Giáo án Project

Ss recall topic language about music and arts and practise the preference structure needed for the project.

T shows four words on the slide: music, drawing, choir, painting. Ss work in pairs and ask and answer: 'Which do you prefer, drawing or music?' and reply 'I prefer drawing because I like using colours.' Each pair does this at least twice with different pairs of words.

Each pair produces at least two correct question-and-answer exchanges using the structure 'I prefer … because …', with a reason that is related to music or arts.

Ss recognise, pronounce and classify the topic vocabulary needed to plan a school music show and to write an invitation.

Ss complete Worksheet 1 in groups of four. They sort the words into four groups: performers (choir, duet, composer, guitarist, singer), programme items (student choir, guitar duet, folk-song performance), arts (drawing, portrait, landscape, colours, painting) and event information (music show, date, time, place, audience, invitation, entry). T reads each word aloud and Ss repeat, paying attention to stress in 'programme', 'performance' and 'invitation'. Ss then find where these words appear in the project brief and underline them.

Worksheet 1 completed: each group lists at least three words in each category, with one word per category explained in English with a short definition (e.g. 'duet: a performance by two people'). Correct answers include: performers – choir, duet, composer; programme items – student choir, guitar duet, folk-song performance; arts – portrait, landscape, colours; event information – invitation, audience, date, time, place.

Ss understand and use the equality pattern as + adjective + as to compare things in the context of music and arts.

T presents the example 'This guitar is as old as that one.' T asks Ss: 'Is this guitar older than that one? Are they equally old?' Ss then complete a short comparison with the topic: 'The student choir is as ___ as the guitar duet' (e.g. popular, long, good). Ss read the 'Useful language' sentences and identify the pattern in each.

Ss state the rule correctly: as + adjective + as shows equality (two things are equally ___). Ss write one correct sentence about the project, for example: 'The folk-song performance is as interesting as the guitar duet.'

Ss check their understanding of the project output and the grammar pattern through a short exercise.

T uses Exercise 1, Exercise 2 and the grammar gap-fill from the unit. Exercise 1: Which project output matches this unit? A. Organise an imagined school music show. Choose performers and a programme, agree a date, time and place, design an invitation, and explain how the audience can attend. / 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. Grammar gap-fill: 'This guitar is as old ___ that one.'

Answer key: Exercise 1 – A (the option includes the unit's specific product, content and audience). Exercise 2 – B (consent and data minimisation protect participants). Gap-fill – as (This guitar is as old as that one. The pattern is as + adjective + as).

Ss plan, produce and present an original project about an imagined school music show, using topic language, the as … as pattern and fair teamwork.

Groups of four or five plan and produce their project. Each group decides: the performers and programme (e.g. student choir, guitar duet, folk-song performance); the date, time and place; the entry arrangements; and how the audience can attend. Groups use Worksheet 2 to assign roles (writer, designer, speaker, checker) and to plan the timeline. They then design an original invitation (in their own words, with their own drawing) and write a short introduction script: introduce the topic and the audience, explain one design decision or finding, give a reason, and invite a question. Groups must not copy another group's text or present an imagined design as an existing event.

Each group produces: (1) an original invitation with date, time, place, programme and how to attend; (2) a programme list; (3) a short introduction script of 60–90 seconds; (4) a written answer to one classmate's question, e.g. 'Which do you prefer, a guitar duet or a choir?' – 'I prefer the guitar duet because it is as exciting as a band but more personal.' Teacher assesses with the rubric (10 points): completed product 4, accurate evidence 2, clear English 2, fair teamwork and revision 2.