Giáo án Project

Warm-up: Ss activate their prior knowledge about school facilities and recall the question forms used when asking for directions in a school.

Ss look at a picture of a school (teacher's choice) and answer questions in pairs: 'What facilities can you see?' 'Where is the library?' Ss then guess the missing words in the sentence 'Could you tell me where the library is?' and in the answer 'It is on the first floor, next to the science room.'

A list of at least five school facilities on the board (e.g. library, science room, laboratory, classroom, garden, playground) and the two key sentences copied into Ss' notebooks.

Knowledge formation: Ss understand the project brief and the content a poster must include, and practise the topic language and prepositions of place and time.

T presents the project brief: 'Research a school you would like to study at. Create a poster giving its name, location, subjects, facilities and outdoor activities, with checked sources and your reasons for choosing it.' Ss complete Worksheet 1 by listening to the explanation and reading the example 'We meet at 8:15.' Ss answer the questions: 'Which information must the poster include?' 'Which preposition do we use with a clock time?' 'Which preposition do we use for a place on a floor?'

Ss complete Worksheet 1 with the five required poster sections and the prepositions: 'at' for clock time (at 8:15), 'on' for floors (on the first floor), 'next to' for position (next to the science room).

Knowledge formation: Ss learn the six project steps and the way to gather information safely, respecting the privacy and permission of others.

T presents the workflow: 'Plan → gather information safely → draft → check language and evidence → present → respond to feedback.' T explains that laboratory, facility and entrance information should be included when relevant, and that Ss must ask permission before taking photos or asking staff questions. Groups complete Worksheet 2 by assigning roles and choosing a safe way to collect information.

Each group completes Worksheet 2 with: five roles (e.g. team leader, researcher, designer, writer, presenter), a list of materials, a safe information method, and a timeline of the six steps.

Knowledge formation: Ss practise polite questions and answers for asking for information in a school, and repeat key details to confirm them.

T models a short conversation between a visitor and a school staff member. Ss practise the useful language: 'Could you tell me where the library is?' 'It is on the first floor, next to the science room.' Ss then practise the reminder: 'Ask clearly, thank the guide, and repeat key details to confirm.'

Ss write and act out a short dialogue of four to six lines in pairs, using the questions 'Could you tell me where ...?' and answers with 'on', 'next to' and 'at'.

Practice: Ss apply the knowledge of the project brief, sources, preparation and evidence through the unit exercises, and check the answers.

Ss complete Exercises 1 to 4 individually or in pairs, then compare with the answer key.
Exercise 1: Which project output matches this unit? A. Research a school you would like to study at. Create a poster giving its name, location, subjects, facilities and outdoor activities, with checked sources and your reasons for choosing 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 this task.
Exercise 4: Prepare a plan with roles, materials and a safe way to gather information for the unit project.

Exercise 1: A. The first option includes the unit's specific product, content and audience; the others do not complete the project.
Exercise 2: B. Consent and data minimisation protect participants.
Exercise 3 (suggested answer): Audience: Grade 6 students and their parents. Question: 'Which school would be the best choice for me, and why?' A suitable question focuses on a visit to a school. The product states who will use it and what they should learn.
Exercise 4 (suggested answer): Roles: team leader, researcher, designer, writer, presenter. Materials: poster paper, pens, printed sources. Safe method: use the school website or a brochure, record the source, and ask a teacher or adult for permission before any visit or interview. Timeline: plan, gather, draft, check, present, respond.

Application: Ss create an original poster about a school they would like to study at, write a short presentation script and respond to a classmate's question with evidence.

Ss create an original poster with the name, location, subjects, facilities, outdoor activities and reasons for choosing the school, with captions written in their own words and sources named. Ss then write a short script (introduction, one important finding or design choice, reason, and an invitation for questions). Each group presents its poster, and classmates ask one question. Ss revise the poster after feedback.
Sample model for reference: Green Courtyard Lower Secondary School (an imaginary school for the model only). Location: beside the town park. Subjects: maths, English, Vietnamese literature, natural sciences, history and geography, and arts. Facilities: a library, a science room, classrooms and a garden. Outdoor activities: gardening and suitable team games. Reason: 'I would like to study here because I enjoy reading and learning outdoors.'

A group poster with original captions and checked sources, a presentation script of about 60 to 80 words, one question and answer from a classmate, and one revision note. The rubric (10 points): completed relevant product (4), accurate evidence (2), clear English (2), fair teamwork and revision (2).