The document outlines the phases in designing an English language project, including choosing a topic, listing tasks, objectives, problems/situations, contents, and assessment criteria. It provides templates for planning the project, with sections on timing, competencies, learning outcomes, assessment, methodology, resources, and activities. The goal is to design a coherent project that motivates students and allows them to achieve the objectives through a final product or task.

1. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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A PROJECT IS BORN
Level: __________________________
1.- Which topic?
Choose a topic. There are several options: you can choose the topic of a unit in the
textbook, a special event in the school or the city, a festival, ... You can also choose a
topic your students are interested in or one that deals with important contents.
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Why have you chosen this topic?
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2.- List and order a series of real tasks about the topic that are related to ordinary life.
It has to have a communicative purpose.
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3.- Which objectives do most of my students have to attain?
Remember:
 Objectives are actions that students will be able to carry out at the end
of the project (“know how to do things” and not “know things”).
 Objectives have to be attained by most students in the class even if at a
different level of cognitive difficulty.
 Use an action verb and, if possible, at a high thinking level (Bloom’s
taxonomy).

2. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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Go to http://www.xtec.cat/web/curriculum/curriculum and choose objectives and / or
assessment criteria of the appropriate year.
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4.- Which problems / situations / products will you show your students that are
motivating and that help attain the objectives?
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5.- Which previous knowledge and skills are necessary to face the problem / product?
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6.- Which contents will I give my students as the project progress? You need to think
what students need to do to design a final product of quality.
6.1.- Think of the final task / product. Which characteristics will a product that
deserves a 10 have? List its characteristics. Be as precise as possible.
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3. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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6.2.- Think of these characteristics as contents (concepts, strategies and attitudes). Go
to http://www.xtec.cat/web/curriculum/curriculum and choose the contents that best
suit the final product.
Remember:
 Contents are skills, subskills, strategies, functions, grammar that
students need to know in order to carry out the final task.
 Contents are the means to get an accurate final product but not the
end.
 Use a noun or a gerund.
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7.- How are you going to assess students? How are you going to check how well
students have achieved the objectives?
7.1.- Assessment criteria.
Remember:
 Assessment criteria are evidences that prove that students have
attained the objectives.
 Assessment criteria come from the objectives so there should be at
least one criterion per objective.
 Use an action verb and, if possible, at a high thinking level (Bloom’s
taxonomy).
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7.2.- Assessment instruments
Remember:
 Assessment instruments are the tools that you need to carry out a
reliable and valid assessment.

4. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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 Assessment instruments come from the assessment criteria so there
should be at least one criterion per objective.
 Use a noun.
 Write down the marking criteria as well.
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INVESTIGATE!
1.- Google the topic or the final task of your project plus EFL or ESL or “for children”.
You may find units, activities or useful pages that other teachers have used. Bookmark
the ones that can contribute to your final product or to some of the contents in your
project. Make a list of all these resources but make sure you tag them so that you can
find them when you need them.
2.- Select books, images, articles and videos which are really useful to help build
knowledge necessary to design the final product or the problems that arise. (It is
important that, before starting the project, you choose the appropriate bibliography.)
3.- The teaching unit. You need to think of the activities to be carried out in class. Go
back to your list of a 10 product and design activities that achieve all those
characteristics.
When choosing activities, you need to remember:
a) Bloom’s Taxonomy

5. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
© Montse Irun
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Remembering: can the
student recall or
remember the
information?
define, duplicate, list,
memorize, recall, repeat,
reproduce state
Understanding: can the
student explain ideas or
concepts?
classify, describe, discuss,
explain, identify, locate,
recognize, report, select,
translate, paraphrase
Applying: can the
student use the
information in a new
way?
choose, demonstrate,
dramatize, employ,
illustrate, interpret, operate,
schedule, sketch, solve, use,
write.
Analyzing: can the
student distinguish
between the different
parts?
appraise, compare, contrast,
criticize, differentiate,
discriminate, distinguish,
examine, experiment,
question, test.
Evaluating: can the
student justify a stand
or decision?
appraise, argue, defend,
judge, select, support, value,
evaluate
Creating: can the
student create new
product or point of
view?
assemble, construct, create,
design, develop, formulate,
write.
b) Cummins Matrix
There are many different types of activities: lectures, questionnaires, tasks, wikis,
chats, etc. Think about the most adequate ones for the activities you listed before.
Types of activities Resources

6. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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4. Assessment design. Do you remember the types of assessment according to when
and for what reason you assess? And according to the instruments used in the
assessment? Fill in this chart
What for and
when
How
Initial Formative Summative
Formal
Informal
Self assessment
Co assessment

7. “Let’s project in English”.
PHASES IN THE DESIGN OF A
PROJECT
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GET ON WITH IT!
1.- It’s high time we design the activities.
1.1. Start introducing the objectives and the final task in a clear and motivating way.
1.2. Organise the activities in sections. Each section can refer to a step in the process
to the final product (if the final task is to shoot a scene form a movie, the sections can
refer to the genre, the script, the soundtrack, etc) or to the different aspects of the
final task (if the final task is to give a speech on non violence, the sections can deal
with the content, the genre, the delivery, etc).
1.3. Finish the project with a section where students create or design the final product.
Tell them where they have to hand in the final project.
2. Assess the activities. Follow the indicators of competences and evaluate the list of
activities you have listed before. Do you need to add an activity so that some key
competences are enhanced? Have you catered for different learning styles? Can you
improve some of the activities?
3.- Write down the planning of the project. You may use this template.

8. © Montse Irun
TITLE
TIMING YEAR 1r ESO SCHOOL YEAR 2014-2015 TERM 1st
term SESSIONS 9 SUBJECT English
TOPIC
FINAL
PRODUCT
COMPETENCES
KEYCOMPETENCES
Tick the competences that are developed in the unit
 Communicative competence
 Mathematical competence
 Artistic and cultural competence
 Information handling and digital competence
 Learning to learn competence
 Autonomy, initiative and decision taking competence
 Knowledge of and interaction with the natural world
 Social and civic competence
SUBJECTCOMPETENCES
Tick the competences that are developed in the unit
 Linguistic competence
 Oral competence
 Written competence
 Audiovisual competence
 Intercultural competence
 Literary competence
TEACHING CONTENTS
Nouns are needed

9. © Montse Irun
LEARNING OUTCOMES / OBJECTIVES
At the end of the unit students will be able to:
Infinitives are needed
Use action verbs
ASSESSMENT
ASSESSMENT CRITERIA ASSESSMENT INSTRUMENTS
Use action verbs
They must be related to the learning outcomes
Each criterion should have at least one instrument.

10. © Montse Irun
METHODOLOGY
STRATEGIES
Point out the learning approach and mention the teaching strategies that stand out.
RESOURCESandMATERIALS
List the resources needed for the unit.
DEALINGWITHDIVERSITY
Explain how the materials and/or strategies deal with all levels of cognitive complexity.

11. © Montse Irun
LEARNINGACTIVITIES
Activity 1:
Describe briefly what the activity is about
Use nouns
Activity 2:
Activity 3:
Activity 4:
Activity 5