Giáo án Project

Ss activate prior knowledge about cities and recall the vocabulary of the unit, and understand the project task.

T shows a few pictures of famous cities and asks: 'Which city would you like to visit? Why?' Ss answer in pairs with the sentence frame 'I want to visit… because…'. T introduces the project brief: choose a city, check its location, transport, weather and two landmarks, design an imagined itinerary, explain the choice and present it on a poster.

Ss name at least one city and one reason in full sentences, for example: 'I want to visit Da Nang because it is exciting.' Ss state the three main parts of the task: choose and check information, design an itinerary and explain the choice, present it on a poster.

Ss understand the model text and the success criteria, and learn the eight target words in context.

Ss read the model text: 'We would like to visit Hue in Viet Nam. We can travel there by train with our family. Our plan includes a museum and a walk near the river. We will check the weather before the trip. Our poster has a simple map and a short list of useful items. What an interesting city!' T presents the vocabulary: landmark (địa danh tiêu biểu), palace (cung điện), postcard (bưu thiếp), tower (tháp), square (quảng trường), delicious (ngon), friendly (thân thiện), exciting (thú vị, hào hứng). Ss complete Worksheet No. 1 in pairs using the 'Think – Pair – Share' technique.

Ss complete Worksheet No. 1 with the correct answers: (1) 'exciting' = thú vị, hào hứng; (2) 'square' = quảng trường; (3) 'palace' = cung điện; (4) 'tower' = tháp; (5) 'postcard' = bưu thiếp; (6) 'landmark' = địa danh tiêu biểu; (7) 'delicious' = ngon; (8) 'friendly' = thân thiện. Ss answer the question 'What does the model text include?' with: 'a city, a way to travel, a museum, a walk near the river, the weather check, a simple map and a list of useful items.'

Ss understand the stages of a project (plan, create, rehearse) and the order of the workflow.

T asks Ss to match each work stage with its purpose (Plan, Create, Rehearse) and then to 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. Ss work in groups of four using the 'Jigsaw' technique: each member reads one stage and explains it to the group.

Ss match the stages correctly: Plan – Choose information and divide roles; Create – Make the product and write original language; Rehearse – Check timing and clear pronunciation. Ss arrange the workflow in the 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. Ss write one sentence explaining why planning comes before creating: 'We plan first so that the product has clear content, not only decoration.'

Ss practise choosing good project habits, writing an outline and creating a product, and check their own work and language.

Ss complete Exercises 1–6 from the textbook in pairs and individually. Exercise 1: Which product matches the task? (A/B/C). Exercise 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. Exercise 5: Write a six-point outline for the project. Exercise 6: Create the product described in this project (a poster with a simple map and a short list of useful items). Ss self-check spelling and word order using the checklist.

Exercise 1: A (the product must match the topic and include language the student created). Exercise 2 (matching): Plan – Choose information and divide roles; Create – Make the product and write original language; Rehearse – Check timing and clear pronunciation. Exercise 3: Read the task and choose an idea → Collect or invent clearly labelled details → Create and check the product → Present and answer questions. Exercise 4: a) T (Đ); b) T (Đ); c) F (S). Exercise 5 (six-point outline, 2 points): the outline states the topic, the chosen city, reasons for the choice, the transport and weather information, two landmarks, and a closing sentence, for example: 'We would like to visit Hue in Viet Nam. We can travel there by train with our family. Our plan includes a museum and a walk near the river. We will check the weather before the trip. Our poster has a simple map and a short list of useful items. What an interesting city!' Exercise 6 (poster, 2 points): the poster includes the required details (city, location, transport, weather, two landmarks, itinerary), information labelled as real or imagined, original language, and clear layout.

Ss present their project orally, answer a question and give a specific compliment and useful suggestion to a partner.

Ss work in groups of four. Each S presents their project for 1–2 minutes, using the model as a guide for the structure (not for memorising). Then a partner asks one question. After that, each S gives their partner one specific compliment and one useful suggestion using the frame: 'Your labels help me understand the plan. Could you make the time or place clearer?' Ss may use the rubric to check the performance. Ss also answer the Exercise 7 and 8 requirements.

Each S gives a presentation of 1–2 minutes with: the chosen city, the reason for choosing it, transport, weather, two landmarks and the itinerary. Each S answers one question from a partner in one or two sentences. Each S gives one specific compliment (for example: 'Your postcard design is clear and friendly.') and one polite suggestion (for example: 'Could you write the weather check more clearly?'). Teacher scoring (Exercise 7, 2 points): introduction and details (0,75), reasons (0,5), understandable speech and rhythm (0,5), answer to a question (0,25). Exercise 8 (2 points): evidence-based comment (1), specific and polite suggestion (1).