Giáo án Project

Ss activate their knowledge of tourism and understand the project requirements and the honesty rules.

Ss work in pairs to brainstorm the information a local tour brochure should include. T asks: 'What do you check before you join a tour?' Ss read the project brief: design a realistic local tour brochure with an itinerary, included/excluded services, transport, an accessibility note and respectful visitor rules, using genuine public information only.

A pair list of at least five items, for example: itinerary, transport, included services, excluded services, accommodation, accessibility note, visitor rules. Ss restate the rule in their own words: 'We use real public information. We do not invent bookings, survey results or safety guarantees.'

Ss understand the meaning and use of four topic words and the relative pronouns who, which and whose in defining clauses.

T presents four words with examples: package tour (du lịch trọn gói): 'A package tour may include transport and a guide.'; itinerary (lịch trình): 'Read the itinerary before booking.'; accommodation (chỗ ở): 'The price includes accommodation.'; brochure (tờ giới thiệu): 'The brochure lists the main stops.' Language focus: relative pronouns connect a noun with identifying information. Who is for people, which for things and whose for possession. In a defining clause, that can often replace who or which. The pronoun can be omitted only when it is the object: 'the guide (who) we met'; but 'the guide who helped us' (subject, cannot be omitted). Example: 'The guide ___ helped us lives here.' Answer: who.

Ss copy the four words with Vietnamese meanings and one example each. Ss write the rule: who/which/whose for people/things/possession; omit only when the pronoun is the object. Answer to the example: who, because 'who' refers to a person and is the subject of 'helped'.

Ss identify the features of an honest, practical tour-brochure plan and see how the plan separates facts from things still to be confirmed.

Ss read the model planning paragraph and answer the questions on Phiếu học tập số 1: (1) What does the plan check before writing the itinerary? (2) How does the plan separate included services from costs? (3) What does the plan say about accessibility? (4) Which sentence rules out invented bookings and safety guarantees? Ss note that the model is only a plan, not invented results.

Answers: (1) Public information about the meeting point, route and opening times. (2) The brochure distinguishes included services from costs that visitors must arrange themselves. (3) It explains what is known and what still needs confirmation, and does not promise that every route suits everyone. (4) 'We will not invent bookings or safety guarantees.' Key idea: a practical plan states what is confirmed and what is not.

Ss create a small evidence table with sources and dates and choose a concrete method to check one important claim.

Ss work in groups of four. Each group designs a focused project question (for example: 'What information must our local-tour brochure give so classmates can judge cost and suitability?') and creates a table with three columns: claim or observation / evidence / source and date. Ss choose one important claim, such as 'Lunch is included in the tour price', and explain how they will check it: look at the provider's current public service list, record the date and mark any missing information as 'to be confirmed'. Ss do not invent counts or interviews; if an interview is not possible, they use a clearly labelled observation or desk-research method.

A group table with at least two claims or observations, each with evidence and a source with date, and a group note such as: 'Claim: Lunch is included in the tour price. Method: check the provider's current service list on its official page; record the date; if the list is unclear, mark it as to be confirmed.' Also one honest gap, for example: 'Accessibility of the second stop is not yet confirmed.'

Ss apply who, which and whose correctly in defining clauses and decide when the pronoun can be omitted.

Ss complete the following items. Exercise 1: 'The guide ___ helped us lives here.' Exercise 2: 'The brochure ___ lists the main stops is on the desk.' Exercise 3: 'The tour company ___ office is near the station is very helpful.' Exercise 4: 'The package tour (___) we booked includes lunch.' Ss then use the NeoEdu interactive exercises if time allows.

Answers: 1. who (person, subject; cannot be omitted). 2. which (thing, subject; cannot be omitted). 3. whose (possession: the company's office). 4. which/that or no pronoun (object: 'we booked' - the pronoun can be omitted). Ss write one sentence of their own with whose for a tour guide.

Ss give constructive, respectful feedback on a peer's project and plan one concrete revision.

Ss swap their draft display heading and project explanation with a partner. Using Phiếu học tập số 3, the partner identifies one specific success, proposes one concrete change and explains its benefit. Example heading: 'A Local Walking Tour: Route, Costs and Visitor Advice'. Ss use this heading only if the display supplies these elements. Illustrative feedback: 'Your heading clearly names the project. Please add the source and date beside the main price claim so classmates can check it.'

A feedback card with three parts: one specific success (for example, 'The heading names the route and costs'); one concrete change (for example, 'Add the source and date beside the price claim'); one benefit explained politely (for example, 'This helps classmates check the information'). Ss also record one improvement they plan to make.

Ss produce a one-page display, a short written explanation and a two-minute talk, present ethically and reflect on their revision.

Each group prepares a one-page display or slide, a 90–110-word written explanation and a two-minute talk. Groups share roles fairly (presenter, checker of sources, designer, timekeeper). Before using a person's name, photograph or words, groups must ask permission. Each presentation is followed by one question from the audience. Ss record one improvement after feedback and reflect in a short written note: 'What did I check? What did I change? What is still to be confirmed?'

A group display with: a clear heading; an itinerary; a list of included and excluded services; transport information; an accessibility note with what is still to be confirmed; respectful visitor rules (litter, photographs); source labels for every non-original fact. Each student writes a short reflection that names one improvement and one remaining limitation.