Giáo án Project

Activate Ss' prior knowledge about learning throughout life and introduce the topic of the project.

T writes LIFELONG LEARNING (học tập suốt đời) on the board and asks Ss to brainstorm words related to it. T asks two questions: 'What does lifelong learning mean?' and 'What are you learning now outside school?' Ss work in pairs for one minute and then write their words on the board.

A brainstorm map on the board with at least four words, for example: curiosity, goal, feedback, persistence. Ss can state the meaning in their own words: learning continuously throughout life, not only at school.

Help Ss pronounce and understand six key words and recognise the main parts of the model leaflet.

T models the pronunciation of the six words: lifelong learning, curiosity, adaptability, goal, feedback, persistence. Ss repeat in chorus and then match the words with their meanings in Worksheet 1. Ss then read the model leaflet 'One Question Each Week' and find the four boxes of the weekly record: question, evidence, attempt, revision.

Worksheet 1 completed with correct matches: lifelong learning = học tập suốt đời; curiosity = tính ham học hỏi; adaptability = khả năng thích nghi; goal = mục tiêu; feedback = phản hồi; persistence = sự bền bỉ. The four boxes of the weekly record are: question, evidence, attempt, revision.

Help Ss transform sentences using tell/ask, offer and advise with to-infinitive, and use rising and falling intonation in questions.

T writes the examples on the board: 'Please wait' → 'She asked us to wait.'; 'Do not share it' → 'She told us not to share it.'; 'I can help' → 'He offered to help.'; 'She advised me to check.' T then reads the questions: 'What would you like to learn? ↘', 'Can you join the workshop? ↗', 'Would you prefer a talk ↗ or a practical session ↘?', 'You have checked the date, haven't you? ↗ or ↘'. Ss practise the intonation in pairs. Note: a request is not automatically an order.

Ss write the reported forms correctly: She asked us to wait. She told us not to share it. He offered to help. Ss mark the intonation of each question with ↗ or ↘ according to meaning, for example: 'What would you like to learn? ↘' and 'You have checked the date, haven't you? ↗ (when unsure).'

Help Ss analyse the audience, purpose, opening, closing and main details of the model product, and build a sound basis for their own project.

Ss work in pairs to answer the analysis questions in Worksheet 2 (questions from the Unit 10 project). Pairs discuss: (1) What is the audience and purpose of the leaflet? (2) Which sentence opens the leaflet, and what does it introduce? (3) Choose one detail from the model and explain why it is more useful than saying only that the topic is important. (4) Read the opening and closing sentences aloud and explain one difference between them.

Answer key:

• Audience: classmates and the teacher reviewing the project.
• Purpose: to present the named project with its actual evidence, product and limits.
• Opening sentence: 'Lifelong-learning leaflet — completed product: One Question Each Week.' It introduces the particular subject of the leaflet, not just the unit topic.
• Useful detail: 'Choose a manageable question, such as how to compare two course offers.' It gives a concrete example the audience can use. A second useful detail is: 'Success means clearer understanding and a responsible next step, not a certificate count.'
• Difference: the opening introduces the specific product; the closing gives the condition and the meaning of success.

Help Ss create a leaflet with a usable question, evidence and source notes, and a short presentation with a question period, applying the weekly cycle to their own learning.

Ss work in groups of four. Each group chooses one manageable question, such as how to compare two course offers, finds a reliable resource and records its date, plans one independent attempt, and writes two sentences about what changed after feedback. The leaflet has four boxes: question, evidence, attempt, revision. Ss include the title, audience, method and practical limits. If a task affects health, law or safety, the group names a qualified professional instead of a casual source. Each group gives a one-minute presentation with source credits. Ss use Worksheet 2 as the template.

A group leaflet on a large sheet of paper with four boxes: question, evidence (with source and date), attempt, and revision (two sentences about what changed). The leaflet also states the audience, method, practical limits and a realistic weekly review slot. Any planning figure is labelled 'planning figure' and any example is labelled 'illustrative example'. The one-minute oral presentation includes source credits and at least one question from the class.