NeoEdu
Giáo án Tiếng Anh 6
Tiếng AnhLớp 6Unit 3. My friends

Giáo án Project

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the stages of the project workflow: plan, create, rehearse, present.
    • Describe a classmate's appearance and personality, using adjectives such as curly, straight, confident, careful, kind, hard-working, creative and shy.
    • Write a short yearbook page about a classmate, with labelled details that are either real or marked as invented.
    • Explain why a chosen detail or sentence fits the project, and correct their own mistakes by using the context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model, choose their own classmate and check their drafts against the success criteria without waiting for T's instructions.
  • Communication and collaboration: Ss work in pairs and groups to plan roles, check spelling, rehearse and give one specific compliment and one useful suggestion to a partner.
  • Problem-solving and creativity: Ss decide how to show their classmate's personality with evidence, and they choose a photo or draw a picture to present the information clearly.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse a model yearbook text, write a six-point outline and a complete short text, and present it orally for 1-2 minutes, then answer a partner's question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the eight adjectives from the unit, the third-person singular forms (has, likes, makes, enjoys), and the present continuous (is painting), and they pronounce the words clearly during rehearsal.

3. Personal qualities

  • Diligence: Ss finish each draft carefully, check spelling and rehearse their presentation at least once before presenting.
  • Responsibility: Ss ask their classmate's permission before using a photo, and they label any invented information as imagined.
  • Honesty: Ss do not copy another group's work and claim it as their own, and they write only the information they have actually collected or clearly mark it as invented.
  • Kindness: Ss give their partners a specific, polite compliment and a constructive suggestion.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and slides showing the project brief, the model text and the success criteria
  • Printed copies of Worksheet 1 and Worksheet 2
  • Rubric for the yearbook page and the oral presentation (content 0.75, reason 0.5, pronunciation and fluency 0.5, answering questions 0.25 for the presentation; text content 0.75, accuracy 0.5, own language 0.5, layout 0.25)
  • NeoEdu learning resource: neoedu.vn/learn/6/english/unit-3-project (lesson notes, examples and interactive exercises)
  • Timer

2. Students

  • Notebook, pen, pencil, eraser
  • A photo of a classmate (with permission) or drawing paper and coloured pencils
  • Glue or tape, scissors (if using a photo)
  • Worksheet 1 and Worksheet 2 (printed or on the NeoEdu page)

III. Procedures

Activity 1: Warm-up · 5 minutes

Setting the Project Goal

a) Aims

Ss understand the task of the project and the kind of product they need to make.

b) Content

T shows a picture of a school yearbook and asks: 'What is a yearbook? What information do we usually find on a yearbook page?' Then T shows the project brief: 'My class yearbook: interview a classmate, ask permission to use a photo or draw a picture, describe appearance neutrally, personality with evidence, hobbies and favourite subject. Write one yearbook page and introduce it to the class.'

c) Expected outcomes

Ss can name the product (one yearbook page about a classmate) and at least three required items: appearance, personality with evidence, hobbies and favourite subject.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the yearbook picture and asks: 'What do you see on this page?' T then displays the project brief and says: 'Today you will make a yearbook page about one classmate.'

    Students

    Ss look at the picture and answer: 'It has photos and names of students.' / 'It has short descriptions.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the brief silently and underline the requirements. T monitors and helps weaker Ss with vocabulary such as 'interview', 'permission' and 'evidence'.

    Students

    Ss read the brief individually and underline the key words: interview, permission, appearance, personality, evidence, hobbies, favourite subject.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What do you need to include in your page?' and calls on some Ss to answer.

    Students

    Ss answer: 'We need to write about the appearance, the personality with examples, and the favourite subject and hobbies.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the product and states the lesson goal: 'Today we will read a model, plan our page, check our work and present it.' T reminds Ss to label any invented detail.

    Students

    Ss copy the lesson goal into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading the Model and Success Criteria

a) Aims

Ss analyse the model text and identify the structure, key adjectives and the success criteria of the project.

b) Content

Ss read the model: 'This is Ha, my classmate. She has long black hair. She is creative: she makes useful things from old boxes. Her favourite subject is art. She likes animal stories. In our picture, she is painting a tree. I enjoy working with her because she listens to everyone.' T introduces the eight words: curly, straight, confident, careful, kind, hard-working, creative, shy. T asks Ss to complete Worksheet 1.

c) Expected outcomes

Worksheet 1 answers:

  • Appearance: She has long black hair. (Appearance is described neutrally, without judgement.)
  • Personality with evidence: She is creative: she makes useful things from old boxes. / She listens to everyone (reason for enjoying working with her).
  • Hobbies and favourite subject: Her favourite subject is art. She likes animal stories.
  • Picture/permission: In our picture, she is painting a tree.
  • Adjectives from the list in the model: long (not in list), creative (personality). Key words for other students: curly, straight, confident, careful, kind, hard-working, shy can be used to describe other classmates.
  • Success criteria: all requirements are met, information is true or marked as imagined, language is written by the student, and the page is clearly presented.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the model. Find the information for each part and check the success criteria.' T models the first item with the class.

    Students

    Ss listen and look at the example together with T.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to read the model aloud and complete Worksheet 1. T walks around and checks pronunciation of the adjectives.

    Students

    Ss read the model in pairs, underline the sentences that describe appearance, personality, hobbies and the picture, and fill in Worksheet 1. Ss may answer: 'Appearance: long black hair', 'Personality: creative, listens to everyone'.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why does the writer say she makes useful things from old boxes?' and 'What is the evidence for the word creative?'

    Students

    Ss answer: 'It shows the reason she is creative, because she makes things from boxes.' / 'The evidence is that she makes useful things.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that every personality word needs evidence and that the success criteria include true information or a clear label for invented details. T writes the key adjectives on the board.

    Students

    Ss correct their worksheets and copy the key adjectives and the success criteria.

Activity 2.2: Knowledge formation · 8 minutes

Planning the Yearbook Page

a) Aims

Ss plan the project workflow and create an outline with clearly labelled details.

b) Content

T explains the four stages of the workflow: plan, create, rehearse, present. Ss complete Worksheet 2 by matching the stages with their purposes and arranging the workflow in order: Read the task and choose an idea; Collect or invent clearly labelled details; Create and check the product; Present and answer questions. Then Ss write a six-point outline for their own yearbook page.

c) Expected outcomes

Worksheet 2 answers:

  • Plan: Choose information and divide roles.
  • Create: Make the product and write original language.
  • Rehearse: Check timing and clear pronunciation.
  • Workflow order: 1. Read the task and choose an idea. 2. Collect or invent clearly labelled details. 3. Create and check the product. 4. Present and answer questions.
  • Six-point outline (example): 1. Title: My class yearbook. 2. Name of the classmate. 3. Appearance (neutral). 4. Personality with evidence. 5. Hobbies and favourite subject. 6. Reason I enjoy working with this classmate.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the four stages and gives Ss Worksheet 2. T says: 'First, plan. Then create, rehearse and present. Do not start decorating before you have the content.'

    Students

    Ss listen and look at the stages on the board.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in groups of four. Each S chooses a classmate to interview (or to imagine) and writes a six-point outline in the notebook. T reminds Ss to write 'imagined' next to any invented detail.

    Students

    Ss match the stages with their purposes, arrange the workflow, and write an outline for the chosen classmate. Ss discuss their choice and decide who will interview whom.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read their outline aloud and asks: 'Which point is the reason? Where is the evidence?'

    Students

    A group reads: 'Point 4: She listens to everyone. Evidence: she helps us in group work.' Other Ss respond with questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the outline must have a clear order and specific details. T reminds Ss that information must come from real observation or be labelled as imagined.

    Students

    Ss revise their outlines and add the missing details.

Activity 3: Practice · 8 minutes

Checking Project Habits and Outlines

a) Aims

Ss evaluate good project habits and choose the correct product for the task, using the NeoEdu exercises.

b) Content

Ss do the exercises on NeoEdu (neoedu.vn/learn/6/english/unit-3-project) and in their books:

  1. Which product matches the task? A. A yearbook page as described in the brief. B. A poster with only a title. C. A spoken introduction without the required product.
  2. Match work stages and purposes.
  3. Arrange the project workflow.
  4. Evaluate good project habits: a) Ask permission before using a classmate's photograph. b) Label an invented plan as a plan. c) Copy another group's work and claim it is yours.

c) Expected outcomes

Answers:

  1. A. Only option A matches the brief: it is a yearbook page about a classmate, with required details.
  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) True. b) True. c) False. (Respect privacy and copyright; distinguish between an imagined plan and real information.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four exercises on the projector and explains that Ss must choose the correct answer and give reasons. T opens NeoEdu for interactive practice.

    Students

    Ss read the exercises and prepare their answers in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and check each other's answers. T monitors and gives hints when Ss struggle with exercise 4.

    Students

    Ss work in pairs, answer the questions and explain their reasons. Ss may say: 'Option B has no details, so it is not correct.' / 'Copying is not honest, so c) is false.'

  3. Teacher

    Step 3: Report and discussion

    T calls on some pairs to read their answers and asks the class: 'Do you agree?'

    Students

    Pairs give answers, the class agrees or asks questions. For example: 'Why is b) true? Because an invented plan is fine if it is labelled.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses that a good project has clear content, respects privacy and copyright, and labels imagined information.

    Students

    Ss correct their answers and note the good habits in their notebooks.

Activity 4: Application · 14 minutes

Creating and Presenting the Yearbook Page

a) Aims

Ss create their own yearbook page, rehearse and present it to the class, and give a partner specific feedback.

b) Content

Ss write a complete yearbook page (about 60-80 words) about their chosen classmate, with a photo (with permission) or a drawing. Then Ss rehearse in groups, check spelling and pronunciation, and present for 1-2 minutes. A partner asks one question. Finally, each S gives one specific compliment and one useful suggestion to a partner. Use Worksheet 2 for the feedback.
Example of feedback: 'Your labels help me understand the plan. Could you make the time or place clearer?'

c) Expected outcomes

Each S produces:

  • One complete yearbook page with the required details: appearance, personality with evidence, hobbies and favourite subject, and a reason for enjoying working with the classmate.
  • One oral presentation of 1-2 minutes.
  • One answer to a partner's question.
  • One written compliment and one suggestion for a partner.
    Rubric for the page: content 0.75; accuracy and labelling 0.5; own language 0.5; layout 0.25. Rubric for the presentation: content 0.75; reason 0.5; pronunciation and fluency 0.5; answering the question 0.25.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now you will write your yearbook page and present it. Use the model as a guide, but do not copy it. Check your spelling and rehearse in your group.' T shows the rubric.

    Students

    Ss look at the rubric and ask questions if they are not sure about the criteria.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write the page, then to rehearse in groups of four with role cards (presenter, checker, questioner, timer). T monitors and gives feedback on language, not on the answer.

    Students

    Ss write their pages, paste or draw the picture, check spelling with a partner and rehearse. Example sentence: 'She is creative. She makes useful things from old boxes.' Ss use the eight adjectives where they fit.

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to present to the class and asks a question after each presentation. T asks one partner to give a compliment and suggestion.

    Students

    Ss present their pages. Partners answer the question, for example: 'What is her favourite subject?' Answer: 'Her favourite subject is art.' Partners give feedback: 'Your description of her kindness is clear. Could you speak a little slower?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good points and reminds Ss that a good project has real or clearly labelled information, the student's own language, and a clear layout. T gives the homework.

    Students

    Ss listen, note the feedback and revise their pages for the homework.

Worksheets

Worksheet 1: Reading the Model

Read the model text: 'This is Ha, my classmate. She has long black hair. She is creative: she makes useful things from old boxes. Her favourite subject is art. She likes animal stories. In our picture, she is painting a tree. I enjoy working with her because she listens to everyone.'

Task 1. Find the information and write it in the table below:

  • Appearance: ______
  • Personality with evidence: ______
  • Hobbies and favourite subject: ______
  • Picture or permission: ______
  • Reason for enjoying working with her: ______

Task 2. Choose the correct adjective from the list (curly, straight, confident, careful, kind, hard-working, creative, shy) to describe Ha. Write a sentence with evidence.

Task 3. Tick (✓) the success criteria the model meets:

  • Includes all required information
  • Information is true or marked as imagined
  • Language is written by the student
  • Layout is clear

Worksheet 2: Planning and Feedback

Task 1. Match the stage with its purpose:

  • Plan: ______
  • Create: ______
  • Rehearse: ______

Purposes:

  • Make the product and write original language
  • Check timing and clear pronunciation
  • Choose information and divide roles

Task 2. Arrange the workflow in order:

  • Present and answer questions
  • Read the task and choose an idea
  • Create and check the product
  • Collect or invent clearly labelled details

Task 3. Peer feedback. Write one specific compliment and one useful suggestion for your partner.

  • Compliment: 'Your ______ helps me understand ______.'
  • Suggestion: 'Could you make ______ clearer?'

Homework

  • Revise your yearbook page. Check the spelling, make sure every personality word has evidence, and label any invented detail as imagined.
  • Practise your 1-2 minute oral presentation at home. Record yourself if possible and listen to check pronunciation and speed.
  • Look at the NeoEdu page (neoedu.vn/learn/6/english/unit-3-project) and complete the interactive exercises for Unit 3 again.
  • Bring your final yearbook page and photo or drawing to the next lesson. Make sure you have permission from the classmate you wrote about.

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