Activities of Academic Research Projects

ACADEMIC PROJECT:  “Our Favourite Place to Go Out” – Team Infographic Project (A1 Level)   1. Activity Name: “Our Favourite Place to Go Out: A1 Infographic Project”   2. Purpose of the Activity: The purpose of this project is for A1 English learners to collaborate in teams to describe a place for going out using there is, there are, there isn’t, there aren’t, while producing a clear and visually structured infographic that includes the required content sections.   3. Instructions for Students (Teams of 3–4): Work in teams to create an infographic about a place where people go out (beach, park, mall, café, plaza, restaurant, museum, etc.). Your infographic must include the following sections:   SECTION 1 — TITLE (ABOUT A PLACE & WHY WE LIKE GOING THERE) • Create a creative title such as: “We Love Sunny Park!” or “Why We Go to Moon Café” • Add one sentence explaining why your team likes going there.   SECTION 2 — PLACE DESCRI...

  🎨 PROJET FINAL : Présentation d’un personnage inventé Niveau : A1.2 – Français 📝 Nom de l’activité :  « Mon personnage extraordinaire : Affiche de présentation » 🎯 Objectif général : Que l’étudiant présente un personnage inventé dans une affiche qui inclut des informations personnelles, une description physique simple et des adjectifs au superlatif.   📌 Compétences travaillées : Présenter une personne réelle ou imaginaire. Utiliser le vocabulaire de la description physique. Employer les structures Il/Elle s’appelle… / Il/Elle habite… / Il/Elle fait… Utiliser le superlatif des adjectifs au niveau A1.2. Produire une affiche simple et créative.   🖼️ Produit final : Une affiche avec une image et un texte entre 100 et 200 mots en présentant un personnage inventé et en incluant : Nom du personnage Lieu de résidence Profession ou activité Description physique simple Caractéristiques au superlatif Dessin...

  🌴  B2-LEVEL PROJECT: “Promotion of an Outing Spot in the Riviera Maya” Level: B2 – Upper Intermediate Final Product: A Digital Infographic Skills: Reading, Writing, Speaking (optional presentation) 1. Project Description Students will design a professional, persuasive infographic promoting a place for an outing in Cancún, Puerto Morelos, Playa del Carmen, or Tulum . The infographic must combine visual communication and B2-level persuasive English to inform and attract potential visitors. Students will choose one destination, research it, and create an infographic following academic and design guidelines. 2. Objectives By the end of the project, students will be able to: Use B2-level persuasive and descriptive vocabulary to promote a tourist destination. Summarise and transform research findings into clear, concise infographic text . Apply principles of visual communication: clarity, hierarchy, contrast, and readability. Combine ...

🌿 C1-Level Final Project Programme  -  Protecting an Endangered Species in Your Community Final Product: An Academic Infographic   🎯 1. Project Overview Students will identify an endangered species from their community or region and design a scientifically accurate, visually coherent infographic aimed at raising awareness. This project integrates advanced research skills, academic English, multimodal communication, and environmental responsibility.   📘 2. Learning Objectives (C1 Level) By the end of the project, students will be able to: Research and synthesize information from academic and environmental sources. Explain ecological concepts and conservation issues using precise, advanced English. Organize information visually following principles of communication design. Create a professional infographic integrating text, data, visuals, and citations. Use persuasive and informative language to raise aware...

  🎓 C1 ACADEMIC RESEARCH PROJECT - Pedagogical Currents in Practice: A Qualitative Interview Study With Teachers Final Product: Research Poster or Research Infographic   1. Project Overview Educational practice is influenced by diverse pedagogical currents , such as constructivism, sociocultural theory, behaviorism, cognitivism, humanism, and connectivism. However, teachers often interpret and adapt these currents differently depending on their context, experience, and students’ needs.   This project invites students to investigate how a teacher applies one specific pedagogical current in real educational settings through a qualitative interview. The findings will be summarized visually in a research poster or infographic .   2. Purpose of the Project Students will: Examine the theoretical foundations of a pedagogical current. Explore how a teacher implements it in the classroom. Analyze patterns, contradictions, adap...