Giáo án Project

Ss activate prior knowledge about lifestyle and family life then and now, and understand what the project asks them to do.

Ss look at the project brief on the screen and brainstorm in pairs: What does a typical family look like today? What did it look like in your grandparents’ time? Ss write two or three words for each question, for example extended family, nuclear family, privacy, sharing a home. Ss then discuss: Which learning practice do you think has changed most, and which has stayed the same?

A pair list on the board, for example:

• Then: extended family, shared home, learning by copying and memorising, teacher-centred lessons
• Now: nuclear family, more privacy, learning with devices, group work
• Key idea: some practices changed, others continued; the project must show both changes and continuities.

Ss recognise and use the to-infinitive pattern with decide, hope, want, plan, and the V-ing pattern with enjoy, avoid, finish, mind.

T presents the rule: decide, hope, want, plan + to-infinitive; enjoy, avoid, finish, mind + V-ing. Example from the lesson: We decided to interview grandparents. They enjoy sharing memories. Ss complete the sentence from the lesson example: We decided {{1}} our grandparents (interview). Ss then use the NeoEdu page to check the rule and do the interactive examples. Ss write three project sentences of their own, one with each pattern group.

Ss’ key rule in their notebooks:

• decide / hope / want / plan + to + V (base form)
• enjoy / avoid / finish / mind + V-ing
  Correct completion of the example: We decided to interview our grandparents. (Decide takes to-infinitive.)
  Ss’ own sample sentences, for example: We plan to compare two learning methods. We enjoy sharing old photos. We avoid using unverified facts. We want to finish the display by Friday.

Ss understand the model planning paragraph, identify the key project features and use the four target words in context.

Ss read the model planning paragraph (Our project will compare one learning practice in the past and now...) in pairs. Ss answer three questions on Phiếu học tập số 1: 1) How many sources will the project use? 2) What does the comparison table separate? 3) What must the team check before presenting? Ss then match the four vocabulary items to their meanings and complete one sentence each.

Answers for Phiếu học tập số 1:

• Q1: Two willing interviewees or trustworthy written sources
• Q2: Changes and continuities (not assuming that every new method is better)
• Q3: That one family’s experience has not become a claim about all Vietnamese families; overgeneralisations are revised.
  Vocabulary matching:
• lifestyle: lối sống
• extended family: gia đình nhiều thế hệ
• nuclear family: gia đình hạt nhân
• privacy: sự riêng tư
  Sample sentences: Our lifestyle has changed. An extended family may share a home. A nuclear family includes parents and children. Everyone needs some privacy.

Ss explain how to label sources, verify one important claim when no interview is possible, and ask permission before using a person’s information.

T presents the ethics rules: label the source of each non-original fact; do not invent an interview or survey result; if no interview is possible, use a clearly labelled observation or desk-research method. Ss work in groups of four using a jigsaw: each member reads one rule and explains it to the group. Groups then decide how to check one claim: An older practice was useful for a particular task. Compare both sources for the same task and ask why it helped.

A group checklist on poster paper:

• Every non-original fact has a source and date
• Ask permission before using a name, photograph or words
• If no interview: write Observation or Desk research on the display
• Example check: compare two written sources describing the same task (for example, memorising a poem) and note why the older practice helped and what difficulty it created.

Ss apply the verb patterns, vocabulary and evidence rules to complete the key steps of the project: question, evidence table, verification, display text, explanation and feedback.

Groups use Phiếu học tập số 2 to work through the project steps. Each member takes one or two of the eight exercises in the lesson: Exercise 1 write a focused question; Exercise 2 create a small evidence table with columns claim or observation / evidence / source and date; Exercise 3 explain how to check one claim; Exercise 4 draft a heading; Exercise 5 write a 90–110 word explanation; Exercise 6 plan a two-minute talk; Exercise 7 give peer feedback; Exercise 8 record one revision. Groups check each other’s work using the answer key.

Model answers and key points (for teacher checking):

• Exercise 1, focused question example: How can a comparison display show the benefits and limits of one older and one newer learning practice?
• Exercise 2: At least two claims, each with evidence and source/date; honest gaps are noted. Do not enter counts that were not checked.
• Exercise 3: A consequential claim, a concrete checking method and a limitation.
• Exercise 4 heading example: Learning Then and Now: Benefits, Limits and Continuities (used only if the display supplies these elements).
• Exercise 5: A 90–110 word explanation with named product, sources and one limitation.
• Exercise 6: Two-minute talk: question, two checked details, conclusion, one limitation.
• Exercise 7 feedback example: Your heading clearly identifies the project. Please add the source and date beside the main claim.
• Exercise 8 revision example: This is true for everyone becomes This account describes one example from our source.

Ss present their evidence-based project to another class, give and receive peer feedback, and record one revision.

Each group prepares a one-page display or slide, a short written explanation of 90–110 words and a two-minute talk. The talk must introduce the question, present two checked details, explain the conclusion and acknowledge one limitation. Each presentation is followed by one question from the audience. Peers complete Phiếu học tập số 2 part 2 (peer feedback): one specific success, one concrete change and why it helps. After feedback, each group records one revision. Real evidence only; for groups without finished evidence, present the plan and the evidence collected so far.

Final products:

• A one-page display or slide with a heading, a source label for each non-original fact and a balanced conclusion
• A 90–110 word written explanation
• A two-minute talk with one question and answer
• Peer feedback form with one success, one change and one reason
• One revision with a before and after sentence and the reason for the change