Giáo án Project

Ss recall topic language about healthy living and understand the aim of the campaign poster project.

Ss look at four short situations on the slide: (1) staying up late and using a phone in bed; (2) sitting close to a screen in dim light; (3) playing outside at noon without sunscreen; (4) eating many snacks during class. Ss decide whether each habit is healthy or unhealthy and give one reason. Then Ss read the project brief: create a healthy-habit campaign poster for a real audience.

Ss agree that habits 1 to 3 are unhealthy and give one reason for each, for example: 'Using a phone in bed is unhealthy because we feel tired the next day.' The class writes the project question on the board: 'Which unhealthy habit at our school can we change, and how?'

Ss plan the project in groups: choose one habit, define the audience and roles, and decide how to gather information safely.

Ss work in groups of four and complete Worksheet 1 (Project planning). They answer the questions: What habit will we focus on? Who is our audience? Which sources will we use? What personal information must we not collect? Who does which role (leader, writer, designer, speaker)? Groups must record the source of every fact.

A completed Worksheet 1. Example for a strong plan: Habit: 'Looking at screens for a long time without a break.' Audience: Grade 7 students and their parents. Sources: a short anonymous class survey (with the teacher's permission), the school health leaflet, and the teacher's check. Personal information: no names, no photos of classmates, no medical details. Roles: leader, writer, designer, speaker.

Ss present and practise the key vocabulary, pronunciation and sentence patterns needed to describe an effect and give advice.

T presents the vocabulary: screen time (thời gian dùng màn hình), tired (mệt mỏi), dim light (ánh sáng yếu), sunburn (cháy nắng), acne (mụn trứng cá), take a break (nghỉ ngơi), look away (nhìn ra xa). Pronunciation: stress on the first syllable in 'SUNburn' /ˈsʌnbɜːn/ and 'ACne' /ˈækni/. Grammar: 'should' + base verb for advice, and imperatives for direct tips. Useful sentences: “My eyes feel tired after screen time.” / “You should take a break and look away from the screen.”

Each group writes three original tips for its habit, using 'should' or an imperative, for example: 'You should take a break every 20 minutes.' / 'Put the phone away before bedtime.' / 'Use comfortable lighting when you read.'

Ss identify reliable evidence, respect privacy and avoid making claims they cannot support.

T shows two claims. Claim A: 'Our school has many students with eye disease.' Claim B: 'In our class survey, many students said they feel tired after long screen time.' Ss decide which claim is better evidence and why. Ss then answer: Can we publish a classmate's name? Should we say that someone has a disease? Where must we write the source of a fact?

A five-point checklist written in the group's notebook: (1) every fact has a written source or a real observation; (2) no names or personal details; (3) no diagnosis of any person; (4) captions are written by the group, not copied from the textbook; (5) an adult checks the health information.

Ss check their understanding of the project output, privacy rules and how to define an audience and a project question.

Exercise 1: Which project output matches this unit? A. Create a healthy-habit campaign poster. Identify one common unhealthy habit at school, explain its effects without diagnosing anyone, and give three practical tips for changing it. 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. Exercise 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. Exercise 3: Define your audience and one clear project question for the campaign poster task. Ss do Exercises 1 and 2 on the NeoEdu interactive page, then write their answer to Exercise 3 in pairs.

Exercise 1 answer: A. The first option includes the unit's specific product, content and audience; the others do not complete the project. Exercise 2 answer: B. Consent and data minimisation protect participants. Exercise 3 (sample): Audience: Grade 7 students and parents. Question: “How can Grade 7 students reduce long screen time to protect their eyes?” The question focuses on healthy living and states who will use the poster and what they should learn.

Ss finish the poster, present it to a real audience, respond to feedback and evaluate the completed product.

Groups finish the poster with a title, three original tips and original captions, and rehearse a one-minute introduction. Each group presents to the class, and one classmate asks a question. After the presentation, Ss complete Worksheet 2 (Product reflection): compare the product with the project question, name one strength, one improvement and how roles were shared. Homework: finish the poster and the reflection.

A finished campaign poster, for example titled 'Take a screen break', with three original tips such as 'You should take a break every 20 minutes' and 'Put the phone away before bedtime', plus a one-minute script. Each group also writes one answer to a classmate's question and a completed Worksheet 2 with one actionable improvement, such as 'Add a drawing of a student looking outdoors.'