How to use the EDMI Project Materials:
These materials are designed to be ready to use out of the box but easy to adapt to your class. You can use them in whatever way you think is best. However, to get the best out of them, we suggest you use them with these points in mind:
The overarching aim of these materials is to develop students’ competence, i.e. what they are capable of doing in English. The projects feature a variety of topics, grammar functions, skills and task types. However, we see the principal value of these projects as supporting existing curricula or filling gaps in materials resources and providing flexible and ending material for courses other than the day-to-day General English. For the reason, we have tried to make them as flexible as possible.
The projects are a mixture of Task-based Learning and Teaching (TBLT) and Content and Language Integrated Learning (CLIL). As such, the primary focus of the lessons and the project as a whole is the content and the final tasks. With this approach, language is simply a tool for achieving a realistic task and focus on form (i.e. grammar) should be subservient to achieving the task. Put another way, you give language only when it is needed and only to aid students in achieving the task. If you keep this in mind, you will get the best out of our materials and the best out of your students.
Most of the lessons will be appropriate for strong pre-intermediate through to advanced level classes. In the teacher's notes we will occasionally point of ways of adapting the material to different groups
The projects are separated into parts or ‘lessons’. We designed these lessons to cover between 1hr and 1.5hrs but depending on the needs of your class, you may want to take two of your class sessions to cover one project lesson or if you have a higher level class, it may be easier to cover two project lessons in one session. The lessons are designed to build on each other but we have tried to design them in such a way that you can skip lessons if you need to.
Although almost all the material is developed specifically for the projects, we have tried to keep them natural and keep the feeling of authenticity. As a result, students may find the input stages more challenging than the more contrived material from textbooks. However, we hope you will find numerous opportunities to focus on naturally produced language which we chose not to study in the materials.
The Task Sheets are based on the input elements of the project which will either be videos or audio on the website or readings culminating in a production task. We designed them with simplicity and ease of use in mind. We hope that it is very clear both to the teacher and to the students what each lesson, each activity and each task expects of the students.
Many of the lessons will have a linguistic item in mind, a set of specific lexis, a grammatical forms, an element of speaking etc. which is needed to perform the lesson task. We provide a separate task sheet for each linguistic focus which we have intentionally made quite simple so that it can be easily adapted and supplemented depending on the needs of the class. You may wish to go through it quickly as a refresher, spend time practising with supplementary material or simple skip the activities entirely and focus on the tasks.
The teacher’s notes are designed to guide you through the materials and suggest ways of using them. They are not lesson plans as each class will have different needs and work through the materials at different speeds and different degrees of difficulty. Answers are provided for the activities but naturally, much of the task work has no single correct answer. Where possible we have provided notes to help you feedback on task work and/or a model piece to guide students. For the sake of ease, we have formatted the Teacher’s Notes in the same way as the Task Sheets.
Most of the lessons culminate in type of production task. The tasks are designed to be authentic ways for the students to demonstrate their new knowledge and put into practice the new language items they have studied. Wherever possible, we have suggested ways of recording, sharing and storing student production as a means of formative and summative assessment, as a way to track student progress, and as a way of building student portfolios. [see blog post]
You will not find tests or quizes in the projects. This is because we believe it is of far more value to assess what students are capable of doing in English, that is their competence , rather than assess students’ ability to remember vocabulary or do gap fills and so on. All of the tasks can be assessed either formatively or summatively. We suggest assessing the final task summatively and the preceding tasks formatively. We have provided a simple assessment sheet to go with the Teacher’s Notes which shows how we intended the Task to be assessed.
Part of the Projects is about encouraging students to take more control of their learning. To this end, we have designed a self-reflection element to be completed before and after the project. The Self-Reflection sheet is the same for each project so that students will be familiar with the format for other projects.
You will see that the Task Sheets and Teacher's Notes are peppered with various icons at the top of the page and beside task and activity instructions. These to help both students and Teacher quickly identify the task/activity type. Here is the icon key:
One of the icons you will see which always accompanies the final task is the Portfolio icon. All the final tasks so the students to produce something: a piece of writing or a recorded piece of speaking. If collected together, these student ‘artefacts’ provide a useful record of student work. Each piece can be formatively and summatively assessed using our assessment sheets. If you do more Projects, students can continue to build their Portfolio and use them from one project to inform the tasks on another. Explore our blogs page for more information on implementing Portfolios.