Project work

Source: (http://sek.nyme.hu/pszk/Letlthet%20dokumentumok/HEFOP_3_1_4%20_Vasi%20Gyermekek%C3%A9rt
%20%E2%80%93%20j%C3%B6v%C5%91nk%C3%A9rt/Idegen%20nyelvi%20kompetencia/
Idegen_nyelv_programtanterv_es_szakmai_koncepcio.pdf)

In this session you will answer these questions.

 What is project work?
 What are the advantages of project work?
 How can we do project work in theory and in practice?
 How can I prepare a project on “The Forest?”

What is project work?

A project is a complex piece of work around one topic, where various activities work together towards one bigger goal.
It takes several lessons to complete. Pupils usually work in small groups in the project and it ends in a concrete end
product which is presented to the rest of the class. End of project products are,
~ A poster. For example, pupils in groups create a poster called “On the river bank” with pictures and texts on it about
various aspects of the river (e.g. animals and what they eat)
~ A collage. This is like a poster but children stick things on the poster top make pictures and diagrams.
~ A model. For example, pupils produce small models of a forest and talk about it.
~ An exhibition. Pupils in groups create a small exhibition about the topic and present it
~ Puzzle time. Pupils in groups write quizzes and puzzles about the project topic for other groups to answer e.g.
create a board game asking questions on “The River”
~ A story. Pupil in groups write a simple guided story about a topic connected to the river (gap fill)
~ An advert. Pupils create an advert about their own river/ forest etc…
~ A TV programme. For example, a reporter spends a day in the forest and interviews the animals.
~ A class magazine. Everybody writes something about the topic (e.g. a poem, a letter, a simple description, a puzzle)
and it is put together into a class magazine.
~ A play
~ A TV news program where they give very simple reports about stories in the forest.
…….etc…

What are the advantages of project work?

~ integrates language skills with a focus on speaking and writing
~ develops general learning skills like planning, researching information, co-operative learning
~ integrates subjects from across the curriculum
~ there are learning outcomes – there is an end product
~ autonomous learning – pupils learn how to plan, work independently and asses themselves
~ pupils do authentic tasks
~ is a good way of teaching school subjects to children in easy and interesting ways because we can easily do topics
around a subject from the curriculum.
~ motivating
~ relevant to pupils
~ involve parents

How can we do project work in theory?

One 5-step model for using projects is,

Introduction Planning Task Completion Presentation

Evaluation

Introduction
Pupils work well if they know exactly what they have to do. In the introduction the teacher needs to answer these
questions.
~ What do we have to do? For example, show them what the product will be
~ How many lessons have we got?
~ Who are the project groups?
~ Where are the resources and materials?
~ What do we have to do each lesson?

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Planning
This is where you and the pupils discuss more specifically the contents of the project, the resources and materials
pupils can use, who does what and when. Older pupils with good English can do this by themselves (see “Planning
our project” form). Younger pupils will need help with planning – either you tell them this information or discuss it with
them

Task completion
This takes the most time. In this stage you teach pupils about the information/contents of the project and how to do
the tasks they need for their product. For example, if you want pupils to make a model about “The forest” you might
need to teach the pupils…..
Information/contents
~ start with forest vocabulary (see http://search.enchantedlearning.com/cgi-bin/uncgi/search?key=forest, for pictures
and activities)…then move onto concepts and ideas connected to the forest e.g. types of trees, the water cycle,
habitats (see handouts)
Tasks
~ how to make a model (see handout)
~ how to talk about their model (see handouts)
~ how to write about animals in the forest – writing simple descriptions.

Presentation
All projects should be presented. Pupils need:
~ to learn how to give a good presentation
~ to understand how they presentations are organised
~ have time to prepare for their presentation. This means time to make the poster/model etc…+ time to practise
“speaking” the presentation.

Evaluation
Pupils need feedback on the project. You can,
~ Assess the pupils e.g. with “Presentation assessment sheet” or “Tick lists”. These can go into pupils’ portfolios
~ Ask pupils to self assess “Project Diary”
~ Ask pupils to assess each other (see DVD)

How can we do project work in practice?

Put the extracts of the project “Our Year” in order. In this project pupils have to create a poster about their favourite
year. This project is suitable for 12 year old pupils.
Introduction is step ……………
Planning………………
Task completion………………
Presentation………………
Evaluation…………………..

How can I prepare a project on “The Forest?”

In pairs, prepare an outline of a project for the topic of……(choose one of these)
~ The forest
~ My family
~ Christmas
~ Food
~ Health
~ The town
~ Music
~ History
~ Animals
~ Books
~ Festivals
~ Cooking

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 MATERIALS

Planning our project

Project group…………………………………………..Date………………

What do we want on our poster?

1. ……………………………………………………………………………………………..

2. ………………………………………………………………………………………………

3. ..……………………………………………………………………………………………

4. ….……………………………………………………………………………………………

5. ….……………………………………………………………………………………………

6. ….……………………………………………………………………………………………

7. ….……………………………………………………………………………………………

8. ……………………………………………………………………………………………

Who does what and when?

Who? What? Where from? When? Done?

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 A Forest Model

This model of a forest is fun to make

and shows the animals and plants that
Go ahead 2 live in a forest.
START
spaces Miss one turn

You need
 Shoe box (or similar sized box)
 Paper or paint Go back 2
 Scissors
spaces
 Glue
 Pencil, crayons
 Cotton balls (for clouds)
Go back 2
 Things to put in the forest
spaces

Paint a forest in your box. For example, the sky is blue, cotton balls are
clouds…….
Miss one
. turn
Go ahead 2 Go ahead 2
spaces spaces

END
Make trees and animals (from paper) or, use plastic animals.
Take
the
Shortcut Pass

Go back 2
spaces Take the
Shortcut
Paint the box.

Write what you are going to say. Pass

Take an extra
turn

Source:Take
http://www.enchantedlearning.com/crafts/diorama/forest/index.shtml
an extra
turn

Board Game http://jc-schools.net/tutorials/gameboard.htm

Go ahead 2 Take an extra

spaces turn

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 Word Box
You start!

It’s my turn! / It’s your turn!

Throw the dice.

Take a question.

The question is….

Yes that’s right. Move forwards 3 squares.

Sorry, that’s wrong. Move backwards 3

squares.

I won! Cool!

Talking about our model

This is our model about the forest.

First I will introduce the model and then we will talk about our work.

Then Dávid is going to talk about animals and animal homes in the forest. Then Tamás is going to talk
about plants in the forest. Then Nora is going to talk about mini beasts and I am going to talk about
tress.

You can ask us about our poster at the end.

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Forest pictures

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 Presentation assessment sheet
Name of group Topic_____________

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 Comments

Presentation of materials
Colourful 5 4 3 2 1
Varied 5 4 3 2 1
Clearly organised 5 4 3 2 1
Lots of pictures 5 4 3 2 1
Neat written work 5 4 3 2 1

Use of English
Clear 5 4 3 2 1
Right speed 5 4 3 2 1
Use “presentation” phrases 5 4 3 2 1

Body language
Eye contact 5 4 3 2 1
Not move too much 5 4 3 2 1

Content
Interesting 5 4 3 2 1
Varied 5 4 3 2 1

Project diary

Name: Date:

In the project I learned about……………………….

I spoke in English about …………………………

I wrote about …………………………….

I liked……….……………..

I didn’t like……………………..

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 Tick list
Name……………………………………… Date…………………….

Outstanding Satisfactory Needs Unsatisfactory

Work habits Good improvement
Worked
independently

Worked well in
group

Listened/followed
instructions

Participated in
speaking tasks

Used new
language in the
speaking tasks
Shows courtesy
and respect

These mean….
Worked well independently. Did she - work by herself in an organised way without disturbing other Ls; Focus on her
work; Use her own ideas; Complete the work on time; Complete the work correctly without help; Ask for help if
necessary.
Worked well in a group. Did she – contribute the same amount as the other Ls; Do her part of group tasks correctly
and on time; Help other Ls; Get on with her peers; Respect their opinions; Listen to her peers; Take on different roles
in the group (i.e. sometimes decision-maker, sometimes writer, sometimes the one who tidies up, etc..)
Listened/followed instructions. Did she – pay attention to the teacher and her peers; Follow instructions on the first
telling without being told two or three times; Follow instructions correctly; Ask if she didn’t understand.
Participated in speaking tasks. Did she - talk the same amount as her partner(s); Need help from her partner in
carrying out the speaking task; Take turns in speaking; Help her partner to complete the speaking tasks
Used new language in the speaking tasks. In each lesson, language is provided for the Ls to use in the speaking
tasks. Did she use this new language or just rely on language already known?

Shows courtesy and respect. To both the teacher and her peer.
Demonstrates leadership ability. Did she – help plan the group tasks & make decisions about what to do; Anticipate
problems that might happen; Solve problems that arose; Keep the group on task; Manage the group interaction; Help
other learners

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 Harry Potter and the Chamber of Secrets
G. This is a picture of Harry Potter and the Chamber of Secrets and it

D. is on our poster because J, K Rowling wrote this book in 1998. In the Chamber of Secrets, Harry is twelve years old
and he is in the second year at Hogwarts School of Witchcraft and Wizardry.

J. This book is about how Lord Voldemort (Harry’s enemy) tries to kill him but

A. there is a happy end because Harry does not die.

H. This is my favourite Harry Potter book because I think it is the funniest and the scariest. I saw the Chamber of
Secrets movie and I was really scared when

N. Harry and Ron were in the Forbidden Forest with millions of spiders.

C. One day I want to read Harry Potter in English. Perhaps one day I will.

Michael Shumacher
B. This is a picture of Michael Schumacher and he

E. is on our poster because he is my favourite formula one driver.

M. On Sunday August 16 1998 he won the Hungarian Grand Prix in his Ferrari. The race was 305.844 kilometres long
and he finished the race in one hour 45 minutes 25.550 seconds.

L. He went very fast - about 174 kilometres per hour.

I. I watched the race on TV with my dad and he wanted Hakkinen to win, but

F. I was happy when Schumacher won.

K One day I want to drive a red Ferrari in the Hungarian Grand Prix too – perhaps one day I will.

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 How can we do project work in practice?

Ask Ls to discuss the pictures they brought from home – they answer the prompt questions on the bb.
A) What/Who is the picture of?
B) Why is the picture on our wall poster?
C) What information do we learn about the Degu?
(D) What was the end?

Then Ls to write their own description for their picture/photo by following the questions on the bb. (What is the picture
of? etc..) The answers to the questions make up the description.
Write on the bb “This is a picture of………….and he/it/she is on our poster because……” to start Ls off. (you can give
them a gapped version if you think they need it.)

Groups present their posters to the class. You fill in the Presentation assessment sheet.
Then Ls complete Project Diary.

Ask Ls to separate and order “The World Cup” and the “Eminem” texts. Writing the two titles on the bb, ask Ls to first
decide which sentence belongs to which title and then order the texts. Remind them the 4 questions can
help…..What/Who is the picture of? Why is the picture on our wall poster? What information do we learn about the
Degu? What was the end?

Check order together. For homework ask Ls to bring in a picture (printed or hand drawn) or photo linked to their task.
This is for the next project lesson.

Give out big sheets of coloured paper, card, scissors, glue, pens etc.. to each group. Ask Ls to make their posters by
sticking materials (and visuals) onto the big paper.

Show Ls a sample wall poster on “Our year”. Ls read it and answer questions on it. Tell Ls that they are going to make
a similar poster of 10 – 12 items on “Our year” about: What happened to me in (+ a year). Ls they have 5 lessons.
Divide Ls into project groups of approximately 4 pupils. Ask Ls “What can we put on our poster?” And write their ideas
on the bb.

Teach Ls how to do other tasks e.g. “Speak out!”

Write the Degu description from the sample wall poster on bb.

This is a picture of my first degu and he is on our poster because he was a birthday present for my sixth birthday in
1998. His name was Hami and he was grey and very soft. He liked eating apples, carrots and peanuts and he slept in
the day and woke up at night. He liked playing in his wheel. Unfortunately, one night, he escaped and I could not find
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him for five days. My mum was furious and put out a mouse trap because she does not like little animals (for example,
mice and degus). I was really unhappy. Then one morning I found him in the kitchen - he was eating my breakfast.
He died when he was five.

Write 4 prompt Questions on bb. and ask Ls to answer them

Prompt Questions
A) What/Who is the picture of?
B) Why is the picture on our wall poster?
C) What information do we learn about the Degu?
(D) What was the end?

Check together and highlight that these questions help us order our writing. Highlight that the little story “ he escaped
one night” makes the information more interesting because it is personal, not just factual information.

Demonstrate a good and a bad presentation to the pupils. Ls decide which is the good
one and why. Elicit their ideas on to a. Good presentation poster. E.g.
We must:
1. Smile (draw picture of smiley face)
2. Talk loudly (picture)
3. Speak slowly (picture of snail)
4. etc….

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 Life Cycles

Cut and glue in the correct order

An egg

A chicken A cockrel

A chick

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 A tadpole

Frog spawn A tadpole

A frog

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