2. Planning a project Go to the link and read the article Project Work to promote English Language Learning. Notice the different ideas for different projects. Think about what ideas appeal to you and why. In our next session we will use this information. http://goo.gl/ZI12tf

3. Planning a project In pairs or groups brainstorm ideas that would interest your learners. Choose one of your ideas and give it a title. Plan how to develop it-follow the stages from the previous activity and the check list that follows. (see following slide) Create a poster illustrating your project plan. Decide how to present your poster-include a brief profile of your learners. Rehearse your presentations.

4. Checklist for planning projects Aims and outcomes-why do this project/ What will learners learn/practice? Group dynamics-how will you group your learners? Timing-what proportion of class time will be devoted to project work? How often? How many days/weeks are required? Resources –what do learners need? For example, scissors, paper, colored pens, recording equipment, books, magazines, internet. End result-how will learners present their projects, e.g. poster, recordings, PowerPoint presentations? Evaluation- how will you evaluate the projects? How important are grammar and spelling compared with the use of English in carrying our the project/ How important is the ‘look’ of the project if the end result is something visual?

5. Presentations What to look for and what to ask… Is the project appropriate for the age group? Are the aims clear and relevant? Is it motivating? Is the time scale realistic? Are the resources readily available? Is the plan learner-centered? What language and skills do learners practice and develop? Is the evaluation appropriate? Is anything missing from the plan? Can you suggest any improvements to the plan?

6. Project work What have you learnt about project work? What are the advantages or disadvantages? How will you put your learning into practice? What do we need to consider?

7. For: Against: Paying their own fees could make people really value education. It makes students committed to getting their degree. Education can become a burden on the state. It’s up to each individual family to pay for the children’s education. Not everyone can afford to pay fees. It’s really unfair. Students have to work while they’re studying. Students have large debts once they go to work. It’s the government’s duty to provide education. Students are going to contribute to society when they’ve graduated. Stress for emphasis –which word?

8. For: Against: Paying their own fees could make people really value education. It makes students committed to getting their degree. Education can become a burden on the state. It’s up to each individual family to pay for the children’s education. Not everyone can afford to pay fees. It’s really unfair. Students have to work while they’re studying. Students have large debts once they go to work. It’s the government’s duty to provide education. Students are going to contribute to society when they’ve graduated. Stress for emphasis –which word?

9. MAGAZINE: Project work for teenagers In your groups read the introduction.  Group one will read about the advantages of project work and planning the project.  Group two will read drawbacks to project work and examples of project work. Share your findings.  What do you think of the new ideas?  How would you adapt them for different age groups?

10. Project words Mingle, tell each other your words and find ‘your match’. Wall display Autonomous learning Interpersonal relations Open day Scheme of work Surf the internet Project evaluation end product

11. Tic Tac Toe for practicing ‘ing’ and infinitives Let’s play Tic Tac Toe! In turns choose a square and write a verb next to the chosen word, using infinitive or ‘ing’. e.g. Afford-can’t afford to study The team with the most three-in-a- row squares wins.

12. Board Run Game for practicing ‘ing’ and infinitives Let’s play Board Run! In turns, one team member approaches the board and chooses a verb. Write either ‘ing’, ‘infin’ or both next to it, depending on what pattern follows the verb. Use prepositions if appropriate. e.g. dream of …ing The team with the most correct answers wins.

13. Adapting the activities What skills did you practice? What did you learn? Did you enjoy the activities? What age groups are these activities suitable for? How would you adapt them for your own learners?

14. Reflect on the module List six things you have learnt or developed. Work with a partner and discuss your lists. Make a new list of six. Now work in a group. Discuss your lists nad make a new list of six to eight. Rank the choices on your list from ‘most significant’ to ‘least significant’. What can we conclude?

15. For or against: Module objectives Language Self-Awareness ‘ing’ forms, infinitives & Linkers [Language Development] Arguments for and against [Language in Context] Stress for Emphasis [Pronunciation] Culture Collocations [Vocabulary] Practical Application in the Classroom Present arguments for and against student fees [task] Project Work and Identifying Key Features of Project Work[methodology] Design a Project for a Specific Set of Students [In the Classroom] Reflection on what you have learnt and how to apply it