Giáo án Project

Ss recall English-speaking countries they know and connect them to the topic of the project.

T shows a world map with several English-speaking countries highlighted and asks: 'Which English-speaking countries do you know?' and 'Which place would you like to visit? Why?' Ss name countries and one thing they associate with each one (a coastline, a city, an attraction).

A quick list of 4–5 countries on the board, each with one word (e.g., coastline, capital, museum, beach). Ss write the list in their notebooks.

Ss understand what the final product must include and how it will be assessed.

Ss read the project brief on the NeoEdu page or the textbook. They answer three questions: 1) What is the final product? 2) What must the poster include? 3) What is the difference between a fact and a travel wish? Ss then read the rubric: completed product 4 points, accurate evidence 2 points, clear English 2 points, fair teamwork and revision 2 points.

Ss write a checklist in their notebooks: 'Our poster must include: the name of the place, its location, its attractions, checked sources, an original illustration, and a clear distinction between facts and travel wishes.' Ss also note the four rubric items and their points.

Ss learn and pronounce the useful topic language for describing a place, and use the article 'an' correctly.

T models the useful language from the brief: 'This coastline is over a thousand kilometres long.' (describing size) and 'That is amazing! Where can I learn more about it?' (reacting and asking a follow-up). T introduces the words coastline, island country and native speakers. T focuses on the pronunciation of 'island' /ˈaɪlənd/ and the grammar example: 'New Zealand is an island country.' because 'island' starts with a vowel sound and 'country' is a singular countable noun.

A key-phrase card in Ss' notebooks:

• Describing: This coastline is over a thousand kilometres long.
• Reacting: That is amazing!
• Asking a follow-up: Where can I learn more about it?
• Grammar: New Zealand is an island country. (not 'a island country')

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

Ss work in groups of four and choose one English-speaking country and one place in it. They complete Phiếu học tập số 1: the place, its location, roles (Researcher, Writer, Illustrator, Presenter), materials, sources to check (official websites, library books, teacher-approved sites), and a timeline. Ss must ask permission before using anyone's personal information and must record the source of each fact.

A completed Phiếu học tập số 1 for each group, with: place name, location, four roles with names, three checked sources, and a timeline with three deadlines (draft, check, present).

Ss practise choosing the correct project output, using private information correctly and writing a clear project question.

Ss complete three tasks from the textbook exercises (with answers):

1. Which project output matches this unit? Options: A. Choose a place in an English-speaking country and make a travel poster... B. A vocabulary list without a project product. C. A general essay about a different unit. D. A set of answers copied from a worksheet.
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. Write one clear project question for your audience. Example: 'Which place in Canada should young travellers visit to learn about its coastline?'

Answers:

1. A (the first option includes the unit's specific product, content and audience).
2. B (consent and data minimisation protect participants).
3. Sample question: 'Which place in Canada should young travellers visit to learn about its coastline?' The question focuses on an English-speaking country, names the audience (young travellers) and has a feasible scope.

Ss draft the poster with original captions, and separate facts from travel wishes with sources.

Groups use the sample poster (Ottawa, Canada) as a model. The sample says: 'Ottawa is the capital of Canada and is in Ontario.' It also says: 'Our poster shows our own sketch of a museum visit, not a photograph of a trip we have made.' and 'We would like to learn about Canada at a public museum and explore the city with an adult.' Groups then draft their own poster and complete Phiếu học tập số 2 (Fact or wish?): they write each sentence in the Fact column or the Wish column and name the source of each fact.

A draft poster with: place name, location, attractions, one original illustration with captions written by the group, and a 'Facts and sources' list and a 'Travel wishes' list. Sample of a correct sort in Phiếu 2: Fact - 'Ottawa is the capital of Canada.' (source: official tourism website); Wish - 'We would like to explore the city with an adult.' Ss also note: 'Before booking, we would check the museum's current opening times and admission on its official website.'

Ss present their poster in English, answer a classmate's question with evidence, and evaluate their own product.

Each group presents its poster in 3 minutes using a short introduction script. The script should introduce the topic and audience, explain one concrete fact or design decision, give a reason and invite a question. After each presentation, one classmate asks a relevant question. The presenting group answers with evidence from its poster. Finally, each group evaluates its product using task completion, accurate language, evidence and teamwork, and names one improvement.
Sample script: 'Hello everyone. Today we introduce Ottawa, the capital of Canada, for young travellers. One fact: Ottawa is in Ontario. Our wish is to visit a museum with an adult. Do you have any questions?'
Sample question from a classmate: 'Where can I learn more about it?' Sample answer: 'You can check the official tourism website, and we have listed it on our poster.'

• A 3-minute presentation with a script, using one fact and one reason from the group's own product.
• One answer to a classmate's question, supported by the poster's source list.
• A self-evaluation (Exercise 8): one strength, one improvement and a short account of how roles were shared. Example improvement: 'Add the source for each attraction.'