Cambridge University Press

978-1-108-92345-3 — Shape It! Level 2 Teacher's Book and Project Book with Digital Resource Pack
Alice Copello , With Simon Cupit
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AN INTRODUC TION TO PROJEC T WORK

Welcome back to school! Your students are eagerly awaiting new challenges. How
are you going to help them develop their skills this year?

Your class has now experienced project work . Students have worked together in groups
to produce and present their projects to the class . At the same time, they have used
and developed their language skills to communicate real meaning . The projects in
Level 2 are designed to help your students expand their learning possibilities and
stay motivated .

This book will guide you on how to make the most of your projects so your students
can continue to work successfully both in and out of the classroom .

What Is Project Work?

Imagine you and your class have just finished Unit 6 (How Can I Stay Safe?) . Your
students have learned vocabulary for parts of the body and practiced making
suggestions to avoid accidents and injuries . How can you review and expand on
this topic? In this case, your students make an information pamphlet about a remote
place or habitat, including suggestions for how to stay safe .

As you know, this is project work: students taking ownership of their work and making
decisions together . There is a realistic final outcome and a series of stages to follow that
allows groups to explore how they can achieve their goals . The final aim is always a
presentation stage . Presentation Ideas p18 Your role is to facilitate how this happens . As a

result, students learn by doing and have a shared, memorable experience to look back on .

Throughout the project work process, students develop a number of life skills . They
learn to:

Question Actively
Innovate

Use Social Skills

Think Critically

Work Collaboratively

Create
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BENEFITS AND ADVANTAGES OF PROJECT WORK

 Personal Advantages
• encourages creativity by promoting
 Academic Advantages
• allows teachers to deal with
lateral thinking mixed-ability classes
• increases motivation through challenge • motivates whole-team / cooperation / group work
• develops autonomy and a sense and promotes chances to learn from one another
of responsibility • develops planning and organizational skills
• increases natural curiosity
• permits a “flipped classroom” approach
• improves self-knowledge through
• consolidates learning through research
self-evaluation
and opportunities for deep thinking
• improves communication skills
through teamwork • increases opportunities to integrate
cross-curricular and cultural topics
• involves family and friends in the
learning process • encourages peer teaching and correction
• improves interpersonal relationships • enables students with different learning styles
• develops life skills to help one another

 Language Learning
• provides opportunities to use language authentically
• integrates all four skills (reading, writing, listening, and speaking)
• allows for the use of self- and peer-evaluation language
• encourages research and use of English out of the class
• is learner-centered: students learn language from one another
• practices both fluency and accuracy through different types of presentations

IN T R O D U C T I O N 5

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978-1-108-92345-3 — Shape It! Level 2 Teacher's Book and Project Book with Digital Resource Pack
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Project Work and the Cambridge

Framework for Life Competencies
How can we prepare our students to succeed in a rapidly changing world? We see the
need to help students develop transferable skills, to work with people from around
the globe, to think creatively, analyze sources critically, and communicate their views
effectively. However, how can we balance the development of these skills with the
demands of the language curriculum?
Cambridge has developed the Cambridge Framework for Life Competencies.
This Framework reinforces project work, helping teachers recognize and assess the
many transferable skills that project work develops alongside language learning.
The Framework provides different levels of detail, from six broad Areas of
Competency to specific Can Do Statements. We have grouped the different
competencies into six main areas, which are supported by three foundation layers.

Creative Critical Learning to Communication Collaboration Social

Thinking Thinking Learn Responsibilities

EMOTIONAL DEVELOPMENT DIGITAL LITERACY DISCIPLINE KNOWLEDGE

It then defines specific competencies in each Area. For example, here are the Competencies for Collaboration :

Taking personal Listening respectfully and Managing the sharing of Working toward
towardsaa
responsibility for own responding constructively tasks in a project resolution related to
contribution to a group task to others’ contributions a task

Finally, there is a Can Do statement for each

Competency. These will differ depending on
the age of the students.

Area
Area of
of Competency:
Competency:
Collaboration

Competency:
Competency:
Managing the sharing of tasks in a project

Can Do Statements:
• Follows the instructions for a task and
alerts others when straying from them.
• Explains reasons for suggestions
their suggestions
and contributions.
• Takes responsibility for completing
tasks as part of a larger project.
For more information, go to:
cambridge.org/elt
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Area of
Level 2 Projects Competency Can Do Statements
Competency
Culture Project: Creative Thinking Creating new content from Communicates personal response to creative work from art,
An Infographic own ideas or other resources music, or literature.
Teacher’s Resource Learning to Learn Reflecting on and Selects and uses a wide range of mind maps and other tools
Bank Unit 1 evaluating own learning to organize thoughts; Identifies what needs to be revisited
success before identifying new learning goals.

History Project: Collaboration Listening respectfully and Listens to / acknowledges different points of view
A Museum Display responding constructively respectfully; Evaluates contributions from other students
to others’ contributions with appropriate sensitivity.
Student’s Book
Unit 2 pp30–31 Communication Managing conversations Can use simple techniques to start, maintain, and close
conversations of various lengths; Uses appropriate strategies to
develop a conversation (e.g., showing interest).

Culture Project: Critical Thinking Synthesizing ideas and Selects key points from diverse sources to create a new
A Comic Strip information account.
Teacher’s Resource Social Taking active roles In group work, makes consultative decisions; Encourages
Bank Unit 3 Responsibilities including leadership others to participate and contribute to projects.

Social Studies Social Understanding personal Understands various aspects of society (e.g., volunteering);
Project: Responsibilities responsibilities as part of a Gets involved in collective action in the school (e.g.,
A Poster group and in society through volunteering).
Student’s Book Creative Thinking Using newly created Employs new ideas and content in solving a task or activity;
Unit 4 pp54–55 content to solve problems Makes an assignment original by adding new angles.

Culture Project: Learning to Learn Practical skills for Participates sensibly and positively in learning activities
A Poster participating in learning in class; Understands essential grammatical terms and
concepts.
Teacher’s Resource
Bank Unit 5 Collaboration Managing the sharing of Ensures that work is fairly divided among members in group
tasks in a project activities; Offers to help others finish a task.

Science Project: Critical Thinking Understanding and analyzing Compares points and arguments from different sources;
An Information links between ideas Identifies the basic structure of an argument.
Pamphlet
Communication Managing conversations Uses appropriate language to negotiate meaning: to
Student’s Book show understanding; to signal lack of understanding; to
Unit 6 pp78–79 seek clarification.

Culture Project: Critical Thinking Evaluating ideas, Examines possible solutions to a given problem and states
A 3-D Room Plan arguments, and options how effective they are; Assesses strengths and weaknesses
of possible solutions.
Teacher’s Resource
Bank Unit 7 Collaboration Working toward a Is aware when others have divergent views and ideas for
resolution related to a task completing a problem or task; Is able to propose solutions
that include views and ideas other than their own.

Technology Project: Learning to Learn Practical skills for Uses metacognitive strategies (e.g., time management) to
A Timeline participating in learning maximize learning; Takes effective notes in class and from
homework reading.
Student’s Book
Unit 8 pp102–103 Creative Thinking Creating new content Writes or tells an original story, given prompts or without
from own ideas or other prompts; Responds imaginatively to contemporary or
resources historical events and ideas.
Culture Project: Communication Managing conversations Uses appropriate language to negotiate meaning: to check
A Webpage own understanding; to check interlocutors’ understanding;
Invites contributions from interlocutors in a conversation.
Teacher’s Resource
Bank Unit 9 Social Understanding and Makes informed comparisons between their own society
Responsibilities describing own and and other societies; Understands the contributions of
others’ cultures different cultures to their own lives.

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HOW TO USE THE PROJECT BOOK

See learning outcomes at a glance, as well as Manage student roles Monitor and assess the skills that
the skills students will develop and the resources and responsibilities . project work develops, mapped
and evaluation tools you may wish to use . to the Cambridge Framework for
Life Competencies .

Print and/or
digital references
will help you
locate the
material that
you need .

Identify the corresponding Get useful tips for monitoring

pages of the Students Book . collaborative skills .
Find useful photocopiable resources .

MUSEUM DISPLAY ORGANIZER

Name of Object

Location

Materials

How did people make it?

What did people use it for?

Other Interesting Facts

Write ideas for photos and pictures. (You can also write the sources here.)

A photocopiable graphic organizer

helps students organize their notes in the Organize your group’s display. Make a sketch.

developmental stage of each project .

8 IN T R O D U C T I O N
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Get ideas for extra differentiated See clear guidelines for Identify the other vital
practice in each project; perfect identifying and assessing skills that project
for mixed abilities! student performance . work develops .

Students can work together on their projects

in the digital collaboration space, and
teachers can track and assess their work . Get flipped classroom ideas
Students can also share and comment on Help students evaluate for carrying out the activities
each other’s work in the portfolio . themselves and their peers . both in and out of class .

Name:

Date:

Unit, topic, and project:

MY TIME-MANAGEMENT PLAN
What tasks do you need to do for each step? Write them below and write the time prediction. Then mark (✓)
each task as you complete it and write the actual time it takes. Photocopiable assessment and
Research and Analyze
What do I need to do? Time Prediction Actual Time time-management sheets help students
1

2
work more independently .
3

Draft and Review

What do I need to do? Time Prediction Actual Time

Prepare
What do I need to do? Time Prediction Actual Time

Reflect
Answer the questions.
• I manage my time well during my project work. Yes. Can be better.
• I have time to complete self-evaluation tools for each stage. Yes. No.
• How can I improve my time management in the next project?

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THE LEARNING STAGES OF PROJECT WORK

1 Preparation 2 Development 3 Production

Facilitators Project Groups Project Groups

Step 1: Introduce the topic Step 1: Assign roles and Step 1: Prepare
responsibilities
Step 2: Analyze the model for the • Decide how the project will look
project Step 2: Research and analyze and who will speak
Step 3: Go through the How to tips Step 3: Draft and review • Practice
Step 4: Clarify the project • Put together work Step 2: Present
• Organize groups • Peer-correct • Take turns presenting
• Review the learning outcomes • Express opinions and • Ask questions and give feedback
and skills make choices
Step 3: Reflect
• Brainstorm ideas
• Discuss all stages of the process
• Focus on key information
• Have groups make decisions
about content

Pre-Evaluation Formative Evaluation Formative and

(Self-Evaluation) (Self-Evaluation, Peer- Summative Evaluation
Evaluation, Observation)
Tools for students: Tools for students:
KWL Chart, My Learning Diary, Tools for students: KWL Chart, My Learning Diary,
Peer-Evaluation Form KWL Chart, My Learning Diary, Graphic Peer-Evaluation Form
Organizers, Peer-Evaluation Form
Tools for teachers: Tools for teachers:
Teacher’s Evaluation Form Tools for teachers: Teacher’s Evaluation Form,
Teacher’s Evaluation Form Evaluation Rubric
Evaluation Tools pp67–70
Evaluation Tools pp67–70
Evaluation Tools pp67–70

Evaluation Rubric p21

Reflection (You and Students)

1 Have student-to-student, student-to-teacher, and teacher-to-student discussions on evaluation grades .
2 Identify areas for improvement in future projects using the Evaluation Tools .

Evaluation p20

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L1 IN PROJECT WORK
Many teachers believe that the only way for students to learn
English effectively is by using it at all times in class . They feel
that any time students spend using their own language is a
missed opportunity .

Do you allow L1 use in your classroom? If you do, don’t worry:

there is little evidence to support the above idea (Kerr, 2016) .1
In fact, there are occasions when allowing students to use L1 is
beneficial . This is particularly true of project work .

We can exploit the potential of L1 in different steps of the

project cycle . Take Clarifying the project as an example
(Preparation stage, Step 4) . If students fail to understand the
project’s objectives, they won’t carry it out properly . Allowing
L1 use is not a “missed opportunity” here . It ensures a richer
project experience .
 Tips for L1 Use

• Set rules for when students can use L1 .

Of course, this doesn’t mean you should use students’ own • Encourage groups to monitor
language all of the time . You have to consider factors like age, their own-language use and explore
level, the complexity of the project, and its outcomes . The English equivalents .
question is not if you should use students’ own language, but • Allow students “own-language
when, how, and how much . moments” (Kerr, 2014: 26–29),2 such
as preparing for speaking activities .
At Level 2, we suggest you allow own-language use for Remember that the students’ goal is to
in-depth explanations, discussions, and reflection . However, produce English in the Production stage
students should be using more English in the development and of project work .
presentation stages .

OL = Own Language, E = English, shows suggested language

THE LEARNING STAGES OF PROJECT WORK

1 Preparation OL E
Introducing and discussing the topic
Analyzing the model for the project
Going through the How to tips
Clarifying the project
2 Development OL E
Assigning roles and responsibilities
Researching and analyzing
Drafting and reviewing
3 Production OL E
Preparing the final presentation
Presenting the project
Reflecting on the process

1
Kerr, Philip (2016). The learner’s own language. Explorations in English Language and Linguistics. 3.1:1-7.
2
Kerr, Philip (2014). Translation and Own-Language Activities. Cambridge: Cambridge University Press.

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MIXED ABILITIES IN PROJECT WORK

How can you teach in ways that suit each type of learner? Projects offer a great
advantage in this area, as students can explore different ways of completing them .

Mixed-ability class characteristics can depend on individual

differences, such as motivation, ability, age, and experience .
Allow your students to express their ideas in different ways,
and remember that no one will benefit from a project that is
too difficult or too easy .

Studies have shown that adolescence is the best time for

instructed language learning . Teenagers are faster at learning
and are ready to observe and use rules (DeKeyser, 2010) .1
Your activities should reflect this learning phase, which means
getting to know your students and their differences in the
following four areas:

Cognitive Maturity Proficiency Interests Learning Preferences

Your students’ ages and Every member of your Teenagers have a Everyone has different
experiences affect their class will have a different wide variety of learning preferences,
ability to understand and language level . interests and skills . such as reading, taking
follow instructions . notes, asking questions,
listening, moving around,
or watching videos .

Adapt instructions Make sure tasks involve Allow students to take Use a variety of modalities
according to level and an appropriate degree of roles within a project in your classroom, such
avoid complicated words difficulty and are suitably that help them develop as visual, kinesthetic,
and phrases with beginners challenging . Provide the their personal interests auditory, multimodal,
and elementary students . levels of support needed . and relate to the main or text .
task . Encourage them to
expand their knowledge .

The Roles of the Facilitator

Give Feedback Encourage Participation

Is it a mouse? What do you think?

Ask for and Give Reasons Listen Actively

Why? Because ... That’s interesting! Really?

1
DeKeyser, R., Alfi-Shabtay, I., & Ravid, D. (2010). Cross-linguistic evidence for the nature of age effects in second language acquisition. Applied
Psycholinguistics, 31(3), 413-438.

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Classroom Suggestions

Challenge Suggestion

When working in groups, more proficient students Allow time for “think-pair-share” activities, where
solve the problems, while others stay quiet . students think individually first, discuss ideas with
a partner, then share their ideas with another pair .

When less proficient students are put in groups

according to ability, they become labeled as
Vary groupings to ensure all students benefit and
“less proficient,” which affects their motivation
contribute in different contexts .
and self-esteem .

High-ability students do not feel challenged . Give extension work and higher-level input .

Lower-proficiency students do not complete tasks . Give additional support and adapted activities .

Differentiated Instruction
We provide a specific suggestion for differentiated instruction in each project .
Each one has three categories:
1 Support activities help students better understand the tasks and concepts .
2 Consolidation activities reinforce what students are learning .
3 Extension activities provide additional challenges for more proficient students .

1 PREPARATION
Support Consolidation Extension
Suggest ways to record and keep notes . Have students organize ideas . Suggest alternative ideas .
Extend time limits . Provide students with specific tasks to Focus on additional competencies .
Give students specific goals related improve competencies . Set additional goals .
to competencies . Give extra roles and responsibilities .

2 DEVELOPMENT
Support Consolidation Extension
Provide more examples of models . Analyze different models . Produce another model for the project .
Suggest sources for research . Give Have students share opinions . Analyze opinions .
essential information that helps with Make additional notes of findings . Look for different points of view .
students’ roles . Assess validity of sources . Allow for peer-teaching .
Ask specific questions about findings . Give extra responsibility in line with roles .

3 PRODUCTION
Support Consolidation Extension
Ensure level-appropriate participation Encourage feedback in English . Give all feedback and evaluation
during presentation . Have students discuss self-evaluation . in English .
Allow feedback in own language . Encourage suggestions for ways Have students interview each other about
Suggest ways to improve . to improve . what they learned .
Encourage suggestions for ways to improve .

IN T R O D U C T I O N 13

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