Project Title:

Students write a report about gender equality in education and employment and make
a presentation about it in class.

Project objectives

Students will be able to:

- Produce a 120-word written report in English about their findings on gender
equality in education and employment.
- Use the passive voice with modals correctly in the written report and the oral
presentation.
- Apply the vocabulary related to gender equality in education and employment
in the written report and the oral presentation.
 - Present their findings in clear and correct pronunciation, which focused on
two-syllable words with stress in isolation, in their oral presentations.
Rubrics

Speaking rubric
Category Excellent (9-10) Good (6-8) Needs improvement
(0-5)

Use of passive All sentences with Most sentences with Half or fewer
voice with modals passive voice with passive voice with sentences with the
modals are used modals are used passive voice with
correctly. correctly. modals are used
correctly.
Pronunciation Comprehensible Some mistakes Mistakes interfere
of two-syllable pronunciation of occur, but they do with communication.
words in isolation two-syllable words not interfere with
with stress in communication.
isolation

Vocabulary related Vocabulary related Most vocabulary Many mistakes in

to gender equality to gender equality related to gender vocabulary related to
in education and in education and equality in gender equality in
employment employment is used education and education and
correctly and employment is employment
flexibly. accurate, with little
flexibility.

Writing rubric

Category Excellent (9-10) Good (6-8) Needs improvement

(0-5)

Vocabulary Use a wide range of Use a sufficient Use a limited range

gender equality in range of gender of gender equality
education and equality in in education and
employment education and employment
vocabulary with very employment vocabulary with
natural and vocabulary with noticeable errors in
sophisticated control some errors in word spelling and/or word
of lexical features; choice, spelling, formation that may
rare minor errors and/or word cause some difficulty
occur in spelling or formation. for the reader.
 formation.
Grammar All sentences with the Most sentences with Half or fewer
passive voice with the passive voice sentences with the
modals are used with modals are passive voice with
correctly. used correctly. modals are used
correctly.

A step-by-step plan:

Step Due Date Evidence

Stage 1 Time to work in class -

- Students form a group with 03 Mar 17 Your list of questions
others. Design at least 5 questions to
interview your peers about gender
equality in education and
employment in your classroom, using
the passive voice with modals. Make
sure you are also using vocabulary
related to the topic correctly.
- Each student in the group then goes
around and asks their classmates to
collect information for the group’s Your note of answers
report.

Stage 2: Time to work in group Note of data after analyzing.

Students work in a group to gather the Mar 18
results of the survey.
Stage 3:
After collecting and synthesizing
information, you produce a 120-word
report in English about your findings
using the passive voice with modals
correctly. Make sure you are applying
words and phrases about gender
equality in education and
employment appropriately.
First draft – Mar 19
Final draft – Mar 20
Bring the first draft to class.
(Formative Assessment: self-
assessment/peer assessment)
Bring the final draft to class
group reports. This will be graded
according to the rubric.
[Summative Assessment]

Stage 4:
- Prepare a 7-minute report in your Time to work in class -
group to show your findings. All Mar 23.
group members must speak.

- Review the pronunciation of all the

two-syllable words with stress in First practice in class - Be prepared to share your report
isolation to make sure you are Mar 24. with another group – give and
pronouncing them correctly. receive feedback. [Formative
Assessment: peer assessment]

- You present your final report in Final presentation – Mar This will be graded according to
front of the class. 26 the speaking rubric. [Summative
Assessment]

How to use FA
Writing Rubric:
- After writing the report, Ss use this rubric to self-assess whether they have met the
criteria set by the teacher.
- The rubric can also be used for peer assessment after the first draft: They can
exchange their first draft and give feedback to each other.
- After Ss receive feedback from peers, they then rewrite their work and use the rubric
to self-assess their work again.

Speaking Rubric:
- After preparing for the group presentation, Ss use this rubric to self-assess whether
they have met the criteria set by the teacher.
- The rubric can also be used for peer assessment after the first-in-class practice: Each
group can do a mock presentation in front of one another and can give feedback for
each other’s performances. At the same time, teachers can also go around observing
each group as they are presenting and note down any errors so that they can later
correct the errors in an accuracy-based activity.
- After the groups receive feedback from peers, they then modify their work and use
the rubric to self-assess their work again.