Giáo án Project

Ss recall the eight key words of the unit and link them to the topic 'Our greener world' so that they are ready for the Project.

Ss look at eight pictures or word cards and say the word aloud: reduce, reuse, recycle, rubbish, reusable, pollution, plastic, environment. Then they answer the question: 'Which of these words can help us protect the environment at home?'

Ss say the eight words correctly and give at least two examples, for example: 'We reuse glass jars to store pencils' and 'We reduce plastic bags by bringing our own bag.'

Ss understand the model text and the project brief, identify the main information in the model and use it as a guide for their own product.

Ss read the model text: 'Our pencil holder is an old clean cardboard box. We cover it with reused paper and decorate it. It keeps our desk tidy. If we use what we already have, we will buy less. We ask an adult for help with cutting and keep sharp tools away from younger children.' Then they answer Worksheet No. 1, Part A, questions 1–3.

Ss complete Worksheet No. 1, Part A:

• The product: a pencil holder.
• The used material: an old clean cardboard box.
• The safety step: ask an adult for help with cutting.
• The benefit: it keeps the desk tidy and we buy less.

Ss understand the project stages and the success and safety criteria, and can decide whether a statement is right or wrong based on the project requirements.

Ss look at the four stages of the project in the right order: choose a clean safe used item and its new purpose; ask an adult to do any cutting; cover and decorate it with reused paper; show how it works and explain what was reused. Then they check statements a), b) and c) in Worksheet No. 1, Part B.

Ss complete Worksheet No. 1, Part B:

• Stage order: 1. Choose a clean safe used item and its new purpose. 2. Ask an adult to do any cutting needed. 3. Cover and decorate it with reused paper. 4. Show how it works and explain what was reused.
• a) Reusing a clean box can avoid buying a new holder. – T (True)
• b) A product needs a purpose, not just decoration. – T (True)
• c) Pupils should collect broken glass with bare hands. – F (False), because it is not safe and an adult should handle sharp or broken objects.

Ss apply the criteria to the project task by choosing the right product, matching project details and planning a product outline.

Ss do the exercises in the student's book:

1. Which product fulfils this unit's project task? A. A useful object made from a safe clean used item, with materials, steps and an explanation. B. A new bought box described as a reused product. C. A plan to handle sharp waste without adult help.
2. Match each project detail to the correct category: Used material, New purpose, Safety step.
3. Arrange the stages for this project.
4. Check the success and safety criteria (Part B above).
   Ss then do exercise 5: write six concrete points in an outline.

Answer key:

1. A (A useful object made from a safe clean used item, with materials, steps and an explanation). B and C are wrong because B is a new product and C does not meet the safety rule.
2. Used material – A clean cardboard box; New purpose – A pencil holder; Safety step – Ask an adult to handle cutting.
3. Choose a clean safe used item and its new purpose → Ask an adult to do any cutting needed → Cover and decorate it with reused paper → Show how it works and explain what was reused.
4. a) T; b) T; c) F.
5. Sample outline: (1) product name; (2) user; (3) used material: a clean cardboard box; (4) new purpose: a pencil holder; (5) safety step: ask an adult to handle cutting; (6) reason for the choice or what to check before sharing.

Ss create their own reuse product or write a complete description, present it for 1–2 minutes and give peer feedback with evidence.

Ss work in groups of three or four and take the roles: presenter, timekeeper, question-asker and note-taker.
Task 1: Ss draw or make the product and write the complete content, following the model text. Task 2: Each S presents the product for 1–2 minutes. Task 3: A partner asks one question. Task 4: Each S gives one specific compliment and one useful suggestion, for example: 'I like the way you explained the used material. Could you make the new purpose clearer?'

Each S produces:

• A product description of five to six sentences, in their own words, including the used material, the new purpose, the safety step and the benefit.
• A short oral presentation of 1–2 minutes.
• One peer question and answer.
• One compliment and one suggestion, based on a real detail of the partner's product.
  Rubric (teacher marking): product meets the task and includes all required details (0.75); content is consistent and separates fact from plan (0.5); own language, clear meaning (0.5); clear layout (0.25). Presentation: details and introduction (0.75); reasons (0.5); clear speech and suitable pace (0.5); answers the question (0.25).