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PROJECT GUIDELINES LEVEL A1

BASIC I

PROGRAM: ENGLISH BASIC A2

LEVEL: BASIC I (A1)
NAME OF THE PROJECT: MY PERSONAL AND PROFESSIONAL PROFILE (PART I)

MAIN OBJECTIVE

This project aims at promoting students’ production based on their profile and interests while integrating the
contents of the course to their real life and encouraging them to develop critical thinking about this
globalized world. The focus for students will be to interact with their immediate environment in a simple way
providing basic information about themselves.
As an on-going process that will be carried out throughout the course, this project should answer the
question:
“What is my personal and professional profile in English?”
SPECIFIC OBJECTIVES
 Students will complete their basic professional CVs in English.
 Students will prepare for a basic academic or work interview in English.
 Students will give basic information about themselves.
 As a final product, students will keep a record of all their tasks in an online portfolio on
PADLET.COM.

DEVELOPMENT

The project proposed for A1 level will be developed in two courses: BASIC I (Units 1-6) and BASIC II (Units
7-12). The series employed in this proposal is LIFE Beginner, by Cengage.
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General guidelines
 The tasks described in this document must be developed, built and nurtured in each lesson. You
should find a time in every class to connect the tasks of the project with the contents of the series. This
will guarantee that students will develop the competences addressed in each stage, and will provide
students with enough practice to succeed in the socialization. Please refer to the principles of
constructivism and project based learning (PBL).
 At the beginning of each unit, the teacher has to explain to students what they have to do: clarify
objectives, procedures and evaluation method (following the PROJECT RUBRICS).
 Students must always be given class time to work on these projects.
 Every two units represent a STAGE.
 For each stage, students will complete one task with two parts: one written task and one
socialization.
Written Tasks
 Check written tasks: Students should have at least 2 days to work in class on their written tasks. The
teacher should receive them and check mistakes using the rubrics.

 Please do not amend mistakes, underline or highlight them

using the Writing Code so students can correct them.

 Every written task must be uploaded to the established platform.

 Upload written tasks: Once written tasks are checked, students should correct the highlighted mistakes
and upload their final version to the platform corresponding to their level:
A1: PADLET  www.padlet.com
Socializations
 Socializations refer to the moment, at the end of the term, in which students will have the chance to
interact spontaneously with their classmates and use in context, and for real purposes, what they
have studied in the previous units. Teachers are to set the conditions and context for students to
mingle and communicate with others in a safe atmosphere.
 Socializations should never be conducted in a traditional “presentation” format, that is to say,
students should never stand alone at the head of the class to present material. Unless specified in
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the task description, they will complete socializations one-on-one with you, a partner, or as part of a
small group.
 You may never assign specific times for socializations. All students are required to be punctual and
arrive at the scheduled beginning of class.

 Students should never be tasked with memorizing material for socializations, so be sure to
discourage this misconception. If you see evidence of memorization, speak to the student about it.
 Students should bring their own materials and be ready for their socializations. This will be
considered as «task completion» according to the Project Socialization Rubrics.

DESCRIPTION OF THE TASKS

LEVEL: BASIC I – A1
NAME OF THE PROJECT: MY PERSONAL AND PROFESSIONAL PROFILE (part I)

STAGE I: Units 1 and 2

Students will be able to:

 Meet and greet people.

 Give basic information about themselves in simple phrases.

 Ask simple questions to someone else about his/her basic
information.

 Design the head of their CV.

Unit 1
Written task: Creating your CV: personal information

In this unit students will do the following tasks: (1) creating their CVs and (2) filling in the format: job
application part one (1).

1). Students will create the head of their CVs. They have to include the basic information that could be
required in an application for a job or a university: first name, middle name, last name, ID number, age,
nationality, phone number, address, e-mail address, marital status, profession.

Once the teacher has checked the written task, students must correct mistakes and design their CVs,
adding a formal photograph. CVs should look professional to be uploaded to their portfolio.
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2). Students will also fill in the job application format part one (1), giving their personal information and
their three most important family members’ personal information as well. Nowadays, most companies have
these formats in order to have an institutional CV. Students will upload this format filled in to their portfolios
on Padlet.

Unit 2
Socialization: Preparation for an interview (personal information)

Students will prepare for the beginning of a job/university interview in which they are going to talk about
their contact details and personal information.
The day of the socialization, students will be divided into two groups: interviewers and candidates. The
session will be held as follows:

1. Interviewers shall be seated waiting for candidates to be interviewed. They will have 3 minutes to ask
questions about their partner's personal information.
2. Every three minutes candidates will meet another interviewer.
3. The teacher will monitor and take notes.
4. Depending on the size of your class, ask the candidates to meet 3, 4, 5 or more interviewers.
5. Then, switch roles and continue the session following steps 1 to 4.
6. Make sure that all your students take both roles at least three times.

STAGE II: Units 3 and 4

Students will be able to:

 Talk about their family members’ names, ages, and professions.

 Indicate where they are in relation to other family members.
 Ask for some specific basic information using question words.
 Describe places in a simple way.

Unit 3
Written task: What is my family like?

As students are designing not only their professional but also their personal profile, they will be asked to
give some information about their family. First, students will make a brief description of Colombian families,
usual composition and some characteristics (six sentences). Then, they will describe their own family;
including members, names, ages, and professions, (at least ten sentences).

The teacher will check this written task. Once the students have made the corrections, they will create a
family tree (using Geni) based on the text previously written and will send it to the teacher. Finally, students
will upload this family tree to their portfolios in Padlet and print it to be used as a visual aid for the second
socialization.
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Unit 4
Socialization: Meet my family
For this socialization, students will bring not only their printed family trees but also three pictures of special
moments with their families.
Divide your students into pairs and get them to ask questions about their partners’ families. Give each
couple five minutes to talk, according to the following steps:
1. Student A will show his/her family three and student B will ask questions such as:
 Who´s that? (That’s my ___) (relationship)
 What’s his/her name? (name)
 How old is he/she? (age)
 What’s his/her job? (occupation)
2. After that, Student A will show the pictures he/she brought and will describe:
 The place, including prepositions of place.
 People in the picture
 What/who is around them
3. Then, they will switch roles
4. The teacher will monitor and take notes.
5. After five minutes, ask your students to meet different partners and follow steps 1 to 4.
6. Let students talk about their families at least to four different partners, depending on the size of your
class.
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STAGE III: units 5 and 6

Students will be able to:

 To talk about their own abilities and someone else’s.

 Describe objects.
 Talk about interests, likes and dislikes.
 Give positive and negative opinions.

Unit 5
Written task: Creating your CV: skills section
In this unit students will do the following tasks: (1) adding information to their CVs (2) filling in job
application format part two (2).

Students will continue working on their CVs by adding information about their professional skills. They will
write a brief description (40-50 words) of their professional abilities, taking into account the following
aspects:

• Languages they speak or are studying

• Software programs they use/manage
• Digital tools, apps, gadgets or technological resources that are useful for their profession.
• Any other relevant abilities at professional level.

After students make corrections based on teacher’s feedback, they will upload the paragraph to their CVs
on Padlet, dividing their skills in categories to serve as subheadings. This is to make the skills section look
nice and organised. Some of the subsections could be:

• Interpersonal
• Team work
• Software and Social Media
• Writing and Communication
• Creative and Analytical Thinking

__________
CV
________
________
________
________
____
_
Skills
• Interpersonal
___________
• Team work
___________
• Communication
___________
• Social media
___________

2). Students will also fill in the job application format part two (2) and upload this format to their portfolios
on Padlet.
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Unit 6
Socialization: Hobbies showroom
As a part of their personal profile, students will talk about their interests, likes, and hobbies. To prepare the
socialization students will get into groups (4 students max) having the same hobby, passion or interest and
taking into account the following driving questions:

• What is your interest or hobby?

• What is it about?
• What is (are) its objective(s)?
• What are its benefits?

Students should also include specific vocabulary related to their hobby or passion.

The day of the socialization, each group will show in a stand what their hobby is about. They will have to
create a game or activity for their classmates to interact and play with, in order to show what is the hobby
about. The activity will be carried out as a showroom, as follows:
1. Set up the stands around the room
2. Two members of each group will stay in the stand (as exhibitors) while the other two rotate (as visitors).

3. When students finish rotating, they will switch roles: exhibitors become visitors and vice versa.

4. The teacher will monitor and take notes.

5. At the end of the socialization, teacher will ask students’ opinion about the different stands they visited.