Giáo án Writing

Ss activate vocabulary about cyberbullying and recall what a safe response looks like, to prepare for the model proposal.

Ss look at six key words on the board: peer pressure, bullying, boundary, consent, evidence, support. In pairs, Ss match each word with one of the statements T reads out, then answer T's question: What should a pupil do when they see a harmful message in a group chat?

Ss match the words with these statements:

• peer pressure: feeling forced to forward a message because friends are doing it
• bullying: repeated, deliberate hurtful behaviour toward someone
• boundary: a personal limit that others must respect, such as not sharing a photo without consent
• consent: permission given freely before something is shared
• evidence: messages or screenshots kept safely to show what happened
• support: help from a trusted adult or the platform
  Ss' expected answer to T's question: Do not forward it, keep evidence safely, and report it to a trusted adult or the platform.

Ss identify the purpose, audience, opening, supporting details and closing of the model proposal, and understand how each part contributes to the message.

Ss read the model proposal 'A Safer Group Chat Campaign' silently, then work in groups of four to complete Worksheet 1. Questions focus on: (1) the purpose and audience, (2) one supporting detail and its effect, (3) the opening sentence, (4) one sentence from the middle and its contribution, (5) the difference between the opening and the closing sentence.

Ss' answers to Worksheet 1:

• Purpose: to ask the school to approve a one-week campaign against cyberbullying that has safeguards and a reporting route.
• Audience: the school community who will approve and support the campaign.
• Supporting detail: 'A confidential question box will allow pupils to ask for guidance without naming others publicly.' It gives pupils a safe way to seek help without public exposure.
• Opening substantive sentence: 'We propose a one-week campaign against cyberbullying, led by the student council with a teacher responsible for safeguarding.' It introduces the specific situation before the details.
• Middle sentence and role: 'The teacher will review every message and follow school procedures when safety is involved.' It adds a safeguard that makes the campaign responsible.
• Closing substantive sentence: 'The campaign should increase support without creating another opportunity for humiliation.' It ends with a limit that protects pupils and confirms the main message.
• Difference between opening and closing: the opening states what is proposed; the closing states the intended outcome and the condition that must not be lost.

Ss recognise how linking words express reasons, concession, contrast, consequence, and how despite takes a noun or -ing phrase, with correct punctuation.

T presents the Language resource: because, as, since (reason); although, even though (concession); however (contrast between sentences); therefore, as a result (consequence); despite, in spite of + noun or -ing phrase. T contrasts: Although he was nervous, he spoke. / He was nervous; however, he spoke. Ss then complete Worksheet 2 by combining sentence pairs with the linker in brackets.

Ss' answers to Worksheet 2:

1. Although pupils may feel embarrassed, a question box lets them ask for guidance privately. (Alternative: Pupils may feel embarrassed; however, a question box lets them ask for guidance privately.)
2. The campaign is short; however, it can still help pupils identify a reporting route.
3. The poster lists three actions because pupils need to know where to report concerns.
4. Safety may be at risk; therefore, the teacher follows school procedures.
5. Despite its short duration (one week), the campaign can still help pupils identify a reporting route.
   Key rule: after despite, use a noun or -ing phrase, never a full clause like 'despite the campaign is short'. After although, use a full clause.

Ss practise writing a faithful summary and a concluding paragraph that keep the essential conditions and use only information from the model.

Exercise 5: Write a three-sentence summary of the model proposal using only information in it, keeping any essential condition or limit. Exercise 8: Write a short final paragraph that preserves the model's message, using the supplied details and no invented results.

Sample answer for Exercise 5 (three sentences):

1. The student council and a teacher responsible for safeguarding propose a one-week campaign against cyberbullying to help pupils recognise harmful behaviour and know where to seek support.
2. The campaign will use fictional cases in classroom discussions, a poster on three actions, and a confidential question box, and the teacher will review every message and follow school procedures when safety is involved.
3. Success will be judged by whether pupils can identify a reporting route, not by how many personal stories they disclose.
   Sample answer for Exercise 8 (conclusion):
   In conclusion, the campaign gives pupils practical support: it teaches them not to forward harmful material, to keep evidence safely, and to report concerns to a trusted adult or the platform. It will be evaluated by whether pupils can find a reporting route, and it should increase support without creating another opportunity for humiliation.

Ss write a complete proposal for a school campaign against cyberbullying with a coherent message, specific support and an appropriate register for the school audience.

Working in groups of four, Ss write a complete proposal (about 150 to 180 words) for a school campaign against cyberbullying, following the model structure: a clear purpose and title, a specific opening, a one-week plan, three concrete actions, a reporting route or confidential support, a safeguard, an evaluation criterion, and a closing sentence with a limit. Ss use at least two linking words from the lesson and label any example data as an example. Each group then reviews another group's draft using the checklist from Exercise 9.

A group proposal with a title, an opening sentence, at least three specific actions, one safeguard, one evaluation criterion and one closing sentence with a limit. Each proposal includes at least two correct linking words (because, although, however, therefore, despite) and no invented results.
Checklist for peer review (score out of 10):

• Content: specific, relevant details; no invented results (4 points)
• Structure and register: suitable for the school audience, polite and clear (2 points)
• Vocabulary and grammar: uses the target words and linking words correctly (2 points)
• Cohesion and punctuation: logical links and correct punctuation (2 points)