Giáo án Project

Ss activate prior knowledge of shopping places and understand the project task: designing an imagined shopping place for their neighbourhood.

T asks: 'Where do people go shopping in your neighbourhood? What can they buy or do there?' Ss work in pairs to list shopping places they know, such as the open-air market, the convenience store, the supermarket or the shopping mall. T then shows the example 'Green Corner is an imagined small centre with a book exchange and repair stall for families who want to reuse things.' and asks: 'Is Green Corner a real place? What local need does it serve?'

• A pairs list of at least four shopping places, each with one reason why people visit it.
  Key ideas Ss note down: Green Corner is imagined, not real. It serves the need to reuse things.
  Project title written in notebooks: Your dream shopping place.

Ss understand and use the six key vocabulary items and identify the structure of a good description, including benefits and a design limit.

Ss complete Worksheet 1: Part A (match six words with their meanings) and Part B (read the model 'Green Corner is an imagined small centre with a book exchange and repair stall for families who want to reuse things.' and underline two benefits and one limit). T models the pronunciation of each word and gives one example sentence from the lesson for each word.

Answers to Worksheet 1:
Part A: 1-f (bargain), 2-a (discount), 3-b (receipt), 4-c (shopaholic), 5-d (convenience store), 6-e (open-air market).
Part B: Benefits – families can reuse things; the centre has a book exchange and a repair stall. Limit – none is stated in the model, so Ss add a limit such as limited space to their own description.
Notebook: six vocabulary items with example sentences from the lesson, for example 'Keep the receipt in case you need to return it.'

Ss plan the location, services, opening schedule and accessibility of their imagined shopping place and show how these choices relate to user needs.

Ss complete Worksheet 2: Part A (choose four shops or services and explain each purpose), Part B (plan entrances and paths that lead to the services) and Part C (write a proposed opening schedule in the present simple, labelled proposed). T models the example: 'Green Corner opens at eight on Saturdays and closes at twelve.' and asks Ss to explain why the time suits families.

Expected plan in Worksheet 2:
Part A: Book exchange – reuse books; repair stall – mend bags; produce stall – sell food; seating area – rest. Other coherent choices are accepted.
Part B: One entrance at the main road; walking paths lead to each service; the path to the repair stall is wide enough for a pram.
Part C: 'Green Corner (proposed) opens at eight on Saturdays and closes at twelve.' Ss must label the schedule as proposed, not a real timetable.

Ss practise writing accurate sentences for their shops and schedule, using the present simple and complete sentences.

Ss work in pairs to do Exercise 2 (list four shops or services and explain the purpose of each) and Exercise 4 (propose a future opening schedule using the present simple). Each pair checks the other's sentences against the answer key. Common error to check: use a complete clause where a complete sentence is needed; do not translate Vietnamese word order directly.

Answer key:
Exercise 2: Book exchange – people reuse books. Repair stall – it mends bags. Produce stall – it sells fresh food. Seating area – people can rest there.
Exercise 4: Green Corner (proposed) opens at eight on Saturdays and closes at twelve.
Corrected error example: 'The book exchange open at eight.' → 'The book exchange opens at eight.' (third-person -s is required).
Pairs write two corrected sentences in their notebooks.

Ss practise explaining three labels on their drawing, answering a complaint politely and revising one feature after feedback.

Ss work in groups of three (speaker, visitor, observer) to practise Exercise 6 (present the drawing, explaining three labels), Exercise 7 (answer a complaint politely and suggest a practical change) and Exercise 8 (revise one feature and explain the before and after). Model dialogue for Exercise 7: Visitor: 'I think the path to the repair stall is too narrow.' Speaker: 'Thank you for pointing that out. You are right. I will widen the path so that everyone can walk comfortably.' Ss use Worksheet 2 Part D to note the feedback and the change.

Exercise 6 model: 'Here is the book exchange. It helps families reuse books. Next is the repair stall, which mends bags for local people. Last, the seating area gives visitors a place to rest.'
Exercise 7 model: 'Thank you for the comment. I will widen the path to the repair stall so that a pram can pass.'
Exercise 8 model: Before – the seats are next to the entrance and block the walking route. After – the seats are moved to the side of the seating area. Both the drawing and the description are updated.
Worksheet 2 Part D completed with one feedback point and one revision.

Ss complete their individual final product and present it to peers, explaining the choices and limitations of their imagined shopping place.

Each student finishes the labelled drawing (Exercise 3: entrances, paths and chosen services, with a legend if symbols are used) and writes an 80–100-word description with two benefits and one design limit (Exercise 5). Ss then do a gallery walk: they display their drawing and description, present for one minute to a partner, and receive written feedback. Ss keep the real observations or sources separate from the labelled imagined examples. The product is assessed by the teacher using the rubric: topic content and evidence 4; organisation 2; English 2; explanation of choices and limitations 2.

Individual final product:

• A labelled drawing with entrances, paths, services and a legend.
• An 80–100-word description, for example: 'Green Corner is an imagined small centre for families who want to reuse things. Visitors can exchange books at the book exchange and repair bags at the repair stall. The entrance leads to a wide path, so people can move around easily. The seating area offers a place to rest. One limit is that the space is small, so the centre can serve only a few families at a time.'
• A note on one revision and one real limit.
  Feedback from a peer recorded on a sticky note.