Giáo án Project

Ss activate prior knowledge about learning challenges and use the present perfect to talk about their own experiences, leading into the project topic.

T asks Ss to think about a time they learned something new and found it difficult. T writes four questions on the board:

• Have you ever learned something new that was difficult?
• Have you ever felt embarrassing moments when learning?
• What was the most memorable lesson you have learned?
• Has asking for help ever given you more confidence?
  Ss answer in pairs using the present perfect where possible. T introduces four words: memorable (đáng nhớ), embarrassing (gây ngượng ngùng), thrilling (hào hứng), confidence (sự tự tin).

Each pair produces at least two sentences in the present perfect and uses at least two of the four words, for example:

• I have learned a new language, but it was challenging at first.
• Asking my teacher for help has given me more confidence.
  T writes the best sentences on the board for later reference.

Ss understand the ethical rules of the project and classify sample learning accounts under challenge, response and lesson learned.

T distributes Worksheet 1 and asks Ss to read the project brief and the model planning paragraph. Ss work in groups of four. Each group reads a sample account (illustrative, with no real names) and fills in the classification columns on Worksheet 1. Ss also check the ethical rules: anonymous, optional, no ranking of classmates, no private or distressing details, and permission before sharing any detail.

Each group completes Worksheet 1 with:

• A list of at least four ethical rules from the project brief, for example: 'Participation is optional.' / 'No names are shown.' / 'Permission is needed before sharing words or photos.' / 'Classmates are not ranked.'
• One sample account classified into three parts: Challenge: a hard reading text; Response: asked a friend for help and made a study schedule; Lesson learned: asking for help can make a plan work better.
  Key idea written on the board: Accounts are organised under challenge, response and lesson learned, and every fact needs a source.

Ss understand how to use the present perfect with ever, never, already, yet, for and since to report project progress, and know when to use the past simple instead.

T presents the language focus: 'have/has + past participle connects past experience with the present.' T explains: ever/never for experience; already/yet for completion; for + duration; since + starting point. T shows the example: She has visited the museum twice. T warns: Do not normally use the present perfect with a finished past time such as yesterday; use the past simple then. Ss complete Worksheet 2 in pairs.

Ss complete Worksheet 2 and write the following key rules in their notebooks:

• Use have/has + past participle for experience and progress: We have collected two accounts so far.
• Use already in affirmative sentences and yet in negative and question sentences: We have not written the report yet.
• Use for + duration and since + starting point: We have worked on the project for three weeks. / We have worked on it since Monday.
• Use the past simple for a finished past time: We collected the first account yesterday.
  Answer key for Worksheet 2: 1 has (have) finished; 2 has (have) been; 3 Did; 4 have; 5 since; 6 collected; 7 Has; 8 already.

Ss practise the first four project checkpoints: writing a focused question, building an evidence table with sources, explaining how to verify a claim, and writing a display heading.

Ss work in their project groups. They use the project exercises 1 to 4:

1. State a focused question for the project on our experiences.
2. Create a small evidence table with a source column.
3. Explain how you will check one important claim.
4. Draft a caption or heading that explains the display accurately.
   Groups write their answers on a poster sheet. T circulates and checks that no names or private details appear.

Each group produces:

• Exercise 1, focused question (example): What can three anonymous learning accounts show about responding to a difficulty? Assessment guide: focused question names the product and audience 0.5; workable scope 0.3; clear English 0.2.
• Exercise 2, evidence table with three columns: Claim or observation / Evidence / Source and date. Example row: 'Peer help was useful' / 'Account 2 (permission granted) says asking a classmate made the plan clearer' / 'Anonymous account, collected on [date]'. Assessment guide: at least two relevant claims 0.4; evidence plus source and date 0.4; honest gaps 0.2.
• Exercise 3, verification plan: The claim 'Several contributors found peer help useful' is traced to the actual accounts, and each person's permission is checked before sharing any non-private detail. Assessment guide: consequential claim 0.3; concrete method 0.5; limitation 0.2.
• Exercise 4, heading (example): Learning from Challenges: Three Anonymous Accounts. Use it only if the finished display supplies those elements. Assessment guide: accurate heading 0.5; ties wording to evidence 0.3; clear English 0.2.

Ss practise the remaining project checkpoints: writing a 90–110-word explanation, preparing a two-minute talk, and giving constructive peer feedback.

Ss work in their groups to complete project exercises 5 to 7:
5. Write a 90–110-word project explanation for classmates.
6. Prepare a two-minute oral presentation of your evidence and conclusion.
7. Give constructive feedback on a peer's project.
Groups use the model planning paragraph as a guide but must write their own text. Each group then gives feedback to another group using Worksheet 3.

Each group produces:

• Exercise 5, a 90–110-word explanation in coherent English that names the project's product and states one limitation of the small sample. Assessment guide: addresses the named product and features 0.5; honest evidence and limitations 0.2; coherent 90–110-word English 0.3.
• Exercise 6, a two-minute talk plan with four parts: introduce the question; present two checked details; explain the conclusion; acknowledge one limitation. Assessment guide: question 0.2; two checked details and conclusion 0.4; limitation 0.2; clear delivery 0.2.
• Exercise 7, a written feedback note (illustrative): 'Your heading clearly identifies the project. Please add the source and date beside the main claim so readers can judge its evidence.' Assessment guide: specific success 0.3; concrete change 0.4; respectful benefit 0.3.

Ss present their project to another class-style audience, ask and answer questions, receive feedback, and record one improvement that comes from that feedback.

Groups set up their displays around the classroom as a gallery. Each group gives a two-minute talk to a rotating audience of other groups. Each listener asks one question and completes Worksheet 3 for the presenting group. After the rounds, each group chooses one piece of feedback and writes one revision on its display or explanation. Ss must not show names, photos or private details without permission. Homework: Ss finish the revision and collect any missing permissions.

Each group produces:

• A finished one-page display with a heading, labelled sources and dates for each non-original fact.
• A 90–110-word written explanation that includes one limitation of the sample.
• One recorded revision in the form: Before: 'This is true for everyone.' After: 'This account describes one example from our source.' Explanation: the revision removes an unsupported generalisation after feedback from a peer.
• Completed Worksheet 3 for at least two other groups.