| Task’s description | |
| The task consist on a in class conversation in small groups about a cultural product: a newspaper’s article in this example. In each group there will be a moderator in charge of the conversation. The moderator have to choose and share a piece of news. All students must prepare the conversation by using 2 different documents with questions: One already given by the teacher to help students to analyse the article, and one created by the moderator of the group after reading the article. In class, they will discuss about the questions prepared by the moderator. They will have to get to conclusions, summarize them, and then share the outcomes of their conversations with the rest of the class after the debate. In class conversation in small groups (3-4 students) about a cultural product, in this example about a piece of news from a national newspaper. The type of cultural product is the same for every group. In order to be fully prepared for the conversation, the students are asked to work on it in advance. There are moderators assigned for this tasks to conduct and also participate in the conversation. | |
| Specific LOs (Learning Outcomes) and/or goals of the task. | |
| Navigate the culture by reading a piece of news of the students’ interest Analyse the main message of the article Summarise the main ideas Formulate and answer questions about the prepared news Share and support opinions during the interaction | |
| Sequencing the task | |
| Before the task | |
| They have 2 different types of documents to prepare. One before the task and another one before and as part of the task: 1. A guide to summarise the article that will help them to analyse its content by answering the questions: What (what happened in the article, what caused the issue presented; what is the historical and cultural context); where; when; who (what is the relationship between the different parties?); and why. 2. One or two of the members of the group will have the role of moderator(s) and also debater(s) during the conversation. They have to prepare and share with the group a set of questions to be completed before the debate. As part of this activity, students are asked to preparare a collaborative list of useful vocabulary for the task. | |
| During the task | |
| Before the seminar: One or two of the members of the group will have the role of moderator(s) and also debater(s) during the conversation. They have to prepare and share with the group a set of questions to be completed before the debate. As part of this activity, students are asked to preparare a collaborative list of useful vocabulary for the task. During the seminar: In their established groups students will talk for approximately 20 minutes. The moderator(s) starts the conversation and conducts it while participating. During the last 1-2 minutes of the assigned time each group has to prepare a brief summary of the conversation (conclusions, interesting points, (dis)agreements…). This summary should not be longer than 1-2 minutes in itself. The teacher visits each group for about 5 minutes and takes notes of the students’ performance. | |
| After the task | |
| The moderator(s) presents the summary prepared by the group. The teacher provides feedback based on the taken notes. This feedback can be directly addressed to the student/group or as general comments to the whole class. The 2 prepared documents are part of the final portfolio that the students have to present in order to pass the course. | |
| Additional comments | |
| This task can be used on different levels. The indicated time is for the in class conversation. This task can be also used with other cultural products such as movies or literature. | |
| *Note: If you want to add the original document with the task, please paste the link here: | |
| https://drive.google.com/file/d/1H23t8Etpd-otkGb7HH38npIVLHfOtQZ-/view?usp=sharing |
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In class debate/conversation – Spanish department
- Communicative competence and pragmatics, Argumentation / Debate, Face-to-face, Asynchronous, A2, Linguistic competence, Comparing / Contrasting, Online, Oral - interactional, Synchronous, To understand (explain, interpret, summarise, classify, associate...), 15-30 min, B1, Combination of outside and in class, Written, Text chat, Whole class, Discourse competence, B2, Description, Authentic / genuine, Written, Video(-conferencing), To analyse (contrast, categorise, order, deduce, convince...), C1, To evaluate (judge, support, compare, choose, decide...), Combination of individual and small group work, To create (plan, combine, formulate, develop, collaborate, role-play...)
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