Giáo án Project

Ss activate prior knowledge of what makes a city livable and become familiar with the topic of the project.

T shows the model poster 'A District for Everyone' and asks Ss to look at the title and the centre of the design. T asks:

• What makes a city livable?
• Which services should be near the centre of a district?
• Why do people need safe routes to school?
  Ss then match these vocabulary items to pictures or definitions: livable (đáng sống), infrastructure (cơ sở hạ tầng), sensor (cảm biến), privacy (sự riêng tư), pedestrian (người đi bộ), efficient (hiệu quả).

Ss give at least three ideas for a livable district, such as shaded paths, reliable buses and accessible public information. Ss match the six key words to their meanings, e.g., sensor = a device that detects and records changes such as traffic, and pedestrian = a person walking, not driving.

Ss recognise and produce linked sounds between a final consonant and a following vowel to speak smoothly and clearly.

T models the phrases: turn off /tɜrn‿ɔf/, an office /ən‿ɔfɪs/, clean air /kliːn‿er/. T explains that the final consonant is linked smoothly to the following vowel, without inserting an extra vowel. T reads the sentence: 'An efficient city needs clean air and open spaces.' Ss repeat in chorus, then in pairs. T emphasises that there is no added /r/ where neither word has one in the American model.

Ss pronounce the linked phrases smoothly, e.g., 'clean‿air', 'turn‿off', 'an‿office'. Ss mark the links in the sentence 'An efficient city needs clean air and open spaces' by drawing a curved line between linked sounds.

Ss use stative verbs in simple forms and linking verbs with adjectives correctly when describing a city project.

T writes the examples on the board:

• I know the route. (state)
• I am thinking about the plan. (considering, active meaning)
• I think it is useful. (opinion)
• The square looks attractive.
• The air feels fresh.
  T explains that stative verbs normally use simple forms for states. Some verbs use continuous forms for an active or temporary meaning. A linking verb connects a subject to a description, so an adjective (not an adverb) follows it. Ss complete the sentences on Worksheet 2.

Ss complete Worksheet 2 with the correct forms:

1. I ___ (know/am knowing) the route to the clinic. → know
2. We are thinking about the plan (considering). Ss explain that this is an active meaning.
3. The bus stop looks ___ (accessible / accessibly). → accessible
4. The air feels ___ (fresh / freshly) after the park was built. → fresh
   Ss state the rule: after a linking verb, use an adjective.

Ss identify the components of the model product and understand how the opening, body, closing and source notes work together.

Ss read the model product and the text 'Our ideal district has shaded paths, reliable buses and accessible public information...' in groups of four. Each group completes Worksheet 1 by finding the opening, the main content, the closing and the limits. T asks the follow-up question: 'Why keep paper maps?'

Ss complete Worksheet 1 with the following answers:

• Opening: Ideal-city poster — completed design: A District for Everyone.
• Centre: a school, clinic and park linked by shaded pedestrian routes.
• Information: large-text displays, printed maps and a staffed desk.
• Data rule: collect only what is needed for the stated service and explain retention.
• Trade-off: digital systems cost money and need maintenance, so a pilot should be reviewed with residents.
• Closing: The poster is a proposed design, not a map of an existing city.
• Follow-up answer: Paper maps provide another access route when a device, connection or user interface is unsuitable.

Ss apply their understanding of the model product to answer questions about purpose, audience, opening and details.

Ss work in pairs to answer Exercises 2, 3 and 4 from the lesson:

• Exercise 2: State the purpose and audience of the project product, and support your answer with one detail.
• Exercise 3: Explain how the opening introduces the topic and identify the actual opening sentence.
• Exercise 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important.

Answer key (teacher marks; accept equivalent wording):

• Ex 2: Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits. Supporting detail: 'Data rule: collect only what is needed for the stated service and explain retention.'
• Ex 3: The opening is 'Ideal-city poster — completed design: A District for Everyone.' It introduces the specific situation before the later details. It is not just the unit title.
• Ex 4: Two details: (1) 'Centre: a school, clinic and park linked by shaded pedestrian routes.' (2) 'The poster is a proposed design, not a map of an existing city.' They are more useful than a general claim because they give concrete facts and a limit.

Ss write a faithful summary and a final conclusion that keep the essential conditions and limits of the model product.

Ss work individually and then in pairs to complete Exercises 5, 6, 7 and 8:

• Ex 5: Write a three-sentence summary using only information in the model. Keep any essential condition or limit.
• Ex 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
• Ex 7: Read the opening and closing aloud and explain one difference between their jobs.
• Ex 8: Write a short final paragraph or spoken conclusion that preserves the model's message, using only supplied details.

Sample answers:

• Ex 5: 'The ideal-city poster 'A District for Everyone' places a school, clinic and park at the centre, linked by shaded pedestrian routes. Frequent buses with accessible stops run on the outer road, and public information is given through large-text displays, printed maps and a staffed desk. The poster is a proposed design, not a map of an existing city.'
• Ex 6: 'Data rule: collect only what is needed for the stated service and explain retention.' It gives a concrete principle about privacy and tells the audience how data will be handled.
• Ex 7: The opening sets the specific situation ('Ideal-city poster — completed design: A District for Everyone'). The closing qualifies the message ('The poster is a proposed design, not a map of an existing city').
• Ex 8: 'Digital systems cost money and need maintenance, so a pilot should be reviewed with residents. The poster is a proposed design, not a map of an existing city.'

Ss produce a complete ideal-city poster and rehearse a short oral presentation with source notes, ethical evidence and a genuine question period.

Groups of four design an ideal-city poster titled 'A District for Everyone' or a title of their own. The product must include:

• Title, audience, method and practical limits
• Centre, outer road and information features
• A data rule and a resilience plan (e.g., a basic timetable during outages)
• A trade-off panel showing costs and maintenance, with a pilot reviewed with residents
• Source notes: label planning figures and illustrative examples; if collecting real responses, obtain consent and avoid private identifiers
• A 3-minute presentation with a question period
  Exercise 9 from the lesson is the guide for the final product.

Each group produces:

• One A3 poster with the components above
• A short presentation script of about 120 words, with source credits and clear labels such as 'proposed' or 'illustrative example'
• A list of two questions the audience might ask and the group's answers
  All data are either real (with consent) or clearly labelled as planning figures.