Giáo án Project

• Ss activate prior knowledge of the topic "Social issues" and the idea that a private image is not theirs to share.
• Ss recall the target vocabulary: peer pressure, bullying, boundary, consent, evidence, support.

Ss look at four short fictional statements (not real people) and decide whether each is a safe or unsafe response, then match each word with its meaning.
Fictional statements:

• A classmate sends a funny photo of another student to a group chat without asking.
• Friends keep saying "Everyone is sharing it, so you should too."
• Someone asks, "Can I forward this picture? Did the owner agree?"
• A student feels worried and tells the school counsellor.
  T asks: "Is this a safe or an unsafe response? Why?" and "Which word describes the pressure from friends?"

• Ss label each statement as "safe" or "unsafe" with one reason, e.g. Statement 1 is unsafe because the photo is shared without consent; Statement 3 is safe because the sender asks for consent first; Statement 4 is safe because it seeks a trusted adult.
• Ss match the vocabulary: peer pressure = pressure from people of the same age; bullying = repeated harm to someone who is weaker or less powerful; boundary = a personal limit; consent = permission; evidence = proof; support = help.

• Ss identify the features of a completed project product: title, audience, purpose, message, actions, activities, safeguarding, timetable and evaluation task.
• Ss explain why each part makes the product usable and responsible.

Ss work in groups of four using a jigsaw method. Each member reads one part of the model product and reports to the group.
Part A: Opening and title ("Awareness-campaign product — completed plan and poster copy: Pause Before You Share").
Part B: Message and three actions (ask consent, stop forwarding, seek trusted help).
Part C: Activities and safeguarding (fictional-case discussion, reporting-route card, teacher-reviewed question box; no real screenshots or names).
Part D: Timetable (Monday to Friday) and evaluation task.
Guiding questions in Worksheet 1:

1. What is the message of the campaign?
2. Why does the plan use fictional cases only?
3. Who receives safety disclosures, and why not a student volunteer?
4. What does the plan NOT claim?

Completed Worksheet 1 with key answers:

• Message: a private image is not yours to distribute.
• Fictional cases only because no real screenshots or names are allowed in public materials, and nobody must describe a personal experience.
• The designated school safeguarding teacher receives safety disclosures and follows school procedures, not a student volunteer.
• The plan does not claim that fewer reports prove less bullying; increased reporting may mean greater trust.
• Ss note: This is a plan, not a claim that the campaign has run.

• Ss pronounce choice questions with correct intonation.
• Ss choose the correct linking word to show meaning relationships (reason, concession, contrast, consequence).

T models the intonation pattern for choice questions:

• Would you rather speak to a teacher ↗ or a counsellor ↘?
  T explains: in a genuine alternative question, non-final alternatives often rise and the final one falls. A yes/no question with "or" can have a different meaning.
  T then presents the grammar rule:
• because/as/since introduce reasons; although/even though introduce concession; however marks contrast between sentences; therefore/as a result introduce consequences.
• despite/in spite of take a noun or -ing phrase, not a full clause.
  Example: Although he was nervous, he spoke. / He was nervous; however, he spoke.
  Worksheet 2 contains 5 sentences to complete with a linking word.

Worksheet 2 key answers:

1. Because / As / Since (reason)
2. Although / Even though (concession)
3. However (contrast)
4. Therefore / As a result (consequence)
5. Despite / In spite of + noun or -ing phrase (e.g. Despite feeling anxious, she reported the photo.)
   Ss can say aloud the choice question with correct intonation: "Would you rather speak to a teacher ↗ or a counsellor ↘?"

• Ss answer comprehension and analysis questions about the model product (Exercises 2–7).
• Ss write accurate, concise sentences that keep the key message and limits of the product.

Ss work in pairs to complete the following exercises based on the model product. Each pair completes Exercises 2–7 in writing, then Ss write a three-sentence summary (Exercise 5) and a short concluding paragraph (Exercise 8).
Exercise 2: State the purpose and audience of this project product and presentation on "Social issues". Support your answer with one detail.
Exercise 3: Identify the actual opening sentence and explain how it introduces the topic.
Exercise 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.
Exercise 5: Write a three-sentence summary using only the information in the model. Keep any essential condition or limit.
Exercise 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
Exercise 7: Read the opening and closing aloud. Explain one difference between their jobs in the product.
Exercise 8: Write a short final paragraph or spoken conclusion that preserves the model message, using only supplied details.

Model answers (for teacher checking, not automatic marking):
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: "Evaluation task: given a fictional case, each pupil identifies one safe response and one trusted reporting route."
Ex 3: Opening: "Awareness-campaign product — completed plan and poster copy: Pause Before You Share." It introduces the particular situation before the later detail.
Ex 4: (1) "Message: a private image is not yours to distribute." (2) "This is a plan, not a claim that the campaign has run." The first says what is advised; the second gives a limit that must not be lost.
Ex 5: "The awareness-campaign product is a plan called Pause Before You Share. Its message is that a private image is not yours to distribute. This is a plan, not a claim that the campaign has run."
Ex 6: Sample: "Evaluation task: given a fictional case, each pupil identifies one safe response and one trusted reporting route." It shows a concrete part of the message and should be read with the opening and the limit.
Ex 7: Opening establishes the specific situation; closing qualifies the claim. Accept standard British or American accent.
Ex 8: Sample: "Pause Before You Share asks us to ask for consent, stop forwarding and seek trusted help. The designated safeguarding teacher receives disclosures. This is a plan, not a claim that the campaign has run."
Accept equivalent wording that keeps the meaning and uses no invented results.

• Ss draft the poster copy, timetable and safeguarding responsibility for their own "Social issues" project using the model structure.
• Ss label planning figures and illustrative examples and avoid private identifiers.

Ss work in groups of four and follow Exercise 1 (original model for the following tasks). Each group drafts:

1. A title and the message (one sentence).
2. Three actions (ask consent, stop forwarding, seek trusted help, or others with the same meaning).
3. One activity (fictional-case discussion or reporting-route card) and one teacher-reviewed safeguard.
4. A five-day timetable with the designated safeguarding teacher as the receiver of disclosures.
5. One evaluation task using a fictional case.
   Groups use the checklist in Worksheet 1 to check their draft. Any example figures must be labelled "planning figure" or "illustrative example".

Group draft includes:

• Title: e.g. "Pause Before You Share" or a group title with the same meaning.
• Message: "A private image is not yours to distribute."
• Three actions: ask consent / stop forwarding / seek trusted help.
• Timetable: Monday to Friday, with a teacher-reviewed poster and a fictional-case evaluation on Friday.
• Safeguard note: "No real screenshots or names in public materials. The designated school safeguarding teacher receives safety disclosures."
• Evaluation task: "Given a fictional case, each pupil identifies one safe response and one trusted reporting route."
  Any figure is labelled: "Planning figure: 20 pupils will attend the case discussion (illustrative example)."

• Ss deliver a short oral presentation of their project product with source credits.
• Ss ask and answer genuine questions and handle a sensitive question respectfully.

Each group presents its project in about 2 minutes: title, audience, message, three actions, timetable, safeguard note and evaluation task. Then the audience asks one question each. T models a supportive question using choice intonation: "Would you rather start with a teacher ↗ or a counsellor ↘?"
T also rehearses a response to a sensitive question: "If friends pressure me to share an embarrassing image, I can say, I do not want to post someone's photo without permission."
Follow-up question for discussion: Does supporting a friend mean promising total secrecy? Answer: No. Trusted adult help may be needed if someone is unsafe.

• A group presentation with a title, audience, message and source credit (e.g. "Source: model product, Unit 9 Project, NeoEdu").
• At least one genuine question and one answer per group.
• Answer to the follow-up question: "No. If someone is unsafe, a trusted adult must be involved. Promising total secrecy can put the person at risk."
• Self-check: each group identifies one strength and one improvement to make in the homework version.