Giáo án Project

Ss activate prior knowledge about environmental problems at school and recall the key vocabulary of the unit (carbon footprint, reusable, household appliance, reduce, recycle, litter).

Ss work in pairs to answer the question: “What can our school do to reduce litter and waste in one day?” Ss write at least three ideas and use at least three words from the vocabulary list. T shows the six key words on the board and models the pronunciation of each word.

Each pair writes a list of at least three ideas, for example:

• Bring a reusable bottle to reduce disposable cups.
• Reuse one-side printed paper before recycling it.
• Pick up litter in the school courtyard during break time.
  Each pair uses at least three key words correctly in their list.

Ss recognise and pronounce the consonant blends /kl/, /pl/, /gr/ and /pr/ accurately, releasing the first consonant into the second without an extra vowel.

T models the words clean, plates, green, grass, practical, plan and the sentence: “Our group plans to protect the green playground.” Ss listen, repeat and practise the sound in chain reading. Key point: release /k/ into /l/ without an extra vowel; keep /p/ before /l/ and /r/.

Ss can read the following words and sentence with clear blends:

• clean plates, green grass, a practical plan
• Our group plans to protect the green playground.
  Ss can identify which blend is in each word (/kl/ in clean; /pl/ in plates and plan; /gr/ in green and grass; /pr/ in practical and protect).

Ss explain the difference between will + base verb and be going to + base verb, and transform active sentences into passive sentences with the correct tense of be.

T presents the grammar with the following examples:

• Decision made now: “The gardener will show us how to water the plants.”
• Prior intention: “We are going to count the disposable cups for two weeks.”
• Prediction based on present evidence: “The sky is very dark. It is going to rain.”
  Passive: People collect paper → Paper is collected. Will collect → will be collected. Example: “Mai and Phuc will collect the paper.” → “The paper will be collected by Mai and Phuc.” The agent with by can be omitted when unimportant: “The paper will be collected.”
  Ss complete Worksheet 1.

Ss complete Worksheet 1 with the following answers:

1. decision now – will
2. prior intention – be going to
3. prediction from present evidence – be going to
4. Paper is collected by students every Friday. (Tense: present simple passive)
5. The plants will be watered by the gardener. (Keep will be)
   Ss can state one rule: “Will is used for decisions made now or predictions; be going to is used for prior intentions or predictions with present evidence. In the passive, the object becomes the subject and be keeps its original tense.”

Ss analyse the structure, details, conditions and message of the model “Go Green Weekend” event card and practise reading, summarising and writing the main parts of a project product.

Ss work in a jigsaw group of four. Group A reads Task 2 (purpose and audience) and Task 3 (opening). Group B reads Task 4 (useful details) and Task 5 (three-sentence summary). Group C reads Task 6 (middle sentence) and Task 7 (opening and closing). Group D reads Task 8 (final paragraph). Each expert shares with the home group.
Task 2: State the purpose and audience of the project product. Support with one detail.
Task 3: Explain how the opening introduces the topic.
Task 4: Select two useful details and explain why they are better than saying only that the topic is important.
Task 5: Write a three-sentence summary using only information in the model.
Task 6: Choose one sentence from the middle and explain its contribution.
Task 7: Read the opening and closing aloud and explain one difference between their functions.
Task 8: Write a short final paragraph or spoken conclusion using details already supplied.
The model text is shown on the screen. Ss may also use the NeoEdu interactive exercises.

Sample answers (accept equivalent wording with the same meaning):

• Task 2: The purpose is to give the audience a concrete way to understand humans and the environment. The audience is the school community. Detail: Paper-reuse station: Mai and Phuc check that sheets contain no personal information.
• Task 3: The opening is “Go Green Weekend — completed event card: Sunday, 7:45–10:00; school courtyard and community garden.” It establishes the subject and the setting before the supporting details.
• Task 4: “Mai and Phuc check that sheets contain no personal information” and “the gardener demonstrates watering; students use small cans” are specific and the audience can evaluate them. Saying only that the topic is important gives no usable information.
• Task 5: “Go Green Weekend is a Sunday event at the school courtyard and community garden from 7:45 to 10:00. Mai and Phuc check that paper sheets contain no personal information before reuse. The final display reports two real counts of cups, the method and the limitations, and it must not replace missing counts with invented success.”
• Task 6: “Safety lead: Ms Lan supervises movement and keeps the road out of bounds.” It develops the topic by giving a concrete safety detail rather than repeating the title.
• Task 7: The opening sets the situation; the closing gives the final implication and the condition that results must be real. Accept American or British accent.
• Task 8: Possible conclusion: “Go Green Weekend shows that preventing waste comes first. We will report only the real cup counts, the method and the limitations of our evidence.”

Ss produce a complete project product (event card, evidence notes and a short presentation) on the topic Humans and the environment, using the genre of the model and labelling any planning figures or illustrative examples.

Ss work in groups of four to create a Go Green event card on A3 poster paper. The card must include:

• Title, date and time, and location
• At least two stations with specific details (for example, a paper-reuse station and a plant-care station)
• A safety lead and a rain plan
• An evidence sheet: count disposable cups during two equal school weeks, one before and one after the event; label the counts as planning figures or real data
• A short final display that states the method and limitations
  Each group rehearses a 2-minute presentation with source credits and a question period. Other groups ask at least one genuine question.

A completed Go Green event card with a title, audience, stations, safety lead, rain plan, evidence sheet and final display, plus a 2-minute oral presentation. Example of an accepted evidence line: “Planning figure (not yet measured): we expect to count fewer cups after the event. Real counts will be reported after two weeks.” Groups must not write invented results.