Giáo án Project

Ss activate prior knowledge of the ecosystem and identify the topic of the model project.

Ss look at the slide of the stream poster and answer T's questions:

• What is the title of this project? (Keep the Stream Connected)
• Which living things and parts can you see in the stream system?
• Why might walking on the bank be harmful?
  Key words introduced: ecosystem (hệ sinh thái), habitat (môi trường sống), native species (loài bản địa).

Ss identify the title Keep the Stream Connected and name at least five parts of the ecosystem: stream water, bank vegetation, insects, small fish and fish-eating birds. Ss state that trampling damages the banks.

Ss identify the parts of a project product and explain the job of each part.

Ss work in pairs with Worksheet 1, Part A. They read the model and match each part with its function:

• Title and opening
• Diagram description
• Threat
• Response
• Indicator
• Limitation
• Source note and closing
  T's guiding questions: What does the opening introduce? Which sentence tells us what the poster does not prove?

Ss complete the genre map on Worksheet 1:

• Title and opening: Local ecosystem poster — completed fictional case: Keep the Stream Connected. It introduces the specific situation.
• Diagram description: stream water, bank vegetation, insects, small fish and fish-eating birds form interacting parts; arrows in a food chain run from food to consumer.
• Threat: trampling damages banks and increases sediment.
• Response: stay on the public path, restore suitable native plants with expert approval and monitor from fixed safe points.
• Indicator: dated observations of bank cover and water appearance, with weather noted.
• Limitation: appearance alone does not measure chemical water quality.
• Closing: The poster is a worked example, not a claimed field survey.

Ss use rising and falling intonation in question tags to seek agreement or to check information.

T models the two examples from the lesson:

• The stream is cleaner, isn't it? ↘ (seeking agreement)
• You have checked the source, haven't you? ↗ (genuine uncertainty)
  Ss repeat in chorus, then in pairs. T asks: Which tag expects a 'yes'? Which tag asks for real information?
  T also models: They can help, can't they? ↘

Ss explain the difference: falling tags often expect agreement; rising tags often check information. Ss repeat the three tags with correct intonation and keep the auxiliary and pronoun in agreement.

Ss form compound nouns from the lesson and use their plurals correctly.

T presents the six key words: ecosystem (hệ sinh thái), food chain (chuỗi thức ăn), habitat (môi trường sống), native species (loài bản địa), restore (phục hồi), nature reserve (khu bảo tồn thiên nhiên).
T then introduces compound nouns: nature reserve, food chain, greenhouse gas, wildlife protection.
T's question: Which noun is the head word, and how do we make the plural? (nature reserves, food chains)

Ss complete a word map on sticky notes with the six key words and four compounds, and write the plurals: nature reserves, food chains. Ss note that stress often falls earlier in noun compounds, and that some compounds are written as one word, some as two words.

Ss apply the genre knowledge to answer questions about the model and check their understanding through speaking and writing.

Ss work in pairs with Worksheet 1, Part B. Tasks:

1. State the purpose and audience of this project product. Support your answer with one detail.
2. Explain how the opening introduces the topic. Identify the actual opening sentence.
3. Select two useful details from the model and explain why they are better than saying only that the topic is important.
4. Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
5. Choose one sentence from the middle of the model and explain what it contributes.
6. Read the opening and closing aloud and explain one difference between their jobs.
7. Write a short final conclusion that preserves the model's message, without invented results.
   Note: the NeoEdu interactive exercises can be used for quick self-checking after tasks 1–3.

Answer key (teacher marks; accept equivalent wording):

1. Purpose: to present the named project and its concrete evidence, proposed action and limits. Audience: classmates and the teacher reviewing the project. Detail: 'Response: stay on the public path, restore suitable native plants with expert approval and monitor from fixed safe points' shows the action the audience can take.
2. The opening is: Local ecosystem poster — completed fictional case: Keep the Stream Connected. It introduces the particular situation before the later details.
3. Detail 1: 'Diagram description: stream water, bank vegetation, insects, small fish and fish-eating birds form interacting parts; the arrows in a food chain run from food to consumer.' Detail 2: 'The poster is a worked example, not a claimed field survey.' Both are more specific and show what the audience should understand and what the project does not claim.
4. Model summary: A local ecosystem poster called Keep the Stream Connected describes stream water, bank vegetation, insects, small fish and fish-eating birds as interacting parts in a food chain. It names trampling as a threat and proposes staying on the public path and restoring native plants with expert approval. The poster is a worked example, not a claimed field survey.
5. Example sentence: 'Response: stay on the public path...' It gives a concrete action, which is part of the message, and keeps the expert approval condition.
6. The opening establishes the specific situation; the closing qualifies the message and states that it is not a field survey. The source note credits evidence but is not the main conclusion.
7. Example conclusion: Protecting the stream means supporting its relationships and processes; we can stay on the path, avoid feeding wildlife and report damage, and we must state that appearance alone does not measure chemical water quality.

Ss plan an original mini project product and short presentation on a local ecosystem, keeping its audience, method, evidence and limits visible.

Ss work in groups of four to plan a poster on a local ecosystem (for example, a school pond, garden or park). Each group writes on A3 paper:

• Title and audience
• Diagram description with at least one food chain (arrows from food to consumer)
• One threat and one responsible response (no restoration without expert approval)
• One indicator with dates and weather noted
• One limitation
• A 1-minute spoken presentation with a source credit and a question period
  Rule: label all planning figures and illustrative examples; do not invent results or collect real responses without consent.

Each group produces a complete planning poster with title, audience, diagram description, threat, response, indicator, limitation and source note, plus a rehearsed 1-minute presentation. All planning figures are labelled as planning or illustrative.