Week 52 – Year review & final project

Week 52 – Year review & final project (Integrating A1 → A2+/B1‑)

Theme: Reviewing and integrating key grammar, vocabulary, and skills from the whole year; creating a final project that shows students’ progress from A1 to A2+/B1‑.

Focus:

• Integrate core grammar areas from the year:
  • Present Simple & Continuous (routines, current actions, future arrangements).
  • Past Simple & Past Continuous (stories, experiences).
  • Present Perfect (experiences, duration, recent news).
  • Future forms: going to / will / might / First Conditional.
  • Modals: can/could, must/have to/should, can’t/mustn’t.
  • Comparatives & superlatives, used to, basic relative clauses.
• Integrate key topics & functions:
  • Personal information, free time, work/study, travel, health, technology, opinions, plans, hopes.
• Focus on fluency, coherence, and confidence, not new grammar.

CEFR link:

A2+/B1‑: Students demonstrate they can use a range of basic structures and vocabulary to talk about familiar topics in a connected way (CEFR: "Can give a simple connected description or narrative on topics that are familiar or of personal interest.")

1. Week objectives

By the end of Week 52, students can:

1. Review and consolidate the main grammar and vocabulary from the year.
2. Plan, create, and present a final project (spoken and/or written) that shows their English progress and abilities.
3. Reflect on their strengths and areas to improve for the next level.
4. Celebrate their work and see English as a connected system, not separate grammar points.

2. Final project options

You can choose one project for the whole group, or let students choose among 2–3 formats.

Option A – "My Year in English" personal portfolio

Students create a mini‑portfolio describing:

1. About me now – 6–8 sentences:
   • Present Simple/Continuous; work/study, free time, habits.
   • Example:
     • "I live in Kyiv and I work in IT. I usually get up at 7 and go to work by metro. At the moment I’m studying English twice a week."

2. My past & changes – 6–8 sentences:
   • Past Simple, used to, Past Continuous, maybe a short anecdote.
   • Example:
     • "When I was a child, I used to live in a small village. I used to play outside every day. Last year I went to Poland for the first time. One day, while I was walking in Krakow, I lost my phone, but a kind man found it."

3. My experiences & duration – 4–6 sentences:
   • Present Perfect (ever/never, how many times, for/since, recent news).
   • Example:
     • "I’ve been to three countries. I’ve studied English for four years. Recently, I’ve started to watch series in English."

4. My plans, hopes & imaginary future – 6–8 sentences:
   • Future forms (going to, Present Continuous, will, might, First & Second Conditional).
   • Example:
     • "Next year I’m going to take an English exam. I’d like to be able to use English at work every day. If I pass the exam, I’ll be very happy. If I had a chance to live abroad, I’d choose Canada."

Students can present this as a written portfolio, a poster, or a slide deck plus a short oral presentation.

Option B – Topic‑based project (e.g., "My City & My Life")

Students create a project around a specific theme that recycles multiple grammar areas.

Possible themes:

• "My City: Past, Present & Future"
• "My Work/Study Life"
• "My Health & Lifestyle"
• "Media & Technology in My Life"
• "My English Journey"

Structure example ("My City"):

1. Introduction (Present Simple & descriptions):
   • "Today I’m going to talk about my city. First, I’ll describe it now. Then I’ll talk about the past and the future."
   • "My city is a big, modern place that has many cafés and parks."

2. Past & changes (Past Simple, used to, used to vs now, trends):
   • "Twenty years ago, it was smaller and quieter. There used to be fewer cars. Now there are more and more cars, and life is getting busier."

3. Experiences & news (Present Perfect + Past Simple):
   • "I’ve lived here since 2018. I’ve seen many changes. Last year they built a new bridge. Recently, a new shopping centre has opened."

4. Rules, customs & opinions (modals, opinions, reasons):
   • "In my city you must buy a ticket on the bus. You can’t travel without it. I think public transport is good because it’s cheap, but it’s often very crowded."

5. Future & hopes (going to, will, might, conditionals):
   • "The city is going to build more bike lanes. I hope it will be cleaner and safer in the future. If people use cars less, the city will be less polluted."

Students prepare a short talk (3–5 minutes) with visuals (photos, simple slides, hand‑drawn maps) and/or a written version.

Option C – Group project (for higher engagement)

Small groups (3–4 students) create a joint project such as:

• A short class magazine (each student writes one article).
• A "How to" guide for future students (study tips, English learning advice).
• A video (if practical) presenting their city, school, or typical day.

Each student still uses key grammar structures in their part.

3. Suggested week flow (60–90 minute lessons)

Lesson 1 – Review & project planning

1) Quick year review game (15–20 min)

• Grammar/vocab stations or quiz, each station focusing on one area:
  • Past tenses, Present Perfect, Future forms, Modals, Comparatives, used to, verb patterns.
• Aim: remind students of what they can already do.

2) Introduce project options & criteria (10–15 min)

• Explain project choices (Option A/B/C above).
• Clarify expectations:
  • length (e.g., 15–25 sentences or 3–5 minutes speaking),
  • use of different tenses and functions,
  • organisation (beginning–middle–end, signposting phrases from Week 51).

3) Topic & outline selection (20–30 min)

• Students choose project type & topic.
• They create a simple outline with headings (Past / Present / Experiences / Future, or sections for their chosen theme).
• Teacher circulates, checking that outlines include several grammar areas (past, present, future, opinions, modals, etc.).

Lesson 2 – Drafting & language support

1) Draft writing / script creation (30–40 min)

• Students write the first draft of their project (paragraphs, slides, or script).
• Encourage:
  • variety of tenses,
  • clear linkers (first, then, after that, in the end, because, but, although, etc.),
  • some complex structures they learned (Present Perfect, used to, First/Second Conditional, relative clauses).

2) Peer review & teacher feedback (20–30 min)

• Pair exchange: classmates check for:
  • clear structure (introduction → body → conclusion),
  • range of tenses,
  • at least a few "advanced" items (Present Perfect, used to, a conditional, a relative clause).
• Teacher gives selective correction and suggestions – focus on patterns learned this year rather than catching every small error.

Lesson 3 – Final version & presentations

1) Finalise project (15–20 min)

• Students write or polish the final version / finalise slides or posters.
• They rehearse their mini‑talk in pairs.

2) Presentations (30–40+ min, depending on class size)

• Each student (or group) gives their project presentation (3–5 minutes).
• Audience listens and asks 1–2 simple questions each time (recycling question forms from the year).
• Optional: simple feedback forms (What I liked / One good grammar example / New word I learned).

3) Class reflection (5–10 min)

• In L1 or simple English, ask:
  • "What was easy/difficult in this project?"
  • "What grammar do you want to practise more next year?"
  • "What are you proud of in your English now?"

4. Homework / follow‑up ideas

1. Portfolio collection
   • Collect/organise the students’ projects (digital or paper) as a Year 1 portfolio.

2. Self‑assessment checklist
   • Students complete a simple checklist based on can‑do statements (e.g., "I can talk about my past experiences", "I can give advice with should", "I can understand simple news").

3. Letter to my future self (English level B1)
   • Students write a letter to themselves one year in the future about what English they want to be able to use (recycling Week 40 & 52 ideas).