Giáo án Tiếng Anh Lớp 9 (Global success) - Unit 11: Electronic devices - Period 87, Lesson 1: Getting started

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1. UNIT 11: ELECTRONIC DEVICES Lesson 1: GETTING STARTED IN AN ELECTRONIC SHOP Period: 87 Class Date of teaching Attendance 9D 39 I. OBJECTIVES By the end of the lesson, students are expected to achieve the following objectives: 1. Knowledge: *Vocabulary: - Vocabulary to talk about the topic “Electronic devices.”: portable (adj), aluminium (n) , virtual (adj), entertainment, effectively, lightweight, scan, document, touchscreen, virtual keyboard, wireless, take notes, diagrams, 3D designs * Pronunciation: - Pronounce the new words correctly: portable (adj), aluminium (n) , virtual (adj), entertainment, effectively, lightweight, scan, document, touchscreen, virtual keyboard, wireless, take notes, diagrams, 3D designs + Stress on all words in sentences correctly; * Grammar: + Use the verb suggest / advise / recommend + V-ing / a clause with should; + Check someone's understanding and respond; 2. Competencies: a. General competencies: - Group work and independent working, pair work, linguistic competence, cooperative learning and communicative competence. - Develop communication skills and cultural awareness. - Be co-operative and supportive in pair work and teamwork. - Actively join in class activities. b. Specific competencies: - use words related to the topic “Electronic devices.”, - Asking and answering questions about Electronic devices + Be wiser when using Electronic devices - read for general and specific information about Electronic devices. + Talk about an electronic device which is important to them; 3. Qualities: - Develop awareness of environmental pollution and natural resources - Be concerned to the people and country - Develop self-study skills.
2. - Ss have the good attitude to working in groups, individual work, and pair work, cooperative learning and working. II. PREPARATIONS Teacher: Text book, laptop, loudspeaker, projector Students: Text books, studying equipment’s . III. PROCEDURE ACTIVITY 1: WARM-UP GW/PW/IW) 1. Aim: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. 2. Content: - Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class. 3. Products: - Interest and concentration of Sts on the class activities. 4. Implementation: - Teacher instructs - Sts do as required TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - Chatting Step 2: Task performance + Greeting + Greeting + Pass the chalk + Pass the chalk - Teacher divides the class into 2 teams. + Ss’s answers - Teacher asks students to close the books. T uses the photos of electronic devices in the textbook to help Ss brainstorm words and phrases about electronic devices (e.g. tablet, smartwatch, smartphone, portable music player, robotic vacuum cleaner, etc.) - Students take turns to write onto the board the name of the electronic devices. - Teacher sets the context for the listening and reading text. - Share with Ss the objectives of the lesson and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss.
3. Step 4: Judgement - T summarizes the discussion and leads to Activity 2. ACTIVITY 2: KNOWLEDGE FORMATION (15') 1. Aim: - To set the context for the introductory conversation; - To introduce the topic of the unit, the vocabulary, the stress, and the grammar points to be learnt. To help Ss understand the conversation 2. Content: Listen and read. Read the conversation and find out new words. Focus on topic of the lesson, grammar points Read the conversation again and answer the following questions. 3. Products: Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students understand the conversation and topic of the lesson and can complete the tasks successfully 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T_Ss - T sets the scene/ context for the listening and reading. Step 2: Task performance Task 1. Listen and read :/ Page Task 1. Listen and read :/ Page 114 114 * Teach vocabulary: *Vocabulary: + Teacher uses different techniques to 1. portable (adj)/ˈpɔːr.t̬ə.bəl/ cú teach vocab (situation, realia, translation.) thể bỏ tỳi + Teacher introduces the vocabulary by: 2. aluminium (n) ˌổl.jəˈmɪn.i.əm/ - providing the pictures hợp kim nhụm - eliciting the definition of the words 3. virtual (adj) /ˈvɝː.tʃu.əl/ ảo + Teacher do the “Rub out and remember” .. checking technique. ( effectively, lightweight, scan , ** Set the context: Have Ss look at the virtual keyboard, wireless, take conversation and answer some questions, e.g. notes, diagrams, 3D designs ) Who are in the conversation? What are they talking about? Encourage Ss to give answers, but
4. do not confirm whether their answers are right or not. Ask them to talk a bit about what they would like to buy in an electronic shop. - Play the recording twice for Ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud. - Refer to the questions previously asked. Confirm the correct answers: A shop assistant and a customer. They are talking about some electronic devices. Task 2. Read the conversation again and Task 2. Read the conversation answer the following questions again and answer the following - Have Ss read the dialogue in detail to answer questions the questions. Ask them how to do this kind of * Answer key: exercise. Explain the strategies, if necessary (e.g. 1. The customer wants to an electronic reading the statements, underlining the key device for her son, words in the statements, locating the key words 2. The shop assistant suggests the in the dialogue, and then reading that part and customer should buy a tablet decide if each statement is true or false). Tell them to underline parts of the dialogue that help 3. It is made of aluminum. them with the answers. Set a strict time limit to 4. It is used for taking notes, drawing, and ensure Ss read the text quickly for information. making 3D designs. - Tell them to compare their answers in pairs before sharing the answers with the T. Ask them to give evidence when they answer. Step 3: Report and discussion - Sts write down the new vocabulary - T asks, Sts answer some more questions about the conversation Step 4: Judgement - T gives feedback on the reaction of Sts ACTIVITY 3: PRACTICE (20' - GW/PM/IM) 1. Aim: + To help Ss understand some definitions of the words in the text. + To help Ss use the words they have learnt in 3 in specific contexts. + To provide Ss with practice with describing electronic devices.
5. 2. Content: Match the following words with their definitions. Complete the sentences with the words from 3. Work in pairs. Think of an electronic device and describe it to your partner. Can your partner guess what you are describing? 3. Products: Students understand the conversation and topic of the lesson and can complete the tasks successfully 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS Step 1: Task delivering - T let Sts learn Task 3 – Getting Started - Unit 1 Step 2: Task performing Task 3. Match each word or phrase with Task 3. Match each word or phrase its definition. with its definition. - First, have Ss quickly match the adjectives in * Answer key: the left column with their meanings in the right 1. d column individually. 2. e - Then, ask them to share their answers with one 3. a or more partners. T can ask for a translation of 4. c some of the words and phrases in the box to check their understanding. 5. b - For a more able class, ask Ss to make some example sentences with the words they have learnt. - If there is enough time, T can ask some Ss to write their answers on the board. - Check the answers as a class. + With stronger students, ask Ss to make some example sentences with the words they have learnt Task 4. Complete each sentence Task 4. Complete each sentence with a with a word or phrase from 3. word or phrase from 3. * Answer key: - Ask Ss to do the exercise individually and then check with the whole class. 1. virtual - When checking, ask Ss to refer to 2. portable
6. Activity 3 to make the meanings of the words 3. wireless clearer to them. 4. aluminium 5. touchscreen Task 5. Work in pairs. Think of an Task 5. Work in pairs. Think of an electronic electronic device and describe it to your device and describe it to your partner. Can your partner guess what you are describing? partner. Can your partner guess what - Demonstrate the game with a strong student. you are describing? - Ask Ss to play the game in pairs. In weaker * Key: classes, work together with Ss first: asking about + Ss’ answer. one or two electronic devices and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. T may go around to observe and offer help if necessary. - Invite some pairs to perform in front of the class. This activity can be organised as a competition game. The class is divided into teams A and B. Team A describe an electronic device and Team B guesses what the electronic device is. If their guess is correct, they get one point. Then change roles. The group with the most points wins. Step 3: Report and discussion - Ss work independently - Share the answers Step 4: Judgement - T gives feedback on the answers. ACTIVITY 4: APPLICATION (5' ) 1. Aim: To consolidate what Ss have learnt in the lesson. To review the lesson and prepare for the next lesson. To give Home assigment 2. Content: Home assignment 3. Products: Know more some words about hobbies Take note Home assignment 4. Implementation: TEACHER AND STUDENTS' ACTIVITIES CONTENTS
7. Step 1: Task delivering (Home assignment) + Ask one or more Ss to tell the class what they have learnt. Draw Ss' attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt. - Ask Ss to say aloud some words they * Home assignments: remember from the lesson. - Do more exercises in workbook. + If there is an overhead projector in the - Prepare new lesson: Lesson 2: A classroom, show the conversation and highlight CLOSER LOOK _1 the keywords related to the topic. It would be helpful if T also highlights the sentences with the verbs + to-infinitive, verbs + V-ing, and the words containing the sounds /fl/ and /fr/. Tell Ss that they will learn these language points in the upcoming lessons - Home assignment Step 2: Task performance -T asks Ss to talk about what they have learnt in the lesson. * EXTRA ACTIVITY Explain to Ss that they will play a game of charades to practise the words they have learnt. Write down the names of electronic devices onto separate slips of paper or index cards. Fold the slips to conceal the words and place them in a container. Divide the class into two teams A and B. Team A selects a representative who will act out the word without speaking. They randomly choose one slip from the container. Set a timer for only one minute for the acting. The representative from team A begins acting out the word on his / her slip, trying to convey the device without using any verbal communication. Encourage his / her team members to use
8. gestures, body language, and creative acting to convey the devices accurately. His / Her team members have to guess the word. If team A guesses correctly within the time limit, they earn a point. If not, the opposing team (team B) has a chance to get the point by correctly guessing the word. Repeat the process, with team B choosing a representative to act out the next word. Continue alternating between teams. Keep scores on the board or a separate sheet of paper, and let Ss know which words have been guessed correctly. After several rounds, tally up the points to determine the winning team. + PROJECT PREPARATION + Although the project is at the end of the unit, Ss can start preparing for it in the first lesson. The aim of this activity is to inform Ss about the final product of the project and how they can prepare for it. - Ask Ss to open their books to the last page of Unit 11, the Project section, look at the pictures, and say what the topic of the project is (A competition for designing leaflets on electronic devices). - Explain the project requirements: In groups, Ss will choose an electronic device and design a leaflet to promote it. Their leaflet must include the name of the electronic device, its appearance, main parts, key features, benefits, etc. and pictures or photos to illustrate the electronic device. They then present their leaflet to other groups. When all groups have presented their leaflets, Ss have to work together again to vote for the best one. - Guide them through the way to get information (search the Internet, read newspapers,
9. go to the library, etc). - Put Ss into groups and have them choose their group leader. Then ask them to assign tasks to each group member, making sure that all group members contribute to the project work. - Help Ss set a deadline for each task and support them throughout the process. - In each of the next lessons, spend a few minutes checking Ss' progress, helping them with any topic- related or functional language they need, and solving any other problems that may arise with their projects. +Here are the steps T can follow: (See TEACHER’S BOOK ) Step 3: Report and discussion - T says something about the class time. -Step 4: Judgement T gives feedback and requires Sts do homework. IV. FEED-BACK: . . ..