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    Programme 2020-2023
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Matériel pédagogique

La base de données de tâches METLA contient des exemples de tâches de médiation (inter)linguistique dans différentes langues et pour différents contextes. Le matériel pédagogique METLA n'est disponible qu'en anglais. Il y a cependant 15 langues disponibles pour le matériel de l'élève. Vous pouvez les rechercher en utilisant la recherche par langue ci-dessous. 

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7 tâche(s) de médiation pour : finnois
page: 1 

Grocery list (Task 1)

Learners should work in pairs (Learner A-B). Each learner receives a different worksheet: Learner A receives the Worksheet Grocery List A in Language A. Following the scenario instructions on the worksheet, Learner A should relay information related to food and practise polite question forms in Language B. Using the Worksheet Grocery List B, Learner B listens carefully to the information introduced by Learner A in Language B and then B selects the fruit and vegetables just mentioned by Learner A and writes them down in Language B.

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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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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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Student-teacher e-communication (Task 18)

This is a project-based task that focuses on email communication between learners and teachers. The duration of the task is two lessons. There are eight distinct steps. The aim is to familiarise learners with the style of email communication in general, and raise awareness of intercultural communication in particular.

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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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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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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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