Giáo án Project

Ss recall traffic signs they have seen and understand the task of the project.

T shows photos of four traffic signs and asks: Have you seen these signs? Where have you seen them? Then T shows the project brief on the slide and reads the main task aloud.

Ss name at least two traffic signs in English and state the project task in one sentence, for example: We will find four local traffic signs with an adult and make a cardboard model.

Ss pronounce and use the new vocabulary and the sentence patterns of the unit.

T presents the new words: traffic sign, pavement, helmet, pedestrian /pəˈdestriən/, stop sign, no-entry sign, pedestrian crossing, school warning sign, cardboard model. T models the stress of pedestrian and the sentence patterns: How do you get to school? - I walk. It is about one kilometre from my home. T shows the distance pattern: How far is it from here to the station? - It is about one kilometre.

Ss repeat the words correctly and write one example sentence for each word. Example: A stop sign tells drivers to stop. A school warning sign warns that children are nearby.

Ss follow the project workflow and plan roles, materials, a safe information method and a timeline.

T introduces the workflow: Plan, gather information safely, draft, check language and evidence, present, respond to feedback. T guides groups to complete Worksheet 1: Project Plan, including a clear project question, the audience, roles, materials, a safe way to collect information and a timeline. T reminds Ss to include pavement, helmet and pedestrian when relevant.

Each group completes Worksheet 1. Sample answers: Project question: Which traffic sign helps pedestrians cross the road safely near our school? Audience: Grade 6 students. Roles: leader, recorder, photographer, safety checker (an adult). Materials: cardboard, markers, scissors, glue, a phone for photos with permission. Safe method: observe from the pavement with an adult and record the real location of each sign.

Ss identify the correct project output and the correct way to use other people's private information.

T displays Exercise 1 and Exercise 2 on the board or on the NeoEdu page. Exercise 1: Which project output matches this unit? A. Find four local traffic signs from a safe place with an adult... (the full task). 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 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.

Ss write an original English presentation with captions and an introduction script that explains one finding or design decision.

Exercise 5: Create the project's main product in English. Each group writes an original presentation plan with captions for its four signs. Use your own words and do not copy textbook text. Exercise 6: Write a short script that introduces the product and explains one important finding or design decision. The script should introduce the topic and audience, explain one concrete finding or choice, give a reason and invite a question.

Sample presentation plan (Exercise 5): From the pavement with an adult, our group identified four signs: a stop sign, a no-entry sign, a pedestrian-crossing sign and a school warning sign. We recorded each real location: [name of the real place]. Our cardboard stop-sign model stays in the classroom. A stop sign tells a driver to stop. A school warning sign warns that children are nearby.
Sample script (Exercise 6): Hello, everyone. Our project is about traffic signs near our school, for Grade 6 students. We found a stop sign at [name of the real place]. We chose to make a stop-sign model because drivers must stop there. Do you have any questions?

Ss present their product to a real audience, answer a classmate's question with evidence, revise the product and evaluate their own work.

Each group presents its product in about three minutes to another group or the class. Classmates ask one relevant question each. The presenting group answers with evidence from its product and states one revision it made. Then groups complete Worksheet 2: Peer Feedback and Self-evaluation (Exercise 7 and Exercise 8). Exercise 7: Record one question from a classmate and your reasoned answer, and explain any change you made after the feedback. Exercise 8: Evaluate your completed product using task completion, accurate language, evidence and teamwork. Name one improvement.

Each group gives a presentation and completes Worksheet 2. Sample answers: Question from a classmate: Where did you record the sign? Reasoned answer: We recorded the stop sign at [name of the real place] while standing on the pavement with our teacher. Revision: We added the reason for choosing the stop sign. Self-evaluation: Strength: our captions are original and accurate. Improvement: add more evidence about the school warning sign. Teamwork: each member had one role and shared the work fairly. Rubric score: about 8 to 10 out of 10.