problem-solving and creativity: Ss decide whether a device statement is a fact or a prediction and build an original talk about a device that matters to them.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for evidence, give a supported one-minute talk with two uses, one limitation and one recommendation, and write short notes that answer the task.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary of devices and the patterns suggest / recommend / advise accurately, and avoid the error 'suggest you to check'.

3. Personal qualities

Responsibility: Ss label any imagined device or future feature as a prediction, not a fact, when they speak.
Honesty: Ss support each claim with evidence from the text and admit when a statement is not supported.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 9 (Global Success), Unit 11, Skills 1
Projector or interactive board with slides (reading passage, language focus, exercises)
Coloured markers or slide highlights to show actions and reasons
Worksheet 1 and Worksheet 2 (printed or projected)
NeoEdu online lesson page (neoedu.vn/learn/9/english/unit-11-skills-1): lesson presentation, examples and interactive exercises

2. Students

Textbook, notebook, pen and two coloured pencils (one for actions, one for reasons)
Small cards or sheets for personal speaking notes

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Devices in My Life

a) Aims

Activate Ss' prior knowledge about electronic devices and prepare them for the topic of the lesson.

b) Content

Ss work in pairs. T asks: 'Which electronic device do you use most? What is good about it? What is annoying about it?' Pairs list three devices and one advantage and one disadvantage for each. T introduces the topic: a device should solve a clear problem.

c) Expected outcomes

A word web on the board, for example: tablet (portable, good for notes; notifications can interrupt study), phone (easy to carry; battery life is short), laptop (powerful; heavy to carry). Ss can say: 'A device is useful when it solves a clear problem.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks: 'What electronic devices do you use every day?' T writes the question 'What is good and what is not good about it?' on the board.
Students
Ss listen and think about one device they use often.
Teacher
Step 2: Task performance
T asks pairs to discuss for two minutes and to complete the word web on a small card.
Students
Pairs discuss. Expected answers: 'My phone is easy to carry, but the battery life is short.' 'My tablet is portable, but notifications distract me.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their word webs and writes key words on the board.
Students
Representative pairs report, for example: 'Our laptop is powerful, but it is not portable.'
Teacher
Step 4: Conclusion and assessment
T confirms the key words: device, portable, touchscreen, battery life. T introduces the idea that a device is worth choosing when it solves a clear problem. T writes the lesson title on the board.
Students
Ss copy the key words and the title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Reading for Evidence: Duc's Tablet

a) Aims

Ss identify the central activity of the passage, separate actions from reasons, and recognise how a negative detail helps reject an inaccurate option.

b) Content

T pre-teaches device (thiết bị), portable (di động), touchscreen (màn hình cảm ứng: a touchscreen responds to a finger) and battery life (thời lượng pin). Ss read the passage 'Duc used a tablet to organize class notes...' silently for one minute, then answer in pairs the questions on Worksheet 1: (1) What is the central activity? (2) Underline the actions in one colour and the reasons in another colour. (3) Which detail is negative, and which wrong option does it help you reject? (4) Which statement about the future is a prediction, not a fact?

c) Expected outcomes

Worksheet 1 completed. Expected answers: central activity = Duc using a tablet to organise class notes and recommending it. Actions: used a tablet; checked the privacy settings; labelled a statement as a prediction. Reasons: to organise notes; to compare capabilities with limitations; to protect classmates' names and passwords. Negative detail: notifications often interrupted his study, and he did not publish classmates' names or passwords, which helps reject the option 'Duc shared classmates' passwords online'. Prediction: future devices might have better accessibility tools.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains: 'An action tells what happened; a reason tells why.' T shows the coloured-marker example on the projector.
Students
Ss receive Worksheet 1 and ask questions about unknown words if any.
Teacher
Step 2: Task performance
T asks Ss to read silently and then discuss in pairs. T walks around and checks that pairs separate actions and reasons correctly.
Students
Ss read and underline. Expected pair answer: 'The central activity is using a tablet to organise class notes.' Some Ss may ask: 'Is checking the privacy settings an action or a reason?' (It is an action.)
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to report their underlined actions and reasons. T asks: 'Why is the detail about classmates' passwords important?'
Students
Expected answer: 'It shows Duc protected privacy, so the option that he shared passwords is wrong.' Another pair: 'The tablet is a prediction because Duc labelled it as a prediction.'
Teacher
Step 4: Conclusion and assessment
T confirms that actions tell what happened and reasons tell why, and that negative details help reject inaccurate options. T highlights the phrase 'labelled this as a prediction rather than a fact' as a model of honest reporting.
Students
Ss correct their Worksheet 1 and copy the key points into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Language Focus: Suggest, Recommend and Advise

a) Aims

Ss recognise and use the patterns suggest, recommend and advise correctly, and avoid the error 'suggest you to check'.

b) Content

T presents the structures on the board: 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, should-clause or object + to-infinitive: 'I advise you to check.' T points out: Do not use 'suggest you to check'. Ss complete the first two items of Worksheet 2 with the class.

c) Expected outcomes

Ss complete Worksheet 2 with the key: 1. checking; 2. should back up (I recommend that you should back up your work); 3. to turn off (I advise you to turn off the alerts). Key rule on the board: suggest and recommend can take V-ing or a should-clause; advise takes V-ing, a should-clause or object + to-infinitive.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the example 'I suggest {{1}} the settings. (check)' and asks: 'Which form is correct: checking or to check? Why?'
Students
Ss think about the answer individually for 30 seconds.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 2 individually for three minutes and then compare with a partner.
Students
Ss write the answers. Expected answer: 'checking', because suggest is followed by V-ing.
Teacher
Step 3: Report and discussion
T asks 2–3 Ss to read their sentences aloud and corrects the error 'suggest you to check' if it appears.
Students
Ss read aloud, for example: 'I advise you to turn off the alerts.' T asks the class to agree or disagree.
Teacher
Step 4: Conclusion and assessment
T summarises the three patterns on the board and reminds Ss of the Ghi nhớ rule. T provides the NeoEdu link so that Ss can review the examples at home.
Students
Ss copy the summary into their notebooks.

Activity 3: Practice · 10 minutes

Practice: Patterns and Evidence Check

a) Aims

Ss use the patterns correctly and answer evidence questions by returning to the passage.

b) Content

Part A: Ss complete the sentences in Worksheet 2 with the correct form of the verb in brackets, as in the example. Part B: Ss answer the evidence questions below by finding the sentence in the passage that supports each answer. Ss work in pairs and then check with the whole class via NeoEdu interactive exercises.

c) Expected outcomes

Part A key: 1. checking (I suggest checking the settings). 2. to turn off (I advise you to turn off the alerts). 3. should back up (I recommend that you should back up your work). Part B key: 4. Did Duc publish classmates' names online? No, he did not publish classmates' names or passwords. 5. Could Duc search a document quickly? Yes, the tablet allowed him to search a document quickly. 6. Is the statement about future accessibility tools a fact? No, Duc labelled it as a prediction rather than a fact.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the exercises on the projector and sets a time limit of five minutes. T reminds Ss to use the sentence in the passage as evidence.
Students
Ss open Worksheet 2 and look at the questions.
Teacher
Step 2: Task performance
T asks pairs to complete Part A and Part B and to write the supporting sentence for each answer. T monitors and helps weaker pairs.
Students
Pairs complete the exercises. They may ask: 'Is the answer to item 6 No?' T answers: 'Yes, because the statement is a prediction, not a fact.'
Teacher
Step 3: Report and discussion
T calls on one pair to read the answers and the evidence sentences. T asks the class to check on NeoEdu.
Students
Ss read and compare with the key. Expected evidence: 'He labelled this as a prediction rather than a fact.'
Teacher
Step 4: Conclusion and assessment
T confirms the keys and emphasises that every answer must be supported by a sentence from the text.
Students
Ss correct their mistakes in a different colour.

Activity 4: Application · 10 minutes

Speak from Notes: A One-Minute Talk

a) Aims

Ss give a short, supported talk about an electronic device important to them, with two uses, one limitation and one practical recommendation, and label any imagined feature honestly.

b) Content

Ss write short notes: introduction (the device); two current uses; one limitation; one practical recommendation; a label for any prediction or imagined feature. Ss use the structure introduction → specific details → reasoned conclusion. Then Ss practise in pairs: each S speaks for one minute. Use the model: 'My tablet helps me organise notes and search for information. It is portable, but notifications can interrupt study and its battery does not last forever. I recommend turning off unnecessary alerts and keeping a separate backup. I would choose useful capabilities rather than only the newest model.'

c) Expected outcomes

Each S has short speaking notes (about 6–8 lines) and a one-minute talk. Expected talk content: introduction of the device; two uses such as 'organise notes' and 'search for information'; one limitation such as 'the battery does not last forever'; one recommendation such as 'turn off unnecessary alerts' or 'keep a separate backup'; a conclusion such as 'I would choose useful capabilities rather than only the newest model.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the task aloud and writes the structure on the board: introduction → specific details → reasoned conclusion. T reminds Ss to label any imagined device as a prediction.
Students
Ss listen and decide which device they will talk about.
Teacher
Step 2: Task performance
T gives Ss three minutes to write short notes. Then Ss practise in pairs; each S speaks for one minute while the partner checks the details against the structure.
Students
Ss write notes such as: 'Phone – call, photos, maps; limitation: battery; recommendation: use power saving mode.' Pairs take turns speaking for one minute each.
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to give their talks to the class. T asks the class to check that each detail answers the task.
Students
Volunteers speak. Listeners say: 'You gave two uses, one limitation and one recommendation. Good!'
Teacher
Step 4: Conclusion and assessment
T gives brief feedback on content, structure and pronunciation, and praises honest labelling of predictions. T sets the homework.
Students
Ss note the feedback and revise their notes.

Worksheets

Phiếu học tập số 1

Worksheet 1: Reading for Evidence
Read the passage 'Duc used a tablet to organize class notes...' and answer the questions.

Question 1: What is the central activity in the passage?
Question 2: Underline the actions in blue and the reasons in red. Complete the table below.
Question 3: Which negative detail helps you reject an inaccurate option? Write the option that it rejects.
Question 4: Which statement about the future is a prediction and not a fact?

Table to complete:

Action: ___ | Reason: ___
Action: ___ | Reason: ___
Action: ___ | Reason: ___

Phiếu học tập số 2

Worksheet 2: Suggest, Recommend and Advise
Part A: Complete each sentence with the correct form of the verb in brackets.

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

Part B: Answer the questions with evidence from the passage.

4. Did Duc publish classmates' names online?
1. Could Duc search a document quickly with the tablet?
1. Is the statement about future accessibility tools a fact?

Remember: Do not write 'suggest you to check'.

Homework

Write a short paragraph of about 60–80 words about one electronic device that is important to you. Include two uses, one limitation and one practical recommendation, and use suggest, recommend or advise at least once.
Record your one-minute talk on your phone and listen to it. Check that every detail answers the task and that any imagined feature is labelled as a prediction.
Review the Language focus on the NeoEdu page (neoedu.vn/learn/9/english/unit-11-skills-1) and do the interactive exercises again.

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