Giáo án Project

Ss identify student interests that a school club could serve and recall the six key words to introduce the project.

T shows the six key words on the board: pressure, bully, forum, concentrate, upload, support. T asks: 'What do students your age enjoy doing after school?' and 'Which problems do students sometimes have at school?' Ss brainstorm in pairs and then write one sentence with at least one key word, for example: 'Exam pressure can affect sleep.' or 'Friends can offer support.'

A class list of at least four student interests (for example: repairing things, drawing, cooking, reading, helping younger students) and at least four sentences using the key words correctly, such as 'A bully may hurt others with words.' and 'I cannot concentrate in a noisy room.'

Ss identify the six required parts of a club proposal and understand that a poster is a proposal, not a final decision.

T shows the model poster for the Repair and Reuse Club. T asks: 1. What is the purpose of the club? 2. What activities does it offer? 3. When and where does it meet? 4. Who can join? 5. Who supervises the club and what resources are needed? 6. How can a student contribute? 7. Who should students contact for information? Ss answer in groups of four using a sticky-note mind map.

A completed mind map with six branches: Purpose (helps students learn simple paper and fabric repair skills; no powered tools are used), Activities (at least three), Time and place (proposal only), Who can join (beginners are welcome), Supervision and resources (teacher supervision; reused paper), and Contribution. Key idea written on the board: 'A poster is a proposal until the school approves it. Use a school contact, not a student's private phone number.'

Ss recognise useful questions for asking about joining a club and form a compound sentence with and, but or so.

T writes two model exchanges on the board: 'Could you explain how beginners can join?' / 'They can ask the teacher after class.' and 'Do I need special materials?' / 'No, the first activity uses reused paper.' T then shows the model compound sentence: 'I can prepare the paper materials, and I can show beginners how to label their work.' T reminds Ss that a compound sentence joins two complete clauses with a conjunction such as and, but or so, and that each clause needs a subject and a verb.

A short list in notebooks with: 1. Two question forms for requests (Could you explain…? / Do I need…?). 2. Two model replies. 3. One compound sentence written by each S, for example: 'The club is free, but students must bring their own pens.' Note: 'Each clause must be a complete clause; do not translate Vietnamese word order directly.'

Ss complete tasks 1 to 4 of the project: choose a club, plan three activities, propose a schedule and place and write a joining rule with safety limits.

Ss work in groups of four using Worksheet 1. Each group completes these tasks: Task 1: Choose a club and state which student interest it serves. Task 2: Plan three different club activities with a clear output for each. Task 3: Propose a meeting schedule, place and adult contact, and label unapproved details as proposals. Task 4: Write a joining rule that welcomes beginners and explains any safety limit. Groups check their answers against the model answers in the product section.

Worksheet 1 completed by each group, with these answers:
Task 1: A Repair and Reuse Club helps students learn simple paper and fabric repair skills; no powered tools are used.
Task 2: Repair a torn paper cover (output: a repaired cover); sew a felt sample under supervision (output: a practice sample); design a reuse display (output: a display).
Task 3: Proposed: Thursdays, 4–5 p.m., art room, with an approved teacher. Label: 'Proposal – confirm availability before treating this as a real invitation.'
Task 4: Beginners are welcome. Ask the teacher before using a needle; never use electrical equipment as part of this proposal.
Assessment (human, not automatic, out of 10): complete the requested product or step 4 points; accurate details supported by sources, observations or clearly labelled fiction 3 points; clear organisation and English 2 points; explanation of a choice or limitation 1 point. No evidence points for invented results presented as real.

Ss create a legible club poster and write a four-turn request-and-reply conversation about joining the club.

Ss work in pairs. Partner A designs the poster on poster paper (task 5): it must show the purpose, activities, time and place, and how to ask for information through a school contact. Partner B writes a four-turn conversation (task 6): Turn 1: Could you explain how beginners can join? Turn 2: They can ask the teacher after class. Turn 3: Do I need special materials? Turn 4: No, the first activity uses reused paper. Partners then swap roles and check each other's work.

A legible poster with the title 'Repair and Reuse Club (Proposal)' or the group's chosen club, five labelled sections (Purpose, Activities, Time and place, Who can join, Contact), and a school contact such as 'Ask Mr./Ms. [teacher's name] in Room [number]'. A four-turn dialogue written as: A: Could you explain how beginners can join? / B: They can ask the teacher after class. / A: Do I need special materials? / B: No, the first activity uses reused paper. Assessment uses the same human rubric as in Practice 1.

Ss present the poster, explain their personal contribution with one compound sentence, answer a peer question and revise the plan with a clear reason.

Each group presents its poster in about three minutes (task 7). The presenter says: 'Our club is a proposal. Our contribution is: I can prepare the paper materials, and I can show beginners how to label their work.' A classmate then asks one question. The group revises the plan and writes one sentence stating what changed and why (task 8). Example: if a classmate says Thursday clashes with another club, the group checks an alternative time instead of promising that both rooms are available. The teacher reminds Ss that the assessment is human and that no automatic score is given for oral delivery.

A group presentation of about three minutes with the poster shown, the personal contribution given as one compound sentence, one peer question answered, and one revision note, for example: 'We changed the meeting day from Thursday to Friday because another club uses the art room on Thursday. Friday is still a proposal until the school approves it.' Submitted items: the actual poster, the club plan (Worksheet 1), the dialogue and the revision note. The product is assessed by the teacher using the rubric: relevant content and evidence 4; usable, clearly organised product 2; accurate English 2; explanation of choices and limitations 2.