UNIVERSIDAD AUTÓNOMA DEL

CARIBE

UNIAUTONOMA CENTER FOR INTERNATIONAL

LANGUAGES
-UCIL-

PROJECTS FOR BEGINNERS. LEVELS ONE, TWO AND

THREE. (CLIL)

PROYECTO DE APRENDIZAJE DEL IDIOMA INGLÉS

ARTICULADO CON EL DESARROLLO DE HABILIDADES
BÁSCIAS EN LOS NIVELES PRINCIPIANTES DE
PREGRADOS DE LA UNIVERSIDAD

BARRANQUILLA
2015-II
 LEVEL I

Topic: See teacher’s book: “Learning Outcomes Now I Can …” Scope and
Sequence.

Final project: Diary, composition, letter, story, email etc.

Suggestions: The student can write about himself, a family member, a famous
person etc.

Main Objective:

 To put into practice the vocabulary and grammar structures learned

throughout the entire level through the elaboration of a short piece of written
work.

1. Project description:

A. Each one of the students will have to write a text about himself or any other
person. The student is free to choose what type of text he wants to do his
writing, such as; composition, letter, diary, short story, email, whatsApp
conversation, etc.

B. Every single unit the students will have to show in classes his advance, which
corresponds to one or two paragraphs. Likewise, the teacher is responsible
for informing and guiding the students on the content that is expected to be
put in each paragraph.

C. The student will have to submit his final text in the third term. Additionally, the
student will have to present his work orally in no more than 3 minutes. The
students can create a power point presentation or show a poster with ONLY
IMAGES and TITTLES, since many times students tend to read everything
from their visual aid and what this final speaking activity seeks is to know if
students can also make good use of the vocabulary and structures orally.

VERY IMPORTANT: The day of the presentation the students DO NOT need
to say everything they put down but the most important information of their
writing.
 D. Writing guidance for teachers and students: Content / Vocabulary /
Grammar

The following chart will serve as a guidance of what the teachers and students
are expected to do per unit so teachers can use the following paragraphs as
examples. Remember you can write about yourself or any other person.
Besides, the students are allowed to add information to their paragraphs.

WRITING GUIDANCE: LEVEL 1

Units Content Vocabulary Grammar

 Write about your  Nationalities,  Verb “To Be”

name, age, countries and
Unit # nationality, languages.  Affirmative and
1 occupation and Negative forms
marital status.  Occupations and
adjectives to describe  Yes/No
 Describe your your personality and Questions
personality and physical appearance.
physical
appearance.

UNIT # 1 EXAMPLE
Hello Guys! My friend’s name is Obama. He is from the United States, so he is American and
speaks English very well. He is 53 years old, his birthday is August 4th. He is the President of the
United States. He’s married to Michelle Obama.
He is a tall, thin and African American man. Additionally, He is an intelligent and serious politician.

Units Content Vocabulary Grammar

 Write about daily  Verbs used to  Simple present.

routines. express daily Affirmative and
Unit # routines. Get up / negative.
2  Everyday have lunch etc. Adverbs of
Expressions  Adverbs of frequency frequency
 And / But / Because Language Note:
And, because , et

UNIT # 2 EXAMPLE
Obama gets up at 4:45 every day. He never wakes up late because he is a hard-working person.
The Obama family always has breakfast early in the morning. He usually gets together with other
politicians in the White House; this is the place where the President and his family live. The
President Obama and his family do not work on the weekends, they prefer to stay home and spend
some family time together.
Units Content Vocabulary Grammar
  Write about what  Free time activities:  Simple present
you like to do Play, go to the Questions.
Unit # movies, go shopping,
3  Everyday visit friends, read, and
expressions. listen to music.

UNIT # 3 EXAMPLE
Obama likes to read a lot. He loves to read E. A. Poe’s books. His favorite book is “The Masque of
the Red Death” because this is a mysterious story. What about you? Do you like reading? Do you
have a favorite book? Obama also likes to listen to music. His favorite type of music is classic. He
usually listens to classic music when he is stressed-out.

Units Content Vocabulary Grammar

 Write about your  Family members:  Have / has,

family Wife – Husband, questions.
Unit # Brother – sister,
4  Everyday son – daughter etc.  Language
expressions Note: Some /
(making Any
suggestions)

UNIT # 4 EXAMPLE
Obama has one brother. His older brother is from Germany but he doesn’t speak German.
He is a journalist. Let’s talk about his wife now. She is 49 years old. She doesn’t have any
siblings but she is happy because she has a daughter who is her best friend. Her name
is Ashley. Ashley usually asks her mom: “Mom, why don’t we watch a movie?”
Units Content Vocabulary Grammar

 Write about places.  Places in a town:  There is and

Stadium, there are.
Unit #  Everyday restaurants, Questions
5 expressions museums, Malls, and
(giving directions) etc. statements.

 Describe the
places.

 Why do you go
there or why do
you like them?

UNIT # 5 EXAMPLE
My friend Obama also likes movies. When there is a new action they always go to the
movie theater that is downtown, on Memorial Street. Then, they go to one of the museums
on the 10th Street and Constitution Avenue. For example, they love National Museum of
National History because it’s a huge museum and there are a lot of plants, animals and
fossils to see.
Units Content Vocabulary Grammar

 Write about what  Rooms and  Present

you are doing at furniture: Living continuous.
Unit # this moment. room, bedroom, Statements
6 kitchen, sofa, etc. and
 Everyday questions.
expressions  Prepositions of
(offering and place.
accepting help) (In – On – At)

UNIT # 6 EXAMPLE
By the way, I’m talking on the phone with Obama right now and he tells me he is watching
a documentary in his bedroom at this moment. The documentary is about their favorite
museum but wife and daughter are not watching the documentary because they are
cooking a special dish today because it’s Ashley’s birthday today. She is turning 21 years
old today.

Units Content Vocabulary Grammar

 Write about inviting  Months of the  Can / Can’t.

someone to do year. Statements
Unit # something. and
7  Language Note: questions.
 Everyday (months and
expressions dates)
(talking about
problems)
UNIT # 7 EXAMPLE
Obama’s family always invites me to go to their house on special occasions. For example,
in November on thanksgiving day and in December on Christmas. I usually say I can’t go
because I’m studying at the university now. However, when they ask me next time “Do
you want to come home?” I’m going to say “Of course I can” because I feel I need to have
some fun.
Units Content Vocabulary Grammar

 Write about what  Jobs: Mechanic,  Present

you do in your Engineer, Doctor, simple vs
Unit # occupation. etc present
8 continuous.
 Everyday  Adjectives to
expressions describe jobs:
(Making polite (difficult, easy,
requests). dangerous, etc)

UNIT # 8 EXAMPLE
 I’m studying to become a doctor. I want to be a surgeon someday. I know this job
requires a lot of concentration and can be difficult sometimes but I am very responsible
and for that reason I study hard. Could I be your doctor in the future? Why not? You
never know.

2. Duration of time:

1. DURATION OF THE PROJECT:

This project will last the entire semester and is divided in three parts:

Part 1: This part will be carried out during the first term; the teacher will have to
explain everything concerning this project and make sure students understand every
single aspect of it. During this term, the students will have to decide the type of writing
and work on the first three units.

Part 2: This part corresponds to the second term. At this point, the students should
have decided the type of writing and the beginning of his “story”. He should keep
working on units # 4, 5 and 6.

Part 3: During this term the students will have to finish their writing, submit it and
present orally their final project.

2. GRADE WEIGHT:

Every unit the student will have to show his paragraph(s) when the teacher
requires doing so. The activities done during each term related to this project will
correspond to the 20% of the total of the Formativas grades which are 50%.

3. VERY IMPORTANT:

 The creativity plays a vital role on this project.

 The script can be modified but this must keep the main objective of each
scene.
 There will be a rubric for the final grade of the project and will be showed
and explained to the students.
 The command of English showed by the students during the presentation
plays an imperative part.

PROYECTO NIVEL BÁSICO DE INGLÉS

II SEMESTRE:

Topic: Food and Drinks/ Can I have/ giving personal information.

Final Project: Role Play about booking a table and ordering food.

Suggestions: Different kind of restaurants, a rotating restaurant, a hotel, a

food court, a bar,

cinema (VIP Room).

1. Main Objective:

 To perform how to book a table and order food in an elegant place taking into
consideration the information below.

2. Description:

In groups of 3, the students will have to do a role play based on the

script attached and at the end of the semester they must present it to
the class taking into account the following aspects:

A. The presentation needs to take from 5 to 10 minutes.

B. Every single member of the group will have to work actively and speak.

C. Some roles for the members of the group could be:

 Waiter/waitress
 Manager
 Customers
 Relatives
 Friends
 Cook/chef
 Boyfriend/girlfriend/lover
 cashier

D. It is imperative students decorate, use real objects and food and dress
according to the role since the role play might be filmed to use it as an example for
next semester presentations. Possible objects:
  Data phone, napkins, napkin holder/ring, pepper shaker, salt shaker,
toothpick, credit card, bills, coins, tip, cash register, receipt, mint, glasses,
straw, cups, plates, place mats, fork, spoon, knife, tablecloth, paintings, tray,
apron, chef´s hat, vase, flowers, candles, balloons, music, digital camera,
phone, presents, gifts, palm, pitcher, etc…

E. The students will have to submit the script of the role play with all the
changes to be graded as well. (Things that should be changed are in bold)

F. It is prohibited to read or use any help during the presentation. All the script
should be read, memorized and rehearsed in advance.

3. grade weight:

The activities done during each term related to this project will correspond to the
20% of the total of the Formativas grades which are 50%.

VERY IMPORTANT:

 The creativity plays a vital role on this project.

 The script can be modified but this must keep the main objective of each
scene.
 There will be a rubric for the final grade of the project and will be showed
and explained to the students.
 The command of English showed by the students during the presentation
plays an imperative part.

SCRIPT
 1st scene
Saying hi

A: Hello, Tony. Happy birthday!/ happy love and friendship day!/ congratulations on your
graduation!

B: Hi!...thanks, Tania!

A: Let´s go to Goyos restaurant. I pay the bill!

B: Sounds good! Let´s book a table for tonight / tomorrow Morning/ Evening/ Afternoon.

A: Great idea!

Booking a table (On the phone)

C: Goyos restaurant, Can I help you?

A: I want to book a table for tomorrow Morning/ Evening/Afternoon

C: How many people?

A: Two people

C: What time?

A: 8:00 pm

C: What’s your name, please?

A: Tania Rodriguez.

C: That’s it/ that’s all

A: Ok, thanks!

C: You’re welcome

2nd scene
At the restaurant (en el restaurant)
B: Waiter/waitress!

C: Welcome to Goyos restaurant.

B: Can I have the menu, please?

C: Certainly/sure/of course. Here you are. (claro/ seguro/ por supuesto. Aquí tiene)

B: Thanks.

3rd scene
Taking the order… (Toma del pedido)

C: Are you ready to order? (listos para ordenar?)

A: Yes. Can I have a swiss hotdog and a soda, please.

C: Perfect. And you Miss/Sr.?

B: Can I have a large chicken sandwich and a beer, please.

C: Anything else? ( algo más?)

A: Yes. How much is the chocolate cake?

C: It´s $ 8 dollars/pesos/euros

A: Can I have two, please?

C: Sure. I will be back in ten minutes.

4th scene
Delivering the order… (entrega del pedido)
C: The hot dog and the soda?

A: For me.

C: The sandwich and the beer?

B: For me.

C: Two pieces of chocolate cake?

B: One for him/her and one for me.

C: Enjoy your meal! (que disfruten su comida/buen provecho)

A/B: Thanks!

5th scene

Paying the bill… (pago de la cuenta)

A: Waiter/waitress!

C: Yes.

A: Can I have the bill, please?

C: Sure. Credit card or cash?

A: Credit card.

C: One moment, please…..

C: Can I have your card?

B: Here It is. What is the total?

C: $98.99.

B: Wow!

C: Insert your password…

C: Your receipt. Sign up, please.

B: Ok. Goodbye, thanks.

C: Hey, wait! The tip is not included.

A/B: What!!!!.
NIVEL BÁSICO INGLÉS
III SEMESTRE:

Topic: past simple /past continuous

Final Project: COMIC STRIP

Suggestions: Condorito, Olafo el amargado, Mafalda, Snoopy, Tom & Jerry,

any character created by students.

1. Main Objective:

To invent a funny story with original characters relating an unlucky day.

2. Description: A. In groups of 3 students, they will have to invent an interesting

and funny story telling an unlucky day.

The students will have to take into account and work on all the aspects that comics
involve to finally present the humorous story on a (printed) FLIP BOARD/CHART at
the end of the semester. Each member of the group will have to talk as much as
he/she can narrate the amusing story and it must also include the grammar and
vocabulary studied in class.

The comic strip must have from 15 to 20 scenes which WILL NOT INCLUDE word
balloons. Each picture must be explained by the different members of the team and
there must be a coherent sequence of the events recounted and the images.

3. DURATION OF THE PROJECT:

This project will last the entire semester and is divided in three parts:

Part # 1: This part will be carried out during the first term; the teacher will have to
explain everything concerning this project and make sure students understand every
single aspect of it. During this term, the students will have to make the groups, take
a look at the suggestions given by the teacher and finally make a brainstorming to
start building up the jocose story together with the characters.

Part # 2: This part corresponds to the second term. At this point, the groups must
have invented their characters, plot and images. Therefore they need to have
finished their comic strips by then end of this term. Additionally, the students will
continue working on corrections, useful vocabulary and grammar the project entails.

Part # 3: This part corresponds to the presentation of the final project.

4. GRADE WEIGHT:
The activities done during each term will be evaluated and correspond to the 20% of
the formative grades

VERY IMPORTANT:
 The creativity plays a vital role on this project.
 The command of English showed by the students during the presentation
plays and imperative part.

GlOSSARY
These are just some of the words students are going to find when working on the
first part of the project. Make sure students do different activities for them to master
their meanings. You are more than welcome and free to work on them in a creative
and interesting way.

 Plot
 Character
 scene
 Word balloon
 Comic balloon
 Comic bubbles
 Word bubbles
 Speech bubbles
 Picture
 Image
 Clothes
 superstition
 Features (facial
characteristics)
 Bang!
 Crash!
 Pow!
 Sample
 Sequence
 Coherence
 Coherent
 Regular e irregular verbs
(past simple)
http://www.highschoolhumorblog.com/132-things-that-give-you-bad-luck-as-
a-teen.html

EXAMPLE