Presenting your project • Each student writes a step-by-step action plan about what
• The aim here is to consider different ways of presenting a
project. Students need to understand there is no correct or
expected way of presenting the information and materials
they gather, and that using their creativity is part of the fun
of doing projects.
• The instructions for a project task often suggest what the
content is going to be like. For example, in this case, the
project will be presented visually: with pictures labelled
either with captions or speech bubbles. On the other hand,
there is no limitation on what format the visual presentation
could take. There are two formats demonstrated here, but
stress to students that they are free to choose any other
format as well.
• Read the instructions together and, using the students’
own language, discuss what they need to do. Elicit that the
project is about the people and things that are important
in their lives. Ask them how they would get started. Elicit
that the first step is to make a list of the things they want
to include. Remind them that if they want to show who or
what is really important to them, they must not include too
many examples. If there are too many, nothing stands out
as special. If they do feel they need to show more than one
image, suggest they should consider ways of highlighting
the most important one (for example, by putting it at the top
or in the centre of the project, and using a different colour,
etc. to draw attention to it).
• Look at the next step in the instructions. Elicit that each
image will need to be explained in a short caption or speech
bubble. The point is to make it clear to the person looking at
the project why a person or thing is important.
• Read the final instruction. Clear and effective organization
of your visuals and text is just as important as gathering the
relevant information.
• Look at the two examples together. Elicit what format each
boy has chosen (Andy has chosen a poster, Ravi has designed
a web page). Ask students which one they like better and
why. Point out that it is a matter of personal taste and
whichever format they prefer is fine.
Preparation
• Students decide what format they would like to use to
present their own projects. Find out about their preferences,
then put students who decided on the same format together
in groups of three or four to discuss (in their own language)
what they will need to do.
• If any students are considering more unusual formats, elicit
some potential pros and cons about them from the class
before you start the group discussions.
• Walk around and monitor. Give students practical advice if
necessary, but whenever possible, encourage them to find a
solution to any issues in their groups.
T15 Unit 1
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ProjTB1Press PDFs.indb 36
they need to do and where they would find the materials
(photos, etc.).
• There will be many group projects in the course, but this is
an individual project, so after the initial discussion, students
work on their own to produce their posters or web pages, or
any other formats.
• Ask students to check all their captions for mistakes and write
out a clean copy for their final project. If you would like to
correct texts yourself before students present the projects,
make sure you do this on a separate piece of paper or
electronically, so students can produce a clean copy. It would
be very demotivating for students to have a project with
correction marks all over it.
• In the project presentation class, make sure you have the
necessary equipment to show any computer-based projects
(at least a laptop with a USB drive so students can upload
their web pages or documents, but if you have a projector
or interactive whiteboard, these can be shown to the whole
class more efficiently).
Follow-up
• You can ask the class to vote on the best project in each
format category (e.g. Best Poster, Best Web Page), as well as
overall.
Song
There were ten in the bed
Exercise 1 $ 1.38
• Go round the class counting from zero up to ten, then back
again.
• Read the first verse together and check comprehension, for
example the meaning of the verbs roll and fall out. You may
like to translate the lyrics so the content is clear. Drill the
pronunciation of each line.
• Ask students to look at the rest of the song. Elicit that the
same lyrics are repeated throughout, and only the number of
children in the bed changes in each verse.
• Play the song for students to listen and read.
• Play it again, and get students to sing along.
Optional extra
If feasible, put students in groups of ten, and make them stand
side by side. Nominate one student in each group as ‘the
little one’. As you sing along, ‘the little one’ should be the only
person saying ‘Roll over, roll over’ and the person standing at
the edge of each group should crouch or sit down to show
‘they fell out of bed’. Continue the song until all of them are
crouching or sitting. You may want to adapt the song (make it
shorter or longer) to fit the size of your class.
More practice Teacher’s Resources Multi-ROM Unit 1
28/01/2013 14:47
 Presenting your project 1 This is my project.
It’s on a poster.

Ravi’s project is
on a computer.

3 Make a project about your life.

Song 1 Find pictures of people and things in your life.
2 Write speech bubbles and captions for your
1 1.38 Listen and sing. pictures
3 Put the things together to make a project.

There were ten in the bed

There were ten in the bed
And the little one said,
Roll over, roll over.
So they all rolled over and
one fell out.
There were nine in the bed
And the little one said,
Roll over, roll over.
So they all rolled over and one fell out.
Repeat with 8, 7, 6, 5, 4, 3, 2
There was one in the bed
And the little one said,
Roll over, roll over.
So he rolled over and he fell out.
There were none in the bed
So no one said, Roll over, roll over.

15
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