Giáo án Project

Ss activate prior knowledge of films and genres and understand the purpose of the project.

Ss answer T's questions about films they know. T shows the project brief on the board and asks Ss to predict what a good poster must include. Key questions: What is your favourite film? What genre is it? Who is the director? Which film is suitable for children under 10?

A short list on the board of 3 to 5 genres (comedy, documentary, frightening, animation, and others Ss mention) and a class prediction of the poster items: title, genre, director, main cast, non-spoiler summary, opinion, showing time and venue.

Ss understand and use film vocabulary, the 'Although' contrast structure and suggestion phrases needed for the poster and the short script.

T presents the key vocabulary: genre (comedy, documentary, frightening), director, main cast, summary, opinion, showing time, venue. T models the phrases 'Shall we watch a comedy tonight?', 'That sounds good.' and 'What time does it start?'. T presents the example: 'Although the film was slow, the ending was moving.' Ss complete the sentence frame: '___ the film was slow, the ending was moving.' Ss practise the genre words with correct stress and rhythm, for example COMedy, DOcumentary, FRIGHtening.

Ss write in their notebooks: (1) a vocabulary list of at least 6 film words with Vietnamese meanings in brackets, for example 'director (đạo diễn)', 'venue (địa điểm)'; (2) the completed sentence 'Although the film was slow, the ending was moving.' with a note that 'Although' introduces a contrasting subordinate clause; (3) two suggestion dialogues using the useful phrases.

Ss check that their project matches the brief, use information safely and plan roles and a realistic timeline.

Ss work in groups of four using Worksheet 1: Poster Planning Sheet. They complete exercises 1 to 4 from the unit practice: (1) identify the correct project output; (2) decide how another person's private information should be used; (3) define the audience and one clear project question; (4) prepare a plan with roles, materials and a safe way to gather information. T monitors and checks the group plan.

Answers to the practice exercises: 1. A (The first option includes the unit's specific product, content and audience; the others do not complete the project.) 2. B (Ask permission and keep only necessary anonymous details; consent and data minimisation protect participants.) 3. A clear question and audience, for example: 'Which age-appropriate film should Grade 7 students watch on Friday, and why?' The audience is Grade 7 classmates; the question focuses on films and their suitability. 4. A plan with roles (designer, writer, researcher, presenter), realistic materials (A3 paper, markers, printed sources), a safe method (sources from teacher-approved websites, recorded with name and date, adult check for any online information) and a timeline of 3 class steps.

Ss produce a complete, original film poster, present it to a real audience, answer questions and reflect on the teamwork and the product.

Groups follow the workflow: plan, gather information safely, draft, check language and evidence, present, respond to feedback. Each group designs an original poster for an age-appropriate film (real or invented), with title, genre, director, main cast, a brief non-spoiler summary, their opinion and a clearly labelled showing time and venue. Groups use the model 'River Helpers' only as an example of layout and language; they must not copy it. Each group writes a 1-minute introduction script using Worksheet 2: Gallery Feedback Form. Groups then do a gallery walk: classmates ask one question each and the group answers with evidence from its poster. Useful language: 'Shall we watch a comedy tonight?', 'That sounds good.', 'What time does it start?'. Teacher rubric (10): completed relevant product 4, accurate evidence 2, clear English 2, fair teamwork and revision 2.

A completed A3 film poster in English with: title; genre (for example comedy, documentary or frightening); director and main cast; a brief non-spoiler summary; the group's opinion using 'Although' where suitable; a clearly labelled showing time and venue; a source note for every fact. Each group also submits one short introduction script and one recorded classmate question with the group's answer. Reflection: each group names one specific strength and one improvement, and describes how roles were shared.