Giáo án Project

Ss activate prior knowledge about community helpers and understand the project task.

T shows photos (without names) of a nurse, an artisan and a village craftsperson, then asks: “Who are these people? What do they do for our community?” Ss brainstorm in pairs. T then presents the project brief: create a community-helper profile of 90–110 words and present it for two minutes.

A board list of at least four community helpers and their tasks, for example: nurse – gives first aid at school; artisan – shapes a bowl by hand; craftsperson – makes handicrafts from bamboo. Ss can restate the task: a 90–110-word profile, a two-minute talk and one safe action for classmates.

Ss use a question word + to-infinitive after know, learn, ask and decide, and use three phrasal verbs as whole phrases.

T presents the example “We learned how to shape clay.” and explains that a second subject is not added after how (not “how we to shape”). T presents the phrasal verbs find out (discover), look after (care for) and pass down (transmit). T asks Ss whether the object can separate the phrase, using “look after the patient” (not “look the patient after”) and “pass the skill down” or “pass down the skill”. Ss complete Worksheet 1.

Ss state the rules: after know, learn, ask and decide, use question word + to-infinitive. Worksheet 1 answers: 1. to use; 2. to write; 3. to clean (We asked the nurse how to clean a wound). Ss state that look after is not separated from its object and pass down can be separated. Example from the lesson: I do not know how to use this tool.

Ss pronounce and use the four key words in context.

T presents each word with a picture and an example: artisan (thợ thủ công) – The artisan shapes a bowl by hand. community helper (người giúp ích cộng đồng) – The nurse is a community helper. handicraft (sản phẩm thủ công) – This handicraft is made from bamboo. preserve (gìn giữ) – We preserve old skills by teaching them. Stress: AR-ti-san, COM-mu-ni-ty HEL-per, HAN-di-craft, pre-SERVE.

Ss repeat the words with correct stress and complete two sentences: “An ___ shapes clay by hand.” (artisan) and “Bamboo baskets are traditional ___.” (handicraft). Each S writes one original sentence with preserve.

Ss read the model planning paragraph and identify the features of an ethical, evidence-based project plan.

Ss read the model planning paragraph about a school nurse. T asks: 1) What three tasks, one skill and one challenge does the plan include? 2) What permission must be requested? 3) What private information must not be collected? 4) How are interview answers separated from observations? 5) What safe action does the display explain?

Answers: 1) three everyday tasks, one important skill, one challenge; 2) permission before using a name or photograph; 3) private medical information; 4) an evidence table separating interview answers from own observations; 5) for example, reporting an injury to an adult. Ss note that the model is a plan, not real results.

Ss complete the first three project exercises: a focused question, an evidence table and a method to check an important claim.

Ss work in groups of four using Worksheet 2. Exercise 1: write a focused question for the project, e.g. “How can our community-helper profile show younger pupils how to report an injury safely?” Exercise 2: create a small evidence table with columns: claim or observation / evidence / source and date. Exercise 3: explain how to check one important claim, e.g. “The nurse runs a weekly school session” – ask the nurse to confirm it. If no interview is possible, use a clearly labelled observation or desk-research method; do not invent an interview.

Exercise 1 (1 point): focused question names the product and audience (0.5), workable scope (0.3), clear English (0.2). Exercise 2 (1 point): at least two claims, each with evidence and source/date (0.4 + 0.4), honest gaps noted (0.2). Exercise 3 (1 point): one consequential claim (0.3), a concrete check using a suitable source (0.5), an acknowledged limitation (0.2). Each group submits one completed table and one check plan.

Ss draft an accurate heading for their display and a short written explanation for classmates.

Exercise 4: draft a caption or heading that explains the display accurately. A possible heading is “A Community Nurse's Work and One Safe Way to Help”; use it only if it matches your evidence. Exercise 5: write a 90–110-word project explanation that names the product (profile, display, two-minute talk), the required features and one honest limitation of the evidence.

Exercise 4 (1 point): project-specific heading that matches the evidence (0.5), wording tied to the evidence (0.3), clear, concise English (0.2). Exercise 5 (1 point): 90–110 words naming the product and required features (0.5), handling evidence and limitations honestly (0.2), coherent English (0.3).

Ss present their profile to another pair, receive feedback and record one improvement.

Each group presents its profile in two minutes to another pair (acting as another class), then invites one question. The listening pair gives one specific success, one concrete change and its benefit (Exercise 7). The presenting group records one revision and explains how the feedback changed its work (Exercise 8). Homework: conduct a real interview with permission, or use observation or desk research, then complete the profile.

Each group delivers a two-minute talk with one question answered. Each group submits one revision (before/after sentence) and a short note explaining the change in accuracy or clarity. Sample feedback: “Your heading clearly shows the product and the safe action; you could say who checked the facts.”