A Londoner in Greece! (Task 15)
This task focuses on written mediation. The main aim focuses on developing learners’ skills in selecting information from source texts of different genres, summarising messages into a target language and developing the mediation strategies of paraphrasing, providing synonyms, distinguishing major from minor information.
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Themes: Travelling/ countries
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingNote taking (lectures, seminars, meetings, etc.)
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
Reasons to learn Spanish (Task 38)
This activity aims at providing practice in gathering information from a specific text in Language A (Greek) by identifying the main points in order to give a presentation on the reasons why someone should learn Spanish.
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Themes: Languages
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting language
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishGreekSpanish
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
Italian menu (Task 43)
Learners perform a number of mediation activities as they go through the process of reading the menu, choosing, and ordering food and drinks for each member of their family while on holiday in a foreign country. The activities aim at developing learners’ skills in selecting information from a source text and relaying it into a target text in another language.
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Themes: Food
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2B1
Languages involved in the task: EnglishItalianlanguage of schoolinghome language
Language of the teacher's material: English
Languages of the student's materials: EnglishItalian
Lost dog (Task 4)
The aim of this activity is to practise a specific vocabulary, introduce learners to different text media, and raise intercultural awareness. Learners read a short text in Language A about a friend’s missing dog and they then have to create an Instagram post and a “lost dog” flyer in Language B.
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Themes: Pets/ animals
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2
Languages involved in the task: EnglishEstonianFinnishFrenchGermanGreekPolishSwedish
Language of the teacher's material: English
Languages of the student's materials: EnglishEstonianFinnishFrenchGermanGreekPolishSwedish
Airport instructions (Task 9)
This is a project activity that focuses on cross-cultural communication and the way we communicate parts of this information to different people. First, the learners read a text regarding airport transportation and write informal short messages as part of written text communication with an exchange student. Then, the learners use the same information to write a formal email to the student’s parents.
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Themes: Travelling/ countries
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:
Linking to previous knowledgeBreaking down complicated informationAdapting languageStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))
CEFR language proficiency level: B1
Languages involved in the task: EnglishFinnishFrenchGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishFinnishFrenchGreek
A visitor from Mexico (Task 14)
Learners learn how to describe places through the use of adjectives, and at the same time become familiar with different text types. They practise their skills in comprehending texts in Language A and producing meaning in Language B.
The lesson plan consists of five parts, each containing several steps. Communicating tourism information to people in another language is a common practise which can be taught in the classroom with steps 1-3 in the first part of the plan. The second part (step 4) involves intercultural aspects and uses a text format that learners are familiar with: a social media message. In the third part (step 5), learners can reflect on their multilingual practice. In the final two parts (steps 6 and 7), they are exposed to multimodal texts (song, video and text) and are asked to transfer information from one language to another on a relevant topic, i.e., learning foreign languages.
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Themes: Travelling/ countries
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:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: All languagesEnglishSpanishhome language
Language of the teacher's material: English
Languages of the student's materials: EnglishSpanish
Hot topics and digital media (Task 16)
Engaging learners in the crisscrossing of information available in several media in different languages, this task aims at developing their critical thinking and skills of relating and interpreting. Because young people consume information in several languages, this task intends to bring their multiliteracy skills to the foreign language classroom. The tasks, even if classroom-specific, are oriented towards students’ authentic, every day needs as consumers and producers of media.
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Themes: Communication/social media
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:
Linking to previous knowledgeAdapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: CroatianEnglishFrenchGermanhome language
Language of the teacher's material: English
Languages of the student's materials: CroatianEnglishFrenchGerman
Healthy diet! (Task 17)
This task focuses on written mediation. The main activities included aim at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.
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Themes: Food
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingNote taking (lectures, seminars, meetings, etc.)
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishGreekhome language
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
First-aid poster (Task 22)
This is a project-based task that focuses on first-aid instructions. Learners create informative posters and present them in front of a small group of other learners.
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Themes: First-aid instructions
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Linking to previous knowledgeBreaking down complicated informationAdapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))
CEFR language proficiency level: B2
Languages involved in the task: EnglishFinnishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishFinnishGreek
First-aid instructions (Task 24)
The aim of this task is to practise learners’ reception and production skills in an authentic situation. They first read a short text in Language A about fainting, and then role play a phone call scenario in pairs.
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Themes: First-aid instructions
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Breaking down complicated informationAdapting languageStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))
CEFR language proficiency level: B2
Languages involved in the task: EnglishFinnishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishFinnishGreek
World mythology (Task 31)
The aim of this task (which could be adapted to include Languages A-B-C) is to familiarise learners with different cultures and media texts. Firstly, the they 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 are asked to create a short podcast in Language B. Finally, they 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.
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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:
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
Languages involved in the task: EnglishFinnishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishFinnishGreek
European Day of Languages (Task 33)
Learners in groups prepare one product: a short video, a poster, or a leaflet promoting multilingualism for the European Day of Languages (26th September) at their secondary school. They prepare their video/poster/leaflet about the advantages of multilingualism, and then present their products to the class.
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Themes: Languages
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Streamlining a text
Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))
CEFR language proficiency level: B2
Languages involved in the task: EnglishFrench
Language of the teacher's material: English
Languages of the student's materials: EnglishFrench
Organising a school trip to Germany (Task 35)
The task is based on a visit of Maltese learners to Leipzig, Germany. First, the German-speaking learners read a brochure about the main sights in Leipzig and briefly relay the information (in English) from the brochure (Activity Worksheet; text 1) in discussion with the Maltese. After that, the Maltese-speaking learners agree on a specific area of interest (in Maltese) and report back to the German-speaking learners in an email (in English). The German-speaking learners then read the part of the brochure (online; text 2) regarding the chosen topic and report information about the topic orally (in English) to the Maltese-speaking learners, in a virtual meeting. Potentially, as a follow-up activity, the Maltese-speaking learners present and discuss (in Maltese) the options they heard about in the previous step.
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Themes: Travelling/ countries
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:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishGermanMaltese
Language of the teacher's material: English
Languages of the student's materials: EnglishGerman
Eat and throw away - Lessons learnt from the pandemic (Task 36)
During the time of the COVID-19 pandemic, according to statistics, most people had to change their lives drastically. Many gained weight. At the same time, the use of plastic increased, with an environmental impact. This task provides the same source text on which learners will work in different languages (English, French, Spanish, Italian and German), and leaves room for the teacher to decide what language(s) will be used as Language A (language of source texts) or Language B (or the learners' end product, which is a leaflet). An additional aim is to raise learners' awareness of health and environmental issues during the pandemic, and to find some solutions to the problems.
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Themes: COVID-19Eating habits
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writingNote taking (lectures, seminars, meetings, etc.)
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Amplifying a dense textStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)ISCED 3 (Upper secondary education (including general and vocational education))
CEFR language proficiency level: B1
Languages involved in the task: All languagesEnglishFrenchGermanItalianSpanish
Language of the teacher's material: English
Languages of the student's materials: EnglishFrenchGermanItalianSpanish
A visitor from Scotland (Task 39)
Learners learn how to describe places through the use of adjectives and at the same time they become familiar with different text types. They practise their skills in comprehending texts in Language A and producing a text in Language B. Communicating tourism information to people in another language is a common activity which can be developed in the classroom with the first activity. The second part involves intercultural aspects and uses a text format that learners are accustomed to: a social media message. In the third part students can reflect on their multilingual practises. In the final two parts, learners are exposed to multimodal texts (song and text) and are asked to transfer information from one language to another on a relevant topic: learning foreign languages.
View details
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishSpanishhome language
Language of the teacher's material: English
Languages of the student's materials: EnglishSpanish
The Earth’s spheres (Task 41)
This task focuses on written mediation (filling in a table). The main activities aim at:
a) developing learners’ skills in selecting information from a source text (a scientific text), b) organising relevant information in specific groups, c) summarising messages in a target language, and d) developing the mediation strategies of paraphrasing, providing synonyms, and distinguishing major from minor information.
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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:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2
Languages involved in the task: EnglishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
Social media and teenage life (Task 42)
This task focuses on written mediation. The main activities aim at: a) developing learners’ skills in selecting information from a source text (a blog entry), b) summarising messages in a target language, and c) developing the mediation strategies of paraphrasing, providing synonyms, distinguishing major from minor information.
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Themes: Communication/social media
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingNote taking (lectures, seminars, meetings, etc.)
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)
CEFR language proficiency level: B1B2
Languages involved in the task: EnglishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
Volunteering (Task 44)
Through this task, learners will have the opportunity to practise their cross-linguistic mediation skills in a variety of ways. However, it is not only different languages that are involved, but also different genres across languages.
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Themes: After school plansVolunteering
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: B2
Languages involved in the task: EnglishGreek
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek
Visiting Paris (Task 45)
This task aims to familiarise learners with the process of transferring information from one language to another with the use of videos which focus on specific monuments in Paris.
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Themes: Travelling/ countries
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A1
Languages involved in the task: EnglishFrench
Language of the teacher's material: English
Languages of the student's materials: EnglishFrench
A newcomer in our class (Task 89)
Learners welcome a newcomer from Poland in their class. They learn how to describe classroom rules to the newcomer by using the imperative form of verbs (affirmative or negative form) and the appropriate nouns and adjectives. They practise their skills in comprehending a short text in Language A and producing meaning in Language B.
The task plan consists of six steps, each containing three stages. Communicating classroom rules to a peer in another language is a common practice which can be taught in the classroom with steps 1-4, in the first part of the task plan. The second part (step 5) involves collaboration and creativity, as learners make their own posters for the school’s classrooms. In the final part (step 6) they reflect upon their multilingual experience, producing short texts which will be published on the school’s blog.
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Themes: Languages
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)
CEFR language proficiency level: A2
Languages involved in the task: EnglishGreekPolishhome language
Language of the teacher's material: English
Languages of the student's materials: EnglishGreek