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.
The goal of the task is for students to reflect on their role as a group member, to form groups based on complementary preferences and skillsets, to discuss their preferences with their group, and to come up with an action plan (final product) for the group project in which guidelines and a rough timetable for the project are described. The aim of the action plan is also to identify potential challenges for the group as well as ways to navigate these challenges.
Writing a newsletter for the other students where they suggest cultural initiatives to attend to/follow/learn from remotely
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.
Students have to reflect on the notions of success and fails, how to determine them, how to reflect on them and if they are the same across all countries and cultures. The final product is 1 article per student, published in a webzine created by a group (3-5) of students.
Students (C1) have to write a popular science article and self-publish it in a paper magazine. They also have to organise a conference open to the public to present their articles.
Analysis and presentation of the language and discourse of a comedian from the target language (TL). Students pick first individually a comedian, look from some information about him/her, watch between 30-60min of performance, and do the analysis. Then in small groups in class they present each comedian. Afterwards, they create a common group forum about comedians in the TL to discover new ones and to encourage the class to watch more videos in their spare time.
This task consists of a series of tasks in which students are introduced to different films. All films are approached from different angles. Students are expected to study these different angles in order to read and appreciate reviews about the films, after which they are invited to watch the films themselves. In the end they need to discuss if the film will be nominated for a festival based on a set of criteria. Each student needs to write a report, which will be evaluated and assessed by the teacher.
This class is the third of a three-lesson unit which consists of reading and listening with vocabulary work, discussion about the linguistic evolution of city names and historical aspects and presentations.
Students explore what EU is doing to give equal chances to women at work and hold a debate about the different solutions they found.