Giáo án Project

Ss activate vocabulary about hobbies and understand the final product they will create.

T shows four photos of hobbies and asks: What do you enjoy doing? Ss answer in pairs, for example: I enjoy gardening because I can watch plants grow. Then T shows the project brief: Create a hobby poster for teenagers. Choose one easy-to-start hobby, explain materials, steps and two realistic benefits, illustrate it with your own drawing, then persuade classmates to try it.

Ss name at least three hobbies with one reason each (e.g. I enjoy painting because it helps me relax.). Ss can state the final product: a hobby poster for teenagers with materials, steps, two benefits, an original drawing and a persuasive closing.

Ss identify the parts of a hobby poster and use the target language and sentence structure to describe a hobby.

Ss read the brief and complete the checklist in Worksheet 1. Then Ss study the useful language: What do you enjoy doing? / I enjoy gardening because I can watch plants grow. Ss notice the structure enjoy + V-ing and because + clause, and the pronunciation of the -ing ending.

Ss complete Worksheet 1 with the six poster components: 1) one easy-to-start hobby; 2) materials; 3) steps; 4) two realistic benefits; 5) an original drawing; 6) a persuasive closing. Key structure: I enjoy + V-ing because + clause. Example: I enjoy collecting stamps because I can learn about other countries.

Ss plan roles, materials and a safe way to collect information for the poster.

Ss work in teams of four with four roles: leader, researcher, designer and writer. Ss choose one easy hobby and complete Worksheet 2. Ss discuss safe ways to collect information: observing real activities, using reliable books or teacher-approved websites, and asking an adult for help when a hobby needs tools. If Ss want to use a classmate's answer or photo, they must ask permission and keep only necessary anonymous details.

Each team completes Worksheet 2 with: hobby chosen (e.g. making paper boats); roles and tasks; materials list (e.g. reused clean card, glue, ruler); three steps; two realistic benefits; one source list and a safety note (e.g. an adult checks cutting tools). Rule: Ask permission before using any classmate's details; keep only anonymous information.

Ss analyse a model poster and draft their own original captions and benefit.

T models a short poster about making paper models: the hobby, materials, steps, one benefit, one drawing and one persuasive line. Ss identify each part and then draft one original caption and one realistic benefit for their own hobby. Example model: Making paper models builds patience and careful measuring. Start with one small design rather than buying expensive kits.

Ss identify five parts of the model poster: hobby, materials, steps, benefit and persuasive line. Ss draft one original caption and one realistic benefit, e.g. Gardening helps me relax after school. Ss also note one drawing idea from their own design, e.g. a finished boat and the materials.

Ss check the project question, the audience and the right use of personal information.

Ss do Exercise 1 (choose the project output that matches the unit) and Exercise 2 (choose how another person's private information should be used). Then Ss write one clear project question with its audience, for example: Create a hobby poster for teenagers and state the question the poster answers.

Exercise 1: A. Create a hobby poster for teenagers. Choose one easy-to-start hobby, explain materials, steps and two realistic benefits, illustrate it with your own drawing, then persuade classmates to try it. (The first option includes the unit's specific product, content and audience; the others do not complete the project.)
Exercise 2: B. Ask permission and keep only necessary anonymous details. (Consent and data minimisation protect participants.)
Exercise 3 sample question: Which easy hobby can teenagers start at home with little money? Audience: teenagers. The question focuses on hobbies and states what teenagers should learn.

Ss present a complete poster, answer a classmate's question with evidence and evaluate their product (Period 2).

Each team finishes its poster with an original drawing and captions, then presents it in about two minutes. The presentation introduces the topic and audience, explains one concrete design decision, gives a reason and invites one question. After the presentation, Ss answer one question from a classmate and evaluate the product using the teacher rubric: task completion, accurate language, evidence and teamwork.

Each team delivers a short presentation with an introduction, one specific detail from the product, one reason and an invitation to ask. Ss record one question and a reasoned answer, and note one real revision. Self-evaluation: one specific strength, one feasible improvement and a short description of roles shared fairly.