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Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
Keith Kelly  Getxolinguae2010
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Keith Kelly Getxolinguae2010


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  • 1. Project work in the language classroom Getxolinguae 2010 Keith Kelly [email_address]
  • 2. The plan for today…
    • Definition of ‘Project’
    • Student focus
    • Resources
    • Language, Skills, Concepts
    • Products
    • Follow up – networks (
  • 3. Project work – defining what we mean
    • ‘ At school and university, a project is a research assignment given to a student
    • which generally requires a larger amount of effort and more independent work
    • than is involved in a normal essay assignment. It requires students to
    • undertake their own fact-finding and analysis, either from library/internet
    • research or from gathering data empirically. The written report that comes from
    • the project is usually in the form of a dissertation, which will contain sections on
    • the project's inception, methods of inquiry, analysis, findings and conclusions’.
    • (
    • fun
    • student-focused
    • curriculum-focused
    • integrated skills
    • structured and product-led
    • (KK)
  • 4. Project work - Curriculum
    • Locate the curriculum guidelines for subjects you are interested in
    • UK National Curriculum:
    • Guidelines, resources, samples of work
    • Example - What goes on in Science?
  • 5. Curriculum area?
  • 6. Project work - Resources
    • Science Across the World
    • a) a bank of resources for general Science projects
    • b) a database of contacts for carrying out a curriculum exchange project with a school in another country,
    • c) an internet-based and ICT focus to learning.
    • Example – What did you eat?
  • 7. Project work - Skills
    • research work
    • dealing with data (gathering, presenting)
    • presentation work
    • Example - Heredity
    • Hair colour, eye colour, skin colour, height, ear lobes, mid finger hair, tongue rolling
  • 8. Conclusions and getting started 1) Explore the content curriculum: - resources - skills - the language 2) Identify an appealing aspect of this context for you and students - a skill - PPTs - a grammar area - passive voice - general academic language for the content curriculum - economy 3) Offer a focus in your language lesson (large or small).
  • 9. Discount
  • 10. References
    • Forum for Across the Curriculum Teaching
      • [email_address]
    • Young learners and teens group [email_address] ,
    • onestopclil discussion forum
    • Gibbons, P (2002) Scaffolding Language, Scaffolding Learning, Heinemann
    • Science across the world
    • Biotechnology and Biological Sciences Research Council,
    • UK National Curriculum Website