Internet access; online dictionary with definitions; PC; google images; online dictionaries; Google; Wikipedia and/or other online encyclopedia; municipal websites; YouTube; blog site.
Students must be acquainted with the vocabulary of the topic and be familiar with the use of a blog-creating website such as wordpress, tumblr or quora.
Students can be asked to give feedback to the blogs of their peers and answers the question they get about their own blog.
Students have done well if:
They have divided their topic/their town into relevant and interesting subtopics and the information given in their blog is clear and understandable.
Put students from the same town in one group. When there are four or more students living in the same town, divide them into groups of max four and give every one of these groups a different aspect of that town. When a student is from a different town, one which nobody else is from, he can join a group about the town the school is from to allow him to work in a group.
Every group writes a blog on one town and produces just one blog, but every member of the group is responsible for a specific part of the blog. Let them divide their town into interesting sub-topics for their peers, such as things to do, restaurants to visit, everyday life (schools, supermarkets), which are suitable topics at A2 level. If you wish to differentiate in your class and you want to challenge students who can work at B1 level you might want them to research topics such as monuments, history etc.
Get acquainted with the blogsite that works best for you: wordpress, tumblr and quora are widely used. It may be a good idea to use a blog site where users can comment on each other’s blogs (for classmates and yourself giving feedback), and which can be divided into themes as this gives structure to the blog project. A blogsite that offers these functions is tumblr.
Set precise deadlines to conclude the task.
Be precise in setting the goals 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.