Giáo án Project

Ss activate prior knowledge of inventions, learn the key vocabulary and identify a classroom problem that a simple device could solve.

T asks: 'What is an invention? Name one invention you use every day.' Ss then think of a problem in their own class that a small device could solve. Key words: invention (phát minh), device (thiết bị), portable (có thể mang theo), battery (pin), benefit (lợi ích), prototype (mẫu thử).

A list of three or four classroom problems on the board, for example: 'Groups often forget the time while discussing.' Ss can explain at least three key words, for example: 'A device is a tool or machine; a prototype is a first test model.'

Ss identify the parts of a finished project product and explain how each part contributes to the message, including the ethical rules for evidence.

Ss read the model 'Quiet Turn Timer' silently, then read it aloud in pairs. They complete Part A of Worksheet 1: (1) Which sentence is the opening? (2) Which sentence is the closing? (3) Find the problem, design, use, benefit, limitation and test plan. (4) Why does the model say 'No test result is claimed here'? Then Ss read the ethical notes: obtain consent, avoid private identifiers, label planning figures and examples, and report only actual data.

Completed Worksheet 1, Part A:

• Opening: 'Classroom invention — finished design brief: Quiet Turn Timer.'
• Closing: 'No test result is claimed here.'
• Problem: discussion groups often lose track of speaking time.
• Design: a large visual countdown with a silent colour change and a text label, so meaning does not depend only on colour.
• Use: choose two minutes, start, pause if interrupted, reset for the next person.
• Benefit: students can share turns without a loud alarm.
• Limitation: it cannot judge whether contributions are fair or relevant.
• Test plan: ask three consenting classmates to find start, pause and reset without help, then record real difficulties.
• Rule: a claim must be real data, or it must be labelled as a plan or an example.

Ss pronounce the stress in three-syllable nouns correctly and recognise the grammar forms used in the model and in their own products.

Part A (pronunciation): T models the words com-PU-ter /kəmˈpjuːtər/, IN-ter-net, BEN-e-fit and in-VEN-tion, then reads the sentence 'The invention brings benefits to computer users.' Ss repeat and mark the stressed syllable.
Part B (grammar): T compares 'We have tested the device twice.' with 'We tested it yesterday.', and 'useful for recording' with 'We use it to record instructions.' Ss complete Worksheet 2. NeoEdu examples can be used to check answers.

Stress marks (stressed syllable in capitals):

• com-PU-ter /kəmˈpjuːtər/
• IN-ter-net
• BEN-e-fit
• in-VEN-tion
  Grammar rules:
• Present perfect (have/has + past participle) connects past experience or an unfinished period to now: We have tested the device twice.
• Past simple is used for a finished past time: We tested it yesterday.
• A gerund follows a preposition or enjoy: useful for recording.
• A to-infinitive expresses purpose: We use it to record instructions.

Ss show understanding of the model's purpose, details, opening, closing and message by answering comprehension and short writing tasks.

Ss work in pairs on Part B of Worksheet 1 (tasks 2 to 8):
2. State the purpose and audience of this project product and oral presentation on 'Inventions'. Support your answer with one detail.
3. Identify the actual opening sentence and explain how it introduces the topic.
4. Select two useful details from the model and explain why they are better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
6. Choose one sentence from the middle of the model and explain what it contributes to the message.
7. Read the opening and closing aloud, then explain one difference between their jobs.
8. Write a short final paragraph that preserves the model's message, using only details already supplied.

Sample answers:
2. Purpose: to present a classroom invention and explain how it solves a problem so that the audience understands the idea. Audience: classmates and the teacher. Detail: 'Problem: discussion groups often lose track of speaking time' shows why the device is needed.
3. Opening sentence: 'Classroom invention — finished design brief: Quiet Turn Timer.' It names the subject and genre, so the audience knows what the following details refer to.
4. Details: 'Problem: discussion groups often lose track of speaking time.' and 'Design: a large visual countdown with a silent colour change and a text label, so meaning does not depend only on colour.' They are specific, so the audience can evaluate or test the idea. Saying only that inventions are important gives no useful information.
5. Quiet Turn Timer is a classroom invention for discussion groups that often lose track of speaking time. Its large visual countdown changes colour silently and has a text label, so meaning does not depend only on colour. It cannot judge whether contributions are fair or relevant, and no test result is claimed here.
6. Sentence: 'Benefit: students can share turns without a loud alarm.' It develops the topic with a particular benefit, so the audience sees the practical value, and it must be read with the limitation.
7. The opening introduces the subject; the closing states the honest limit of the claims and gives the audience the final message.
8. The Quiet Turn Timer is a classroom invention that helps groups share speaking time without a loud alarm. The poster shows its labelled design, instructions and limitations. No test result is claimed here, so the next step is a fair test with three consenting classmates.

Ss produce a complete project poster and a short oral presentation on Inventions, with specific details, honest limitations and ethical evidence notes.

Groups of four choose a real classroom problem and design an invention. Roles: writer, designer, checker of evidence, presenter. The poster must include: title, audience, problem, labelled design, instructions, benefit, limitation and test plan. Planning figures and illustrative examples must be labelled. Illustrative example to follow the shape: 'A talking reminder box can help someone remember a non-essential task, such as returning a library book. A flat battery can make it fail; the limitation must be described clearly.'

A group poster and a rehearsed two-minute oral presentation containing:

• Title and intended audience (classmates and the teacher)
• Problem, labelled design, instructions, benefit and limitation
• Test plan with evidence notes; planning figures labelled as plans
• Source credits and at least one genuine question period
  Scoring guide (teacher marks): content with specific details and no invented results (4; 2 if one major point is missing); layout and suitability for the audience (2); vocabulary and grammar clarity (2); cohesion, pronunciation and interaction during the presentation (2).