Giáo án Project

Ss activate prior knowledge about current communication tools and start thinking about how people may communicate in 2050.

Ss look at the question on the board: How do you talk to friends today? Then they discuss in pairs: What problems can happen when two people speak different languages? Can you imagine a device that helps them in 2050? T asks 2–3 pairs to share ideas.

A short list of 4–5 ideas on the board, such as a voice message app, a translator device or a display showing speech as text, plus at least one problem each idea may solve (for example: a language barrier can cause confusion).

Ss understand and use the six target words (holography, translation, language barrier, voice message, privacy, real time) in context.

T presents each word with its meaning and an example sentence: holography (a technology that creates a three-dimensional image); translation (changing text or speech into another language); language barrier (a difficulty in understanding because people use different languages); voice message (a recorded spoken message); privacy (keeping personal information private); real time (happening at the same moment). Ss complete Worksheet No. 1 by matching each word with its meaning and writing one sentence of their own.

Worksheet No. 1 completed. Answer key: 1 holography – a technology that creates a three-dimensional image; 2 translation – changing speech or text into another language; 3 language barrier – a difficulty in understanding because of different languages; 4 voice message – a recorded spoken message; 5 privacy – keeping personal information private; 6 real time – happening at the same moment. Ss' own sentences use the model sentences, e.g. Privacy matters in digital communication.

Ss recognise and use clarification language to repair a misunderstanding in a short exchange.

T models a four-turn exchange with a clarification: Could you repeat the place name? – I mean the school library. – Did you say the library, not the laboratory? – Yes, the library. T asks Ss to identify the function of each turn: asking for repetition, giving a clarification, checking understanding, confirming. Ss then read the exchange in pairs with the correct intonation and role-switch.

Ss identify the functions of the four turns: Turn 1 asks for repetition; Turn 2 clarifies the meaning; Turn 3 checks understanding; Turn 4 confirms. Ss can read the exchange fluently in pairs and point out the phrases Could you repeat...?, I mean..., Did you say...? as useful language for their own sample exchange.

Ss use prepositions of place (above, under) and the possessive pronoun ours to describe the position of objects in their drawings.

T shows a sample drawing of a badge with a display and a button. T models the sentences: The display is above the button. The notebook is under the model. This badge is ours. Ss complete Worksheet No. 2 by writing three sentences about their own drawing, using one possessive pronoun.

Worksheet No. 2 completed with three sentences that match the Ss' own drawing, e.g. The display is above the button. The notebook is under the model. This badge is ours. Ss show understanding that possessive pronouns (mine, yours, ours) replace a possessive adjective plus noun.

Ss write accurate, complete sentences for four project tasks and check them against model answers.

Ss work in pairs to write answers to Tasks 3, 5, 7 and 8 of the project. Task 3: Write three sentences describing how a user starts, checks and deletes a message. Task 5: Write a four-turn sample exchange that repairs a misunderstanding. Task 7: Present the model and locate three objects using prepositions; use one possessive pronoun. Task 8: Revise one exaggerated claim and explain the more honest wording. Pairs then compare with the model answers below.

Task 3 model: The user presses the microphone button to start. The user checks the displayed message on the screen. After use, the user presses the delete button to remove the message.
Task 5 model: Could you repeat the place name? – I mean the school library. – Did you say the library, not the laboratory? – Yes, the library.
Task 7 model: The display is above the button. The notebook is under the model. This badge is ours.
Task 8 model: Replace It understands everything with It may help with simple messages, but users must check important details.
Each pair has four checked sentences ready to use in the final poster or report.

Ss describe benefits, limits and a privacy safeguard honestly, and assess a peer's work using the rubric.

Ss work in groups of four. Task 4: Explain two benefits and one disadvantage or limit. Task 6: Describe one privacy safeguard and who controls it. Each group then reads another group's sample answers and marks them on the 10-point rubric, paying special attention to the honest account of limits.

Task 4 model: A text may support understanding. A repeat button may help clarification. Noise or an ambiguous word may still cause an error.
Task 6 model: A user-controlled delete button removes saved conversation text. A paper model does not prove technical security.
Each group marks one peer answer and writes one comment that gives a specific suggestion.

Ss present their poster or paper model in English, with labelled features, an example exchange, evidence and an honest account of limits.

Each group of four finishes its poster or paper model with labelled imagined features. The presentation must include: the name of the device or method; its users; its functions; benefits; limits; privacy safeguards; one example exchange with a clarification; and a clear label of which parts are fiction and which parts come from sources or observations. Groups present in a gallery walk while other groups listen and use a peer feedback form.

A finished poster or paper model with labels. A three-minute presentation in English. Example presentation opening: Our product is the ClearTalk Badge. It displays a visitor’s question as text to help a conversation in a noisy place. It has limits: noise or an ambiguous word may still cause an error. Each listener completes a feedback form with one strength and one suggestion.