ENGLISH ACTIVITY GRADE 10 th

Video Project: “Planning the Future” =)

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Description

In this activity, students will work collaboratively to create and record a video in which they present a future plan, project, event, business idea, social initiative, or personal goal.

The purpose of the activity is to demonstrate their ability to communicate ideas about the future, compare different possibilities, make predictions, express opinions, ask and answer questions, make suggestions, and describe experiences using a variety of advanced grammatical structures, phrasal verbs, and idiomatic expressions.

Important: Every student must appear on camera and participate actively in the video. Students must prepare and submit their script before recording. =)

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1. 👀 Getting Started

Before preparing the video, answer these questions:

1. What are you planning to do in the future?

2. What is something you would like to change or improve in your community?

3. Which option is better, easier, cheaper, or more interesting? Why?

4. What experiences have you had that could help you achieve your goal?

5. What do you think will happen in the future?

6. What could people do to make the situation better?

Then choose one project or situation for your video.

Possible topics

Students may choose one of the following:

• A future trip

• A school event

• A new business

• An environmental project

• A technology project

• A community initiative

• A healthy lifestyle plan

• A future career

• A cultural event

• A social media campaign

• An innovative product

• A solution to a problem in their community

 

2. ⚖️ Judging, Language Preparation

Before recording the video, students must review and use the following language structures.

A. Comparatives and Superlatives

Students must compare at least three alternatives, ideas, products, places, or possibilities.

Examples:

 

Online learning is more flexible than traditional classes.

 

This option is less expensive than the first one.

 

This is the most practical solution for our community.

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B. As + adjective + as

Students must make at least two comparisons using as...as.

Examples:

 

This project is as important as our previous initiative.

 

The second option isn't as expensive as the first one.

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C. Less

Students must use less to compare alternatives.

Examples:

 

This solution requires less time.

 

Traveling by train can be less stressful than traveling by plane.

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D. WH- Questions: Subject and Object

Students must include at least:

• One WH-question in which the WH-word is the subject.

• One WH-question in which the WH-word is the object.

Examples:

Subject:

 

Who organized the event?

 

What caused the problem?

Object:

 

Who did you invite to the event?

 

What did they decide?

This will allow students to demonstrate that they understand the difference between these two question structures.

 

E. Can, Could and May

Students must use can, could, and may to express possibility, ability, permission, or suggestions.

Examples:

 

We can organize the event at school.

 

We could use social media to promote it.

 

We may need additional volunteers.

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F. Suggestions

Students must make at least three suggestions.

They may use expressions such as:

• We should...

• We could...

• Why don't we...?

• How about...?

• What if we...?

• I suggest that we...

• It might be a good idea to...

Example:

 

Why don't we create a social media campaign?

 

How about inviting local businesses?

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G. Future Forms

Students must demonstrate the difference between the following structures.

Present Continuous, Future arrangements

 

We are meeting our partners next Friday.

 

We are presenting the project next month.

Be going to for Future intentions

 

We are going to launch our project in December.

 

We are going to create an Instagram account.

Will for Opinions and predictions

 

I think our project will be successful.

 

I believe technology will change education.

Students should demonstrate that they understand that these forms are not interchangeable in every context.

 

H. Present Perfect vs. Past Simple

Students must include at least three examples contrasting experiences or completed past actions.

Examples:

 

We have visited several museums in Bogotá.

 

We visited the Gold Museum last year.

 

She has never participated in a project like this before.

 

She participated in a similar project in 2025.

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I. Advanced Phrasal Verbs

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Students must use at least five phrasal verbs naturally in their video.

Suggested vocabulary:

Phrasal verb                     Meaning

come up with                   create an idea

carry out                           perform / conduct

figure out                          find a solution

bring up                             introduce a topic

look into                            investigate

deal with                           handle a problem

set up                                 establish / organize

work out                            find a successful solution

point out                            indicate something important

take on                               accept a responsibility

Example:

 

We need to figure out how to reduce the costs.

 

Our team came up with a different solution.

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J. Idiomatic Expressions

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Students must use at least three idiomatic expressions appropriately.

Suggested expressions:

• It's not my cup of tea.

• It's easier said than done.

• A piece of cake.

• Once in a blue moon.

• The ball is in your court.

• Think outside the box.

• On the same page.

• Get the ball rolling.

• Go the extra mile.

• Better late than never.​

 

Example:

 

Creating our future isn't a piece of cake, but we are ready to go the extra mile.

3. 🎬 ACTING OUT: Creating the Video

Your challenge

Create a video of 4–6 minutes in which you present your topic or situation for your future.

Every student must:

• Appear on camera.

• Speak in English.

• Participate actively.

• Demonstrate the required grammar and vocabulary.

• Interact with the other members of the group.

 

The video must include:

Scene 1 – Introduction

Introduce yourselves and explain the topic.

 

“Hi, everyone. Today we are going to present our idea for...”

Scene 2 – The situation/problem

Explain the situation and why it is important.

Students should use:

• Present Perfect

• Past Simple

• Comparatives

Scene 3 – Comparing possibilities

Present at least three alternatives and compare them.

Students must use:

• Comparatives

• Superlatives

• as...as

• less

Example:

 

“Option A is cheaper than Option B, but Option C is the most sustainable.”

Scene 4 – Discussing possibilities

The group should discuss different possibilities and make suggestions.

Students must use:

• can

• could

• may

• suggestions

Example:

 

“We could organize an event.”

 

“We may need more volunteers.”

 

“Why don't we use social media?”

Scene 5 – The future plan

Explain what the group is planning to do.

Students must demonstrate:

Present Continuous

 

“We are meeting the school administration next week.”

Going to

 

“We are going to launch the campaign in October.”

Will

 

“I think the campaign will have a positive impact.”

Scene 6 – Interaction

The students must ask each other questions.

Include:

• At least one WH-question where the WH-word is the subject.

• At least one WH-question where the WH-word is the object.

Example:

 

“Who organized the first event?”

 

“Who did you invite?”

Scene 7 – Phrasal verbs and idiomatic expressions

Students should naturally incorporate:

• 5 phrasal verbs

• 3 idiomatic expressions

They should not simply read a vocabulary list.

The expressions must make sense in the context.

Scene 8 – Conclusion

End the video by explaining what you have learned and what you expect to happen in the future.

Example:

 

“We have learned that planning is essential. We are going to continue developing our idea, and we believe it will make a difference.”

 

4. 📝 SCRIPT REQUIREMENTS

The script must be submitted before recording the video.

The script should contain:

Element Requirement

Introduction Topic and participants

Development Main ideas and arguments

Comparisons At least 3

WH-questions 2

Modalscan, could, may

Suggestions 3

Future formsPresent Continuous, going to, will

Present Perfect At least 2

Past SimpleAt least 2

Phrasal verbs 5

Idiomatic expressions 3

Conclusion Future expectations

Important: Students should not simply read the entire script during the video. The script is a preparation tool, but communication, pronunciation, interaction, and natural delivery are expected.

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5. 🎥 TECHNICAL REQUIREMENTS

The video must:

• Have a duration of 4–6 minutes.

• Show the face of every student.

• Have clear audio.

• Be recorded primarily in English.

• Include subtitles in English.

• Have an appropriate visual presentation.

• Include images, photographs, graphics, or other visual resources when appropriate.

• Avoid excessive background music.

• Have appropriate transitions and editing.

• Be uploaded to the platform indicated by the teacher.

Recommended tools

Students may use:

• Canva

• CapCut

• Clipchamp

• PowerPoint

• Other video-editing tools approved by the teacher.

 

6. 🧠 METACOGNITION

After completing the video, each student must answer the following questions in English:

1. What was the most difficult part of creating the video?

2. Which grammar structure did you use most confidently?

3. Which structure do you still need to improve?

4. Which new phrasal verb or idiomatic expression did you learn?

5. What would you do differently if you made the video again?

Students should answer using complete sentences and deliver those to Mr Wealthy

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📊 RÚBRICA DE EVALUACIÓN: RUBRICS GRADE 10

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Final Score

10 criteria × 4 points = 40 points   Thank you guys, REMEMBER: send the script to me via WA 3152555322 before recording your video, when you get my approval you can record then =). You can upload your video to YouTube and send me the link to WA 3152555322 or via EDUPAGE or Davidwealthy@live.com