To understand (explain, interpret, summarise, classify, associate…)

Preparing for an interview with a native speaker (Russian department)

This task is developed for A2/B1 learners to learn about Gorbachev’s reforms and prepare for an interview with a native speaker.

Collaborative reading and creative writing (Spanish department)

This task is a collaborative reading and creative writing task based on a typical short stories genre (articuentos) published by the Spanish writer Juan José Millás. The final product is to choose the most original articuento of the class.

Conference on the issues raised by migrant camps in Northern France (French department)

While playing the role of local political actors and journalists, students are to participate in a conference in which they discuss the issues faced by migrants living in camps in Northern France.

Opinion vlog about a children’s song (Russian department)

Developed for beginner learners to consolidate their vocabulary and expose them to the authentic language. Final product: video about the song

Padlet on intercultural differences (Russian department)

This task involves reading authentic Russian texts and writing a short feedback in Padlet. The texts are on the topic of intercultural communication: these are interviews with Russian language learners who live/work/study in Russia. They talk about cultural shock, differences in mentality, challenges to live in Russia.

180 degrees debate (Swedish department)

The teacher provides a number of (very clear, black&white: e.g. ‘we don’t need a monarchy’, ‘pineapple on pizza is delicious’, things like that) propositions. Two students start the debate, one of them is pro, the other con. Then after some time, the teachers rings a bell (or simply announces) and they swith their point of view immediately, a 180 degrees. The one pro becomes con, and vice versa. They continue the debate in their new role. After a few minutes, two new students get a new proposition and start their debate.

Cultural Newsletter (French department)

Writing a newsletter for the other students where they suggest cultural initiatives to attend to/follow/learn from remotely

Quiz on ecology (French department)

The students need to acquire knowledge and data following the film studied (Demain) and their own reasearches on the topic of ecology and the future. The final product is a quiz on kahoot. Groups of students present their discoveries by creating a quiz on kahoot that their classmates need to answer. After each question answered, the presenting students offer a feedback with an explanation based on their research so that they can share to others what they have learned; and the rest of the class can learn while having fun.

“L’Autre” (The Other) : intercultural approaches and stereotypes/discrimination (French department)

Students need to research the topic of interculturality and the creation of cultural stereotypes and how it may lead to discrimination; and later use these researches to write an analysis of a cultural object (a movie, a book, a film) to produce the final product that is a research article published on a research blog: Hypothese.org.

Text comprehension and Cloze-text reading (Dutch department)

Reading comprehension at home with Zeeguu and Cloze-gap reading in class.

Category: To understand (explain, interpret, summarise, classify, associate…)

180 degrees debate (Swedish department)

“L’Autre” (The Other) : intercultural approaches and stereotypes/discrimination (French department)

Text comprehension and Cloze-text reading (Dutch department)

Recent Posts