Students’ housing problems (Task 10)

The activity discusses the living situation of university students in Germany and other European countries and invites students to reflect their plans after graduation. First, the situation is displayed in an info text and graphics. The students then mediate the contents to a friend in the form of a voice message and explain it further in a WhatsApp message. Then, the students compare the situation in Germany to their friends’ and family’s experiences in other countries. In task 4, another text about living with the parents is read and mediated to another friend. Finally, the students prepare a panel discussion (in groups) about the advantages and disadvantages of living with the parents during university. They receive two texts in favour and two texts against living with the parents (in English) and watch a video (in German) in order to prepare the discussion.

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediating text: Relaying specific information in speech / in writingExplaining data (e.g. in graphs, diagrams, charts, etc.) in speech / in writingProcessing text in speech / in writing

Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))

CEFR language proficiency level: C1C2

Language(s) of the teacher's material(s): English

Language(s) of the student's material(s): EnglishFrenchGerman

Resources

Students housing problems French-German-English (Task 10)

The internet and its dangers (Task 26)

This lesson focuses on written mediation. The main task aims at developing learners’ skills in selecting information from different source texts, one of which is written in Language A (English) and another in Language B (Greek), and relaying messages into Language B (foreign language).

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediating text: Relaying specific information in speech / in writing

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediation strategies involved:Amplifying a dense textStreamlining a text

Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)

CEFR language proficiency level: C1

Language(s) of the teacher's material(s): English

Language(s) of the student's material(s): EnglishGreek

Resources

The internet and its dangers English Greek (Task 26)

Mediation in intercultural daily communication (Task 27)

This task aims at developing students’ abilities to evaluate the use of mediation strategies in daily situations. By means of analysing a cross-linguistic (Arabic-French) and intercultural situation as depicted in a literary work, students will be able to discuss how intercultural differences, linguistic skills, and power structures impact the outcomes of mediation in daily interaction. Even if the task is almost exclusively thought to be developed in the target language (French) at an advanced level, students can rely on their knowledge of the official/school language (Language A) and of Arabic (as possible heritage language).

Themes: Travelling/ countriesCostumes/ cultureCommunication/social media

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediating text: Processing text in speech / in writingExpressing a personal response to creative texts (including literature)

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediation strategies involved:Streamlining a text

Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))

CEFR language proficiency level: C1

Language(s) of the teacher's material(s): English

Language(s) of the student's material(s): French

Resources

Mediation in intercultural daily communication Any language-French (Task 27)

Mediation in intercultural daily comunication Any laguage-Arabic (Task 28)

World mythology (Task 31)

The aim of this activity (which could be adapted to include Languages A-B-C) is to familiarise the students with different cultures and media texts. Firstly, the students discuss the features of myths. Then, working in pairs, they listen to a YouTube video about a myth in (Language B/C), and do the activities (e.g., to collect new vocabulary). Next, they listen to another YouTube video or read a text about a myth with the same topic in Language A and take notes in Language B. Based on their notes, they will have to create a short podcast in Language B. Finally, they have to write an article for the school newspaper where they compare the two myths and discuss in Language B (/C) how myths could be used as examples of different cultures.

Themes: Travelling/ countriesCostumes/ cultureMythology

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediating text: Relaying specific information in speech / in writingProcessing text in speech / in writingNote taking (lectures, seminars, meetings, etc.)

CEFR-CV Common European Framework of Reference - Companion Volume

scales for mediation strategies involved:Linking to previous knowledgeBreaking down complicated informationAdapting languageAmplifying a dense textStreamlining a text

Educational levels: ISCED 3 (Upper secondary education (including general and vocational education))

CEFR language proficiency level: C1

Language(s) of the teacher's material(s): English

Language(s) of the student's material(s): EnglishFinnishGreek

Resources

World mythology Greek-English (Task 31)

World mythology Finnish-English (Task 32)