Educational Project Plan: "It's My Life"
Grade: 6th Grade (Primary)
Main Issue: Understanding and talking about daily routines, health, and after-school activities in English.
Scenario: Classroom via Zoom
Methodology: Problem-Based Learning (PBL)
Core Focus: Critical Interculturality — understanding diverse lifestyles and activities around the world.
| Phase | Time | Activities | Methodology Steps | Tools/Resources |
|---|---|---|---|---|
| 1. Present & Reflection | 10 min | Pose reflection questions about daily routines and activities around the world. | Present | Teacher questions, slides, images |
| 2. Collect & Prior Knowledge | 10 min | Students share what they know about daily routines and after-school activities. Use words/phrases they already know. | Collect | Brainstorm, word clouds, chat box |
| 3. Formulate the Problem | 10 min | Present a scenario: "Imagine you want to share your daily life with a new friend from another country. How would you do it in English?" | Formulate | Scenarios, images, prompts |
| 4. Organize & Strategy Planning | 10 min | Students form small groups, plan how to present their routines, including vocabulary and grammar. Decide roles (e.g., speaker, writer, artist). | Organize & Strategize | Breakout rooms, planning worksheets |
| 5. Build & Execute | 15 min | Students create a short presentation (video, slides, or spoken) about their routines, including vocabulary, questions, and activities. Use tools like Wordwall and flashcards. | Build | Digital tools, Wordwall, flashcards, slides |
| 6. Verify & Analyze | 10 min | Share presentations, peer feedback, self-assessment. Reflect on understanding and intercultural differences. | Verify & Analyze | Peer review, self-assessment forms |
| 7. Share & Reflect | 5 min | Summarize learning, discuss importance of healthy routines and diverse activities globally. | Share | Class discussion, reflection questions |
| Phase | Objectives | Activities | Expected Outcomes | Notes |
|---|---|---|---|---|
| 1. Present & Reflection | Activate interest in daily routines and intercultural aspects | Teacher shows images of kids from different countries doing various activities, asks: "What do you do every day?" | Students reflect on their routines and recognize diversity in daily life. | Use slides with pictures, ask open questions. |
| 2. Collect & Prior Knowledge | Build on existing vocabulary and ideas | Students list daily routines and after-school activities they know; create a word cloud. | Students recall vocabulary: get up, have breakfast, go to school, etc. and activities like music, tennis. | Use chat or shared screen for collaborative word cloud. |
| 3. Formulate the Problem | Define the task of sharing routines across cultures | Present scenario: "How can you talk about your daily routine and activities in English to a new friend from another country?" | Students understand purpose: practicing routines, vocabulary, questions, intercultural understanding. | Use real-world context to motivate language use. |
| 4. Organize & Strategy Planning | Foster teamwork and planning skills | Groups plan presentations: assign roles, select vocabulary, prepare questions (e.g., "What time do you...?"). | Clear strategy for creating presentations incorporating vocabulary and questions. | Use breakout rooms and planning worksheets. |
| 5. Build & Execute | Practice speaking, writing, and cultural awareness | Create presentations using Wordwall flashcards, slides, or short videos about their routines and activities. | Active production of language, visual aids, and intercultural content. | Encourage use of vocabulary, grammar (simple present), and intercultural expressions. |
| 6. Verify & Analyze | Self and peer evaluation, reflection on interculturality | Share presentations; peers ask questions; students evaluate their own and others’ work. | Increased awareness of different lifestyles; language accuracy; peer feedback. | Use guided rubrics for evaluation. |
| 7. Share & Reflect | Consolidate learning and cultural appreciation | Class discussion: "What did you learn about other countries' routines? Why is health important?" | Reflective understanding of diverse lifestyles and importance of healthy routines. | Use reflection prompts; encourage intercultural respect and curiosity. |
| Vocabulary | Grammar Focus | Activities |
|---|---|---|
| Get up, have breakfast, go to school, have lunch, go home, have dinner, go to bed | Simple Present (do, go, finish, study, teach, play, do, have) | Create sentences, questions ("What time do you get up?") using flashcards, Wordwall games. |
| After-school activities: music, tennis, chess, swim, art classes, karate, dance classes, drama | Do/Go/Play/Take + Activities; Questions like "Do you play tennis?" | Match activities with verbs; role-play interviews. |
| Tools | Purpose | Usage |
|---|---|---|
| Wordwall | Vocabulary games, matching activities | Create interactive games for routines and activities. |
| Flashcards | Visual reinforcement of vocabulary | Use for presentations and recall activities. |
| Virtual games (Kahoot, Quizizz) | Quizzes for review and assessment | Reinforce vocabulary, grammar, intercultural topics. |
| Google Slides/PowerPoint | Student presentations | Student-created slides to present routines and activities. |
| Zoom breakouts | Small group planning and practice | Organize team work and peer feedback. |
This project fosters critical thinking about daily routines, healthy lifestyles, and diverse cultural practices, promoting intercultural understanding through language use. It combines collaborative, interactive activities with reflection, ensuring students develop language skills and global awareness in an engaging, student-centered manner.