Giáo án Project

Ss identify common problems in city life and choose one focused question for their project.

T asks Ss to think about the trip they make every day around town and names the problems they notice. T writes the key words on the board: congestion, public transport, construction site, liveable. Pairs brainstorm three city problems and then decide which one can be investigated safely in one week, using a safe observation or an anonymous class survey.

A list of three city problems and one focused question, for example: Which small change could reduce congestion at our school gate without creating a new problem?

Ss understand and use the double comparative structure the + comparative, the + comparative, and the phrasal verbs get around, carry out and cut down on, to describe their project.

T presents the structure with the sentence: 'The more people use buses, the less crowded the roads become.' T highlights two points: use fewer with countable plural nouns (for example, cars) and never use more with an -er form (not 'more safer' but 'safer'). T presents the three phrasal verbs: get around (travel), carry out (conduct), cut down on (reduce). Ss complete Worksheet 1 individually, then compare answers in pairs.

Completed Worksheet 1. Answers: 1. The more people walk, the fewer cars we need. (fewer, because cars is countable plural) 2. The earlier we leave, the less congestion we face. 3. The more we cut down on car trips, the cleaner the air becomes. 4. We carry out our observation during the morning rush hour. 5. Students can get around the city safely by bike if the lanes are wide enough.

Ss plan a safe, ethical investigation, check one important claim and build a small accurate evidence table with a source and date column.

Ss read the model planning paragraph and use Worksheet 2 to plan their own project. Ss decide whether to use a safe observation (counting vehicles from a safe position inside school, with adult approval) or an anonymous class survey. Each group chooses one claim to check, for example: 'The school gate is busiest at a particular time.' Ss observe comparable periods on more than one day, record actual counts and fill in the evidence table with columns: claim or observation / evidence / source and date. Groups write one honest gap, for example: 'We observed only two mornings.'

A completed Worksheet 2 with: (1) a planning checklist showing adult permission, a safe position and no names or number plates; (2) an evidence table with at least two claims or observations, each with evidence and a source and date (for example, 'Vehicles counted between 7:00 and 7:15 on Monday and Wednesday, our own observation, date recorded'); (3) one statement of a limitation, for example: 'One morning cannot represent every school day.'

Ss write a project-specific heading, a 90–110-word explanation for classmates and constructive peer feedback, using accurate language and clear evidence.

Groups write a heading or caption that explains their display accurately, for example 'School-Gate Traffic: Observations and Two Possible Changes', but only if their finished display actually supplies these elements. Groups then write a 90–110-word project explanation for classmates, using the model planning paragraph as a guide but based on their own real results. Finally, pairs exchange their drafts and complete the peer feedback form in Worksheet 3: one specific success, one concrete change and its benefit.

1. A heading that matches the evidence, for example: 'School-Gate Traffic: Observations and Two Possible Changes'. 2. A 90–110-word explanation with: the project question, the method used, two checked details with source and date, two feasible solutions, one benefit and one limitation of each, and a recommendation for a small trial. 3. A completed Worksheet 3 with one success, one concrete change and one benefit, written politely. Example feedback: 'Your heading clearly identifies the project. Please add the date beside your main claim so readers can check it.'

Ss present their project to another class in two minutes, answer one question, and record one improvement after feedback to show the value of their work in real life.

Each group gives a two-minute talk: they introduce the project question, present two checked details with their source and date, explain their conclusion, acknowledge one limitation and recommend a small trial. The audience invites one question and gives feedback. After the presentation, each group records one improvement using Worksheet 3, with a before-and-after example: 'This is true for everyone' becomes 'This account describes one example from our source.'

A two-minute oral presentation, one answered question, and one recorded revision in Worksheet 3. Expected question from the audience: 'How did you make sure your numbers were accurate?' Expected answer: 'We counted at the same time on two days with adult permission, and we wrote the date beside every count.'