Visiting an interesting city

Additional Info

  • Name: Visiting an interesting city

  • Linguistic dimension

  • CEFR Level: B1, B2
  • Linguistic dimension - Skill(s): Writing / Speaking / Reading
  • Duration: 90 minutes
  • Target language: English or any other language
  • ICT dimension

  • ICT resources:



    PowerPoint or Prezi presentation or presentation based on

    projector, Internet access, PCs or smart phones

  • ICT competences: Prepare a multimedia presentation Make a presentation with these multimedia visual aids Find relevant information on the Internet
  • Detailed description of the task

  • Situation / theme(s): Travelling
  • I can...:


    I can write a description of any city.

    I can explain my views about travelling and propose the advantages and disadvantages of various options.

    I can interact with a degree of fluency in structured situations and short conversations

  • Product: City presentation
  • Product requirements or prerequisites:



    Internet access,  PC

  • Process:


    Lead-in – quiz on your travelling preferences – online, using the original survey or a voting site on the net (e.g. google forms, with simplified questions for the right level of English / changed a bit for the students’ taste. (note: the original survey should be quoted for copyright reasons) (10min)

    Reading - Your town/city: everybody should choose 3 sights they would take tourists to – collect the results via a survey – top 1-3 sights – mind map (more about this thinking tool at of what to say about it, how to build it into a slide show (Optional: a map of the selected city could be projected, and sights can be circled on it as students name them. A new circle for each vote could be added which could make the vote more visual.) (20min)

    Speaking and Listening - Your city: pairs choose a sight/phenomenon that is worth visiting anywhere in the world (PPT presentation with 1-3 slides, both of you have to speak. Preparation: 15’+HW / performance: about 30’ depending on class size – on the next lesson. Other students listen to and ask questions for basic clarification taking notes as they can write an e-card in the following stage.  

    Writing - Follow-up: write an e-postcard from the city you liked the most (not yours). Mention the sight/phenomenon you heard about in your classmates’ presentation. (Ensures students listen to one another’s talks.) - can be set as homework (5min)

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



    Set of activities through the CLIL approach

  • Success factors or evaluation criteria:


    Students have done it well if they have successfully reached the product or outcome of the lesson, they made a considerable use of the suggested ICT tools and if they responded well to the CERF criteria set for this lesson 

  • Authors: Jelena Jelenić Marinović, Mirjana Kovačević, Danijela Manić, Julijana Vučo
  • Didactic added value of the task and other information

  • Practical hints for teachers:



    Teacher should prepare set of questions for lead-in part of lesson

  • Additional methodological or didactic comments:



    Students should print out their presentation as a back-up in case something goes wrong with the technology

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



    This task is an example of an interdisciplinary project involving geography, history, art and all other content integrated with language and it presents the CLIL approach which involves student-centred work and ICT skills

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



    Encourage teachers to adopt TBLT and CEFR in their practice and implement ICT in their teaching approach

  • Reasons why this task travels well:



    This task comprises four language skills (reading, writing, speaking, and writing) and it can be modified and used at all levels. Also, students are engaged in freer practice. This task may be performed using many different ICT resources not only the above mentioned. 

  • Rationale and/or theoretical underpinnings of the task: ICT & TBLT CEFR level B1/B2

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