Giáo án Project

Ss activate prior knowledge about healthy habits and the target vocabulary, and understand the task of completing a healthy-habit poster project.

Ss look at three pictures (a person sleeping, a person eating fruit, a person walking) and answer the question: 'Which habit do you think helps a long and healthy life most, and why?' Ss match the pictures with the words balanced diet, fitness, routine, nutrient, regular.

Ss name at least two healthy habits in English, e.g. 'Going to bed at a regular time helps us keep a good routine.' Ss match at least four of the six target words to the pictures correctly. Ss state the project goal: 'We will make a healthy-habit poster and present it with one concrete change we can sustain.'

Ss identify the purpose, audience and structure of the model product and explain how the opening, middle and closing sentences work together.

Ss read the model poster 'Make room for sleep' in groups of four, using Worksheet 1. Key questions:

1. What is the purpose of this product, and who is the audience?
2. What is the opening sentence? What situation does it introduce?
3. Which sentence in the middle gives a concrete part of the message? Why is it useful?
4. What is the closing sentence? How does it complete or qualify the message?
5. Does the poster claim to diagnose a condition or guarantee a longer life? Find the sentence that shows this.

Answers in Worksheet 1:

• Purpose: to present the healthy-habit project and its concrete action, evidence and limits.
• Audience: classmates and the teacher reviewing the project.
• Opening sentence: 'Healthy-habit poster — completed product: Make room for sleep.' It introduces the specific situation of the project.
• Middle sentence example: 'If you repeatedly cannot sleep or feel unwell, speak to a trusted adult or health professional.' It gives a concrete next step when there is a problem.
• Closing sentence: 'Present it with one concrete change you can sustain.' It completes the message with one realistic action.
• Limits: 'The poster's message supports a habit; it does not diagnose a condition or guarantee longer life.'

Ss use the target vocabulary, pronounce weak and strong forms of have and can correctly, and choose between past simple, present perfect, since and for.

Part 1 – Vocabulary: T presents the six words (balanced diet – chế độ ăn cân đối; fitness – thể lực; routine – nếp sinh hoạt; nutrient – chất dinh dưỡng; infection – sự nhiễm trùng; regular – đều đặn) and Ss make one sentence with each word.
Part 2 – Pronunciation: Ss listen to 'Have you finished?' and 'Yes, I have', and 'Can you walk there?' and 'Yes, I can'. Ss repeat and notice the weak and strong forms.
Part 3 – Grammar: Ss complete the sentences: 'I ___ (start) walking last May.' and 'I ___ (walk) to school ___ May.'

Answers:

• Vocabulary: Ss write six sentences using the target words. Example: 'A balanced diet gives our body the nutrients it needs.'
• Pronunciation: have is weak /həv/ or /əv/ in 'Have you finished?'; have is strong /hæv/ in 'Yes, I have'. can is weak /kən/ in 'Can you walk there?'; can is strong /kæn/ in 'Yes, I can'.
• Grammar: 'I started walking last May.' (past simple, finished past time). 'I have walked to school since May.' (present perfect, period continuing to now; since introduces a starting point). 'for' introduces a duration, e.g. 'for three weeks'. Do not use the present perfect with yesterday.

Ss identify the ethical rules for collecting and presenting evidence in a school project.

Ss read the rules on Worksheet 2 and decide whether each statement is correct or incorrect. Examples:

1. We can publish a classmate's full name in our survey results.
2. We must obtain consent before collecting real responses.
3. We can present planning figures as if they were real survey data.
4. We must label illustrative examples clearly.
5. We should credit all sources in our presentation.

Answers in Worksheet 2:

1. Incorrect – avoid private identifiers.
2. Correct – obtain consent before collecting real responses.
3. Incorrect – label planning figures; report only actual data.
4. Correct – label illustrative examples.
5. Correct – include source credits.
   Key idea written by Ss: 'Keep the title, audience, method and practical limits visible.'

Ss write a short summary and a concluding paragraph that keep the key message and the essential condition or limit, using only information from the model.

Task A (summary): Ss write a three-sentence summary of the model poster using only information in it. Keep any essential condition or limit.
Task B (conclusion): Ss write a short final paragraph or spoken conclusion that keeps the message 'The poster's message supports a habit; it does not diagnose a condition or guarantee longer life' and ends with 'Present it with one concrete change you can sustain.'

Sample answer, Task A:
'The poster is titled Make room for sleep. It advises students to put tomorrow's books in their bags before the evening gets late. It supports a habit, but it does not diagnose a condition or guarantee a longer life.'

Sample answer, Task B:
'Our poster supports the habit of regular sleep. It does not diagnose a condition or guarantee a longer life. We will present it with one concrete change we can sustain: choosing a realistic homework start time.'

Marking (teacher): content and accuracy (5); keeping the limit (3); coherence and grammar (2). Accept equivalent wording.

Ss rehearse a short presentation with source credits and practise answering questions politely and clearly.

In pairs, Ss present their healthy-habit idea in one to two minutes. The presentation must include: the title, the audience, the method, one concrete change they can sustain, the limit of their claim, and the source credits. The partner gives feedback using a checklist and asks one genuine question. Example question: 'What is the limit of your idea?'

Each S gives a one- to two-minute presentation with at least: the title, audience, one concrete change (e.g. 'Put tomorrow's books in your bag before the evening gets late.'), one limit ('It does not diagnose a condition or guarantee longer life.'), and one source credit. The partner ticks at least four of six checklist items and writes one suggestion.

Ss complete a healthy-habit poster with title, audience, evidence notes and sources, and present it to the class with one concrete, sustainable change.

Groups of four produce a healthy-habit poster on 'A long and healthy life' (A3 paper). The poster must include: a title, the target audience, a simple evening checklist (illustration only, not a before/after image), one concrete sustainable change, the limit of the message, and source notes. Each group presents for one to two minutes, then answers one question from another group.

A completed poster and a one- to two-minute group presentation. The poster includes: 'Make room for sleep' or a similar title; a checklist; the sentence 'The poster's message supports a habit; it does not diagnose a condition or guarantee longer life'; source notes; and any planning figures labelled as plans. Peers ask at least one genuine question per group.