Mini projects maxi-learning, APAC Summer course July2018 Session3

Mini-projects, Maxi-learning
Session 3 – 4th July 2018
Usoa Sol
INS Emperador Carles
Summer Courses 2018
APAC’
s

WHAT DID WE
LEARN IN
YESTERDAY’S
SESSION?
Usoa Sol Mini-projects, Maxi-learningUsoa Sol Mini-projects, Maxi-learning

CONTENT TOOLS / ACTIVITIES
3. Dvolver
2. Design of a new
project based on the
ones presented
according to sts’
level and needs
1. Analysis of sample
projects according to
their aims, stages and
assessment
2. ToonDoo
4. ESL Video
1. Wordle

Session 3.1:
Sample CLIL
mini-projects
Usoa Sol
4th
July 2018

Aims of today’s sessions
• Learning about two sample CLIL
mini-projects
• Creating a new CLIL project in
groups focusing on aims and
stages

Sample CLIL
mini-projects
1. Geography: New Zealand
cities
2. Art & History: Iconic Building
project

PROJECT 1:
NEW ZEALAND
CITIES

Introduction
What do you associate with New
Zealand?
Watch the Animoto video and write
the words to describe what you see.

http://animoto.com/play/YPL7Qxy
6yCGJ6MPE24S0Xw

• Kiwi bird
• Māori people
• Glaciers
• Geysers
• All Blacks
• Haka
• Bungee jumping
• Rotorua (hot water
lake)
• Kakapos
• Kauri trees
• Coral reef
• Scuba diving
How many did you have?

Christchurch – Wellington – Auckland
Dunedin – Hamilton

https://www.google.co.nz/maps/
@-41.970967,173.2245445,5z
Google Maps

Instructions for the students
In your group, write a travel guide about your city.
Include the following information:
• a description of the city (name, geographical location,
population)
• special features: what is this city famous for? What makes
it special?
• landmarks / sights: what places can you visit here? What
are the most important ones? Why shouldn’t you miss
them? Give specific tips.
• activities: what things can you do in this city?
• curious facts: what fun facts do you know about this city?

Remember that for every sight you mention, you
need to include a photo and a brief explanation.
IMPORTANT! The aim of your presentation is to
give your classmates a reason to visit your city, so
remember to “sell” it!
See the section on useful language to choose
some vocabulary items and expressions for you to
use.
Finally, when all the groups have presented their
city, the best one will be voted on.

Scaffolding (I): Fact file
In your group, complete the table for the city you have
chosen with the information you have found.
•NAME OF THE CITY:
•NUMBER OF INHABITANTS:
•GEOGRAPHICAL SITUATION:
•KNOWN AS / FAMOUS FOR (SPECIAL FEATURES):
•LANDMARKS / SIGHTS (PLACES TO VISIT):
•THINGS TO DO:
•CURIOUS FACTS (TRIVIA):

Scaffolding (II): language needed for a city guide / travel webpage
• Vocabulary related to tourism and
sightseeing
• Descriptive adjectives
• Persuasive language

Scaffolding (II): examples

Students’ samples

http://prezi.com/roln5fljfb10/wellington/?
utm_campaign=share&utm_medium=copy

AIMS
What is the purpose of the project?
What will it result in? (end product)
What will students be learning?

For students to learn about New Zealand.
For students to «sell» their city to their
classmates.
Linguistic aims: adjectives to describe
places / present simple for factual
information / persuasive expressions
AIMS / OUTCOMES

How to write a city guide for a travel website
collaboratively.
How to describe a place.
How to look for information and select.
How to develop their digital competence
through Google Drive (to write the text) and
Prezi/PPT (to create a presentation).

Will the students present their end
product?
In a city guide on Word and a PPT/Prezi
presentation.
Yes, they will use their PPT/Prezi to
describe (and “sell”) their city in front of their
classmates.

STAGES

Three components will be evaluated in this project:
a)Written text describing the city → accuracy, content
b) Oral presentation (+PPT/Prezi) → fluency,
pronunciation (+creativity)
c) Attitude and participation
during the project
ASSESSMENT

New Zealand cities project -
summary
 Real-life and “exotic”
 Motivating and memorable
 Focus on Geography
 Different approach to reader
 Doesn’t feel like a writing task
 Comprehension tasks done by the students
 Integrated skills work
 Extension: a leaftlet / a city tour with a budget

OVER TO YOU!
Could you do this activity with
your students?
Why (not)?
What would you change/add/do
differently?

PROJECT 2:
ICONIC BUILDINGS

Introduction
What iconic buildings around the world
can you think of in one minute?

Which of the following iconic buildings
do you recognize?
https://animoto.com/play/ttDptXc0qi37ebKiUBhq5w

Sample presentation
https://prezi.com/kumt50z_nsmn/sydney-opera-house-sample-presentation/?
webgl=0

Text work / Language focus

Students’ texts

Students’ presentations

Peer evaluation

Teacher’s feedback

For students to learn about iconic buildings
and the history behind them.
For students to search for information related to
the building they are working on and summarise it.
Linguistic aim: past tenses and descriptive
adjectives; connectors to structure a text
AIMS / OUTCOMES

How to write a descriptive text.
How to use past tense in context.
How to use Google Drive to create a shared
Word document and a Prezi presentation.

Will the students present their end
product?
In a Prezi presentation about their building.
Yes, they will use their Prezi to talk about
their building to their classmates, who in
turn, will have to complete a fact file.

STAGES

ASSESSMENT
How will the project will assessed?
What weight will the mark carry?
What criteria will be used?

Three components will be evaluated in this project:
a)Written text about the building + Prezi (end
product) → accuracy, content and creativity
b) Oral presentation  using a rubric
c) Attitude and participation during the project →
group work and active participation
ASSESSMENT

Iconic buildings - Summary
• Appealing for students
• Choice on the building
• CLIL in action: History, Geography, Art
(different subjects to cater for students’
interests)
• Collaborative work
• Peer-to-peer feedback
• Integrated skills (listening, reading,
writing, speaking)
• Optional: recording with Audioboom

Students’ feedback
My dad wants to take me to the Colosseum now!
(Octavi)
My dad wants to take me to the Colosseum now!
(Octavi)
Why we don’t
do only
projects? ;)
(Mariona)
Why we don’t
do only
projects? ;)
(Mariona)
The Projects are
super! (Víctor)
The Projects are
super! (Víctor)
I love projects very, very, very much! And I
want to go to NYC now! (Lucía)
I love projects very, very, very much! And I
want to go to NYC now! (Lucía)

Session 3.2:
CLIL
mini-project design
Usoa Sol
4th
July 20178

What do you have to do?
1. In your group, design a CLIL mini-project
about the subject and for the level you have
chosen. Try to use one of the tools we've
learnt about in these three sessions.
2. Personalise it according to your students’
level and needs.
3. Post your finished sample project (as an
example for the students) on the wiki, under
the corresponding section.

Mini projects maxi-learning, APAC Summer course July2018 Session3

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