Giáo án Project

Ss activate prior knowledge about festivals and traditions, and understand the topic "A multicultural world" before starting the project.

T asks Ss two questions:

• "Which festival does your family celebrate every year?"
• "Does the way your family celebrates it change over time? How?"
  Ss discuss in pairs for 2 minutes, then share ideas with the class.

Each pair lists three festivals (for example, Tết, Christmas, Mid-Autumn Festival) and one reason each festival brings people together. Ss write one sentence on the board: "Traditions can change while keeping an important purpose."

Ss identify the parts of a sourced country-culture display and explain how each part contributes to the message.

Ss work in groups of three. Each group reads the completed example (Japan, New Year) and completes Phiếu học tập số 1. Questions include:

• Which sentence opens the display? What does it introduce?
• Which two details are concrete and useful? Why are they better than saying only that the topic is important?
• Which sentence is the closing comparison? What does it show?
• What is the source note, and why must it be visible?

Ss complete Phiếu học tập số 1 with:

• Opening sentence: "Country-culture research display — completed example: Japan, New Year."
• Concrete details: January 1 is Ganjitsu, a national holiday; Families may share auspicious dishes called osechi ryōri; greeting cards (nengajō) and money gifts (otoshidama).
• Closing comparison: both this example and many Vietnamese Tết gatherings connect family time with wishes for the coming year; the foods, calendars and particular practices are not identical.
• Limits shown: participation and practice vary.
• Source: Nippon.com, "New Year's Day (Japan's National Holidays)", published 1 January 2026.

Ss understand how to collect and present evidence ethically, and apply the checklist to their own project topic.

Ss read the guidance on producing evidence ethically, then discuss in pairs what they need to do before they publish their product. They complete Phiếu học tập số 2 (ethics checklist) for their own project topic. Key points:

• Keep the product's title, audience, method and practical limits visible.
• If collecting real responses, obtain consent and avoid private identifiers.
• Report only actual data and label planning figures and illustrative examples.
• Use original summaries; do not copy the article's wording or photographs.

Ss complete Phiếu học tập số 2 with ticks and short notes. Example answer: "Title: Festivals in our class. Audience: classmates. Method: our own summaries from class discussion. Consent: each classmate agrees to be quoted. Source: name the article and date. Label: 'Illustrative example' for any sample dish list."

Ss pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ correctly and choose a/an, the or zero article correctly in project sentences.

Pronunciation: T models the words choice /tʃɔɪs/, time /taɪm/ and crowd /kraʊd/, then the sentence "We enjoyed the lively crowd outside." Ss repeat and check that the diphthong glides within one syllable and that the final consonants (/s/ in choice, /d/ in crowd) are kept.
Grammar: T explains:

• a/an introduces a non-specific singular count noun, chosen by sound: an hour, a university.
• the identifies a specific or shared referent: the United Kingdom, the United States.
• Zero article marks plural or uncountable nouns in general: Festivals bring people together; music matters.

Ss can say the three diphthong words and the sentence with the correct sounds, and write three sentences about their project topic using a/an, the or zero article correctly. Example: "Festivals bring people together." "A family meal can show respect for elders." "The celebration takes place in the main square."

Ss answer comprehension and analysis questions about the model, and check their understanding of the project genre.

Ss work in pairs and answer the following questions using the model only:

1. State the purpose and audience of this project product and oral presentation on "A multicultural world". Support your answer with one detail.
2. Explain how the opening introduces the topic. Identify the actual opening sentence.
3. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
4. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
5. Choose one sentence from the middle of the model and explain what it contributes to the message.

Answers and key points:

1. Audience: classmates and the teacher reviewing the project. Purpose: to present the named project with its actual evidence, product and limits. Detail: Families may share auspicious dishes called osechi ryōri.
2. Opening sentence: "Country-culture research display — completed example: Japan, New Year." It establishes the particular subject before the supporting detail.
3. Two details: "January 1 is Ganjitsu, a national holiday..." and "Comparison: both this example and many Vietnamese Tết gatherings connect family time with wishes for the coming year..." They give distinct, specific information rather than a general claim.
4. Sample summary: The display presents Japan's New Year. January 1 is Ganjitsu, a national holiday, while the wider Shōgatsu season is understood differently by area. Families may share osechi ryōri, but participation and practice vary.
5. Sentence: "Families may share auspicious dishes called osechi ryōri." It adds concrete information to the opening instead of repeating the unit title.

Ss design and rehearse a respectful station for Cultural Diversity Day, with a sourced story, a voluntary activity or a discussion about how traditions change.

Ss work in teams of four. Each team chooses one station:

• a sourced story display
• a voluntary craft activity
• a discussion about how traditions change
  Each station must:
• Name the particular community and occasion on its label.
• Show the source note and whether the story was used with permission.
• Offer a quiet alternative for anyone who does not want to take part.
• Include a three-minute presentation with source credits and a genuine question period.
  T asks: "What if someone does not want to take part?" Expected answer: "Offer the alternative activity respectfully; participation must be voluntary."

Each team produces a station plan (Phiếu học tập số 3) with:

• Station title and label draft naming the community and occasion.
• Source note with the title, publisher, date and link.
• Quiet alternative activity.
• Names of team members and their duties (research, access check, presentation).
• A 3-minute presentation with a question period.