Giáo án Project

Ss identify the title, audience and purpose of the model project product and understand that a good product states its question, source and limits.

T shows the model profile on the screen and asks: 1) What is the title of this project? 2) Who is the audience? 3) What is the research question? 4) Why do you think the profile includes a limit?

Ss give the title 'Urban-area research display: completed sourced profile, Hà Nội, Viet Nam', name the audience as classmates and the teacher, and state the research question: 'how can creative urban planning connect development, water and inclusion?'. Ss say that the limit shows the product does not claim more than its evidence supports.

Ss identify the parts of a sourced profile (research question, source, data, interpretation, limit) and understand how labelling keeps evidence honest.

Ss work in groups of four using Worksheet 1. Each group reads the model and completes the checklist. Guiding questions: 1) What is the research question? 2) Which source is given and what does it cover? 3) What does the source describe, and what does it NOT prove? 4) Where is the interpretation? 5) How is the national graph labelled and why?

Completed Worksheet 1 with these key points:

• Research question: how can creative urban planning connect development, water and inclusion?
• Source: UNESCO's account of a workshop held 8–19 May 2023, with teams analysing urban data and developing spatial strategies.
• Evidence: the workshop links the creative economy to Hà Nội's river network, especially the Red River, and states that the city received UNESCO Creative City designation in October 2019.
• Interpretation: a city is not only a set of new buildings; planning must consider people and the natural environment together.
• Limit: the workshop description is evidence of an organised planning process, not proof that every proposal was built or that all residents benefited.
• Labelling: the national urban-share graph is a separate source and is explicitly not a Hà Nội population series.

Ss use the present perfect with for/since, double and correlative comparatives, and the term percentage point to compare a local case with a national indicator, and practise weak forms.

T presents the language from the unit using the model:

1. Present perfect for change: 'The area has become busier.' Use for/since for continuing periods.
2. Double comparatives: 'busier and busier', 'more and more crowded', 'less and less quiet'.
3. Correlative comparatives: 'The more people travel, the more capacity is needed.'
4. Percentage vs percentage point: the national urban share in 2024 is 38.5% after rounding; a change from one year to the next is measured in percentage points.
5. Vocabulary: urbanisation (đô thị hoá), urban share (tỉ lệ dân thành thị), infrastructure (cơ sở hạ tầng), congestion (ùn tắc), housing (nhà ở), percentage point (điểm phần trăm).
6. Weak forms: 'The bus can take us to the centre' – Ss say the weak forms /ðə/, /kən/, /tə/ and stress the content words.

Ss complete a sentence bank with at least five sentences, for example:

• 'The district has become more and more crowded since 2019.' (illustrative)
• 'The more housing is built, the more infrastructure is needed.'
• 'The national urban share rose by a few percentage points, which is a different measure from a city's population.'
  Ss repeat 'The bus can take us to the centre' and correctly reduce unstressed words.

Ss apply the criteria of a usable project product to the model by identifying the purpose, the opening sentence and supporting details.

Exercise 2: State the purpose and audience of this project product and oral presentation on 'Urbanisation'. Support your answer with one detail.
Exercise 3: Explain how the opening introduces the topic. 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.
Pairs answer the questions in writing, then compare with the key.

Key answers:
Ex 2 – Audience: classmates and the teacher reviewing the project. Purpose: to present the named project with its actual evidence, product and limits. Detail: 'Urban-area research display — completed sourced profile: Hà Nội, Viet Nam.'
Ex 3 – Opening sentence: 'Urban-area research display — completed sourced profile: Hà Nội, Viet Nam.' It establishes the particular subject before the supporting details.
Ex 4 – Two details: (1) 'Research question: how can creative urban planning connect development, water and inclusion?' (2) 'Keeping their places, dates and limits visible prevents a misleading comparison.' Both are specific, unlike a general claim that the topic is important.

Ss produce a labelled, sourced profile on an urban topic of their choice and present it in two minutes, explaining the difference between a local case and a national indicator.

Groups of four or five choose a local urban topic (for example housing, congestion, drainage or access to services). Each group writes a profile with: title, audience, research question, source name and date, evidence, interpretation and limit. Figures they do not have are marked 'illustrative' or 'planning figure'. Groups prepare a two-minute presentation that explains the difference between a local case and a national indicator, and answer two questions from classmates. Peer checklist (Worksheet 2): Is the title clear? Is the source named? Is the limit stated? Are examples labelled? Is there a genuine question for the audience?

A group profile on A3 or A4 paper with all required parts, and a two-minute presentation with source credits.
Sample explanation Ss can give: 'Our profile is about one local road and the planning proposals we found in a source. The national graph measures the share of Viet Nam's population living in urban areas, which was 38.5% after rounding in 2024. It is not a local population figure, so we cannot use it to prove that our road is safer.'
Peer feedback is recorded on Worksheet 2.