Week 26 – Q2 review & project

Week 26 – Q2 review & project (Integrating Weeks 14–25, A2)

Theme: Review and integration of Q2 grammar & vocabulary through a small project.

Focus:

• Integrate key language from Weeks 14–25:
  • likes & free time, places in town & directions, transport & timetables
  • shopping & quantities, health & advice, weather & seasons
  • housework & routines, work & jobs, Past Simple (daily life & holidays)
  • Present Perfect for experiences (intro), comparisons (comparative/superlative)
• Develop fluency in speaking/writing and build confidence before moving to Q3.

CEFR link:

A2: Can use a combination of simple structures to speak and write about familiar topics (free time, home, work, past experiences) in short, connected texts and dialogues.

1. Main aims for the week

By the end of Week 26, students can:

1. Revise key grammar & vocabulary from Weeks 14–25 through short tasks and games.
2. Produce a short integrated project (spoken and/or written) that includes:
   • some Present Simple (routines, jobs, housework),
   • Past Simple (weekends/holidays),
   • at least one Present Perfect experience sentence,
   • some comparisons.
3. Present their project to classmates and respond to simple questions.

2. Quick review menu (choose 3–4 mini‑activities)

You don’t need to review everything. Choose areas where your group is weak.

a) Grammar & vocab stations (10–15 minutes each)

Set up 3–4 "stations" around the classroom (or sections of an online board). Students rotate in groups.

• Station 1 – Free time & frequency (Weeks 14 & 20)
  • Task: write 5 sentences about free time & housework using like + -ing and adverbs of frequency.
  • Example prompts: play football, watch TV, do the washing, cook dinner.

• Station 2 – Past weekends/holidays (Weeks 22 & 23)
  • Task: complete a short gap‑fill story in Past Simple and then add 2 original sentences.
  • Focus: regular/irregular verbs, sequencing words.

• Station 3 – Shopping & quantities (Week 17)
  • Task: classify a list into countable/uncountable and write 4 questions with How much / How many.

• Station 4 – Comparisons (Week 25)
  • Task: write 3 comparative and 2 superlative sentences (people, cities, school subjects, transport).

Students spend ~5 minutes per station, rotate, then you check answers quickly as a group.

b) Quick speaking review games (optional)

• Find someone who… (Present Perfect & experiences – Week 24)
  • E.g. "has been abroad", "has tried sushi", "has flown in a plane".
  • Students ask: "Have you ever…?" and note names.

• Walk & talk – past weekends
  • Students stand and talk to 2–3 classmates:
    • "What did you do last weekend?"
  • Aim: recycle Past Simple in natural speech.

3. Project idea – "My Life: Now and Before" (suggested)

A simple integrated project that touches several grammar points and topics.

Project output options

Choose one (or let students choose):

• A short written text (10–15 sentences) + short oral presentation.
• A poster / one slide with bullet points and pictures + 1–2 minutes of speaking.
• A simple "mini‑book" with 3–4 sections.

Suggested structure

1. Me now (Present Simple) – 3–4 sentences
   • Name, where you live, what you do, daily routine, housework.
   • E.g.:
     • "I live in Kyiv. I’m a student. I usually get up at 7 o’clock and go to school by bus. I often cook dinner and sometimes do the washing‑up."

2. My free time (likes & frequency) – 3–4 sentences
   • Use like/love/hate + -ing, adverbs of frequency.
   • E.g.:
     • "I love playing computer games and watching films. I usually play football at the weekend. I never go jogging."

3. My past (Past Simple) – 3–5 sentences
   • Daily routine when younger / a past weekend / a past holiday.
   • Use regular & irregular Past.
   • E.g.:
     • "When I was a child, I lived in a village. I went to school on foot. I played outside with my friends every day. Last summer, I went to the sea and swam a lot."

4. My experiences (Present Perfect) – 2–3 sentences
   • Use ever/never.
   • E.g.:
     • "I have been to Poland and Germany. I have never flown in a plane."

5. Comparisons / opinions – 2–3 sentences
   • Use comparatives / superlatives and simple opinions.
   • E.g.:
     • "Kyiv is bigger than my hometown. Summer is the best season for me. English is more interesting than Math."

Total: ₁₂–18 sentences depending on your level/time.

4. Project lesson flow (one 60–90 minute session)

Step 1 – Brainstorm & planning (10–15 min)

• Show a simple example plan (e.g., 2–3 sentences for each of the 5 sections).
• Students choose which parts they will include (you can simplify to 3–4 sections for weaker groups).
• They make notes (not full sentences) for each section.

Step 2 – Draft writing (20–30 min)

• Students write their first draft (on paper or digitally) using their notes.
• Encourage them to underline:
  • Present Simple verbs (now),
  • Past Simple verbs (past actions),
  • Present Perfect verbs (experiences),
  • comparative/superlative adjectives.
• Teacher walks around, helps with forms (especially Past & Present Perfect).

Step 3 – Pair check & light correction (10–15 min)

• Students exchange texts and check for:
  • correct -ed forms,
  • irregular past forms,
  • have/has + V3 for experiences,
  • "bigger than / the biggest" patterns.
• They mark 2–3 sentences they like and 1–2 they find difficult → teacher focuses feedback on those.

Step 4 – Final version & preparation to present (10–15 min)

• Students make a final clean version (or a simple poster/slide).
• They practice reading it aloud or summarising key points in their own words.

Step 5 – Presentations (time flexible)

• Each student (or pair) presents for 1–2 minutes.
• Class asks 1–2 simple questions after each (e.g., "Where did you go last summer?", "Have you ever been to …?", "What is the best season for you?").
• Optionally, classmates give simple feedback:
  • "I liked your story about…" / "Your holiday sounds interesting."

5. Homework / follow‑up ideas

Choose 1–2:

1. Polish the project
   • Students correct mistakes from teacher feedback and make a final clean version (typed or nicely written) for display or portfolio.

2. Audio recording
   • Students record themselves (phone, computer) presenting their project in 1–2 minutes.
   • This can be saved to track progress over the year.

3. Self‑reflection in L1 or simple English
   • Short reflection questions:
     • "What grammar is still difficult for you?" (Past Simple, Present Perfect, etc.)
     • "What do you want to improve in Q3?"