Giáo án Project

Ss activate prior knowledge of natural wonders and understand the requirements of the project brief.

Ss name a natural wonder they know and say where it is. Then they read the project brief and list the parts their fact file must contain: location, two verified features, one threat, two visitor rules, sources, and a clear split between present facts and travel wishes.

A list on the board: location; two verified features; one threat; two visitor rules; source and date for each non-original fact; present facts versus travel wishes; a two-minute presentation.

Ss understand, pronounce and use the four target words: limestone, landscape, magnificent, formation.

Ss match each word with its Vietnamese meaning and with a model sentence from the lesson: 'Limestone can form dramatic caves.' 'The landscape includes mountains and rivers.' 'The cave entrance is magnificent.' 'A rock formation can take a long time to develop.' Ss then repeat each word after T, paying attention to stress.

Correct matches: limestone = đá vôi (/ˈlaɪmstəʊn/); landscape = cảnh quan (/ˈlændskeɪp/); magnificent = tráng lệ (/mæɡˈnɪfɪsnt/); formation = cấu trúc hình thành (/fɔːˈmeɪʃn/). Ss can write one sentence about their own natural wonder using one target word.

Ss read the model planning paragraph for key information and recognise how a project plan separates checked facts from wishes and limitations.

Ss read the model planning paragraph and answer three questions: (1) What will the project identify? (2) What must each factual claim have? (3) How does the presentation separate known facts from wishes? Ss then underline sentences that show honesty, such as 'we will not invent measurements' and 'we will not call the site the best in the world.'

Answers: (1) The location, two distinctive features, one threat and two visitor rules. (2) A source and a date. (3) It distinguishes what is currently known from what the group would like to see. Underlined honesty sentences: 'we will not invent measurements' and 'we will not call the site the best in the world.' Ss can also explain why route information must be checked before a visit.

Ss form and use reported yes/no questions with asked + if/whether + subject + verb in statement order, with backshift and pronoun changes when needed.

T presents the language focus: 'Is the path open?' becomes 'She asked if the path was open.' Ss notice that do/does/did are not kept, the subject is not inverted, present becomes past, and can becomes could. Ss then complete Worksheet 1 by changing direct questions into reported questions. Example: 'Is the cave open?' She asked ___. Answer: if the cave was open.

Key rule: asked + if/whether + subject + verb (statement order). Model answers for Worksheet 1: 1. She asked if the cave was open. 2. He asked whether the park allowed camping. 3. She asked whether visitors could touch the formations. 4. I asked if the trail was closed after the rain. Ss may use whether or if interchangeably in this context.

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

Ss complete Exercise 1 (state a focused question), Exercise 2 (create a small evidence table on Worksheet 2 with columns: claim or observation / evidence / source and date) and Exercise 3 (explain how they will check one important claim, such as 'A visitor route is currently open.'). Ss enter only facts they have genuinely checked.

Exercise 1 (sample focused question): 'How can our fact file explain a natural wonder and help visitors reduce avoidable damage?' Scoring /1: focused question names the product and audience 0.5; workable scope 0.3; clear English 0.2. Exercise 2: an evidence table with at least two relevant claims, each with evidence and a source and date; any gap is marked 'not yet checked.' Scoring /1: at least two relevant claims 0.4; evidence plus source/date 0.4; honest gaps 0.2. Exercise 3: a checking method, for example 'Consult the site's current visitor notice and its date rather than an old travel post.' Scoring /1: consequential claim 0.3; concrete method and suitable source 0.5; acknowledged limitation 0.2. Do not reward fabricated evidence.

Ss write an accurate heading and a short, honest project explanation that match the evidence they have checked.

Ss complete Exercise 4 (draft a heading or caption that explains the display accurately) and Exercise 5 (write a 90–110-word project explanation for classmates). Sample heading: 'A Natural Wonder: Checked Features and Responsible Visiting.' Ss may use it only if the finished display actually supplies those elements. Ss also report one reported question from their own research, for example: 'The guide asked if visitors had brought water.'

Exercise 4: an accurate, project-specific heading. Scoring /1: accurate heading 0.5; ties wording to evidence 0.3; clear, concise English 0.2. Exercise 5: a coherent 90–110-word explanation that names the project's product and features, handles evidence and limitations honestly, and does not claim the site is the best in the world. Scoring /1: addresses the named product and required features 0.5; evidence and limitations honest 0.2; coherent 90–110-word English 0.3. Sample sentence: 'Our project will prepare a fact file about a natural wonder using current reliable sources.'

Ss produce a one-page display, deliver a two-minute presentation, give constructive feedback to a peer, and record one revision based on that feedback.

Groups finish a one-page display or slide with the location, two verified features, one threat, two visitor rules, source labels and the heading. Each student gives a two-minute talk to a partner group. The listeners complete Worksheet 3 (peer feedback: one specific success, one concrete change, the benefit of the change). Speakers invite one question. After feedback, each student records one revision in the project file. Ss ask permission before using anyone's name or photograph.

A one-page display with source labels for every non-original fact; a two-minute talk with a clear split between present facts and travel wishes; a completed Worksheet 3 with one specific success, one relevant change and a respectful explanation; one recorded revision showing a before and after version. Example revision: 'This is true for everyone' becomes 'This account describes one example from our source.' Scoring /1 for the feedback task: specific success 0.3; concrete change 0.4; respectful benefit 0.3.