PC, Internet access, online dictionaries, PowerPoint, projector
Students should already be familiar with the vocabulary related to places and amenities in a town, accommodation and transport
Students (in groups) are asked to compile a list of websites which could be of use to the task.
For each site a brief outline of the information that can be researched should be provided
Students share and compare their findings with peer groups
Groups amend, as necessary, their original website lists in the light of group feedback
Now, detailed research is done online to identify the key elements of what would constitute a successful visit to the town/city. In order to do this efficiently, groups should subdivide the research required to be done among the group members
The information from this task is then distilled into a short Powerpoint presentation of no more than 4 slides
Roles for this task are negotiated within the group
The finished Powerpoint is presented to peers.
Groups watch and listen to the presentations and make notes of the features they liked/disliked. These comments are shared with the whole class. The teacher should point out any key vocabulary or structures that have commonly been used throughout the task and assist with any language difficulties.
Students will have succeeded if they achieve the following:
understand relevant vocabulary and structures
identify appropriate information about the town
distil the information to highlight the key features
negotiate roles fairly within the group
present in a coherent and fluent manner
be able to provide constructive criticism on peer work
act on feedback provided making amendments as required
Students should already be familiar with Internet search tasks, PowerPoint software and how to work in groups.
Clear instructions on what is required needs to be provided, in particular, to limit the time spent completing the online research. Each stage of the process for completing the task (breadcrumb trail) should be set out with suggested timings for each stage.
The vocabulary is relevant to future adult language use.
The ICT skills are key competences for educational, social and work-related use.
The task requires essential competences in working with others.
The task facilitates the incorporation of ICT into the classroom and encourages collaborative working. Student motivation is enhanced by the development of useful, real-life skills which will serve students well throughout their lifelong learning.
The task incorporates many significant features of language competences across national curricula, development of ICT skills and collaborative working
The specific situation however can be modified, adapted, or expanded where necessary, to suit curricular constraints while still maintaining the essence of the task’s products and skills set. Any such modifications might require adjustments to the CEFR levels. Indeed, the original CEFR levels, as stated for this task, should not in themselves impose restrictions on the range of abilities for which the task is appropriate. Teachers will use their professional expertise to determine what modifications are necessary.