Giáo án Project

Ss activate topic vocabulary about travelling in the future and understand the project question they will answer.

Ss look at three pictures projected by T (a driverless car, a solar-powered bus, a hyperloop) and answer the question: How will students travel in the future? Ss name each means of transport and say one advantage they notice. Then Ss read the project brief on the board: Design an imagined future means of transport. Label it clearly as a proposal, explain energy, safety, access and one limitation, then answer classmates' questions.

• Ss name the three means of transport correctly: driverless car, solar-powered bus, hyperloop.
• Ss give at least one prediction in the form: I think more students will use clean public transport, but I am not certain.
• Ss can state the task in their own words: they will create a proposal, explain four points and answer questions.

Ss identify the structure and key features of a good proposal by reading an original sample.

Ss read the sample proposal 'The Neighbourhood Shuttle' (T displays it on the projector or distributes it with Worksheet 1). The sample begins: Our imagined small electric bus will follow a fixed local route. It will have a low entrance, space for a wheelchair and clear stops. Ss work in pairs with Worksheet 1 to find where the proposal explains energy, safety, access and the limitation, and to underline the words that show the proposal is only an idea.

Worksheet 1 completed. Expected answers:

• Energy: small electric bus (electric energy).
• Safety: safe operation is mentioned as something still needing study.
• Access: a low entrance, space for a wheelchair, clear stops, and a way to ask a person for help.
• Limitation: battery production, cost and safe operation still need study.
• Proposal language: We have not built or tested it. This board presents an idea, not a proven transport.

Ss use 'will' + base verb for predictions and hedge their claims with 'I think' and 'I am not certain'.

T presents the structure with the example: I think future buses will be cleaner. Will is followed by the base verb. Ss then practise with the sentence frames: I think ... will ..., but I am not certain. Ss listen to T's model and repeat the stressed words in future sentences (will be, will use).

Ss can state the rule: will + base verb (be, use, travel). Ss can make at least two original sentences, e.g.:

• I think future cars will run on solar energy, but I am not certain.
• I think more people will travel by hyperloop, but the cost may be high.

Ss plan the project with roles, materials and a safe, honest way to gather information.

Groups of four complete Worksheet 2: Project plan. Each group chooses one means of transport, assigns roles (designer, energy researcher, safety and access checker, speaker and editor), lists materials and records the sources they will use. Ss must not copy other groups' results and must not present an invented design as an existing invention. Where needed, a teacher or adult will check the information.

Worksheet 2 completed with:

• Group name and chosen means of transport (e.g. driverless car, solar-powered bus or hyperloop).
• Four roles with one task each.
• Materials: poster paper, coloured pens, sticky notes.
• Sources: textbook, teacher-approved website or a real observation, recorded with the name or description of the source.
• Timeline: draft in the next lesson, presentation in the final part of the lesson.

Ss check their understanding of the project requirements through the unit exercises.

Ss answer the following questions individually, then compare with a partner:

1. Which project output matches this unit? A. An unrelated grammar table only; B. Design an imagined future means of transport... (proposal); C. A list of copied answers without a topic; D. A report with no data or explanation.
2. 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.
3. Define your audience and one clear project question for the task. Ss write one question and say who will use the product, e.g. Will driverless buses be safe for students in our town? Audience: our classmates and teachers.

Answers:

1. B (The project connects the topic to a communicative product.)
2. B (Consent and data minimisation protect participants.)
3. A suitable question focuses on travelling in the future and names the audience, e.g. Will solar-powered buses be a good choice for students in the future? Audience: classmates.
   Success criteria: the question is relevant (2), clear (2), linked to the task (3) and feasible (2).

Ss present their imagined transport proposal, answer classmates' questions with evidence and reflect on their product.

Each group presents its proposal in 3 minutes: introduce the topic and audience, explain one concrete design choice on energy or access, give a reason and invite one question. Other groups ask one relevant question each. The presenting group answers with evidence from its product and states one change it would make after feedback. Ss complete a short self-assessment using the teacher rubric (10 points): completed product (4), accurate evidence (2), clear English (2), fair teamwork and revision (2). Homework: finish the written poster, the script and the self-evaluation.

• Each group delivers a presentation with a clearly labelled proposal and at least one prediction using will + base verb.
• Each group answers at least one question with a reason, e.g. Our bus has a low entrance because many elderly people need easy access.
• Each S completes the self-assessment and names one improvement, e.g. We should check the battery facts earlier.
• Sample script opening: Good morning. Our proposal is the Neighbourhood Shuttle. It is an imagined small electric bus. Do you have any questions?