Giáo án Project

Ss activate prior knowledge about healthy habits and balanced routines, and understand the project task and the target vocabulary.

T shows four short prompts on the slide: a student rushing homework at midnight, a phone buzzing during study, a student resting after a busy school day, and a student playing sport after school.
T asks: 'What makes a day well-balanced?' and 'What distracts you most when you study?'
Ss read the project brief on the slide and restate the task in one sentence.

A list of three to four distractions and one class definition of a well-balanced day written on the board, for example: 'A well-balanced day includes rest.' Each S writes one sentence restating the project task, for example: 'We must plan a balanced week for a fictional student, not diagnose a medical problem.'

Ss understand the form and use of the first conditional and the modal verbs can, may, must and should for results and advice in a balanced-week plan.

T presents the example on the slide: 'If you feel overwhelmed, you should ask a trusted adult for help.'
Ss complete the sentence stems:

1. If you finish homework early, you ___ rest before dinner. (can)
2. If the deadline is Friday, you ___ start today. (should)
3. If the phone keeps buzzing, you may ___ turn it off. (possibility)
   Ss answer the questions: 'Which tense follows if?' 'Can we use will after if?'

Ss write the rule in their notebooks:

• First conditional: If + present simple, + modal + base verb. Example: If you feel tired, you should take a break.
• can = ability/permission; may = possibility; must = necessity; should = advice.
• Do not normally put will in the if-clause.
  Example answer: 'If you feel overwhelmed, you should ask a trusted adult for help.' → should + base verb 'ask'.

Ss read the model planning paragraph for specific information and identify the features of a balanced-week plan that meets the project requirements.

Ss work in groups of four. Each S reads the model planning paragraph (about a fictional student who often rushes homework) and completes Worksheet 1, Part A:

1. Who is the fictional student?
2. Which four areas does the timetable include?
3. What are the two distractions?
4. What are two realistic responses?
5. How does the plan change after classmates review it?

Answers on Worksheet 1, Part A:

1. A fictional student who often rushes homework.
2. Essential tasks, sleep, exercise and time with friends (social time), with space for unexpected work.
3. Phone alerts and unclear task instructions.
4. Put the phone away during study; ask a teacher to clarify a difficult task.
5. After classmates review, the group revises one unrealistic time slot and explains the change.

Ss understand how to label sources, use observation or desk research honestly, and ask permission before using a person's name, photograph or words.

T presents the rules on the slide:

• Label the source of each non-original fact.
• If you cannot conduct an interview, use a clearly labelled observation or desk-research method.
• Do not invent interview or survey results.
• Ask permission before using a person's name, photograph or words.
  In pairs, Ss decide whether each statement is acceptable:
  A. 'Most students sleep nine hours, according to our survey of 50 classmates.'
  B. 'In our fictional plan, exercise takes 30 minutes on Tuesday.'
  C. 'According to our school's timetable guide, the study slot is 45 minutes.'
  D. 'Our classmate Lan says the phone is her main distraction.'

A sorted list in notebooks:

• A: Not acceptable. The survey was not conducted; the result is invented.
• B: Acceptable. It is an original element of the fictional plan.
• C: Acceptable only if the source is labelled and really checked.
• D: Acceptable only after Lan gives permission, and her name is used with consent.

Ss practise the first conditional and modal verbs, and write a focused question for their project using the project rubric.

Part A: Ss complete the sentences on Worksheet 1, Part B, with the correct form of the verb in brackets.

1. If you feel overwhelmed, you ___ (should / ask) a trusted adult for help.
2. If you put your phone away, you ___ (can / focus) better during study.
3. If the deadline is tomorrow, you ___ (must / finish) the most important task first.
4. If the timetable has no free time, you ___ (may / feel) stressed.
   Part B: Ss write one focused question for their project on healthy living for teens.

Part A answers:

1. should ask
2. can focus
3. must finish
4. may feel
   Part B: One possible focused question: 'How can our fictional student protect rest while meeting important school deadlines?'
   Rubric (human assessment, 1 point): names the project’s product and audience (0.5); has a workable scope (0.3); uses clear English (0.2). Do not reward fabricated evidence.

Ss create a one-page display or slide, write a short explanation, present a two-minute talk to the class, and reflect on feedback to make one improvement.

Each group produces:

• a one-page display or slide with a heading (for example: 'A Balanced Week: Priorities, Breaks and Flexible Time'), the timetable, two distractions with responses, and a source label for each non-original fact;
• a 90–110-word written explanation;
• a two-minute talk with one question for the audience.
  Groups share roles fairly and use Worksheet 2 for peer feedback.
  Ss ask: 'Can I use your name or photo in our display?' before using any personal detail.

• A one-page display or slide with an accurate heading, a timetable covering study, sleep, exercise and social time, two distractions with realistic responses, and labelled sources.
• A 90–110-word written explanation.
• A two-minute talk that introduces the question, explains two checked details and one conclusion, and acknowledges one limitation.
• Worksheet 2 completed with one peer feedback point and one revision plan.