ACADEMIC PROJECT 2 - BASIC 2

MAKE A VIDEO OF YOURSELF GIVING A TOUR OF A PLACE YOU LIKE

AND KNOW WELL.
Please remember that this is an individual project. Students can work together preparing their materials in a class
activity; however, the final presentation is just one student by him/herself.

Objectives:

• Describing different places, locations, ambiences, rooms, and giving directions using the proper
vocabulary and grammar structures.
• To achieve proper pronunciation and achieve a high level of proficiency.
• To be able to present within a specified time period (e.g. 5-7 minutes)

Activities: MAKE A VIDEO OF YOURSELF GIVING A TOUR OF A PLACE YOU LIKE AND KNOW
WELL.
• For this presentation the students need to make a video (themselves, or with the help of other
students and friends). This video will consist of a tour of a place that they know the history of, or that
they like. This place could be a famous one, or it could be just their own house.
• The video can have transitions, but it can´t have multiple editions (like the ones you can see on many
YouTube videos featuring a thousand different cuts: this doesn´t allow a good assessment of the
patterns of speech and fluency).
• The videos will be shared by the students to the whole class the day of the presentation.
• Teachers should ask some extra questions after the presentation of the video in order to round-up the
evaluation process.
• Ask the students to help each other with the extra vocabulary for the activity (using their
smartphones), practicing pronunciation and delivery.
Students need to answer these questions (or similar to these) during the presentation:

• Where is this place located?

• How can you get there? (Give directions to get there).
• How old is it?
• How many rooms does it have?

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• Why do you like it?
• Why is it interesting?
• Why type of things can you do there?
• How does it look?
• How does it make you feel?
• Describe the things you can see in the place.
• Talk about the people (living in, or working at the place, or around the place).
• Etc.

Assessment:
• Each student will be given 5-7 minutes to present their video in front of the class (it would be great if
that day they could have Bluetooth speakers available, so that everyone can listen properly).
• Mockery, excessive noise, or any type of bullying cannot be tolerated.
• Teacher uses the appropriate rubric to grade the effort (use the rubrics attached).
• Teacher must remember that the presentation of the special project is not the final Oral Evaluation
and that this is designed to take into account more performative aspects of students ‘progress,
therefore points should be awarded taking into consideration things like creativity and general
proficiency.
• Teacher must remember that giving feedback at the end of the activity is part of the assessment.
Instructions for the teacher:
1. This is not just a daily class activity: Students need to be given plenty of time to prepare the activity
and to get the materials that they need for the presentation.
2. Introduce the general objective and benefits of the activity: Before starting the activity, make sure to
explain the general objective and benefits to the students. This will help them understand the purpose
of the activity and how it aligns with the overall goals of the level.
3. Review the relevant vocabulary and grammar: you may need to review certain vocabulary and
grammar points with your students preferably days before the activity, so that they can use the target
language in an efficient way.
4. Provide clear instructions: Make sure to provide clear and detailed instructions for the activity,
including any requirements or guidelines that the students need to follow. If necessary, demonstrate
or model the activity for the students to help them understand what is expected of them.
5. Monitor and provide feedback: As the students are working on the preparatory part of the activity,
make sure to monitor their progress and provide feedback as needed. This could include correcting
errors, offering suggestions for improvement, or praising their efforts. You can use the speaking task
rubric provided to guide your evaluation of the student’s performance.
6. Giving feedback: After the activity is complete, take some time to debrief and reflect with the
students. This could include discussing what they learned, what they enjoyed about the activity and

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any challenges they faced. You can also encourage the students to give feedback on the activity
themselves and suggest any improvements for future sessions.

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