This document outlines a project for 4th year ESO students in Spain to practice their English skills. The project involves students conducting interviews at the beach with native English speakers. By asking questions about topics like age, nationality, accommodation, and free time, students will gather information to complete charts and graphs. They will then analyze the results, write a short essay, and give an oral presentation to the class about their experience and findings. The goal is for students to have a motivating real-world experience using English, be exposed to different accents, and practice their communication, socio-cultural competence, and math skills through transferring interview data into visual formats. Teachers will evaluate students based on criteria like proper grammar usage, respect

1. A DAY OUT!
A DIFFERENT DAY!
Daniel Rodríguez García
Cynthia Rodríguez Ascensión
Mariana Pérez Bolaños
Gloria Ruano Suárez
María Eugenia Gasco Nafría
Carlos Cabrera Díaz-Saavedra

2. GENERAL FEATURES
 Topic: a day out!
 Skills: spoken interaction and writing
 CLIL: English and math (Doing graphics)
 Level and course: 4º ESO, A2
 Management: in pairs

3. WHY THIS PROJECT?
 To carry out a trip  motivation.
 A real situation to speak with foreign
people.
 To put into practice the knowledge they have
learnt in class grammar, vocabulary, skills
among others).

4. AIMS
 To be able to speak with native speakers
 To make them be aware of the different accents and ways of speaking
depending on the nationality of people.
 To be able to use English for specific purposes. (math’s)
 To have the opportunity to work in pairs, so they can help each other.
 To make them realize that English is very dynamic and sometimes it is not
the same in the real life than in class.
 To make them feel that English is very important and they have to control
it as their mother tongue.

5. CONTENTS
 A trip to the beach.
 Key words for learners to do the questions and complete the graphics.
 To make a final conclusion (essay).
 To draw the graphic and write a short paragraph regarding the results for
each question.
 To do a brief public presentation in class explaining not only their results
but also their experience.
 To record the interview as a way of having an account of the process.

6. EVALUATION CRITERIA
 Take into account the rubrics.
 To develop socio-cultural and communicative competence.
 To show respect to the target culture.
 To use proper grammar construction and vocabulary.
 To transfer the most relevant information from the interview into the charts
using the mathematical competence.
 To be creative and clear in their presentations and they should not write a
lot of information in each slide.

7. RubRicS

8. PLAN OF ASSESSMENT
EARLY IN THE DURING THE END OF THE
PROJECT PROJECT PROJECT
Pre-teaching: Practicing on:
To form Wh- questions
Interview dealing with: To hand out charts and
How to answer these composition and to prepare
questions 1. Age in pairs the oral
presentation.
Vocabulary related to the 2. Nationality
topic To give the teacher the
3. Accommodation (all individual composition.
To practice pronunciation inclusive, hotel,
apartments, etc.) To show the results of the
To learn some expressions charts and the recorded
for oral communication 4. Free time (sports, visit videos.
relevant places and
Activities that force shopping)
students to speak

9. THANK YOu!

10. THANK YOU!