Unit 2: Your Body And You (Project)

Introduction

You have finished studying about food, drinks and a healthy diet in the previous lessons. To test your understanding, your first task is to conduct a survey about your classmates' eating habits, you will then have a group presentation to report your findings to the class.

Task

You will need to make a presentation about at least 4 of your classmate's eating habits based on the data collected from your survey. Be sure to read the evaluation page to know what is expected of you!

Process

There are steps that students need to go through

  1. First, the class will be divided into 4 teams. You will conduct a survey about your teammates' eating habits by making a questionnaire. And every member of the group can answer the questions below:

  • Who shops for food at your home?

  • Who prepares your meals?

  • What do you drink during the day?

  • What kind of meat do you usually eat?

  • Do you have a lot of vegetables in your meal? 

  • Do you add a lot of salt to your food when you eat?

  • How many times a day do you eat?

  1. With your group, compile a report based on the answers and add to their findings some information from the notes they took earlier in class and speculate the diet's effect on your classmate's bodies. You can use the checklist below to evaluate your own report:

CHECKLIST:

  • What is the greatest strength of your report?

  • What is its greatest weakness?

  • Should the report be supported with more elaboration and examples? Why?

  • How much of the new vocabulary is integrated into your report?

(list of new vocabulary: Vocabulary)

  • At which point does the report fail to be logical? Why?

  1. Demonstrate your group’s report in class. Review pronunciation of all keywords and the grammar point (be going to & will) and make sure you are pronouncing correctly.

Evaluation

The presentations are graded in groups.

 

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

 

Theme/ ideas development

Have no idea

Do not know how to develop an idea

Have no examples or explanations

Have ideas but poorly-developed

 

Use irrelevant examples or explanations.

Ideas are developed 

 

Use some relevant examples or explanations.

Ideas are fully developed.

Use a variety of relevant examples or explanations.

 

 

Vocabulary 

None of the new vocabulary is integrated.

Some (around 2 or 3) of the new vocabulary is correctly integrated.

Many (around 4 or 5) of the new vocabulary are correctly integrated.

Many of the new vocabulary is integrated, along with the correct use of vocabulary related to the “food and drink" topic.

 

 

Presentation 

The presentation is conducted poorly.

It is extremely difficult to grasp the idea of the total presentation.

The presentation is conducted poorly. 

Students heavily rely on paper. 

The presentation is more like a reading session.

The presentation is well conducted.

Not much reliance on the paper.

There is blank silence at times.

The presentation is conducted smoothly with lots of interaction with the audience included. 

Minimal reliance on the paper and minimal stops or blank silence.

The presentation can be understood with ease.

 

Conclusion

After learning this lesson, you may better your presentation skills, and language skills, especially speaking skills for making a complete presentation. You will also learn how to gather and analyze information. These activities may enhance your understanding of the new vocabulary that you have learned from unit 2 “your body and you” to make a presentation. Finally, this lesson will help you to better communicate to protect your point of view effectively in discussions and presentations.

Credits