Giáo án Project

Ss activate prior knowledge of energy sources and of energy use at school.

T shows the project brief and asks: 'Where do we use energy at school?' Pairs brainstorm energy sources and school uses (lights, fans, computers, water heaters), then answer: 'What does renewable energy mean?'

A pair list of at least 6 energy sources and uses, e.g., sunlight, wind, coal, oil, gas, lights, fans. A first definition: 'It comes from sources that are naturally replaced, such as sunlight and wind.'

Ss use and explain key vocabulary: renewable energy, non-renewable energy, solar energy, wind energy and energy-saving tip.

Ss match five key words on the slide to their definitions. Then they ask one another 'What does ___ mean?' and answer by paraphrasing, without repeating the unfamiliar term. Ss give one example: 'Can you give an example of solar energy?'

A mini glossary of 5 items in Ss' own words, e.g.: Solar energy - energy from the sun's light and heat, used for lights or water heating. Non-renewable energy - energy from sources that cannot be quickly replaced, such as coal, oil and gas. (Accept similar answers that are accurate.)

Ss identify safe, permitted ways to gather information for the project and explain why consent and minimal personal data matter.

Groups use Worksheet 1 (Safe Observation and Consent Checklist) to decide whether each action is allowed and to give a reason. Then they answer: 'How should another person's private information be used?' A. Publish everything; B. Ask permission and keep only necessary anonymous details; C. Invent an answer; D. Use names to make the poster longer.

A completed checklist: asking the teacher before any observation - Yes; observing lights and taps from a safe distance without touching - Yes; touching wiring, sockets or equipment - No; using classmates' names or photos without consent - No; recording only actual observations and noting the source - Yes. Answer to the question: B, because consent and data minimisation protect participants.

Ss plan the structure of a poster and write original captions with reasons and a source note.

T models a poster using Worksheet 2 (Poster Planning Sheet): headline, three tips, reasons, illustrations and a source line. Ss write one tip with an original caption and a reason, e.g., 'Use daylight when it is bright enough, so the lights can stay off, because electric lights use electricity that can be saved.'

A poster outline with a headline, three tips, a reason and an illustration for each tip, and a source line; one original caption written in Ss' own words, not copied from the textbook.

Ss check their understanding of the project output, the use of other people's information and an audience-focused question.

Ss do Exercise 1 (choose the project output), Exercise 2 (how to use another person's private information) and Exercise 3 (define the audience and one clear project question). Ss may use the NeoEdu interactive exercises if available.

Exercise 1: A - the option with the specific product, content and audience. Exercise 2: B - Ask permission and keep only necessary anonymous details. Exercise 3 (sample): Question: 'Which simple actions can students take to save electricity at our school?' Audience: students and teachers at our school, who should learn three practical tips and the reason for each.

Ss plan roles, materials, a safe information method and a timeline, and use the present continuous correctly.

Ss complete Exercise 4 (a plan with roles, materials and a safe way to gather information). Then they complete the grammar item: 'Look! The students ___ the lights.'

A group plan: roles (team leader for timeline, observer for permitted observations, writer for captions, designer for illustrations, checker for teacher or adult check and source list); materials (A3 paper, markers, observation notes); safe method (observe from a distance with teacher permission); timeline (Day 1: plan; Day 2: observe and draft; Day 3: check and present). Grammar answer: 'Look! The students are checking the lights.' (Look signals an action happening now; the plural subject takes are.)

Ss present their poster to a real audience, answer a classmate's question with evidence, and reflect on their product and teamwork.

Ss complete the poster and give a 2-minute presentation: introduce the topic and audience, explain one concrete finding or design decision with a reason, and invite a question. Then they answer a classmate's question and note one real revision. Finally, Ss evaluate the product using task completion, accurate language, evidence and teamwork.

A completed poster with original captions and a source line; a 2-minute presentation script; one recorded question and answer; a short reflection naming one strength, one improvement and a fair account of the team roles.