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Student's attempt to write their own songs. We then go to the recording studio in Primary School.

It can cover an array of topics.

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Students make a trifold on a topic they are interested in with pictures and text. These can be used to make an exhibition in which students can give feedback to each other.

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Students interview each other about their future career.

Research vocabulary relevant to their career choice (in English)

Research attributes associated with career choice

Take online personality tests (in English)

Students apply learned vocabulary and personality traits to build CV to apply to prospective English speaking businesses/industries/companies

Speaking assessment - Students conduct interviews using learned vocabulary and traits. (Role swap between interviewer and interviewee)

Students learn life skills - personality traits, interview technique, CV creation, SEL, inquiry based learning

Group activites in interviewing each other ("get to know each other")

Speaking assessment in the form of graded interviews (Unit 6 from Unlock 5 ESL book)

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Ronan - IELTS Research & Reading Project

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Ronan - IELTS Research & Reading Project

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This is a group project. Groups will make a mind map of the different IELTS reading question types that they can remember using A3 paper (this will be used and developed later). Groups use the provided link to research and read about Aboriginal Art - Each group will ideally have 4 - 5 people and they will create 25 (per group of 4) IELTS style reading questions, answers and also record the link to the readings.

Groups will then validate the questions. Then select and compile 20 original questions and publish them on Padlet, along with the links (URL's) to the readings.

Groups will then complete 2 other groups readings, ideally dividing each groups questions between each member of their group. Groups will then check and grade the answers for their questions.

Groups then turn the mind map they created in the first lesson and turn it into a Concept map detailing hints and tips on how to handle each of the listed question types.

Links: https://japingkaaboriginalart.com/articles/facts-about-aboriginal-art/

Example Padlet: This year's 12AB3

https://padlet.com/ronantierney/12ab3-aboriginal-art-research-reading-project-tke45isf506pm29i

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Aboriginal Art Facts - History & Information - Japingka Gallery

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Key facts about Aboriginal art, including the role of traditional culture as the source of content and style and use of colour.

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Students will research, interview, and write about a person in their local community whom they consider a "hero" — someone who has positively impacted others’ lives or someone who is perhaps overlooked and explain their importance to their local community. They will present their work in a visually engaging display.

Could help students engage with people outside of the socio-economic backgrounds and realise the importance of "normal' everyday workers

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Students express their hopes and dreams by creating a visual vision board featuring their imagined future — career, family, goals, where they’ll live, etc...

Students find pictures (magazines, internet, drawings) to build a collage representing their future. They label or annotate each section.

Students write a short paragraph or series of sentences explaining their choices
e.g. “In the future, I will live in Da Nang. I want to be a marine biologist because I love the ocean.”

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Students create a visual essay using photography to capture life at school from their perspective, paired with written English descriptions or audio recordings.

Final product options:

A printed photo gallery displayed around school/classroom

A digital version with QR codes linking to student audio recordings

A photo booklet or zine for parents to take home

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Marta_"Top Tracks" - collaborative playlist

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Marta_"Top Tracks" - collaborative playlist

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Students could create a collaborative English playlist based on a common theme/or different themes (e.g., motivation, heartbreak, identity). They could complete a range of tasks along the way - could analyse the song; keep a vocabulary log: idioms, phrasal verbs, emotional language; craft short write-ups for each song and incorporate them into an infographic/poster; could create and contribute one “power phrase" from their songs to a shared wall; could get SS to write a Task 2 response (opinion type essay); could incorporate some voting (inter and intra-class). Time: 2-3 weeks. I find that music ALWAYS works great with SS.

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Students will create blackout poems using simple English texts/magazine/book pages to build vocabulary, improve reading comprehension, and express creativity with limited language. SKILLS FOCUS: vocab recognition, reading comprehension, creative expression. I did this with 10ADNs last year (on a smaller scale & it worked great!). Duration - 1-2 weeks (max).

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Fashion Lookbook Project with Parent Involvement

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E-magazine ( 2025_12AB3)_ https://www.canva.com/design/DAGfCs7zAus/voE9LXvwTO6ShloK_DwiVw/watch?utm_content=DAGfCs7zAus&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hd5fb100537

New Ideas for 2026: Fashion Lookbook, ESL Sport Project

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Students draw a map of their neighborhood or city, marking important personal locations. They then present their map to a partner or small group, explaining why each location is significant. This combines geographical vocabulary with personal narrative while practicing giving directions and descriptions.

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Students create a short blog post introducing themselves, their interests, and their English learning goals. They then share their posts with classmates who must comment and ask questions. This activity practices both writing and interaction skills while building classroom community through online engagement.

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Writing a blog post | Online Learning area

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Students prepare a short presentation about a traditional recipe from their culture or family, explaining the ingredients, preparation steps, and its significance. This activity combines food vocabulary, procedural language, and cultural exchange while helping students connect through shared interests in cuisine.

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Students pair up and role-play a future scenario (job interview, university interview, etc.) where they discuss their aspirations. This combines IELTS speaking practice with personal sharing and helps students learn about each other's goals while practicing formal English conversation.

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Students describe their dream travel destination using detailed vocabulary and IELTS-style language. They must include specific aspects like climate, culture, activities, and reasons for choosing this location. Others ask follow-up questions. This activity practices descriptive language and question-answer techniques common in IELTS speaking tests.

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Students create mind maps around their interests or hobbies using English vocabulary. They then find classmates with similar interests and form groups to discuss their shared passions, practicing topic-specific vocabulary and conversation skills. Perfect for building vocabulary and forming study groups based on common interests.

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Minh Hiếu_ 2026_Personal Timeline Presentation

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Minh Hiếu_ 2026_Personal Timeline Presentation

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Students create and present a timeline of their life's important events, using proper past tense structures and time expressions. They can include future goals using appropriate future tenses. This activity integrates grammar practice with personal sharing and presentation skills development.

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Mai Huong_2026_Online Cultural Exchange 

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Mai Huong_2026_Online Cultural Exchange 

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Arrange chairs in two rows facing each other. Students rotate every 3-4 minutes, having short conversations about different aspects of their culture, traditions, or personal experiences. Provide IELTS-style conversation prompts and encourage use of advanced vocabulary. This activity combines speaking practice with cultural exchange.

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Students work in pairs to conduct IELTS-style interviews with each other. They prepare questions covering topics like hobbies, future goals, and interesting experiences. After the interview, each student presents their partner to the class. This helps practice both interviewing skills and presentation abilities while building classroom relationships.