PC, Internet access, online dictionaries, PowerPoint, projector
work effectively in a group and fulfil the role allocated to me
understand and use language appropriate to the theme
produce a persuasive presentation of the research done on the chosen sporting event
assist in the production of the draft and eventual final presentation
present the documentary to peers and teacher(s) for comment and approval
Students should already be familiar with the vocabulary related to places and amenities in a town and to sport, hobbies and pastimes
Students (in groups) are asked to compile a list of sports in the foreign language. The teacher takes feedback on the lists compiled to reinforce vocabulary, thus building on prior learning.
Those featuring in the Games 2014 are indentified. Each group is allocated a sport by mutual agreement which will be the sport to be researched and feature in a Powerpoint presentation
For each sport the teacher should provide a brief outline of the information that can be researched e.g. venue, geographical location within the city (points of the compass revised), dates, participants, medalists.
Now, the groups do some detailed research online to identify the key elements suggested by the teacher. 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 6 slides
Roles for this task are negotiated within the group
The finished Powerpoint is presented to peers
Peer groups evaluate and comment on the presentations
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:
identify appropriate information for the chosen sporting activity
negotiate roles fairly within the group
complete a Powerpoint presentation
present in a coherent and fluent manner
be informative and entertaining
be able to provide constructive criticism on peer work
act on feedback provided making amendments as required
Students should already be familiar with PC software, Powerpoint and internet searching. Presentation skills and working collaboratively are will be further developed.
Some assistance may be required at the outset regarding the contents and style or format of the presentation.
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.