Giáo án Project

Ss recall what they know about school life in the past and realise that school experiences differ between people, families and regions.

Ss look at the board, where T has written three questions: 'What did your parents or grandparents do at school?', 'What do you think was different 30 years ago?', 'What has stayed the same?' Ss think for one minute, then discuss in pairs. T also introduces the idea of an interview with permission, using the question: 'Would you ask your grandparents about their school days? Why, or why not?'

A list of at least three guessed differences and one continuing value on the board, for example: 'school uniform', 'textbooks', 'learning by heart', 'friendship and helping each other'. Ss understand that these are guesses that must be checked, not facts about every school.

Ss understand and use the four key words and the past continuous and wish structures needed for the project.

Part A – Vocabulary. T models the four words and their meanings: heritage (di sản), preserve (gìn giữ), generation (thế hệ), traditional (truyền thống). Ss repeat the words in chorus and in pairs. Example sentences: 'Recipes are part of cultural heritage.' 'Families preserve recipes by teaching children.' 'Each generation adds its memories.' 'We cooked a traditional dish.'
Part B – Grammar. T shows: 'At eight last night, Grandma was cooking dinner.' and 'While Grandma was cooking, I arrived.' Then T shows: 'I wish I knew the recipe.' and 'I wish I were older.' Ss complete the sentence 'At eight last night, Grandma ___ (cook) dinner.'

Ss can write: 'At eight last night, Grandma was cooking dinner.' (past continuous: was + cooking shows an action in progress at a past time). They can also write: 'While Grandma was cooking, I arrived.' (past continuous interrupted by the past simple). For wishes: 'I wish I knew the recipe.' (unreal present wish). Ss note that 'were' is used for all subjects in wishes, for example 'I wish I were there' and 'She wish...' is not used; they write 'I wish she were here.'

Ss understand the project requirements, the ethical rules and the structure of a model planning paragraph before they start their own work.

Ss read the project brief in the textbook (Project section) and on the NeoEdu page: interview an older relative about one aspect of school life, with permission; compare two changes and one continuing value; avoid assuming every family or region had the same experience; use a clearly labelled observation or desk-research method if an interview is not possible; never invent an interview.
Ss then read the model planning paragraph in pairs and find: (1) the permission step, (2) the two changes and one continuing value, (3) the source and date beside each claim, (4) the statement that memories are one person's account, (5) the check with the interviewee before presenting.
Task: Ss complete a checklist in pairs (see Worksheet 1, Part A).

Ss’ checklist answers (Worksheet 1, Part A):

• Permission: 'We will ask permission, explain the purpose and let the interviewee skip any question.'
• Two changes: 'The display may compare shared books with current learning resources.'
• One continuing value: 'the continuing value of cooperation.'
• Source and date: 'with the source and date beside each claim.'
• Generalisation avoided: 'We will label memories as one person's account rather than facts about every school.'
• Check before presenting: 'we will check the wording with the interviewee and remove any detail they do not want shared.'
  Ss understand: the model is a plan, not invented results.

Ss write a focused project question, draft a small evidence table with a source column and explain how they will check one important claim.

Ss use Worksheet 1, Part B to complete three tasks based on the project brief (Exercises 1–3):

1. Write a focused question that names the product and the audience.
2. Create a small evidence table with three columns: claim or observation / evidence / source and date. Enter only facts that have been genuinely checked; leave gaps where unsure.
3. Explain how they will check one important claim, for example: 'The interviewee shared books at school.'
   Note: if no interview is possible, Ss may choose a labelled observation or desk-research method.

Exercise 1 – a sample focused question: 'What has changed in one person's school experience, and which value has continued?' This names the product (a display and talk) and the audience (another class).
Exercise 2 – a sample evidence table layout (no invented data):

• Claim or observation: 'Students shared books at school.' | Evidence: 'interviewee's memory, to be confirmed' | Source and date: 'interview with [name], [date], only if actually conducted'
• Claim or observation: 'Learning materials today include digital resources.' | Evidence: 'school textbook or school website' | Source and date: 'textbook page or website, date checked'
  Exercise 3 – a checking method: 'Ask the interviewee to confirm the wording and the period; label the claim as one memory, not the experience of all pupils.' Ss also write one limitation, for example: 'The memory may not represent other families.'

Ss write an accurate display heading and a 90–110-word project explanation that match their own evidence and limitations.

Ss complete Exercises 4 and 5 on Worksheet 1, Part C. Exercise 4: draft a caption or heading that explains the display accurately. Exercise 5: write a 90–110-word project explanation for classmates, using the model planning paragraph only as a guide for structure and language. Ss must replace every model sentence with their own project details and only include what they have actually done.

Exercise 4 – a sample heading: 'School Memories: Changes and a Continuing Value.' Use it only if the finished display actually supplies two changes, one continuing value and a source.
Exercise 5 – a model explanation (plan, not results), about 99 words: 'Our project will compare one older person's school memories with our own experience. We will ask permission, explain the purpose and let the interviewee skip any question. Our table will include two changes and one continuing value, with the source and date beside each claim. We will label memories as one person's account rather than facts about every school. The display may compare shared books with current learning resources and explain the continuing value of cooperation. Before presenting, we will check the wording with the interviewee and remove any detail they do not want shared.'
Ss’ own explanations must be 90–110 words, accurate and labelled honestly.

Ss present their project with a one-page display, a two-minute talk and peer feedback, then record one revision based on that feedback.

Ss prepare a one-page display or slide, using their own heading, evidence table and explanation. Each group of four shares roles fairly: presenter, timekeeper, source checker, feedback recorder. Each presenter gives a two-minute talk with four parts: introduce the focused question, present two checked details, explain the conclusion, acknowledge one limitation. Then peers complete Worksheet 2 (peer feedback form): one success, one concrete improvement, one reason for the improvement, all written respectfully. Each presenter records one revision in the notebook.

Ss’ final products:

• A one-page display with a heading, a table with source and date, and an honest limitation note.
• A two-minute talk following the four parts above.
• Peer feedback on Worksheet 2, for example: 'Your heading clearly identifies the project. Please add the source and date beside the main claim so readers can judge its evidence.'
• One revision, for example: 'This is true for everyone' becomes 'This account describes one example from our source.' This removes an unsupported generalisation and improves accuracy.