Giáo án Project

Ss recall the key vocabulary of Unit 6 and identify what a lifestyle includes before starting the project.

Ss look at six words on the board: greet (chào hỏi), habit (thói quen), independent (tự lập), punctual (đúng giờ), lifestyle (lối sống), interaction (sự tương tác). In pairs, Ss discuss two questions: 'What does a lifestyle include?' and 'How does your family greet guests?' Then Ss list five aspects of daily life they would like to research.

A pair list of five aspects of daily life, for example meals, work and study, greetings, festivals, and crafts, plus a one-sentence definition of lifestyle, for example: 'A lifestyle includes the daily choices and habits of a person or a family.'

Ss choose a community or a consenting family in a named part of the world, define the scope of the research, and write research questions.

Ss complete Worksheet 1. They choose one community or one consenting family in a named part of the world and write a scope statement. They then write three questions about daily life and two questions about cultural activities. Example scope: one consenting family in Da Nang, not all Vietnamese families. A research poster can also concern a place in Ss' own country. Sample questions: 'How do people organise the day?', 'What cooking method is described?', 'How is a craft or song learned?'

A scope statement that names the place and the people, for example: 'One consenting family in Da Nang, Vietnam, about their daily routine, cooking, and a festival.' Also five research questions: three on daily life and two on cultural activities.

Ss identify reliable sources or agreed interviews and record their evidence accurately in a source log.

Ss decide how they will collect information: a reliable public source (for example, a school or community website, a book, or a documentary) or an agreed interview with the family. Ss complete Worksheet 2 (Source log). For each source they write what was actually said or published, the date, and whether it is evidence or a labelled demonstration example. T stresses: 'A demonstration example must be marked as invented. Do not present it as real evidence.'

A source log with at least two entries. Each entry includes: source type, name or description, date, what it says or shows, and the label Evidence or Demonstration example. Example entry: 'Interview with the host mother, 10 March: she said the family cooks rice together in the evening. Label: Evidence.'

Ss use the first conditional with if and unless correctly and replace general claims about a whole country with specific, evidence-based claims.

T presents the structure: if + present simple, will + verb. Unless means if not. Example: 'If younger people practise the skill with a willing teacher, they will have a chance to learn it.' T contrasts a general claim with a specific one: 'People in this country always eat rice at every meal.' (unsupported) and 'The family we interviewed usually eats rice at lunch and dinner.' (supported by their scope). T also reminds Ss that a sentence must have a subject and a finite verb.

Ss write three sentences for their script: one first conditional sentence with if, one sentence with unless, and one specific claim that starts with The family we interviewed or The community we studied. Example with unless: 'The poster will not be accurate unless we show the source for each fact.'

Ss review their poster for unsupported generalisations and correct grammar errors in their script.

Ss complete Worksheet 3 in pairs. Task A: find unsupported generalisations in a sample poster and revise them. Task B: fill in if or unless and rewrite a sentence fragment as a complete sentence. Ss can check their answers on the NeoEdu Unit 6 Project page after they finish.

Task A answers (sample poster): 1. 'People in this country always eat rice at every meal.' revised to 'The family we interviewed usually eats rice at lunch and dinner.' 2. 'Everyone in the village loves the festival.' revised to 'The villagers we spoke to said they enjoy the festival.' Task B answers: 1. 'The poster will not be accurate unless we add the source credits.' 2. 'If we interview the family on Sunday, we will get more details.' 3. Fragment 'Because the family cooks together.' revised to 'The family cooks together because they enjoy sharing meals.' Explanation of choices: Ss state why the revised claim is supported by their scope.

Ss present their poster and script in English, answer peers' questions about similarities and differences without ranking lifestyles, and receive feedback to improve their product.

Ss work in groups of four or five. Each group displays its poster and gives a presentation of about three minutes, including the location, the daily-life box, two cultural-activity boxes, and source credits. After each presentation, peers have about two minutes to ask one question about similarities or differences. Sample question: 'Your family eats dinner at seven. Is that different from the other family?' Expected answer: 'Yes, the times are different, but this does not mean one way is better.' Ss note feedback on a peer feedback checklist.

A finished group poster (or report or model) with a location heading, a daily-life box, two cultural-activity boxes, and source credits. Each student's 80–100-word presentation script with at least one accurate if or unless sentence. A peer feedback checklist with at least two comments on evidence and one comment on English accuracy.