Giáo án Project

Ss activate prior knowledge about sharing housework and family routines, and get ready for the project topic 'Family life'.

Ss look at a picture of a family preparing dinner together and answer three quick questions: 1) Who does the housework in your family? 2) Which chore do you think is suitable for teenagers? 3) Why is sharing chores important? Ss write one-word answers on sticky notes and stick them on the board.

A board with about 10 sticky notes containing chores (e.g. washing the dishes, cooking, cleaning), and at least one reason why sharing chores is important (e.g. 'It teaches responsibility.'). T introduces the aim: 'Today we will produce a project product about Family life.'

Ss identify the opening, supporting details and closing of the completed Family Day display, and understand how each part contributes to the message.

Ss read the model 'Family Day display' and complete Worksheet 1 in pairs. Key questions: 1) What is the title and the event date? 2) What is the audience and how can families take part? 3) What are the three panels? 4) What is the purpose of the sample interview? 5) What is the final product?

Completed Worksheet 1. Key content: Title: Family Day display; event: Family Story Afternoon on 28 June; purpose: to invite families to share memories, household skills or audio greetings; three panels: caring for one another, fair household work, time together; the sample interview asks who chooses the routines and how they change during exams; the final product is a one-page invitation plus three attributed interview summaries, with real responses clearly separated from the model. Opening sentence: 'Family Day display — completed example, not a claimed survey: Our class proposes a Family Story Afternoon on 28 June.'

Ss pronounce consonant blends correctly, understand six key words, and distinguish present simple from present continuous in context.

1. Pronunciation: T models /br/, /kr/, /tr/ with the sentences 'My brother brings bread.', 'The crowded kitchen needs cleaning.', 'We try to share the chores.' Ss repeat chorally and individually. 2) Vocabulary: chore (việc nhà), responsibility (trách nhiệm), gratitude (lòng biết ơn), routine (thói quen thường lệ), support (hỗ trợ), bond (mối gắn kết). 3) Grammar: 'Linh washes the dishes every evening.' (present simple, routine) and 'She is revising now, so her brother is washing them tonight.' (present continuous, temporary activity).

Ss can pronounce the three blends with no inserted vowel and can match each vocabulary item to its meaning. Ss state the rule: 'Use the present simple for routines and states; use am/is/are + -ing for temporary activities happening now. Know, understand and want usually describe states, not current actions.'

Ss understand how to collect and present real responses ethically, and how to label planning figures and illustrative examples.

T introduces the ethics guidelines: keep the product's title, audience, method and practical limits visible; if collecting real responses, obtain consent, avoid private identifiers and report only actual data; label planning figures and illustrative examples. Ss read the model paragraph 'I think teenagers should share suitable housework because it teaches responsibility...' and discuss: What is the speaker's opinion? What is a suitable task for a teenager? Why do heavy lifting and hot oil need adult supervision? Ss decide which sentences in their own draft need labels.

A class list of ethical rules, for example: 'Ask permission before displaying names or photos.' 'Label sample interviews as illustrative, not real survey results.' 'Do not invent numbers or results.' 'Sharing means agreeing on a fair contribution, not dividing every job into identical pieces.'

Ss answer comprehension and analysis questions about the model, and practise summarising and concluding a project product.

Ss work in pairs to answer Tasks 2 to 8. Task 2: State the purpose and audience of the project product and oral presentation on 'Family life'. Support your answer with one detail. Task 3: Explain how the opening introduces the topic. Identify the actual opening sentence. Task 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important. Task 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning. Task 6: Choose one sentence from the middle of the model and explain what it contributes to the message. Task 7: Read the opening and closing aloud. Explain one difference between their jobs in the complete product. Task 8: Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

Answers for Tasks 2 to 8 (teacher scores using the rubric; equivalent wording is accepted):
Task 2: Purpose: to invite families to a Family Story Afternoon and show how families can share memories and household skills. Audience: families of the class. Detail: 'Families may share a short memory, teach a safe household skill or record an audio greeting if they cannot attend.'
Task 3: Opening sentence: 'Family Day display — completed example, not a claimed survey: Our class proposes a Family Story Afternoon on 28 June.' It establishes the subject and event date before the details.
Task 4: Two useful details: 'The display has three panels: caring for one another, fair household work, and time together.' and 'A student whose family cannot attend can contribute a drawing instead.' These are specific, evaluable statements; merely saying family life is important gives no information.
Task 5 (model summary): 'Our class proposes a Family Story Afternoon on 28 June. Families may share a memory, teach a safe household skill or record an audio greeting if they cannot attend. The final product is a one-page invitation plus three attributed interview summaries, and real responses are kept separate from the model.'
Task 6: Sample sentence: 'Our sample interview asks who chooses the routines and how they change during exams.' It gives a particular detail about family life and shows that the example is illustrative.
Task 7: The opening introduces the situation; the closing states the final product and that real responses are separated from the model.
Task 8 (model conclusion): 'Families can take part in many ways, from sharing a memory to sending an audio greeting. Our final product will be a one-page invitation and three attributed interview summaries, and we ask permission before displaying names or photos.'

Ss produce a complete project product (one-page invitation, three-panel display, three attributed interview summaries with labels) and give a short oral presentation with source credits and a question period.

Each group of four creates the project product for a Family Story Afternoon on 28 June. Required components: 1) a one-page invitation with the title, audience, purpose and how families can take part (share a memory, teach a safe household skill, or record an audio greeting if they cannot attend); 2) a three-panel display: caring for one another, fair household work, time together; 3) three attributed interview summaries, clearly labelled as sample or real; 4) a 2-minute oral presentation with source credits and a question period. Ss use at least two present simple sentences and at least two present continuous sentences, and they follow the ethics rules from the explore stage.

A group project product including an invitation, a three-panel display, three labelled interview summaries and a rehearsed presentation. Example invitation line: 'Our class invites you to a Family Story Afternoon on 28 June. You may share a short memory, teach a safe household skill or record an audio greeting if you cannot attend.' Example label: 'Sample interview (illustrative, not real survey data).' Presentation structure: opening (subject and date), three panel explanations, source notes, closing and questions.