Giáo án Project

Ss activate prior knowledge of generation differences and the vocabulary generation, conflict, permission, privacy, compromise and viewpoint, and get ready to read a project model.

Ss work in pairs and answer three questions: 1) Who in your family uses a phone the most? 2) How do you and your grandparents keep in touch? 3) Is there a family rule about phones at meals? T writes the six key words on the board and asks Ss to match each word with a definition (generation = thế hệ; conflict = mâu thuẫn; permission = sự cho phép; privacy = sự riêng tư; compromise = sự thoả hiệp; viewpoint = quan điểm).

Each pair writes two sentences describing a family difference, for example: My grandmother prefers face-to-face visits, while I usually send short messages. Ss also match the six words with their meanings correctly.

Ss identify the parts of a complete project product (opening, evidence, similarity, difference, compromise, limits and closing) and explain how each part contributes to the message.

Ss read the model report on the projector and in Worksheet 1. Ss find: 1) the opening sentence; 2) the three invented cases in the demonstration table; 3) one similarity and one difference; 4) the proposed compromise; 5) the closing sentence. T reminds Ss that all three cases are invented and that the report must not generalise to a whole generation. Ss then read the opening and closing aloud, paying attention to the difference in their jobs.

Completed Worksheet 1 with these answers:

• Opening sentence: Family-differences survey — completed illustrative report: A model interview compares three relatives’ preferred ways to keep in touch: telephone calls, short messages and face-to-face visits.
• Evidence: relative A, aged 16, prefers short messages; B, aged 43, telephone calls; C, aged 69, face-to-face visits. All three request regular contact.
• Similarity: contact matters to everyone. Difference: the preferred channel varies.
• Compromise: send a short message to arrange a call or visit.
• Closing sentence: Three invented cases cannot establish an age-group trend.
• The opening introduces the specific situation; the closing qualifies the claim and warns against generalising.

Ss distinguish must, have to, should, must not, do not have to and had to, and pronounce contracted forms accurately when reporting a family agreement.

T presents the family paragraph from the NeoEdu lesson: May I ask how everyone in our family uses a phone in the evening? ... Could we agree on a phone-free meal and review the rule after a week? Adults should follow the shared rule too. T explains: must often shows a strong obligation judged by the speaker; have to often shows an external requirement; should gives advice; must not means prohibition; do not have to means no necessity; had to is the usual past obligation. T models the contracted forms: I’m ready, but I haven’t finished. Ss repeat the forms: /aɪm/, /wiːv/, /doʊnt/, /kænt/. Do not turn advice into a compulsory rule when reporting a family agreement.

Ss can state the following rules in their notebooks:

• We should agree on a phone-free meal. (advice)
• Nobody must use a phone during dinner, except for an urgent exception. (strong obligation)
• You must not take a phone to the table without asking. (prohibition)
• Homework does not have to be banned, because it is study. (no necessity)
• Last year we had to explain our rules to the grandparents. (past obligation)
  Pronunciation: Ss read I’m ready, but I haven’t finished with the contracted forms, keeping the final consonants.

Ss apply the model’s structure and modal verbs to answer comprehension questions, identify key details and rewrite a summary without losing important conditions.

Ss work in pairs on Worksheet 2, Exercises 2 to 7, using only information from the model:

• Exercise 2: State the purpose and audience of the project product on “The generation gap”, with one supporting detail.
• Exercise 3: Identify the actual opening sentence and explain what it introduces.
• Exercise 4: Select two useful details and explain why they are better than saying only that the topic is important.
• Exercise 5: Write a three-sentence summary, keeping the essential limit.
• Exercise 6: Choose one sentence from the middle of the model and explain its contribution.
• Exercise 7: Read the opening and closing aloud and explain one difference between their jobs.
  Ss also complete two gap-fill items on modal verbs: 1) We ___ (should / must not) take phones to the table during dinner. 2) Last week we ___ (had to / do not have to) explain the rule to Grandmother.

Answer key for the practice:

• Exercise 2: Audience: classmates and the teacher. Purpose: to present the project and its concrete evidence, proposed action and limits. Detail: the demonstration table, which shows how the three relatives’ preferences differ.
• Exercise 3: The opening is: Family-differences survey — completed illustrative report: A model interview compares three relatives’ preferred ways to keep in touch: telephone calls, short messages and face-to-face visits. It introduces the specific situation before the evidence.
• Exercise 4: (1) All three value regular contact, although they prefer different methods. It states the similarity and difference. (2) Three invented cases cannot establish an age-group trend. It states a limit that must not be lost.
• Exercise 5 (sample): All three relatives value regular contact, though they prefer different methods. The report proposes sending a short message to arrange a call or visit. Three invented cases cannot establish an age-group trend.
• Exercise 6 (sample): The table gives concrete evidence of the different preferences rather than only a general title.
• Exercise 7: The opening establishes the situation; the closing qualifies the claim.
• Gap-fill: 1) should / must not; 2) had to.

Ss produce a complete project product on “The generation gap” using an ethical method, with clear evidence notes, a concluding paragraph and a rehearsed presentation with source credits and a question period.

Groups of four plan one project using Worksheet 3. Each group chooses an audience (classmates and teacher), writes a title, describes a method (a short interview with consent, or a planning figure clearly labelled as a plan), lists the practical limits, identifies one similarity and one difference supported by actual responses, proposes a practical compromise and writes a closing sentence. Groups rehearse a three-minute presentation with source credits and answer two questions from classmates. Ss must not invent results and must label any planning figure or example data.

A group project sheet containing:

• Title: a clear title on the generation gap in the family
• Audience and purpose: classmates and teacher; to present the evidence, proposed action and limits
• Method: a short, consent-based interview with neutral questions; respondents may skip personal questions; no names published
• Evidence: real or clearly labelled illustrative responses
• Similarity and difference, supported by the responses
• Practical compromise, for example: send a short message to arrange a call or visit
• Limits: the small sample cannot establish a trend for a whole generation
• Closing sentence restating the message
  A rehearsed three-minute presentation, with source credits and two answered questions.