English process

1. Taken and adaptedfrom: BUCK INSTITUTEFOR EDUCATION. 2015. www.bie.org
PROJECT DESIGN
Name of the Project:
"IELT" INTERACTIVE ENGLISH LEADERSHIP TEEN.-
Teacher(s): OLGA LEONOR TORRES SÁNCHEZ.-
Duration: Three weeks.-
Grade: Tenth Graders.-
How does my Project relate to the CSI?
Module: Modal Verbs
Module Goal: Encourage a critical
point of view related to globalization,
recycling, health, education, values,
democracy and peace, to look for
analyzing and evaluating possible
solutionstolive peacefully,andhavea
remarkable quality of life for a better
world working as a leadership
teamwork.
Function(s)/Objective(s):
Grammar and Vocabulary aspect(s):
Cross Curricular Theme Success Skills (to be assessed)
Health OK
Critical Thinking/problem Solving ok
Sustainability OK
Globalization OK
Collaboration ok
Democracy and Peace OK
Other: Education, Values. OK
Self-Management ok
Other: leadership
Driving question Does ICT and transversal topics enrich your English learning process?
Project Summary
(include student role,
issue, problem or
challenge, action taken,
and
purpose/beneficiary)
English is the best way to be in contact with different areas of knowledge, where
Joseistas´ students "digital natives" can explore and develop their creativity
surfing and using ICT tools; as well as Joseistas´ tenth graders worked as a
teamwork to carry out interactive presentations using modal verbs related to
democracy and peace, health, globalization, education and values; these
curricular topics let students to realize and express written and orally their points
of view about the Colombian and global real context; it´s remarkable how
students´ leaderships can make the difference in order to let their ideas be
transformed using images, videos, music, that´s why grammar, listening,
speaking, writing are implicited involved in their presentation, becoming an
essentialstrategyin order to promote a successful EnglishProjects. The purpose
of this project is to develop in each student his/her abilities to create and produce
new ideas to express how they would like to live at present to get a better future,
that they realize their responsibility to take care of the Earth and their health, to
be aware about values, rights in order to get along with all people around them,
where tolerance, respect and honest are an essential part of their lives to live in
a peaceful and democracy Colombian country, that each student realize that

2. Taken and adaptedfrom: BUCK INSTITUTEFOR EDUCATION. 2015. www.bie.org
every step they take in their present life, it will be their remarkable future.
Working as a teamwork, teachers, students, families and educational institutions
we can become a better place to live in the best country, Colombia.
Opening and contextualization
Product(s)
Individual:
Teacher´s leadership
Students´ brainstorm
Specific content and competencies to be assessed:
Pragmatic (writing and speaking), linguistic (vocabulary,
grammar listening, pronunciation), sociolinguistic (reading,
speaking), all of them focus scope and sequence; health,
globalization, democracy and peace, “values”, rights
“education”.
Team:
Teacher and students´ teamwork
Specific content and competencies to be assessed:
Pragmatic (writing and speaking), linguistic (vocabulary,
grammar listening, pronunciation), sociolinguistic (reading,
speaking), all of them focus scope and sequence; health,
globalization, democracy and peace, “values”, rights
“education”.
Making Products Public
(include how the products will be made public)
(e.g. school´s website, brochure, poster, twitter, Academic
Community events, etc.)
Well eachstudent has been taught to createtheir own blog, as well
as, there´s a blog for tenth graders where they can practice all
topics worked in classes, this IELT “interactive English leadership
teen” English project will have its own blog
http://allearsieltenglishproject.blogspot.com/, students will design
their presentation by the latest ICT tools, where creativity and
imagination are both together to express their ideas related to
globalization, health, education, values, democracy and peace,
topics that were focused on modal verbs, in order to realize their
possible solutions according to the real context in Colombia and
around theworld, this project has been created in order todevelop
creativity, leadership and a deep conscious about present
responsibility everyone has to save the planet, to take careof their
health, to get a better country and education living in a freedom
and peaceful country.
Students were organized in groups, each one designed its ICT
presentation, and their plotter infographic, in order to be shown
and explained in class, then Tenth graders could share their ICT
project with fifth and seventh graders, through this project,
joseistas´ students could improve their speaking, listening and
reading skills, as well as they were in an English immersion, they
get confidence to be able to express their ideas to others by

3. Taken and adaptedfrom: BUCK INSTITUTEFOR EDUCATION. 2015. www.bie.org
themselves . Finally tenth graders will take advantage of the radio
station where they will have to organize a radio program for 20
minutes talking about culture, music, history, national and
international holidays, aswell as, tenth graders will introduce their
plotter related to theinfographic createdto raise awareness about
globalization, health, education, values, democracy and peace
using modal verbs.
Resources Needed Human: (Teachers, students, special guests, etc.)
Stationary: (paper, cardboard, scissors)
During the whole English project process, students required ICT
tools, (laptops, mobile phones, tablets, software to design its
presentation, as well as, English links, articles, videos related to
globalization, health, values, education, democracy and peace to
argument their English presentation.
Teacher was checking each presentation in classes and at home,
students sent their presentation and infographic plotter by mail in
order to be checked possible grammaror written mistakes.
Students get the challenge to introduce their presentations for
Marivel Reina Leal, Consultora British Council - Convenio SED –
BC. Fifth and seventh graders; besides the Joseistas´ community
at break time.
Reflection Methods for
Differentiated learning
(how individual, team, and/or whole class will
reflect during/at end of project)
Journal/Learning Log Focus Group OK
Whole-Class Discussion ok Fishbowl Discussion ok
Survey Other: Blog, radio
station, plotter
“infographic”.
OK
Project Timeline- Scaffolding
Stage Language Development Project Procedure
Evidence of
learning
(Assessment of/for
learning)
Content
Learning
1.
Launching
the
Project:
opening+
Driving
Question
(e.g. language items they need
to study/review, vocabulary,
progression of grammar and
vocabulary aspects,
pronunciation, useful
expressions relatedto the
topic.)
(e.g. driving question,
Due dates, selecting and
sequencing tasks,
grouping, possible
products, roles, group
work language.)
An entry/diagnostic
test
(e.g. KWL chart,
videos, pictures,
graphic organizers,
models, examples)

4. Taken and adaptedfrom: BUCK INSTITUTEFOR EDUCATION. 2015. www.bie.org