Giáo án Project

Ss activate prior knowledge of rooms and furniture and get ready for the project task.

T asks Ss to brainstorm: 'Which rooms does a house have?' and 'What furniture can you find in a bedroom?' Ss write words on the board and say them aloud. T then introduces the project title 'Strange houses' and asks: 'Can a strange house still be comfortable and useful?'

A class word list on the board, including at least: bedroom, kitchen, bathroom, hall, living room, bed, desk, lamp, shelf, wardrobe, cupboard, pillow. Ss' answer to the question: 'Yes, a strange house can still be useful if rooms and furniture are clear and people can move safely.'

Ss understand the project task, the stages of the project and the success criteria shown in the model.

Ss read the project brief and the model description: 'Our imagined house looks like a snail. It is for a small family. It has a bedroom, a kitchen, a bathroom and a hall. A bed is beside the wall, a desk is next to the round window, a lamp is on the desk, and a shelf is above it. The floor is clear for walking.' Ss answer Question 1: 'Which product fulfils this unit's project task?' and Question 3: 'Arrange these stages in the correct order.'

Answer to Question 1: A. A drawing of a strange house showing rooms, furniture and clear positions.
Answer to Question 3 (order): 1. Choose an unusual but usable house shape; 2. Draw its rooms and place the furniture; 3. Label object positions and explain who can use it; 4. Present the design and answer a question.
Key idea noted by Ss: the model has a shape, a user, four rooms, furniture with clear positions, and a clear floor for walking.

Ss use unit vocabulary and prepositions beside, next to, on and above to describe the positions of objects in a room.

T presents the model sentences: 'A bed is beside the wall. A desk is next to the round window. A lamp is on the desk. A shelf is above it.' Ss match each preposition to its meaning and practise asking and answering: 'Where is the lamp?' – 'It is on the desk.' 'Where is the shelf?' – 'It is above the desk.' Ss complete a short sentence drill with the model structure 'It has…' and 'A/The … is beside/next to/on/above…'.

Ss' notes on prepositions:

• beside / next to: next to something, at its side (e.g. A desk is next to the round window.)
• on: touching and placed on a surface (e.g. A lamp is on the desk.)
• above: higher than something, not touching (e.g. A shelf is above it.)
  Ss' drill answers: 'It has a kitchen and a hall.' 'A wardrobe is next to the bed.' 'A pillow is on the bed.'

Ss match project details to categories and judge which success and safety criteria are correct.

Ss do Exercise 2: 'Match each project detail to the correct category.' Ss then do Exercise 4: 'Check the project-specific success and safety criteria' with three statements: a) Furniture labels help explain the design. b) The floor should leave room for people to move. c) A strange shape means the house needs no usable rooms. Ss decide True or False and explain their choice by referring to the brief.

Exercise 2 key:

• Shape: A snail shell
• Position: A desk next to the round window
• User need: A clear floor for moving safely
  Exercise 4 key: a) True (labels help explain the design). b) True (the floor leaves room for people to move). c) False (a strange shape still needs usable rooms, as the brief requires).

Ss create their own strange but usable house, write a short description in their own language, present it, answer a question and give constructive feedback.

Groups of four design a strange house. Roles: Drawer (draws rooms and furniture), Writer (writes the description using the six-point plan), Checker (checks spelling and criteria), Speaker (presents). Ss complete Exercise 5: 'Plan this product in six concrete points' (a product title, the user, shape, position, user need, and a reason or check). Ss complete Exercise 6: 'Create the product' by writing the description and drawing. Ss rehearse, then present for 1–2 minutes (Exercise 7). A partner asks one question. Ss give one specific compliment and one useful suggestion (Exercise 8). Worksheet 1 is used for planning and peer feedback.

Each group produces:

• A drawing of a strange house with at least four labelled items and clear positions (for example: A bed is beside the wall. A desk is next to the round window. A lamp is on the desk. A shelf is above it.).
• A written description of 5–8 sentences in Ss' own language, stating whether details are real or imagined.
• A six-point plan (Exercise 5). Expected plan: 1. Title: Strange house for a small family; 2. User: a small family; 3. Shape: A snail shell; 4. Position: A desk next to the round window; 5. User need: A clear floor for moving safely; 6. Reason: the design is unusual but useful, and the floor is kept clear.
• A 1–2 minute presentation, with one answer to a partner's question.
  Expected feedback sentence: 'I like the way you explained the shape. It helped me understand your idea. Could you make the position clearer?'