On my way to school

Additional Info

  • Name: On my way to school
  • OVERVIEW

  • Linguistic dimension

  • CEFR Level: B1
  • Linguistic dimension - Skill(s): Writing/ Speaking / Listening / Reading for the presentations
  • Duration: individual time before class 90 minutes
  • Target language: Any modern language
  • ICT dimension

  • ICT resources:

    digital camera / smart phone

    online dictionary

    word processor / layout programme

    projector and computer in classroom

    Internet connection; Internet access, computers with Internet access for all participants to send emails

  • ICT competences: • knowing how to use a digital camera, a word processor, a scanner, to create a layout • taking pictures along the way to school with a smartphone, a digital camera, I-pad or other tool • finding and applying a layout programme or a word processor for creating a suitable layout • importing pictures into the above programme • using a(n online) dictionary • presenting the project “On my way to school” with a computer and a projector or an interactive whiteboard
  • Detailed description of the task

  • Situation / theme(s): On my way to school
  • Product requirements or prerequisites: students • must know how to use a digital camera, a word processor, to create a layout • be able to apply structures and words to describe objects in detail • be able to write what these objects are used for, who might have possessed them, etc. • decide on a consistent format for the description of every object
  • I can...:

    I can

    • write simple connected text on the objects
    • connect phrases in a simple way in order to describe the objects
    • briefly give reasons and explanations for opinions
    • I can narrate a story
    • understand most of my classmates’ presentations
  • Product: Document with the pictures and description of objects I found on my way to school
  • Product requirements or prerequisites:

    students

    • must know how to use a digital camera, a word processor, to create a layout
    • be able to apply structures and words to describe objects in detail
    • be able to write what these objects are used for, who might have possessed them, etc.
    • decide on a consistent format for the description of every object
  • Process:
    • teacher introduces the class to the project and tells students to take pictures of objects they see on their way to school, whether walking or from the window of a vehicle or stopping with their bike
    • together they collect criteria of what to consider when giving a description of these objects
    • students
      • individually look for 10 objects, take pictures and bring the pictures to school
      • either look at the digital results or paper formats, in latter case they scan the pictures
      • open a layout programme or word processor
      • decide on a consistent format for describing their objects; length should be specified based on the level and competences of the students
      • import the pictures and describe
        • what the objects are
        • what they look like
        • what they are/were used for
        • who might have possessed them
        • why this person might have discarded or thrown away this object, etc.
      • alternatively: if computers are not available for each student, they can start the description on paper as school work and edit the document as homework / pull their resources if necessary and edit documents where a computer is available (probably at school after lessons, or at the place of one of the students if not all families possess a computer)
      • look up words they do not know and insert them into the programme
      • send their products to their classmates and teacher
      • send and receive email comments to/by their classmates and teacher 
      • apply suggested changes on their product
      • present their product in class / alternatively: if projector is not available, print-outs can be posted around the walls of the classroom for all the students to walk around and read

    corrections / comments on products in a round robin or on the board

  • Consolidating activities suggested or follow up plan:
    • collecting criteria of what to consider when giving a description again
    • comparing what they have found on their way to school
    • discussing what function these objects have in the street / how these objects end up in the street / why people got rid of these objects
    • discussing the products and the experience of these students working with the task
    • collecting ideas why students liked or disliked this task
  • Success factors or evaluation criteria:

    Task is completed successfully if

    • students created coherent documents with pictures and descriptions
    • students shared their documents with classmates and reacted to each other’s documents in meaningful ways, concentrating on contents rather than language
    • students became more attentive to their surroundings through concentrating on individual objects

    Completion of task is excellent if the document and its presentation was enjoyable and easily understandable to classmates, resulting in ample feedback and ideally a discussion based on the material. Completion of task is inadequate if neither the document nor its presentation was understandable to classmates, and no positive feedback or discussion followed.

  • Authors: Ilona Fried, Judit J. Tóth; if you wish to receive more information about the task or discuss its adaptation and implementation with its author, please contact This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Acknowledgements: This example is based on a proposal by Roland Buehs
  • Didactic added value of the task and other information

  • Practical hints for teachers:

    Give students an idea of what they might be looking for;

    make sure that all groups have an email account;

    teachers need to set the length of the product based on the student competence levels.

  • Additional methodological or didactic comments:

    students should

    • choose interesting objects
    • choose objects which might be typical to its surroundings or surprising in the context of the street
    • take clear picture and discard/delete blurry ones 
  • Reasons why this task is a model of best practices:
    • looking for and finding objects on their way to school makes students aware of their environment being interesting
    • applying words for describing these objects and focussing on the other tasks enriches their word power
    • each student can accomplish the task according to her/his language level and skills
  • Impact that it is expected to have on the teaching practices and attitudes:

    Using the internet and other IT media offer a new approach to teaching and might motivate teachers and students to apply modern media more often.

    Teachers and students get aware of the opportunities offered by modern media as well as their own surroundings for relevant use of the language.

  • Reasons why this task travels well:

    This task can be used in any class also with other topics of interest. It fits well into any curriculum.

  • Rationale and/or theoretical underpinnings of the task: The competences of writing are in the focus, as are IT competences and the consideration of the CEFR

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