Giáo án Project

Ss recall familiar pollution problems and understand that the project requires one specific local problem.

T shows a short description of a place near a drain, for example a school gate with plastic wrappers on the ground. T asks: What kind of pollution can you see around our school or home? Which problem is the most serious in our area? Ss then compare their ideas with a partner and decide which problem they would like to investigate.

A list of three local pollution problems written by each pair, with one problem marked as the group's possible topic. Example answer: Plastic wrappers near the drain at our school gate.

Ss understand the six key words and the structure of the eight project tasks.

Ss work in expert groups to learn the key words: habitat, endangered, reduce, reuse, pollution, ecosystem. Each word is used in a sentence from the lesson, for example A wetland is a habitat for birds and We reduce single-use plastic. Ss then read the example research question: How can our school reduce plastic wrappers near its drain? and compare it with the broader question: How can we solve all pollution? Ss complete Worksheet 1 Part A.

Ss complete Worksheet 1, Part A, with the meanings of the six key words in Vietnamese and one example sentence for each word. Ss also write the narrower research question, for example: How can our school reduce plastic wrappers near its drain?

Ss separate observation from inference, connect each solution to its cause, and use time clauses to describe future actions.

T models a cause and evidence table: Observation: wrappers lie beside the drain; Inference: they may have been dropped or blown there; the person who dropped them is unknown. T explains that Ss must not accuse a stallholder from a photograph alone. Then T presents the grammar: Before we begin, the teacher will explain the safety rules. After the observation, we will write the report. As soon as the bin is placed, we will check the litter. Ss complete Worksheet 1, Part B, and write two solutions with the cause each one addresses: a clearly placed bin helps collect litter; reducing single-use packaging prevents waste.

Ss complete Worksheet 1, Part B, with at least three observations, one inference clearly marked, and two solutions. Ss also write three sentences using before, after and as soon as with the present simple for future actions.

Ss apply the planning steps of the project to a specific local problem and check the answers to Exercises 1 to 4.

Ss work in groups to complete Exercises 1 to 4 from the textbook. Exercise 1: Define one local pollution problem with place and type. Exercise 2: Plan two safe observations and one question for a responsible adult. Exercise 3: Create a cause/evidence table separating observation from inference. Exercise 4: Propose two solutions and explain how each addresses the stated problem. Groups use the NeoEdu interactive exercises to check their answers.

Answer key (demonstration example, labelled as practice):
Exercise 1: Place: the school gate drain; Type: plastic wrappers. Research question: How can our school reduce plastic wrappers near its drain?
Exercise 2: Observation 1: count visible litter categories (plastic, paper, cans) from a safe public path with permission. Observation 2: record the time and place of the count. Question for staff: How is waste collected here, and how often? Do not touch any hazardous item.
Exercise 3: Observation: plastic wrappers lie beside the drain. Inference: they may have been dropped or blown there. Unknown: who dropped them. Do not accuse a stallholder from a photograph alone.
Exercise 4: Solution 1: place a clearly marked bin near the drain, which helps collect litter. Solution 2: reduce single-use packaging, which prevents waste. Responsibility: a class cleaning duty every Friday.

Ss create the pollution-solutions poster, write the action notice and follow-up measure, and present the product with evidence, appropriate English and an honest account of limits.

Ss work in groups to complete Exercises 5 to 8: Exercise 5: Make the pollution-solutions poster with problem, evidence, two solutions, an illustration and a safety note. Exercise 6: Write a short action notice telling students what, when, where, who supervises and what not to touch. Exercise 7: Present the poster with one before/after/as soon as time clause. Exercise 8: Choose a follow-up measure and explain what it can and cannot prove. Ss use Worksheet 2 as a checklist. After the poster is finished, groups do a gallery walk and give feedback with sticky notes.

Answer key and sample product (labelled as demonstration):
Exercise 5: Poster with the title, the problem (plastic wrappers near the drain at our school gate), evidence (observations dated [date], with the limits stated), two solutions (a clearly marked bin; reducing single-use packaging), an illustration of the bin and a safety note (do not touch wrappers near the drain or any unknown waste). The poster must not rely on an attractive photograph as proof of improvement.
Exercise 6: Action notice: What: litter collection. When: every Friday after lunch. Where: school gate. Who supervises: a teacher. What not to touch: broken glass, sharp objects, unknown liquids.
Exercise 7: Before we begin, the teacher will explain the safety rules. As soon as the bin is placed, we will count the litter.
Exercise 8: Follow-up: count the same safe litter categories at the same place one week later. This can show a change in the count, but one smaller count cannot establish a permanent solution.