ACADEMIC PROJECT 2

Design and Create your Own Special Town (use

your imagination!),
and Give Directions to Its Most Important Places

Objectives:

 Describe the location of the most important landmarks, businesses, parks, attractions, etc. in your
special town, using the proper vocabulary and prepositions of place, within a specified time period
(e.g. 5-7 minutes).
 Compare the differences and similarities between two different places in your imaginary town, using
vocabulary and prepositions of place to describe the location of at least 6 objects in each place.

This is: A visual presentation where students showcase their new knowledge of the second language. It
needs to have plenty of pictures and visual reference points.

This is: An individual project. Students can work together preparing their materials in a class activity;
however, the final presentation is just one student by him/herself.

Benefits:
For learners who are just starting out, these activities can be an engaging and effective way to practice
and improve their language skills. By focusing on specific language structures and skills, such as
describing the location of objects, using vocabulary and prepositions of place, these activities provide
targeted and meaningful practice that helps beginners understand and use English better. Additionally,
the use of different modes of language production, including speaking, writing, and creating visual
projects, allows beginners to develop their overall language skills in a comprehensive way. Through these
enjoyable and challenging tasks, students can not only improve their language skills but also build
confidence and enjoyment in their learning journey.

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 ACADEMIC PROJECT 2

Instructions for the teacher:

1. This is not just a daily class activity: Students need to be given plenty of time to prepare the activity
and to get the materials that they need for the presentation.
2. Introduce the general objective and benefits of the activity: Before starting the activity, make sure to
explain the general objective and benefits to the students. This will help them understand the purpose
of the activity and how it aligns with the overall goals of the level.
3. Review the relevant vocabulary and grammar: you may need to review certain vocabulary and
grammar points with your students preferably days before the activity, so that they can use the target
language in an efficient way.
4. Provide clear instructions: Make sure to provide clear and detailed instructions for the activity,
including any requirements or guidelines that the students need to follow. If necessary, demonstrate
or model the activity for the students to help them understand what is expected of them.
5. Monitor and provide feedback: As the students are working on the preparatory part of the activity,
make sure to monitor their progress and provide feedback as needed. This could include correcting
errors, offering suggestions for improvement, or praising their efforts. You can use the speaking task
rubric provided to guide your evaluation of the student’s performance.
6. Giving feedback: After the activity is complete, take some time to debrief and reflect with the
students. This could include discussing what they learned, what they enjoyed about the activity and
any challenges they faced. You can also encourage the students to give feedback on the activity
themselves and suggest any improvements for future sessions.

Activities: DESCRIBING YOUR TOWN AND GIVING DIRECTIONS.

 For the presentation the students need to create a poster with images of the places in the made-up
town. They can bring magazines, look images up on the internet, or be really creative and draw and
paint.
 This poster can be created in class during a suitable activity. It can be a group activity, but the final
presentation is individual.
 Before beginning the activity, provide students with a list of common objects that may be found in this
place, city, or town. etc., along with any extra vocabulary and prepositions of place.
 Ask the students to help each other with the extra vocabulary for the activity (using their
smartphones), practicing pronunciation and delivery.

Assessment:
 Each student will be given 5-7 minutes to present their poster.
 The students present in front of the class (mockery, excessive noise, or any type of bullying cannot be
tolerated).
 Teacher uses the appropriate rubric to grade the effort (use the rubrics attached).
 Teacher must remember that giving feedback at the end of the activity is part of the assessment.

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