Código: GA-IN-05

INSTRUCTIVO Fecha: 12-Jul-2019

Versión: 05
PROJECT DESCRIPTION Página: 1 de 7

PROJECT GUIDELINE LEVEL A2

BASIC III

PROGRAM: ENGLISH BASIC A2

LEVEL: BASIC III (A2)
NAME OF THE PROJECT: MY PROFESSIONAL BLOG (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 will be to reflect the importance of the student’s profession, its characteristics,
and relevance.

As an on-going process that will be carried out throughout the course, this project should answer the
question:
“How can I use English to tell other people about my profession?”
SPECIFIC OBJECTIVES

 Students will complete a professional blog in English.

 Students will use a blog to let other people know who they are as professionals and how well they
know their professions.
 As a final product, students will keep a record of all their submissions in a blog on GOOGLE SITES.

DEVELOPMENT

The project proposed for A2 level will be developed in 2 courses: BASIC III (Units 1-6) and BASIC IV (Units
7-12). The series employed for this project proposal is LIFE Elementary, by Cengage.
 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 2 de 7

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:
 A2: BLOG  sites.google.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.
 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 3 de 7

 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
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 III – A2
NAME OF THE PROJECT: MY PROFESSIONAL BLOG (PART I)

STAGE I: Units 1 and 2

Students will be able to:

 Give their own personal information and someone else’s. Ask

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

 Talk about their characteristics, routines, interests and current

occupations in simple terms.

 Organize basic information in a paragraph linking ideas in a simple

way.

 Describe places, things and people.

Unit 1
Written task: This is my blog!

In this submission, students (individually) will start working on their blogs. They will introduce themselves
as administrators of their blogs by writing a post (between 90-120 words) with the following information:
 Personal: first name, last name, phone number, e-mail address, profession, nationality, home town,
marital status.
 Basic description: their personalities, interests, routines, and the place where they are currently
working (studying or living).

Students should add pictures to their posts (once the written tasks have been checked by the teacher)
showing as many details as they can about the information given.
 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 4 de 7

Unit 2:
Socialization: How well do you know me?

Before the socialization day, your students should carry out these two tasks:

 Visit at least 5 of their classmates’ blogs before the socialization day and take notes (key words
only) about the most relevant information, both graphic and written.
 Write 5 or 6 tricky questions about themselves, taking into account the information (both graphic
and written) they provided in their posts. They should ask about their workplace location and
description, furniture there is there, their personal information and any other question that can be
answered with the information posted on their blog.

Note: the teacher will assign in advanced which blogs students should visit, in order to promote that
everybody can participate in the socialization actively.

For the socialization, students will take one role at a time: blogger or follower. Followers should meet the
partners whose blogs they visited, by turns. During the conversation, the follower will give his/her opinion
about his/her partner’s blog and should answer the tricky questions the blogger has prepared for him/her,
as in the example. Depending on the size of your class, ask the followers to meet 3, 4 or 5 bloggers, and
make sure that all your students take both roles.
STAGE 2: Units 3 and 4

Students will be able to:

 Talk about their lives and routines, and ask for this kind of
information.
 Express their likes, dislikes and interests.

 Talk about their free time activities (E.g.: sports, hobbies, music,
video games).

 Talk about their abilities.

 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 5 de 7

Unit 3:
Written task: A professional’s routine. In this submission, students will write about their lives as
professionals. They will describe the normal routine of a person in their profession answering the following
driving questions (between 90-120 words):

 Where do they work?

 What do they do? Mention general and specific activities.
 What are their general schedules, shifts and times?
 What are the good and bad things about their professions?

Students should insert pictures to their posts (once the written tasks have been checked by the teacher)
showing as many details as they can about the information given.

Unit 4:
Socialization: Open Campus Day

Before the socialization day, students must get together according to their careers. They have to design an
infographic (using the information in the written task) to show some relevant aspects of their careers. The
infographic must include:

 Profile of the professional

 Abilities needed
 Job opportunities
 Benefits of studying at Catholic University

In this socialization students will promote their majors/professions showing and talking about them.
Students will prepare a stand using the infographic they designed. All students will assume the roles of
presenters and visitors. Depending on the size of the class, one or two students will stay in the stand to talk
about their careers and the others will visit the rest of the stands. The only visual aid permitted will be the
infographic.

Visitors will have to ask questions or express their opinions to the people in charge of the stands. Before
the socialization starts, the teacher will emphasize that the questions or opinions will be the perfect
opportunity to interact and get to know additional information. Once the students visit different stands they
will switch roles. The number of rotation depends on the size of the class.

At the end of the socialization the teacher will inquire about the students’ preferences and opinions. The
teacher can ask the students which one was interesting, attractive, etc.
* This closure activity will not be assessed but will serve to socialize the students’ perceptions about the
activity.
 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 6 de 7

STAGE 3: units 5 and 6

Students will be able to:

 Talk about food and dishes.

 Order a meal and buy food.
 Describe their own past experiences
 Narrate someone else’s past life

Unit 5:
Written task: Food at work vs. Food at home
In this submission, students will compare their food habits. First, they will complete the chart below with
short answers.

Questions Food at home Food at work

What do you usually have at

breakfast?
What time do you eat breakfast?
Do you have snacks between
meals? What time(s)?
What do you usually have for
snacks?
What do you usually eat for
lunch?
Do you eat out at lunch time?
What time do you eat lunch and
how much do you spend eating?
What do you usually have for
dinner?
Do you eat out in the evening?
What do you usually eat for
dinner?
Do you prefer fast food or healthy
food and how often do you eat it?

Then, they will write a reflection (between 90-120 words) based on their responses. The guiding questions
for their reflection are:

 How similar or different are your food habits? Think about the kind of food, quality and
times.
 How does your working/studying hours affect your diet?
 What can you change about your food habits? Why?
 Código: GA-IN-05
INSTRUCTIVO Fecha: 12-Jul-2019
Versión: 05
PROJECT DESCRIPTION Página: 7 de 7

Students should insert pictures to their posts (once the written tasks have been checked by the teacher)
showing as many details as they can about the information given.

Unit 6:
Socialization: The story behind my profession (2 hour-session)

In this socialization, students will tell stories about their past, including their food habits, childhood
memories, school experiences and why they decided to choose their majors and who or what influenced
them to make that decision.

The day of the socialization students will show some photographs to narrate their stories. The students will
be set up in groups of 3 or 4 depending on the size of the class. Based on their photos, students will
narrate their past experiences by answering the following questions:
- When and where were you born?

- What do you remember about your childhood?

- What food and activities did you enjoy most?
- How was your school life?
- In what moment of your life did you start thinking about your major?

- Who was your role model or main influence and why?

- Which aspects did and didn’t you like about this major?
- Why did you decide to study this major in this university?

All the groups will be socializing their stories (their pictures) simultaneously and the teacher will go around
them taking notes. To promote natural interactions among the groups, students will be requested to ask
questions and make comments during the narrations of the stories not at the end. It is important that the
teacher clarifies this before the socialization starts.