Come and visit my home town Featured

Additional Info

  • Name: Come and visit my home town

  • Linguistic dimension

  • CEFR Level: A2, B1
  • Linguistic dimension - Skill(s): Writing/speaking
  • Duration: 4 x 90 minutes / 5 x 90 minutes
  • Target language: English or any other
  • ICT dimension

  • ICT resources:

    Internet connection; Video:;Windows Movie Maker; Google images; online dictionaries; Google; Facebook; YouTube; mobile phones/cameras; microphones.

  • ICT competences: To browse or search in the Internet for specific information; To use word processing tools; To use mobile phones / cameras for educational purposes; To use Windows Movie Maker.
  • Detailed description of the task

  • Situation / theme(s): Travelling
  • I can...:
    • I can find specific information in simple everyday material such as advertisements, brochures, menus and timetables.
    • I can understand straightforward texts on subjects related to my fields of interest.
    • I can find and understand general information I need in everyday material, such as letters, brochures and short official documents.
    • I can search one long or several short texts to locate specific information I need to help me complete a task.
    • I can follow or give a talk on a familiar topic or keep up a conversation on a fairly wide range of topics.

    I can briefly give reasons and explanations for opinions, plans and actions.

  • Product: To create a promotional video about one's hometown.
  • Product requirements or prerequisites:

    Students must be acquainted with the vocabulary of the topic and be familiar with the use of windows movie maker. Internet access, online dictionary, PC, projector, mobile phones/cameras.

  • Process:

    Lesson # 1

    • Students watch the video:
    • After a brief discussion about the video’s content, students are introduced to the task: to create a 2-3 minutes promotional video of their own hometown.
    • Students are divided in groups of three or four and are asked to write the script for their video, they can search the internet for information on the following topics, which will have to be mentioned in the video:
      • City symbols; architectural styles; monuments; modern buildings; city’s entertainments; shopping areas; festivities and festivals; food (eating out).
      • Students are given a handout with information of the most important buildings / monuments / landmarks that are to be included in their video.
    • Students must appear in the video so that the teacher can clearly see and watch them speaking in English.

    Students can watch the video or they can watch other promotional videos to look for ideas.

    Lesson # 2

    • They work on their scripts
    • They search the internet for information on the following topics:

    ¨       City symbols; architectural styles; monuments; modern buildings; city’s entertainments; shopping areas; festivities and festivals; food (eating out) taking into account  the handout with information of the most important buildings/monuments/landmarks which should be included in their video.

    Setting homework – students will have to film what they want to show in their videos and download it to movie maker and edit them.

    Lesson # 3 and # 4

    • Under teacher supervision and help, students assemble and edit their videos using movie maker and recording their own voice.
    • Videos are shared with teacher and colleagues using facebook or youtube, in order to be corrected and assessed. At this point either the teacher sets the homework or leaves the next step for a 5th lesson.

    Setting homework – Students will assess their colleagues work by filling in the following check list:

    Video check list

    Colleagues’ names: _______________________

    Information: check
    City symbols  
    Architectural styles  
    Modern buildings  
    City’s entertainments  
    Shopping areas  
    Festivities and festivals  
    Food (eating out)  
    Mistakes: Correction:


    Evaluation - Teacher will evaluate using direct observation of the task performance according to the success criteria described below. Self and peer evaluation will count 10% of the final evaluation, 5% each.

  • Division of roles (optional): Group work
  • Consolidating activities suggested or follow up plan:

    Students can be asked to create a worksheet with questions about their videos and give them to colleagues of other classes to answer them.

  • Success factors or evaluation criteria:

    Students have done well:

    • if they have created a video promoting their hometown using ICT resources and if they achieve the following criteria:

    • Vocabulary

      they have used vocabulary and expressions connected to the topic
    • Grammatical correctness

      they have used simple grammatical constructions and expressions that they have learnt by heart;
    • Fluency

    they have been able to talk for a longer period of time without lacking words or making too many mistakes;

    • Coherence

      they have been able to link sentences with fitting connectors and used conjunctions quite frequently;
    • Interaction

    they are active within the small and larger group, and share their ideas and accept other people’s opinion and criticism.

    • Pronunciation

    they could pronounce the words used correctly and could correct some major mistakes made by classmates or group members.

  • Authors: Lúcia Nassa Tardão
  • Didactic added value of the task and other information

  • Practical hints for teachers:

    In order to avoid delays in lesson development, always download videos beforehand using a YouTube downloader like iLivid, for example.

  • Additional methodological or didactic comments:

    Set precise deadlines to conclude the task. If students don´t finish after the 4th 90 minutes, ask them to finish it at home. 


    Be precise in setting the goal of the task and in explaining the evaluation criteria. 


    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.

  • Reasons why this task is a model of best practices:

    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.

  • Impact that it is expected to have on the teaching practices and attitudes:

    Engage teachers in the inclusive use of ICT in the language lesson.

    Encourage teachers to adopt TBLT and CEFR in their practice.

  • Reasons why this task travels well:

    This task can be introduced in the travelling theme which is transversal to most national syllabuses and foreign language programmes.

  • Rationale and/or theoretical underpinnings of the task: TBLT using CEFR common reference levels. B1 task taking into account the public domain (according to CEFR definition of domains) - students are engaged in persuading others to visit their hometown.
  • Preferencial target age group(s): High school students

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