Internet access, online dictionary with definitions, PC. Google images; online dictionaries; Google; Wikipedia and other online encyclopedia depending on the cultural topic a group chooses. Wikispaces (wiki creating site)
Students must be acquainted with the vocabulary of the topic and be familiar with the use of a word processing ICT tool (Microsoft word or word for mac and wikispaces).
The groups review each other’s work as a follow-up and fill in a questionnaire to reflect on the project.
The groups review each other’s work using a short and basic feedback form in which they reflect on other groups’ Wiki page: clarity of information, new content learned.
The questionnaire should contain elements of self-assessment on new content learned, plans for improvement.
Students have done well:
They have written an original text
Divide students in groups of 2-3 and let them become the experts on a particular sub-topic of the topic at hand. They should be able to decide on relevant information together. They should be able to reflect on each other’s work and give each other constructive feedback and tips. They should be able to write about this sub-topic together and through this product share their knowledge with their classmates.
Set precise deadlines to conclude the task. If groups don’t manage to finish the work after the 6th 50-minute class extra lessons may be spent on the Wiki task. Be precise in setting the goal of the task and in explaining the evaluation criteria.
The task was created to develop language competences using ICT resources and to develop social competences by encouraging students to show part of their culture and life.
Engage teachers in the inclusive use of ICT in the language lesson.
Encourage teachers to adopt TBLT and CEFR in their practice.
This task can be introduced in the travelling theme which is transversal to most national syllabuses and foreign language programmes.