Giáo án Project

Ss activate prior knowledge of the unit vocabulary and recall the project task.

T shows a picture of a modern house and asks Ss to name the things they can see. T then shows the project brief: a future appliance that solves a household problem, with a poster naming its job, workplace, benefit and limitation, and using will and might. Ss call out words from the vocabulary list: appliance, wireless, solar energy, smart TV, dishwasher, washing machine, housework, helicopter. Guiding questions: What appliances do you have at home? Which housework do you dislike most? What would make your life easier in the future?

• A list of 6 to 8 words from the unit on the board.
• Each S has written one household problem they would like to solve in their notebook, for example: 'Watering the plants when we are busy.'

Ss identify the structure of the model text and recognise how will and might express prediction and possibility.

Ss read the model text: 'This is my future plant helper. It will check the soil and tell us when it is dry. It might use solar energy. It won't pour too much water. A person will check its settings. It will help busy families, but we will still care for the plants ourselves.' Ss use Worksheet 1, Part A, to underline all the sentences with will, might and won't, and to classify each sentence as a certain prediction (will, won't) or a possibility (might). Ss also match the details of the model to the categories: job, power possibility, safety limit.

Worksheet 1, Part A (answer key):

• It will check the soil and tell us when it is dry. → prediction, job
• It might use solar energy. → possibility, power
• It won't pour too much water. → negative prediction, job or safety limit
• A person will check its settings. → prediction, safety limit
• It will help busy families. → prediction, benefit
• Key knowledge: will is used for a prediction the speaker is sure about; might is used for a possibility the speaker is not sure about; won't is the negative form of will.

Ss understand the project success and safety criteria and plan a six-point outline for their own product.

T introduces the criteria: the project must meet every requirement; any information taken from a real source must be cited, and imagined features must be marked as imagined; the language must be written by the student; the layout must be clear. Ss read the statements in Worksheet 1, Part B, and decide True or False. Then Ss plan a six-point outline for their own future appliance: (1) product name, (2) users, (3) job, (4) power possibility, (5) safety limit, (6) reason for choosing it or what to check before sharing.

Worksheet 1, Part B (answer key):

• a) A future design can have limits. → True
• b) Might can mark an uncertain feature. → True
• c) A drawing proves that a new appliance already works. → False (a drawing only shows an idea; it does not prove that the appliance works)
• Ss' outline: six concrete points, each with details, e.g. 'Job: Tell a person when plant soil is dry.'

Ss consolidate the project requirements, the order of the stages and the classification of project details.

Ss do Exercises 1 to 4 of the project exercises in pairs. Each pair records answers and explains the choice in one sentence. Exercise 1: Choose the product that fulfils the project task. Exercise 2: Match each project detail to its category. Exercise 3: Arrange the stages of the project. Exercise 4: Check the success and safety criteria, marking True or False.

Answer key:

• Exercise 1: A. A future-appliance poster naming its job, workplace, benefit and limitation. (B and C lack the required content or type.)
• Exercise 2: Job – Tell a person when plant soil is dry; Power possibility – It might use solar energy; Safety limit – A person checks its settings.
• Exercise 3: 1. Choose one household problem to solve; 2. Draw an appliance and label its controls; 3. Explain its benefits and one limit using will or might; 4. Present the plan and answer how a person will use it.
• Exercise 4: a) True; b) True; c) False (a drawing does not prove that a new appliance works).

Ss create their own poster, check its spelling, present it in 1 to 2 minutes, and give feedback to a partner.

Ss work in groups of four and role-play the roles of designer, writer, checker and presenter. Each S designs a future-appliance poster that names its job, workplace, benefit and limitation, and uses will and might. The poster must be in English written by the student, and any real information must be cited or marked as imagined. In the presentation, each S speaks for 1 to 2 minutes, then a partner asks one question. Finally, each partner gives one specific compliment and one useful suggestion. Use the model sentences only as a guide, not to memorise.

• A poster with the complete content (at least 6 sentences using will, might or won't), labelled picture or diagram, and a note on whether the features are imagined or real.
• A 1–2 minute presentation followed by one answer to a partner's question.
• Written feedback from a partner, for example: 'I like the way you explained the job. It helped me understand your idea. Could you make the power possibility clearer?'
• Grading by the teacher using the rubric: poster content and task (2 points), presentation (2 points), feedback (2 points).