Giáo án Project

Ss recognise the task of the project and the vocabulary of robots, and set the purpose of the lesson.

T shows a picture of a robot working in a library and asks: 'What can a robot do in a library?' Ss look at the project brief on the slide and answer: 'What do we have to do in this project?'
Key words: human, space station, guard, repair, recognise, lift, useful, skill.

Ss name the task correctly: a robot design profile (name, height and weight, workplace, abilities, limits, safety features), a comparison of three designs and a reasoned choice. Ss can explain in one sentence: 'Our task is to design a robot for one clear job and explain why it is useful and safe.'

Ss understand the requirements of a project profile and the success criteria, and know how to present information clearly.

Ss work in groups of four using a jigsaw method. Each member reads one part of the brief (1. the profile; 2. the comparison of three designs; 3. the success criteria; 4. the honesty rule about imagined plans) and then explains it to the group.
Questions for Ss: 'What must your profile include?' 'What does the rubric check?' 'Why must you label an imagined plan?'
Worksheet 1 is used.

Worksheet 1 completed. Ss write the success criteria in their own words, for example: 'The profile must have all the requirements, the information must be accurate or labelled as imagined, the language must be written by us, and the presentation must be clear.' Ss also write: 'We must not claim that an imagined robot has done a real job.'

Ss analyse a model profile, identify its structure and language, and explain why it is a good example.

T shows the model profile on the slide:
'Our robot is called Page. It is ninety centimetres tall and works in a library. It can carry small books on a low shelf, but it cannot use stairs. It has a stop button. Of our three plans, it is the smallest. We think it is useful because it helps with one clear job safely.'
T asks: 'What is the robot's name? How tall is it? Where does it work? What can it do? What can it not do? What is its safety feature? Why is it useful?'

Ss identify the parts of the model:

• Name: Page
• Height: ninety centimetres
• Workplace: a library
• Ability: carry small books on a low shelf
• Limit: cannot use stairs
• Safety feature: a stop button
• Reason: it is useful because it helps with one clear job safely.
  Ss state the language point: 'can' shows an ability and 'cannot' shows a limit; the present simple describes facts.

Ss check their understanding of the project workflow and good project habits.

T gives the quick check (Exercises 1–4 from the textbook):

1. Which product matches the task? A. A robot design profile with the required details and comparison; B. A poster with only a title; C. A spoken introduction without the required product.
2. Match work stages and purposes: Plan – Choose information and divide roles; Create – Make the product and write original language; Rehearse – Check timing and clear pronunciation.
3. Arrange the project workflow: Read the task and choose an idea → Collect or invent clearly labelled details → Create and check the product → Present and answer questions.
4. Evaluate good project habits: a) Ask permission before using a classmate's photograph (T/F); b) Label an invented plan as a plan (T/F); c) Copy another group's work and claim it is yours (T/F).

Answer key:

1. A
2. Plan – Choose information and divide roles; Create – Make the product and write original language; Rehearse – Check timing and clear pronunciation.
3. Read the task and choose an idea → Collect or invent clearly labelled details → Create and check the product → Present and answer questions.
4. a) Đúng (True); b) Đúng (True); c) Sai (False). Ss note: respect privacy and copyright; distinguish an imagined plan from real information.

Ss plan the content of their project by writing a clear six-point outline.

Ss work in pairs to write a six-point outline for the project (Exercise 5). The outline must cover the requirements: name, height and weight, workplace, abilities, limits and safety features. Ss use the structure of the model profile as a guide.

Model outline (sample):

1. Name of the robot
2. Height and weight (labelled as imagined if invented)
3. Workplace and one clear job
4. Abilities (what it can do)
5. Limits (what it cannot do)
6. Safety feature and reason it is useful
   Scoring (2 points): right focus (1); six points in a logical order with specific details (1).

Ss write a complete robot profile in their own words, present it clearly and give useful feedback to a partner.

Ss create a complete robot profile based on their outline (Exercise 6). The profile must include all required details, accurate or labelled imagined information, own language and clear layout. Then Ss present their project for 1–2 minutes (Exercise 7) and answer one question from a partner. Finally, Ss give a partner one specific compliment and one useful suggestion (Exercise 8).
Questions for presentation: 'What is your robot's job?' 'Why is it useful?' 'What is its safety feature?'

Complete profile written in own words, for example: 'Our robot is called Book. It is seventy centimetres tall and works in a school library. It can carry small books on a low shelf, but it cannot use stairs. It has a stop button. We think it is useful because it helps with one clear job safely.' (Labelled: imagined plan.)
Scoring for Exercise 6 (2 points): complete content (0.75); accurate information or labelled assumption (0.5); own language (0.5); readable layout (0.25).
Scoring for Exercise 7 (2 points): introduction and details (0.75); reason (0.5); clear speech and rhythm (0.5); answer to a question (0.25).
Scoring for Exercise 8 (2 points): specific, evidence-based comment (1); specific and polite suggestion (1).
Example feedback: 'Your labels help me understand the plan. Could you make the time or place clearer?'