Unit 3 - How to introduce your project
In this unit you will learn:
- How to introduce your project to the judges.
- How to present the stages of your project.
- How to be direct and clear.
- How to give good explanations.
- How to give good reasons.
- Practice 2
The judges might ask you these questions:
What is the title of your project?
Why did you choose this project?
What is the aim of the project?
What does the project involve?
What will your students be able to do as a result of the project?
Listen to these teachers. Identify each stage of their introduction.
Drag and drop each letter to the right point.
Match the word to the definition.
This video shows four teachers presenting their projects. Notice how they name their project, talk about the aim of the project, explain how they're doing the project and finally mention how their students will gain from it. Match the presentations to the teachers.
Script: (This recording was made by a non-native speaker of English. We have not corrected the script because the objective is to support your understanding. We also want to emphasise that you do not need perfect English in order to communicate effectively.)
OK, I'm going to tell you about Asiana Plus. We worried about how to improve our reading and critical reading skills. Tokyo University and Microsoft worked together and make this. Because our students are only 12 years old we adopted �how to write', how to improve writings.
The project was about eye donation. We need 2.5 million eyes in India but we only have donations of 10,000. The children went into the villages and they had a campaign and 80 families signed the pledge to eye donation.
My project is about a school technology studio that is supposed to drive ICT integration in the school. We set up the technology studio. We gave the students cameras and we asked them to document the school's activities for the day, the week, the month and the school year. Then they entered the information the computer so everyone could see it. We showed that technology makes life easier and we are setting up a new pilot project on the Word Cup.
Match these words with the definition.
Drag the correct words to begin each sentence.
Order the words to make a complete sentence.Note: First, Next, Then, Finally
When you describe your project make each stage very clear.
Say what happened first.
Then say what happened next.
Continue with the next stage. Introduce it with �Then'.
Introduce your last stage with �Finally.'
This will make your presentation much clearer.
Put these sentences in the correct order.
Note: to ask/tell/want someone to do something
We can say:
I asked/told/wanted the students to go to the village.
But we say:
I explained to the students how to use Twitter.
You might need to use the passive form of the verb in your presentations.
Read the sentences. Click on the correct passive form to complete them.
Here is a new skill: learning how to be direct.
Direct and indirect
When you are direct you:
- say what you think
- introduce your project quickly
- use short sentences and simple explanations
- are clear
- are easy to understand.
When you are indirect you:
- spend too much time talking
- use long, complicated sentences and explanations
- use complicated words instead of simple ones
- aren't easy to understand.
Which do you think is better?Select the direct sentences.
Match the words to the definitions
Watch Margaret and Doug. Put each introduction in the correct order.
Listen to Jacky and answer her questions.
Now listen to the model. Repeat after YOU.
Practice: talk about yourself, your students, your school and your project title. Then listen to the model.
Here is Gustavo. He is introducing his project. Listen and repeat
My project is a science project about physics. I call it Physics Quinto � Physics 5. Its aim is to exchange information about physics with other students in other schools. How did we do it? Well, first, my students made a Wiki on the computer. Next we made some videos of our experiments and put them on the computer. Then we put graphics and pictures on the computer in order to explain the experiments. Finally, we invited other schools to go online and to do the same thing. The outcome is very good. We now have ten schools in seven countries. We all exchange our physics experiments and my students are learning a lot and they are also working with students from around the world.
Listen to Amal and decide which sentences are true and which are false.
- What did you understand in this section?
- What do you think you can revise and what do you want to practise again?