Tiếng AnhLớp 6Unit 6. Our Tet holiday

Giáo án Project

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Describe the requirements of the Project 'Our Tet holiday' (a wish tree or class board with positive wishes and a guessing game).
Use vocabulary about Tet (decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather) to write and present a wish.
Explain the choice of ideas, sentences and details in a model project and in their own product.
Self-correct spelling and sentence errors by using the context of the whole text.

2. Competences

a) General competences

Self-control and independent learning: Ss plan their own project timeline, check their work against the success criteria and revise their drafts without waiting for prompts.
Communication and collaboration: Ss work in pairs and groups to assign roles, give peer feedback with evidence and present their project clearly.
Problem-solving and creativity: Ss choose an original idea, create labelled details (real or clearly marked as imagined) and find solutions when their draft does not meet the criteria.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read the brief and model, write 4 to 6 short, clear wish sentences, rehearse and present a 1–2 minute talk, and answer a partner's question.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the Tet vocabulary, the simple present and 'I wish / I want' structures, check spelling and pronounce key words clearly.

3. Personal qualities

Diligence: Ss finish each stage of the project on time and revise their drafts at least once.
Responsibility: Ss take a clear role in the group, keep personal information private unless they choose to share it, and respect the shared wish tree.
Honesty: Ss label imagined details as imagined, do not copy another group's work and say clearly where their information comes from.
Kindness: Ss listen respectfully to each presentation, do not laugh at anyone's wish and give polite, specific feedback.

II. Teaching aids and materials

1. Teacher

Slides with the project brief, the model text, the success criteria and the vocabulary list
A large cardboard wish tree (or a drawn tree on the board) with paper leaves
Pictures of peach flowers, apricot flowers, lucky money and a family Tet gathering
Printed Worksheet No. 1, Worksheet No. 2 and Worksheet No. 3
Timer, markers, sticky notes
NeoEdu online lesson page for extra practice and self-check: neoedu.vn/learn/6/english/unit-6-project

2. Students

Student's book (Global Success Grade 6, Unit 6)
Notebook, pen, pencil, eraser
A sheet of coloured paper and a marker for writing the wish
Scissors and glue (optional, for decorating the wish leaf)

III. Procedures

Activity 1: Warm-up · 10 minutes

Tet wishes and a guessing game

a) Aims

Ss activate the Tet vocabulary and the idea of making positive wishes, and get ready to read the project brief.

b) Content

Ss look at the pictures of peach flowers, apricot flowers, lucky money and a family gathering. They answer the questions: 'What do families do during Tet?' and 'What wish do you have for your family?' Then T reads a short wish aloud without the name of the speaker and Ss guess who might have said it.

c) Expected outcomes

A list of 6 to 8 Tet words on the board (decorate, celebrate, relative, lucky money, peach flower, apricot flower, wish, gather) and 2 or 3 guessed wishes, each with a short reason in English.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the pictures and asks: 'What do families do during Tet?' and 'What do you usually wish for at Tet?' T explains that today Ss will do a project called 'Our Tet holiday' and that the project is about making a wish tree.
Students
Ss look at the pictures and listen carefully to the questions and the project title.
Teacher
Step 2: Task performance
T guides Ss to brainstorm words. T reads one anonymous wish, for example: 'I wish my family good health.' T asks: 'Who might say this? Why?'
Students
Ss work in pairs, call out Tet words they know and guess who might have said the wish. Expected answers: 'Parents might say it because they care about health.' / 'A grandmother might say it because she wants everyone to be healthy.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share their words and guesses. T writes the words on the board and corrects the pronunciation of decorate, celebrate, relative and apricot.
Students
Ss share their words and guesses. Expected answers: 'decorate, celebrate, lucky money, peach flower.'
Teacher
Step 4: Conclusion and assessment
T confirms the vocabulary and says: 'Today you will read the brief, study the model and create your own wish. Remember: a wish is positive, short and clear.'
Students
Ss copy the key vocabulary into their notebooks and write the title 'Our Tet holiday – Project' on the top of the page.

Activity 2.1: Knowledge formation · 15 minutes

Reading the brief and analysing the model

a) Aims

Ss understand the project brief, the success criteria and the structure of the model text, and explain why the model is a good example.

b) Content

Ss read the project brief: write one positive wish on paper, hang it on the wish tree or the class board, read one anonymous wish and guess politely. Ss read the model text: 'I want to read a book with my grandfather every week. I wish my family good health. On our wish tree, we use short, clear sentences. We listen respectfully and do not laugh at anyone's wish.' Then Ss answer the questions in Worksheet No. 1, Part A.

c) Expected outcomes

Completed Worksheet No. 1, Part A. Expected answers: (1) The task is to write one positive wish, hang it on the wish tree or board and guess an anonymous wish politely. (2) The model has 4 short sentences: 2 wishes, 1 rule for the wish tree and 1 rule for listening. (3) The sentences are short and clear because each sentence has one idea. (4) Success criteria: the product meets all requirements, information is accurate or clearly marked as imagined, the language is written by the student, and the product is clear and easy to read.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the project brief and the model text on the slide. T reads the brief aloud and asks Ss to underline the key verbs: write, hang, read, guess. T distributes Worksheet No. 1, Part A.
Students
Ss read the brief silently and underline the key verbs. Ss read the model text and the success criteria.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. T asks: 'How many wishes are in the model?' and 'Why are the sentences short and clear?' T walks around and helps pairs with difficult words.
Students
Ss discuss in pairs and complete Worksheet No. 1, Part A. Expected answers: 'There are 2 wishes.' / 'Each sentence has one clear idea, so the listener can understand it easily.'
Teacher
Step 3: Report and discussion
T calls on 2 pairs to present their answers. T asks the class: 'Does the model follow all the success criteria? Give evidence.'
Students
Ss present their answers. Expected answer: 'Yes, the model is clear and the wishes are positive. It does not include private information.'
Teacher
Step 4: Conclusion and assessment
T summarises: a good project meets the brief, uses short and clear sentences, and is written in the student's own words. T highlights the structure: the topic, the people involved, the details and the reason.
Students
Ss write the key points of the success criteria in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Planning the project workflow

a) Aims

Ss arrange the stages of the project workflow and match each stage with its purpose, so they can plan their own work step by step.

b) Content

Ss match the work stages (Plan, Create, Rehearse) with their purposes, then arrange the project workflow in the correct order: read the task and choose an idea; collect or invent clearly labelled details; create and check the product; present and answer questions. Ss complete Worksheet No. 1, Part B.

c) Expected outcomes

Completed Worksheet No. 1, Part B. Expected answers: Plan – Choose information and divide roles. Create – Make the product and write original language. Rehearse – Check timing and clear pronunciation. Correct 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.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three stages (Plan, Create, Rehearse) and the four workflow steps on the board in mixed order. T says: 'Plan first, then create the product, and rehearse last.'
Students
Ss look at the mixed items and prepare to match and arrange them.
Teacher
Step 2: Task performance
T asks Ss to work in groups of 4 with a 'Think – Pair – Share' technique. Each student matches one stage first, then the group checks the workflow order. T monitors and asks: 'Why should you choose the idea before you create the product?'
Students
Ss match the stages and arrange the workflow in groups. Expected answer: 'Because if we do not choose the idea first, we cannot know which details to collect.'
Teacher
Step 3: Report and discussion
T calls on one group to present the workflow. T asks another group to say whether they agree and why.
Students
A group presents: 'Read the task and choose an idea, collect details, create and check, then present.' Another group agrees: 'Yes, because the product needs ideas before design.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matching and order. T reminds Ss: 'Clarify ideas first, create later, present last.'
Students
Ss correct their Worksheet No. 1, Part B and write the workflow in their notebooks.

Activity 3.1: Practice · 20 minutes

Choosing the right product and outlining the project

a) Aims

Ss identify the product that matches the task, evaluate good project habits and write a six-point outline for their own project.

b) Content

Part 1: Ss choose the product that matches the task from three options: A. A wish written on paper, hung on the wish tree or board, and read anonymously for a polite guess; B. A poster with only a title and without the required details; C. A spoken introduction without the product required by the task. Ss decide whether 3 habits are true (Đ) or false (S): 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. Part 2: Ss write a six-point outline for the project 'I wish: write one positive wish on paper and hang it on the wish tree or class board; read an anonymous wish and guess politely. Do not share private information if you do not want to.' Ss use Worksheet No. 2.

c) Expected outcomes

Completed Worksheet No. 2. Expected answers: Part 1 – 1. A (The product must match the topic and use language created by the student). 2. a) True; b) True; c) False (Respect privacy and copyright; distinguish an imagined plan from real information). Part 2 – a six-point outline with: topic (Our Tet wish), the audience (classmates and teacher), 3 details (for example: I want to read a book with my grandfather every week; I wish my family good health; we use short, clear sentences), and the reason (why the wish is meaningful). Sample outline: 1) Topic: my Tet wish; 2) Audience: classmates; 3) Wish 1: a weekly reading time with my grandfather; 4) Wish 2: good health for my family; 5) Rule: short, clear sentences; 6) Reason: a wish tree brings families together.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains Part 1 and Part 2 of Worksheet No. 2. T models the first outline point on the board: 'Topic: My Tet wish.' T reminds Ss that the outline must be clear, in order and specific.
Students
Ss listen and look at the model outline on the board.
Teacher
Step 2: Task performance
T asks Ss to work in pairs to answer Part 1, then to write their own six-point outline in Part 2. T circulates and checks whether the outline has all six points. T prompts: 'Does your reason explain why your wish matters?'
Students
Ss discuss Part 1 and choose the answers. Ss write their outlines. Expected student answer: 'Topic: My wish for my family. Audience: classmates. Wish: I want to help my mother cook on Tet. Reason: I love my family.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their answers to Part 1 and one outline aloud. T asks the class: 'Is this outline clear? Which point is missing?'
Students
Ss present their answers. Classmates comment on the outline with evidence, for example: 'Your reason is clear because you explain why the wish is important.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers: A for Part 1, a) True, b) True, c) False. T stresses that a good outline has six ordered points and that imagined details must be labelled as imagined.
Students
Ss correct their answers and revise their outlines according to the feedback.

Activity 3.2: Practice · 15 minutes

Drafting and rehearsing the product

a) Aims

Ss create the wish product with original language, check spelling and clear pronunciation, and rehearse a short talk.

b) Content

Ss write the complete content of their product: one positive wish, 2 to 4 short and clear sentences, and a label to show whether the information is real or imagined. Ss check spelling with a partner, then rehearse a 1-minute talk using their notes. Ss use Worksheet No. 3 (Peer Check) to check each other's draft.

c) Expected outcomes

A complete draft of the wish product (about 4 to 6 short sentences) and a completed Worksheet No. 3. Sample product: 'I want to decorate our house with peach flowers with my mother. I wish my family good health. On our wish tree, we use short, clear sentences. We listen respectfully.' Label: 'Imagined plan.' Peer check result: spelling checked, 2 sentences clear, 1 pronunciation note (decorate /ˈdekəreɪt/).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reminds Ss of the success criteria: the product meets the requirements, information is accurate or labelled as imagined, language is original and the product is easy to read. T shows Worksheet No. 3 and explains how to use it.
Students
Ss read the success criteria and look at the peer check form.
Teacher
Step 2: Task performance
T asks Ss to write their drafts on coloured paper. Then T asks them to swap drafts with a partner and check spelling, sentence length and clarity. T asks partners to rehearse their talk once with a timer.
Students
Ss write their drafts, exchange them with a partner and complete the peer check. Ss rehearse their talk and correct pronunciation of key words such as decorate, celebrate and apricot.
Teacher
Step 3: Report and discussion
T asks 2 or 3 volunteers to read their drafts aloud and asks the class to point out one strength and one suggestion.
Students
Ss read their drafts. Expected feedback: 'Your sentences are short and clear. Could you label the imagined details?'
Teacher
Step 4: Conclusion and assessment
T praises the clear sentences and reminds Ss to revise the draft and label any imagined details before the presentation.
Students
Ss revise their drafts, write the final version on the coloured paper and add a label if needed.

Activity 4: Application · 20 minutes

Presenting the wish and giving peer feedback

a) Aims

Ss present their project in 1–2 minutes, answer a partner's question and give a specific compliment and a polite suggestion, so they can apply the project language in a real classroom situation.

b) Content

Ss hang their wishes on the class wish tree. Each student presents the project for 1–2 minutes, then answers one question from a partner. Partners give one specific compliment and one useful suggestion, for example: 'Your labels help me understand the plan. Could you make the time or place clearer?' T uses the rubric to assess the presentation and the product. The product is marked on 2 points: meeting the task (0.75), accurate or labelled information (0.5), original language (0.5), and clear presentation (0.25). The oral presentation is marked on 2 points: introduction and details (0.75), reason (0.5), comprehensible speech and suitable pace (0.5), answering a question (0.25).

c) Expected outcomes

Each student presents a 1–2 minute talk, answers one question and gives one compliment and one suggestion to a partner. Sample talk: 'I want to read a book with my grandfather every week. I wish my family good health. I love this wish because we can share time together at Tet.' Sample Q&A: Question: 'Why do you read with your grandfather?' Answer: 'Because it is a happy time for us.' Sample feedback: 'Your sentences are clear. Could you explain the reason for the wish a little more?'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the presentation format: 1–2 minutes, one question from a partner, one compliment and one suggestion. T reminds Ss: 'Use the model for structure, but do not memorise it word for word.'
Students
Ss listen to the instructions and prepare their notes.
Teacher
Step 2: Task performance
T asks Ss to work in pairs. Each pair takes turns presenting and asking questions. T walks around, listens and notes the strengths and points to improve. T helps pairs give specific and polite feedback.
Students
Ss present their projects, answer questions and give feedback to their partners.
Teacher
Step 3: Report and discussion
T invites 3 or 4 volunteers to present in front of the class and asks the class to listen respectfully and not laugh at any wish.
Students
Volunteers present. Classmates listen politely and ask one question each. Expected question: 'Why do you want to decorate the house?' Expected answer: 'Because decorating makes Tet more beautiful for my family.'
Teacher
Step 4: Conclusion and assessment
T praises the effort and the clear sentences, gives the rubric scores and reminds Ss: 'A good project is accurate, original and clearly presented. Keep your wish tree respectful and private information private.'
Students
Ss write down one feedback point they will use to improve their project and hang their final wish on the class wish tree.

Worksheets

Worksheet No. 1: Brief, model and workflow

Part A: Read the brief and the model, then answer.

1. What is the task in the project? (Write one positive wish, hang it on the wish tree or class board, read an anonymous wish and guess politely.)
1. How many wishes are in the model? Which sentences are the rules?
1. Why are the sentences in the model short and clear?
1. Write 2 success criteria for a good product.

Part B: Match each stage with its purpose.

Plan – ______
Create – ______
Rehearse – ______
Purposes: (a) Make the product and write original language; (b) Choose information and divide roles; (c) Check timing and clear pronunciation.

Part C: Arrange the workflow in order (1 to 4).

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

Worksheet No. 2: Product choice, habits and outline

Part 1: Choose the correct answer and evaluate the habits.

1. Which product matches the task?
  A. An 'I wish' written on paper, hung on the wish tree or board, and read anonymously for a polite guess.
  B. A poster that gives only a title without the required details.
  C. A spoken introduction without the product required by the task.
1. Mark each habit as Đ (true) or S (false).
  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. ___

Part 2: Write a six-point outline for your project.

1. Topic: ______
1. Audience: ______
1. Detail 1: ______
1. Detail 2: ______
1. Language rule: ______
1. Reason: ______

Worksheet No. 3: Peer Check

Partner's name: ______
Tick (✓) or write a comment for each item.

Requirement: The product meets the task (wish, label, guess). ___
Information: Details are accurate or clearly labelled as imagined. ___
Language: Sentences are written in your own words and are short and clear. ___
Spelling: Check 3 key words: decorate, celebrate, apricot. ___
Presentation: The product is neat and easy to read. ___

Compliment (one specific point with evidence): ______
Suggestion (one polite, useful point): ______

Homework

Finish your wish product: write the complete content on coloured paper, label any imagined detail and check your spelling again.
Rehearse your 1–2 minute presentation at home in front of a family member. Time yourself and practise the pronunciation of decorate, celebrate, relative and apricot.
Write one sentence in your notebook explaining why you chose your wish. Bring your final product and your notebook to the next lesson.
Visit the NeoEdu page neoedu.vn/learn/6/english/unit-6-project to review the vocabulary and try the interactive exercises.

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