Une vie saine – comment peut-on y arriver?
Created by Eva, Tanja, Mario, Stefan (Austria)
Dans cette unité, les élèves développent leur capacité à réfléchir à leurs habitudes alimentaires, à enrichir leur lexique à partir de la pyramide alimentaire, à formuler des conseils en lien avec une alimentation équilibrée et un mode de vie sain, et à produire, en tâche finale, une vidéo d’influenceur ou d’influenceuse.
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Activity designed for: French
Document language: French
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarInteraction
Duration: 120+ minutes
ICTREVTeachingMaterialID=65
Creators=Eva, Tanja, Mario, Stefan (Austria)
Creators=
LangTarget=FR
LangTeacher=0
LangStudent=FR
Age=11-18
CEFR=A2
Outcomes=- Production orale et écrite : donner des conseils.
- Compréhension orale : comprendre et analyser un problème de santé.
- Connaître le vocabulaire de santé et de bien-être.
- Utiliser les outils numériques.
Skills=Listening Speaking Reading Writing Vocabulary Grammar Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Dans cette unité, les élèves développent leur capacité à réfléchir à leurs habitudes alimentaires, à enrichir leur lexique à partir de la pyramide alimentaire, à formuler des conseils en lien avec une alimentation équilibrée et un mode de vie sain, et à produire, en tâche finale, une vidéo d’influenceur ou d’influenceuse.
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Doc2=/Portals/1/documents/ICT/teaching-materials/2.5. French_Une-vie-saine_11-18_A2_Diff-skills.docx?ver=cq4skF_evjg_sWeVcWV7PA%3d%3d
Learning about Ukrainian culture and history through AI translation
Created by Sandra Hadzihalilovic, Kateryna Kharytych (Germany)
This activity is about getting to know Ukrainian culture and history through different AI language translations. Learners will evaluate the quality of texts translated by AI in their languages, editing them based on speech style, stress and intonation patterns of a particular language.
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Activity designed for: All languages
Document language: English German Ukrainian
Age group: 11-1819-2526-6465+
CEFR level: B2C1
Skills: ListeningSpeakingReadingVocabularyGrammarInterculturalInteraction
Duration: 15-30 minutes
ICTREVTeachingMaterialID=64
Creators=Sandra Hadzihalilovic, Kateryna Kharytych (Germany)
Creators=
LangTarget=All languages
LangTeacher=0
LangStudent=EN DE UK
Age=11-18 19-25 26-64 65+
CEFR=B2 C1
Outcomes=- Learn more about Ukrainian culture and history;
- Understand the basics of AI translation;
- Evaluate AI translations, identify mistakes, and provide explanations for different translation options.
Skills=Listening Speaking Reading Vocabulary Grammar Intercultural Interaction
Duration=15-30
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity is about getting to know Ukrainian culture and history through different AI language translations. Learners will evaluate the quality of texts translated by AI in their languages, editing them based on speech style, stress and intonation patterns of a particular language.
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"Vocabulary Acquisition from Brainstorming to Practice"
Created by Kjersti Riise Samuelsen, Nicole Bøe and Ragnhild Hatlegjerde Eidesen (Norway)
Students learn and practice new vocabulary through interactive ICT tools such as LearnHip, Kahoot, and Padlet. The lesson includes digital brainstorming, online games, and creative production tasks, ending with a quiz to reinforce understanding and encourage active language use.
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Activity designed for: All languages
Document language: English
Age group:
CEFR level: A2B1
Skills: ReadingWritingVocabulary
Duration: 60-90 minutes
ICTREVTeachingMaterialID=63
Creators=Kjersti Riise Samuelsen, Nicole Bøe and Ragnhild Hatlegjerde Eidesen (Norway)
Creators=
LangTarget=All languages
LangTeacher=0
LangStudent=EN
Age=
CEFR=A2 B1
Outcomes=- Recognize and correctly define 10–15 new vocabulary words.
- Use new words correctly in sentences (spoken or written).
- Apply digital tools to practice and self-assess vocabulary knowledge.
- Improving vocabulary skills (for instance in technical fields)
Skills=Reading Writing Vocabulary
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students learn and practice new vocabulary through interactive ICT tools such as LearnHip, Kahoot, and Padlet. The lesson includes digital brainstorming, online games, and creative production tasks, ending with a quiz to reinforce understanding and encourage active language use.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.29 Vocabulary Training_11-18_A2-B2_Diff-skills.pdf?ver=-JnjK9SWmceiRITnobXmDg%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.29 Vocabulary Training_11-18_A2-B2_Diff-skills.docx?ver=_1AmJ2yeWSHeCcsev9XWFg%3d%3d
Clarifying the Pinyin system, Learning the sounds of Mandarin Chinese
Created by Danning Xu & Yingyuan Tuomala (Finland)
This learning activity aims to teach the sounds of Mandarin Chinese by using the Latin alphabet. It is designed for children, not absolute beginners.
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Activity designed for: Chinese
Document language: English
Age group: 6-10
CEFR level: A2
Skills: ListeningPronunciation
Duration: 15-30 minutes
ICTREVTeachingMaterialID=62
Creators=Danning Xu & Yingyuan Tuomala (Finland)
Creators=
LangTarget=ZH
LangTeacher=0
LangStudent=EN
Age=6-10
CEFR=A2
Outcomes=The outcomes to be realized are for the entire academic year, around 40 teaching hours.
● Accurate Pronunciation of Mandarin Sounds:
○ To recognize and produce the initials (consonants), finals (vowel compounds), and their combinations.
○ To distinguish between similar but distinct sounds, such as:
■ j / q / x vs. zh / ch / sh vs. z / c / s
■ -n vs. -ng endings (e.g., ban vs. bang).
● Mastery of the Tone System:
○ To be able to hear, distinguish, and produce the four main tones (flat, rising, dipping, falling) and the neutral tone.
○ To understand that tone is an integral part of a syllable's identity and that changing the tone changes the meaning (e.g., mā (mother) vs. mǎ (horse)).
● Development of Phonemic Awareness:
○ To be able to break down a spoken syllable into its Pinyin components (initial, final, and tone). A critical pre-literacy skill.
Skills=Listening Pronunciation
Duration=15-30
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity aims to teach the sounds of Mandarin Chinese by using the Latin alphabet. It is designed for children, not absolute beginners.
Doc1=/Portals/1/documents/ICT/teaching-materials/9.1 Clarifying the Pinyin system_6-10_A2_List-pronun.pdf?ver=yqLb58VBqopIOYKHwvXnIQ%3d%3d
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Using ICT tools to create a fictional character’s social media post
Created by Melanie Borchers, Cristina Costa Thiele & Franziska Lichtenfeld-Schubert (Germany)
In this activity, students explore a character from a short story or an excerpt from a novel using ICT tools to create the character’s social media profile. Based on a thorough character analysis, they create AI-generated character visuals, thereby enhancing their writing skills and media competence.
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Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: A2B1B2
Skills: ReadingWritingInteraction
Duration: 90-120 minutes
ICTREVTeachingMaterialID=61
Creators=Melanie Borchers, Cristina Costa Thiele & Franziska Lichtenfeld-Schubert (Germany)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2 B1 B2
Outcomes=- Reading and understanding a fictional text (focus: characterisation).
- Identifying and describing character traits.
- ICT skills: Creating a clear and accurate prompt to generate appropriate responses/visuals to accompany the character’s social media profile.
- Critical thinking concerning social media posts and awareness of how media framing can alter perceptions.
Skills=Reading Writing Interaction
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, students explore a character from a short story or an excerpt from a novel using ICT tools to create the character’s social media profile. Based on a thorough character analysis, they create AI-generated character visuals, thereby enhancing their writing skills and media competence.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.33 Using ICT tools to understand a character in a fictional text_11-18_A2-B2_Diff-skills_24012026_072703.pdf?ver=WH3LhgdKp0-F_C201Ufv2Q%3d%3d
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The Best and The Better – Comparative and superlative adjectives
Created by Marja Eskelinen, Anna-Maarit Ahvenainen, Leena Mäki-Knuuttila (Finland)
Three engaging 45-minute lessons introduce comparatives and superlatives of adjectives through discovery, practice, and creativity. Students learn adjective type, form comparison rules, build sentences, and apply skills in a digital escape-room adventure using ICT tools.
#grammar #adjectives #comparison #escaperoom
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Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarPronunciationInteractionMediation
Duration: 120+ minutes
ICTREVTeachingMaterialID=60
Creators=Marja Eskelinen, Anna-Maarit Ahvenainen, Leena Mäki-Knuuttila (Finland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2
Outcomes=- Learners can identify short and long adjectives.
- Learners can correctly form comparative and superlative adjectives.
- Learners can use comparatives and superlatives in sentences (both written and spoken).
- Learners use ICT tools to learn and communicate together.
Skills=Listening Speaking Reading Writing Vocabulary Grammar Pronunciation Interaction Mediation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Three engaging 45-minute lessons introduce comparatives and superlatives of adjectives through discovery, practice, and creativity. Students learn adjective type, form comparison rules, build sentences, and apply skills in a digital escape-room adventure using ICT tools.
#grammar #adjectives #comparison #escaperoom
Doc1=/Portals/1/documents/ICT/teaching-materials/1.32 The Best and The Better_adjectives_11-18_A2-B1_Diff-skills.pdf?ver=xtPhx4XueubiKpyMEFd0VA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.32 The Best and The Better_adjectives_11-18_A2-B1_Diff-skills.docx?ver=hI0vB_biDwAKeZGUGSU_Cg%3d%3d
Speak Up, Step In: Students Making Sustainability Real
Created by Pälvi Karlsson, Paula Oksanen, Salla Sissonen (Finland)
Students take action to implement Agenda 2030 targets into their own lives as well as their communities. Language arts are integrated into other subjects. The objective is to promote students’ agency, ability to participate in and influence the local community. This is more of a concept or framework of an activity that can be adapted to different language, contexts and student needs.
#agency #inquiry #multilingual #sustainable development goals
View details
Activity designed for: All languages
Document language: English
Age group: 11-18
CEFR level: A1A2B1B2C1
Skills: SpeakingReadingWritingVocabularyGrammarPronunciationInterculturalInteractionPlurilingual
Duration: 120+ minutes
ICTREVTeachingMaterialID=59
Creators=Pälvi Karlsson, Paula Oksanen, Salla Sissonen (Finland)
Creators=
LangTarget=All languages
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2 B1 B2 C1
Outcomes=Learning outcomes:
Content
- Agenda 2030: Sustainable Development Goals and their implications in students’ own lives as well as the local community.
- Students apply their knowledge in creating practical approaches in promoting SDGs in their local communities.
Interaction and communication
- Students communicate both orally and potentially in writing on a topic of shared interest, also utilizing specific language.
- Students are able to communicate with different members of the local community or other specialists of their chosen topic.
Multilingual and Intercultural
- Students make use of their various language and cultural resources to reach the principles of the Sustainable Development Goals.
- Students are familiarized with a variety of languages and cultures in the classroom and their community.
Language reception and multiliteracy
- Students apply their metalinguistic skills in analyzing AI-generated resources.
- Students expand their vocabulary related to global, modern-day challenges.
Language production
- Students are able to communicate their ideas clearly and concisely to their target audience in the language of instruction.
Skills=Speaking Reading Writing Vocabulary Grammar Pronunciation Intercultural Interaction Plurilingual
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students take action to implement Agenda 2030 targets into their own lives as well as their communities. Language arts are integrated into other subjects. The objective is to promote students’ agency, ability to participate in and influence the local community. This is more of a concept or framework of an activity that can be adapted to different language, contexts and student needs.
#agency #inquiry #multilingual #sustainable development goals
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Arty-ficial intelligence
Created by Craig Grocott, Maria Svenfelt, Hilde Kaland Kongsrud and Daniela Muñoz (Norway)
Students use AI tools (like ChatGPT and Brisk Teaching) to explore art history and cultural expressions from target language regions. They learn vocabulary, present artworks on Padlet, and practice speaking and interacting with AI to discuss the artist, the piece, and its socio-historical context.
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Activity designed for: GermanSpanish
Document language: English
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingWritingVocabularyGrammarPronunciationInterculturalInteraction
Duration: 90-120 minutes
ICTREVTeachingMaterialID=58
Creators=Craig Grocott, Maria Svenfelt, Hilde Kaland Kongsrud and Daniela Muñoz (Norway)
Creators=
LangTarget=DE ES
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2
Outcomes=- To explore and present artistic and cultural expressions from areas where the language is spoken and explain one’s own experiences.
- To explore and explain diversity, social conditions and historical events in areas where the language is spoken and identify connections to one’s own background.
- The aim is for students to be able to speak about an artist and an artwork in the target language. Ideally, they should also place the content within a social and historical context.
Skills=Listening Speaking Writing Vocabulary Grammar Pronunciation Intercultural Interaction
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students use AI tools (like ChatGPT and Brisk Teaching) to explore art history and cultural expressions from target language regions. They learn vocabulary, present artworks on Padlet, and practice speaking and interacting with AI to discuss the artist, the piece, and its socio-historical context.
Doc1=/Portals/1/documents/ICT/teaching-materials/5.3 Arty-ficial intelligence _11-18_A2_Diff-skills.pdf?ver=uS-erHEdoNglFKpxZ3a7zg%3d%3d
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Generation Talk: Understanding X, Y, Z & Alpha
Created by Luiza Sokołowska, Iwona Smierzchalska, Renata Klimek-Kowalska (Poland)
This interactive lesson explores generational differences and shared values through discussion, collaboration, and digital tools. Students learn key vocabulary related to generations, research the characteristics of Gen X, Y, Z, and Alpha, and compare their lifestyles and mindsets. Using Padlet, Canva, and ChatGPT, they collaborate to create visual summaries, share opinions, and reflect on stereotypes and communication across generations. The lesson integrates media such as videos and quizzes to develop speaking, reading, and digital literacy skills in an engaging, modern context.
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Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: A2B1B2
Skills: ListeningSpeakingVocabularyInteractionMediation
Duration: 0 minutes
ICTREVTeachingMaterialID=57
Creators=Luiza Sokołowska, Iwona Smierzchalska, Renata Klimek-Kowalska (Poland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2 B1 B2
Outcomes= • understanding and using vocabulary related to generations and social differences,
• ability to compare different generations,
• expressing opinions and arguments,
• development of 21st-century skills: collaboration, digital literacy and media creation.
Skills=Listening Speaking Vocabulary Interaction Mediation
Duration=0
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This interactive lesson explores generational differences and shared values through discussion, collaboration, and digital tools. Students learn key vocabulary related to generations, research the characteristics of Gen X, Y, Z, and Alpha, and compare their lifestyles and mindsets. Using Padlet, Canva, and ChatGPT, they collaborate to create visual summaries, share opinions, and reflect on stereotypes and communication across generations. The lesson integrates media such as videos and quizzes to develop speaking, reading, and digital literacy skills in an engaging, modern context.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.28_Generation Talk_11-18_A2-B2_Diff-skills.pdf?ver=ZmM4a4WYdLu5k4aOo87dSA%3d%3d
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“Eurovision” song contest
Created by Rakel, Thala, Tor Edvard, Vilde (Norway)
Students use Suno (or a similar AI-powered tool) to create songs about a topic provided by the teacher (such as the regions in a target-language country). They perform for each other and vote to select a winner. They can also make introductory videos before performing the song.
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Activity designed for: All languages
Document language: English
Age group: 6-1011-1819-25
CEFR level: A2B1B2
Skills: ListeningSpeakingVocabularyPronunciationInterculturalMediation
Duration: 120+ minutes
ICTREVTeachingMaterialID=56
Creators=Rakel, Thala, Tor Edvard, Vilde (Norway)
Creators=
LangTarget=All languages
LangTeacher=0
LangStudent=EN
Age=6-10 11-18 19-25
CEFR=A2 B1 B2
Outcomes=- To work on pronunciation when singing the song they have co-created.
- To improve reading skills when learning about their assigned region.
- To develop (prompt) writing when creating the prompt for Suno.
- To expand their cultural competences when researching about the different regions and incorporating the knowledge into the lyrics.
Skills=Listening Speaking Vocabulary Pronunciation Intercultural Mediation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students use Suno (or a similar AI-powered tool) to create songs about a topic provided by the teacher (such as the regions in a target-language country). They perform for each other and vote to select a winner. They can also make introductory videos before performing the song.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.27 “Eurovision” song contest_11-18_A2-B2_Diff-skills.pdf?ver=KrFu8NYD5iGKY6QO4AXXGg%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.27 “Eurovision” song contest_11-18_A2-B2_Diff-skills.docx?ver=kclaSRIpfBvHgY0sV82stA%3d%3d
Interviewing a master chef – A learning activity for restaurant and food processing/vocational students
Created by Sigurd Sigmo Dahle, Aud Skulstad, Bodil Atterås (Norway)
This learning activity uses GenAI to simulate an interview with a chef or other professionals within the food industry (adaptable), with students interviewing the AI in oral or written form about the different aspects of the profession, for example health and safety, challenges, normal workdays, equipment used, work-life balance, etc.
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Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: A1A2B1B2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarPronunciationInteractionMediation
Duration: 30-60 minutes
ICTREVTeachingMaterialID=55
Creators=Sigurd Sigmo Dahle, Aud Skulstad, Bodil Atterås (Norway)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2 B1 B2
Outcomes=- Use appropriate strategies for language learning, text creation and communication.
- Use appropriate digital resources and other aids in language learning, text creation and interaction.
- Listen to, understand and use terminology appropriate for the trade, both orally and in writing, in work situations.
- Express oneself in a nuanced and precise manner with fluency and coherence, using idiomatic expressions and varied sentence structures adapted to the purpose, recipient and situation.
- Explain the reasoning of others and use and follow up input during conversations and discussions on vocationally relevant topics.
- Use different sources in a critical, appropriate and accountable manner.
Skills=Listening Speaking Reading Writing Vocabulary Grammar Pronunciation Interaction Mediation
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity uses GenAI to simulate an interview with a chef or other professionals within the food industry (adaptable), with students interviewing the AI in oral or written form about the different aspects of the profession, for example health and safety, challenges, normal workdays, equipment used, work-life balance, etc.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.26 Interviewing a master chef_11-18_Diff-skills.pdf?ver=dSE6xh0SVhXsBtRF2fbuEA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.26 Interviewing a master chef_11-18_Diff-skills.docx?ver=myXi83lyVj_BZC9MoYxmqg%3d%3d
Sanaston kertaaminen ja laajentaminen opetusvideon ja laulun avulla
Created by Kaisu Syrjälä, Elviira Pesonen, Tanja Balabin (Finland)
Oppilaat tekevät 3 hengen ryhmissä käsinukeilla toteutattavat opetusvideot vuoden aikana käydystä sanastosta suunnattuna koko luokalle. Videon sanastosta luodaan myös laulu Suno-sovelluksella yhdessä laulettavaksi. Tavoitteena on sanaston kertaaminen ja laajentaminen, ryhmätyötaitojen ja it-taitojen harjoittelu sekä puheen tuottaminen ja ymmärtäminen.
View details
Activity designed for: Finnish
Document language: Finnish
Age group: 11-18
CEFR level: A1A2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarPronunciationInteractionMediationPlurilingual
Duration: 120+ minutes
ICTREVTeachingMaterialID=54
Creators=Kaisu Syrjälä, Elviira Pesonen, Tanja Balabin (Finland)
Creators=
LangTarget=FI
LangTeacher=0
LangStudent=FI
Age=11-18
CEFR=A1 A2
Outcomes=- Ryhmätyötaitojen kehittäminen
- Sanaston vahvistaminen
- Suullisen kielitaidon kehittäminen
- Kuullun ymmärtämisen kehittäminen
- IT-taitojen kehittäminen
- Ryhmän yhteishengen parantaminen
- Vastuunottaminen omasta oppimisesta
Skills=Listening Speaking Reading Writing Vocabulary Grammar Pronunciation Interaction Mediation Plurilingual
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Oppilaat tekevät 3 hengen ryhmissä käsinukeilla toteutattavat opetusvideot vuoden aikana käydystä sanastosta suunnattuna koko luokalle. Videon sanastosta luodaan myös laulu Suno-sovelluksella yhdessä laulettavaksi. Tavoitteena on sanaston kertaaminen ja laajentaminen, ryhmätyötaitojen ja it-taitojen harjoittelu sekä puheen tuottaminen ja ymmärtäminen.
Doc1=/Portals/1/documents/ICT/teaching-materials/8.1 Finnish_Sanaston kertaaminen ja laajentaminen opetusvideon ja laulun avulla_Diff-skills_A1-2.pdf?ver=lUBrNOGcqhJ2QI607UYlZw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/8.1 Finnish_Sanaston kertaaminen ja laajentaminen opetusvideon ja laulun avulla_Diff-skills_A1-2.docx?ver=vDfgkVsPnXTLZrgkOlPCAg%3d%3d
Virtual Preposition Navigator: A Digital Mission for Heritage Language Lessons
Created by Nathali Silva, Evie Jusni (Finland)
This lesson is designed for primary and secondary students in any language. This language activity utilizes digital tools to facilitate the creation, following, and reporting of virtual missions. The activity follows a progressive structure, integrating kinesthetic digital manipulation, media production, digital research, and advanced text production to teach and reinforce all six prepositional functions (location, movement, time, differences, possession, and purpose) within a cross-cultural context.
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Activity designed for: All languages
Document language: English
Age group: 6-1011-18
CEFR level: A1A2B1B2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarPronunciationInterculturalInteractionMediation
Duration: 60-90 minutes
ICTREVTeachingMaterialID=53
Creators=Nathali Silva, Evie Jusni (Finland)
Creators=
LangTarget=All languages
LangTeacher=0
LangStudent=EN
Age=6-10 11-18
CEFR=A1 A2 B1 B2
Outcomes=--- Use & Communication
1. Act and Describe: Pupils can say and write simple sentences using prepositions to describe where things are and how they move in interactive activities (e.g., "The ball is under the chair," "Walk into the circle").
2. Give and Follow Directions: Pupils can use prepositions accurately to give basic instructions and understand directions from others.
--- Understanding & Application
3. Find the Function: Pupils can identify prepositions in short texts and explain what they mean (e.g., knowing that "before lunch" is about time, and "behind the tree" is about place).
4. Show Relationships: Pupils can correctly use the six main types of prepositions to show:
----- Place/Location: (e.g., on, under, beside)
----- Movement/Direction: (e.g., into, over, around)
----- Time: (e.g., before, after, at)
----- Contrast/Difference: (e.g., The difference between "in" and "out")
----- Possession: (e.g., "of my brother")
----- Purpose: (e.g., "for the game")
--- Cross-Curricular & Culture
5. Connect to Learning: Pupils can use prepositions (in their mother tongue) to explain concepts in other subjects (e.g., math: above/below zero; geography: near/far from the coast).
6. Explore Language: Pupils can find examples of prepositions in different types of media or stories and talk about how they help describe their own culture and traditions (e.g., talking about a local festival after the harvest).
Skills=Listening Speaking Reading Writing Vocabulary Grammar Pronunciation Intercultural Interaction Mediation
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This lesson is designed for primary and secondary students in any language. This language activity utilizes digital tools to facilitate the creation, following, and reporting of virtual missions. The activity follows a progressive structure, integrating kinesthetic digital manipulation, media production, digital research, and advanced text production to teach and reinforce all six prepositional functions (location, movement, time, differences, possession, and purpose) within a cross-cultural context.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.25 Virtual Preposition Navigator_A1-B2_6-18_Diff-skills.pdf?ver=tEHZ6nXm6ES2jfAOeExjsQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.25 Virtual Preposition Navigator_A1-B2_6-18_Diff-skills.docx?ver=ZOHDHW0jERdSpW1S7SasNg%3d%3d
Writing a fairy tale
Created by Anja Venemies, Mikko Rouvinen (Finland)
Primary school students write a fairy tale. With the aid of AI they plan the main character and the setting. The story is first written by hand, after which children give feedback to each other. Finally the story is written with Google Docs or any other collaborative writing tool and the teacher evaluates it.
View details
Activity designed for: English
Document language: English
Age group: 6-10
CEFR level: A1A2B1
Skills: ListeningSpeakingReadingWritingVocabularyGrammar
Duration: 120+ minutes
ICTREVTeachingMaterialID=52
Creators=Anja Venemies, Mikko Rouvinen (Finland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=6-10
CEFR=A1 A2 B1
Outcomes=- Digital literacy, using AI.
- Brainstorming ideas about fairy tales.
- Planning a character and a setting.
- Creating a well structured storyline
- Peer-assessment, self evaluation
- Produce a text in own words
- Using of grammar skills
- Using rich and descriptive language
- Practising to write dialogue
- Develop handwriting and word processing skills
Skills=Listening Speaking Reading Writing Vocabulary Grammar
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Primary school students write a fairy tale. With the aid of AI they plan the main character and the setting. The story is first written by hand, after which children give feedback to each other. Finally the story is written with Google Docs or any other collaborative writing tool and the teacher evaluates it.
Doc1=/LinkClick.aspx?fileticket=gyjQwDLTqCQ%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=LPDs8Xh5WBc%3d&portalid=1&language=en-GB
The most unusual festivals on Earth
Created by Anna Kolaj, Żaneta Chełmińska, Anna Golik-Czarnecka (Poland)
In this activity students will learn about unusual festivals celebrated in different parts of the world. They will watch a short film introducing the topic and practise their reading skills. The activities will also involve a group project.
View details
Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: B1
Skills: ReadingVocabularyIntercultural
Duration: 60-90 minutes
ICTREVTeachingMaterialID=51
Creators=Anna Kolaj, Żaneta Chełmińska, Anna Golik-Czarnecka (Poland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=B1
Outcomes=● Understand main ideas and specific details about five festivals.
● Learn and use target words (e.g., wheel, steep, mud, hurl, pulp, legend, captivated, exhausted).
● Work in groups to summarise a festival and produce a short presentation (poster or role-play).
Skills=Reading Vocabulary Intercultural
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity students will learn about unusual festivals celebrated in different parts of the world. They will watch a short film introducing the topic and practise their reading skills. The activities will also involve a group project.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.23 Unusual-festivals-Earth-A1_11-18_Diff-skills.pdf?ver=PvgThRI38thT0T7hXurIGg%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.23 Unusual-festivals-Earth-A1_11-18_Diff-skills.docx?ver=NvpyPqbv4oBU6bEEdEEvng%3d%3d
La vida sana - Ein gesunder Lebensstil
Created by M.K.K., R.H., P.P., E.S. (Austria)
Die Schüler*innen festigen ihr Wissen zu „Essen und Gesundheit“, indem sie Brainstorming-Fragen sammeln und damit ein KI-Bild generieren. Abschließend nutzen sie fremde KI-Bilder für Sprechübungen in Partnerarbeit.
View details
Activity designed for: All languagesSpanish
Document language: German Spanish
Age group: 11-18
CEFR level: A2
Skills: SpeakingWritingVocabularyPronunciationInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=50
Creators=M.K.K., R.H., P.P., E.S. (Austria)
Creators=
LangTarget=All languages ES
LangTeacher=0
LangStudent=DE ES
Age=11-18
CEFR=A2
Outcomes=- Ich kann eine einfache Bildbeschreibung verfassen.
- Ich kann über meine Essgewohnheiten sprechen.
- Ich kann sagen, was ich gerne habe und was nicht.
- Ich kann einfache Vorschläge zum Thema “gesunder Lebensstil” formulieren.
Skills=Speaking Writing Vocabulary Pronunciation Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Die Schüler*innen festigen ihr Wissen zu „Essen und Gesundheit“, indem sie Brainstorming-Fragen sammeln und damit ein KI-Bild generieren. Abschließend nutzen sie fremde KI-Bilder für Sprechübungen in Partnerarbeit.
Doc1=/Portals/1/documents/ICT/teaching-materials/5.2. La-vida-sana_11-18_A2_Diff-skills.pdf?ver=BzfZPhjzDcyFlDVVupe-QA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/5.2. La-vida-sana_11-18_A2_Diff-skills.docx?ver=BzfZPhjzDcyFlDVVupe-QA%3d%3d
¡A moverse y a cantar!
Created by Christina Bauer, Rebeca Iniesta Jiménez, Nuria Muñoz (Austria)
El alumnado creará una canción con coreografía, grabará un video para el rastrillo solidario y diseñará carteles publicitarios, aprendiendo a usar herramientas de IA de forma creativa y positiva para fomentar participación y expresión artística.
View details
Activity designed for: Spanish
Document language: Spanish
Age group: 11-18
CEFR level:
Skills: ListeningSpeakingVocabularyGrammarPronunciationInteractionPlurilingual
Duration: 120+ minutes
ICTREVTeachingMaterialID=49
Creators=Christina Bauer, Rebeca Iniesta Jiménez, Nuria Muñoz (Austria)
Creators=
LangTarget=ES
LangTeacher=0
LangStudent=ES
Age=11-18
CEFR=
Outcomes=- Aprender el imperativo positivo y negativo;
- Aprender las partes del cuerpo;
- Utilizar las herramientas Suno (IA), WordArt, Clipchamp/FlexClip, Mentimeter.
Skills=Listening Speaking Vocabulary Grammar Pronunciation Interaction Plurilingual
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=El alumnado creará una canción con coreografía, grabará un video para el rastrillo solidario y diseñará carteles publicitarios, aprendiendo a usar herramientas de IA de forma creativa y positiva para fomentar participación y expresión artística.
Doc1=/Portals/1/documents/ICT/teaching-materials/4.2. A-moverse-y-a-cantar_11-18_A2_Diff-skills_17112025_105412.pdf?ver=dwKuR42xhz8leEewr-6CWQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/4.2. A-moverse-y-a-cantar_11-18_A2_Diff-skills_17112025_105412.docx?ver=IHn2wQFYOZ4Tytz9pA4lsg%3d%3d
A Brave New World—Privileges and How to Fix Society
Created by Emelie Hallquist, Sanna Hillerdal, Lena Hjelmstam, Martin Mirtorp, Elisabeth Nagy (Sweden)
In this learning activity, students explore the concept of privilege through group work, discussions, text analysis, and listening exercises, together with media and written production.
View details
Activity designed for: English
Document language: English
Age group: 11-1819-2526-6465+
CEFR level: B2C1
Skills: ListeningSpeakingReadingWritingVocabularyInterculturalInteractionMediation
Duration: 120+ minutes
ICTREVTeachingMaterialID=48
Creators=Emelie Hallquist, Sanna Hillerdal, Lena Hjelmstam, Martin Mirtorp, Elisabeth Nagy (Sweden)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 26-64 65+
CEFR=B2 C1
Outcomes=- Develop pupils’ awareness of social equity and equality
- Empower pupils to take a stand on societal issues
- Being able to choose material to investigate living conditions, societal issues, and cultural aspects in English-speaking countries
- Being able to present findings as well as discuss (in speaking and writing) how their findings influence their view of society and themselves.
Skills=Listening Speaking Reading Writing Vocabulary Intercultural Interaction Mediation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this learning activity, students explore the concept of privilege through group work, discussions, text analysis, and listening exercises, together with media and written production.
Doc1=/LinkClick.aspx?fileticket=5mViSyDKDZk%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=KFdMXdgsbjA%3d&portalid=1&language=en-GB
Plants in Action: Exploring Nature Around Us
Created by Agnieszka Osmoła, Sławek Sobocki, Katarzyna Małkowska-Gąska (Poland)
Students work in groups to explore local plants, photograph them, research key facts, and create a digital infographic in English. They present their findings to peers, discuss sustainability aspects, and evaluate each other’s work collaboratively.
View details
Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: A2B1
Skills: ListeningSpeakingReadingWritingVocabularyInteractionMediation
Duration: 120+ minutes
ICTREVTeachingMaterialID=47
Creators=Agnieszka Osmoła, Sławek Sobocki, Katarzyna Małkowska-Gąska (Poland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2 B1
Outcomes=❖ To develop students’ vocabulary related to plants and sustainability.
❖ To enhance collaborative, research, and digital presentation skills.
❖ To foster oral and written communication through project-based tasks and peer discussion.
Skills=Listening Speaking Reading Writing Vocabulary Interaction Mediation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students work in groups to explore local plants, photograph them, research key facts, and create a digital infographic in English. They present their findings to peers, discuss sustainability aspects, and evaluate each other’s work collaboratively.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.20 Plants in Action_11-18_A2-B1_Diff-skills_17112025_090505.pdf?ver=ZGm_GYFhRMSgU4MRw847mw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.20 Plants in Action_11-18_A2-B1_Diff-skills_17112025_090505.docx?ver=DlM08P6fsQiRUI3zzegN2Q%3d%3d
AI Story Studio: Create a short film script with ChatGPT and Video Tools
Created by Justyna Kaczmarek, Ewa Markiewka, Beata Słupczyńska (Poland)
Students work in small groups to co-write and produce a short film script using AI writing assistant ChatGPT and video creation tools. The activity culminates in each group presenting their short film.
View details
Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: B1B2
Skills: ListeningSpeakingReadingWritingVocabularyGrammarPronunciation
Duration: 60-90 minutes
ICTREVTeachingMaterialID=46
Creators=Justyna Kaczmarek, Ewa Markiewka, Beata Słupczyńska (Poland)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=B1 B2
Outcomes=- Enhanced creative writing and dialogue-building skills
- Improved pronunciation, intonation and fluency
- Awareness of AI as a language-learning partner, not a replacement
- Development of 21st-century skills: collaboration, digital literacy and media creation.
Skills=Listening Speaking Reading Writing Vocabulary Grammar Pronunciation
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Students work in small groups to co-write and produce a short film script using AI writing assistant ChatGPT and video creation tools. The activity culminates in each group presenting their short film.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.19 AI Story Studio_11-18_A2-B1-Diff-skills_17112025_085212.pdf?ver=lxMmECpKRrhJJaWu-UXEpA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.19 AI Story Studio_11-18_A2-B1-Diff-skills_17112025_085212.docx?ver=sgPg2DJl3-o5Qg8Hym80iw%3d%3d
Identifier, analyser et créer une fake news
Created by Nathalie De Mil, Virginie Jost (Belgique)
Dans le cadre d’un dossier sur la presse, les élèves se concentrent sur le repérage des fake news dans les médias d’information. Ensuite, ils créent eux-mêmes un flash info (breaking news) dans lequel ils dissimulent une fausse information.
View details
Activity designed for: French
Document language: French
Age group: 11-18
CEFR level: B1B2
Skills: ListeningSpeakingReadingWritingIntercultural
Duration: 120+ minutes
ICTREVTeachingMaterialID=45
Creators=Nathalie De Mil, Virginie Jost (Belgique)
Creators=
LangTarget=FR
LangTeacher=0
LangStudent=FR
Age=11-18
CEFR=B1 B2
Outcomes=● Reconnaître et analyser une fake news, avec l’esprit critique comme compétence transversale.
● Créer une fake news selon la stratégie analysée.
● Identifier les caractéristiques linguistiques et structurelles typiques des fausses informations.
● Évaluer le degré de crédibilité de leur production entre pairs.
Skills=Listening Speaking Reading Writing Intercultural
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Dans le cadre d’un dossier sur la presse, les élèves se concentrent sur le repérage des fake news dans les médias d’information. Ensuite, ils créent eux-mêmes un flash info (breaking news) dans lequel ils dissimulent une fausse information.
Doc1=/LinkClick.aspx?fileticket=rcgsHNiVWA8%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=F8QwApTAE4k%3d&portalid=1&language=en-GB
Un alloggio a Palermo
Created by Daniela Dorner, Silvia Dalla Pietà, Doris Czesany, Markus Lein (Austria)
Eine kleine Gruppe von Jugendlichen (2-4 Personen) möchte gemeinsam nach Palermo reisen, daher machen sie sich mit Hilfe eines Videos zunächst mit der Stadt vertraut. Anschließend wählen sie aus zwei Unterkünften eine aus, formulieren eine Anfrage, bekommen eine Antwort und bestätigen das Angebot mündlich.
View details
Activity designed for: All languagesItalian
Document language: German Italian
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingReadingWritingVocabularyPronunciationInteraction
Duration: 90-120 minutes
ICTREVTeachingMaterialID=44
Creators=Daniela Dorner, Silvia Dalla Pietà, Doris Czesany, Markus Lein (Austria)
Creators=
LangTarget=All languages IT
LangTeacher=0
LangStudent=DE IT
Age=11-18
CEFR=A2
Outcomes=- fachspezifischen Wortschatz (Hotel, Reise, Tourismus) festigen
- selektives Leseverständnis üben
- Hörverständnis ausgehend von einem authentischen Video üben
- Sprechkompetenz mittels einer kurzen Textnachricht aktivieren
- Schreiben mit und ohne die Zuhilfenahme von KI üben
Skills=Listening Speaking Reading Writing Vocabulary Pronunciation Interaction
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Eine kleine Gruppe von Jugendlichen (2-4 Personen) möchte gemeinsam nach Palermo reisen, daher machen sie sich mit Hilfe eines Videos zunächst mit der Stadt vertraut. Anschließend wählen sie aus zwei Unterkünften eine aus, formulieren eine Anfrage, bekommen eine Antwort und bestätigen das Angebot mündlich.
Doc1=/Portals/1/documents/ICT/teaching-materials/7.1. Italian_Palermo_A2_Different-Skills-14-18.pdf?ver=1M1dVMHV3j_eAFByo7yZsA%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/7.1. Italian_Palermo_A2_Different-Skills-14-18.docx?ver=ATs3w7rXbWGA5fsgvEDtXQ%3d%3d
The concept of sustainability
Created by Laila Palm, Stephanie Palm, Saskia Langer (Belgium)
In this activity, students learn the concept of sustainability, cultural differences in food and waste management, and sustainable practices. They practice vocabulary and get introduced to waste separation and making sustainable choices in the supermarket. It promotes speaking, listening, and critical thinking.
View details
Activity designed for: German
Document language: English
Age group: 11-18
CEFR level: A1A2
Skills: SpeakingReadingVocabularyPronunciationInterculturalMediationPlurilingual
Duration: 120+ minutes
ICTREVTeachingMaterialID=43
Creators=Laila Palm, Stephanie Palm, Saskia Langer (Belgium)
Creators=
LangTarget=DE
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2
Outcomes=- Comprehending the concept of sustainability and learning its related vocabulary at an A1/A2 level.
- Understanding cultural differences regarding food and waste management.
- Learning about the waste separation system in the region.
- Becoming familiar with sustainable choices in the supermarket and sustainable practices in the classroom.
Skills=Speaking Reading Vocabulary Pronunciation Intercultural Mediation Plurilingual
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, students learn the concept of sustainability, cultural differences in food and waste management, and sustainable practices. They practice vocabulary and get introduced to waste separation and making sustainable choices in the supermarket. It promotes speaking, listening, and critical thinking.
Doc1=/LinkClick.aspx?fileticket=i15bo7tNp20%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=Nm8orYBr8eY%3d&portalid=1&language=en-GB
Learning about culture and speaking through an avatar
Created by Stefan Jarl, Bardha Bajram, Louise Skutnabba, Staffan Adner (Sweden)
This learning activity focuses on speaking skills concerning facts
about countries/regions, which students are asked to learn and present using an
avatar. It envisions working in pairs. It can be adapted to any language at any level.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: A1A2B1B2
Skills: ListeningSpeakingReadingWritingVocabularyInterculturalInteraction
Duration: 120+ minutes
ICTREVTeachingMaterialID=42
Creators=Stefan Jarl, Bardha Bajram, Louise Skutnabba, Staffan Adner (Sweden)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2 B1 B2
Outcomes=- Acquiring knowledge about different countries/regions.
- Improving speaking skills.
- Developing ICT skills.
Skills=Listening Speaking Reading Writing Vocabulary Intercultural Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity focuses on speaking skills concerning facts
about countries/regions, which students are asked to learn and present using an
avatar. It envisions working in pairs. It can be adapted to any language at any level.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.16 English-et-al_Learning-about-culture-avatar_11-18-A1-to-B2_DifferentSkills.pdf?ver=ilsGjHqwFhCa52NYPTUUgw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.16 English-et-al_Learning-about-culture-avatar_11-18-A1-to-B2_DifferentSkills.docx?ver=4jkmYgk0vf4Zk2PFA33N_Q%3d%3d
Aging (backwards) - “Reverse time, forward learning”
Created by Orsolya Czigler, Nikolett Nagyné Bage, Mária Berecz (Hungary)
This A2 (possible B1)-level lesson for primary school pupils uses a short video about a man who ages backwards to build vocabulary, listening, and sequencing skills. Learners express opinions through speaking and writing, supported by digital tools like Wordwall, LearningApps, to teach Diffit and Padlet, with learners’ reflections posted on Wooclap.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: A2B1
Skills: ListeningSpeakingWritingVocabularyPronunciationInteraction
Duration: 30-60 minutes
ICTREVTeachingMaterialID=41
Creators=Orsolya Czigler, Nikolett Nagyné Bage, Mária Berecz (Hungary)
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2 B1
Outcomes=- Developing students' ability to understand and talk about a fantasy story involving a man who grows younger.
- Using and identifying age-related vocabulary and basic sentence structures, e.g., old, young, baby, grow up, etc.
- Sequencing 3–4 key events in the story in chronological order using visual support.
- Expressing a basic opinion about the story using simple sentence starters (e.g., “I think…,” “It’s strange because…”).
- Writing 1–2 complete sentences about their personal opinion on the story.
Skills=Listening Speaking Writing Vocabulary Pronunciation Interaction
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This A2 (possible B1)-level lesson for primary school pupils uses a short video about a man who ages backwards to build vocabulary, listening, and sequencing skills. Learners express opinions through speaking and writing, supported by digital tools like Wordwall, LearningApps, to teach Diffit and Padlet, with learners’ reflections posted on Wooclap.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.15 Aging-backwards-A2.B1-Different-skills_14122025_080508.pdf?ver=V6B1U6zJFN2KzhQPCmow3g%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.15 Aging-backwards-A2.B1-Different-skills_14122025_080509.docx?ver=PtylYAx3HkwMxungkPELXQ%3d%3d
Vad föredrar du?
Created by Marilyn Mansilla, Christina Kjellsdotter Ander, Cristina Fröjd, Andrea Nava Bohlin, Astrid Mårtensson (Sweden)
Huvudaktiviteten är en muntlig parövning, där eleverna ska välja vilken av två givna bilder de föredrar visade i en digital presentation. Före huvudaktiviteten lyssnar eleverna på en exempeldialog och identifierar användbara samtalsfraser. Efter huvudaktiviteten samlas ny vokabulär in.
View details
Activity designed for: All languagesSpanishSwedish
Document language: Swedish
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingInteraction
Duration: 15-30 minutes
ICTREVTeachingMaterialID=40
Creators=Marilyn Mansilla, Christina Kjellsdotter Ander, Cristina Fröjd, Andrea Nava Bohlin, Astrid Mårtensson (Sweden)
LangTarget=All languages ES SV
LangTeacher=0
LangStudent=SV
Age=11-18
CEFR=A2
Outcomes=Kunna föra ett samtal om några vardagsnära ämnen, jämföra och uttrycka åsikter, enkelt motivera åsikter och fråga om andras.
Skills=Listening Speaking Interaction
Duration=15-30
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Huvudaktiviteten är en muntlig parövning, där eleverna ska välja vilken av två givna bilder de föredrar visade i en digital presentation. Före huvudaktiviteten lyssnar eleverna på en exempeldialog och identifierar användbara samtalsfraser. Efter huvudaktiviteten samlas ny vokabulär in.
Doc1=/Portals/1/documents/ICT/teaching-materials/6.1. Swedish _Vadföredrardu_A2_Different-Skills_01092025_092111.pdf?ver=GoT326iQvz5VfvSoHpx7ZQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/6.1. Swedish _Vadföredrardu_A2_Different-Skills_01092025_092112.docx?ver=bgzAgK4M7LHRaqdcqeeRWg%3d%3d
Physical appearance
Created by Petra Sila, Eszter Varga, Bertalan Bánki (Hungary)
By the end of the lesson, B1 and B2 students will be able to recognise and use lexicon relating to physical appearance. They will also have practiced expressing their ideas and opinions about beauty trends using multiple ICT tools.
View details
Activity designed for: English
Document language: English Hungarian
Age group: 19-25
CEFR level: B1B2
Skills: ListeningSpeakingVocabulary
Duration: 30-60 minutes
ICTREVTeachingMaterialID=35
Creators=Petra Sila, Eszter Varga, Bertalan Bánki (Hungary)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN HU
Age=19-25
CEFR=B1 B2
Outcomes=- Vocabulary: physical appearance, expressions used for expressing opinion.
- - Increased capacity to talk about a topic, improvise.
Skills=Listening Speaking Vocabulary
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=By the end of the lesson, B1 and B2 students will be able to recognise and use lexicon relating to physical appearance. They will also have practiced expressing their ideas and opinions about beauty trends using multiple ICT tools.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.14 Physical Appearance_B1-B2-DifferentSkills.pdf?ver=3FPaj448khOj-5HSsQffJQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.14 Physical Appearance_B1-B2-DifferentSkills.docx?ver=fn_-9BMWI_MKtcwD8L2pWQ%3d%3d
Workplace Communication: Reading Emotions and Body Language
Created by Angela Pirlog, Nadejda Bacimanova, Mhd Ghaith Alturjman, Judit Oromszegi, Janos Farkas (Hungary and Moldova)
This activity helps B1-level adult learners in a Business English class develop emotional intelligence and workplace communication skills. Through video analysis, digital tools, and group collaboration,pair-work, learners interpret body language, build business vocabulary, and explore solutions to professional conflicts in multicultural settings.
View details
Activity designed for: English
Document language: English
Age group: 19-2526-6465+
CEFR level: B1
Skills: ListeningSpeakingVocabularyInterculturalInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=34
Creators=Angela Pirlog, Nadejda Bacimanova, Mhd Ghaith Alturjman, Judit Oromszegi, Janos Farkas (Hungary and Moldova)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=19-25 26-64 65+
CEFR=B1
Outcomes=- Use vocabulary related to business environment, workplace emotions, problem-solving, and collaboration.
- Recognise and interpret emotional cues (body language, facial expressions, tone) in the workplace.
- Brainstorm solutions to the problem.
Skills=Listening Speaking Vocabulary Intercultural Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity helps B1-level adult learners in a Business English class develop emotional intelligence and workplace communication skills. Through video analysis, digital tools, and group collaboration,pair-work, learners interpret body language, build business vocabulary, and explore solutions to professional conflicts in multicultural settings.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.13 English-Workplace-Communication_B1_Different-Skills_14122025_081134.pdf?ver=yH2bzGTPGjGX__BVQ9nwgw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.13 English-Workplace-Communication_B1_Different-Skills_14122025_081134.docx?ver=elBmLAMjoGWhDw1dU2YG9g%3d%3d
Understanding Linguistic Patterns in Popular Media
Created by Laura Sukiasyan (Armenia)
An interactive lesson exploring linguistic patterns in popular media using digital tools like Wayground, PlayPhrase, and Padlet. Students analyze language use in movies, TV shows, and music through collaborative activities and guided discussions.
View details
Activity designed for: English
Document language: English
Age group: 19-2526-64
CEFR level: B1
Skills: ListeningSpeakingWritingGrammar
Duration: 60-90 minutes
ICTREVTeachingMaterialID=33
Creators=Laura Sukiasyan (Armenia)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=19-25 26-64
CEFR=B1
Outcomes=- Identify and analyse linguistic patterns (e.g. Present Perfect tense) in various forms of popular media.
- Apply linguistic concepts to real-world media contexts like movies, TV shows, and music.
- Improve their awareness of how media influences real-life communication styles and vice versa.
- Develop critical thinking skills through collaborative analysis of language use.
Skills=Listening Speaking Writing Grammar
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=An interactive lesson exploring linguistic patterns in popular media using digital tools like Wayground, PlayPhrase, and Padlet. Students analyze language use in movies, TV shows, and music through collaborative activities and guided discussions.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_14122025_081928.pdf?ver=5fvLtrN_XCG3xBD5zttEXQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_14122025_081929.docx?ver=kl3vK3915QPBrR5PIokoOA%3d%3d
Using ICT tools to understand a short story
Created by Jane Lambourne, Ingela Persson Ed, Camilla Fahlstad (Sweden)
In this activity, students explore a short story using ICT tools to enhance comprehension. They generate vocabulary lists, summaries, character visuals, and presentations with AI, fostering reading skills, digital literacy, critical thinking, and creative collaboration through interactive group work.
View details
Activity designed for: English
Document language: English
Age group: 11-18
CEFR level: A2B1B2
Skills: ListeningReadingWritingVocabularyPronunciationInteraction
Duration: 120+ minutes
ICTREVTeachingMaterialID=32
Creators=Jane Lambourne, Ingela Persson Ed, Camilla Fahlstad (Sweden)
Creators=
LangTarget=EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2 B1 B2
Outcomes=- Reading and understanding a text.
- Critical thinking.
- ICT skills: considering Role, Task, Goal and Context to create a clear prompt and get the right response from the AI.
Skills=Listening Reading Writing Vocabulary Pronunciation Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, students explore a short story using ICT tools to enhance comprehension. They generate vocabulary lists, summaries, character visuals, and presentations with AI, fostering reading skills, digital literacy, critical thinking, and creative collaboration through interactive group work.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_N.pdf?ver=iE1dvMUiD21cQES6WQllpw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.11 English-Understanding Linguistic Patterns in Popular Media-DifferentSkills_N.docx?ver=AoIjTDM5VR6e0algjDv7NA%3d%3d
Cashless society
Created by Iria, Marios, Eliana, Avgi (Cyprus)
This learning activity focuses on learners aged 11-18, 19-25, 26-64, and 65+. It seeks to enhance critical thinking, vocabulary about money/payment methods, and the ability to express opinions. Using Mentimeter, Wordwall, and Tricider, the activity is conducted over two 45-minute lessons and involves brainstorming, vocabulary enrichment, reading comprehension, and article production.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-1819-2526-6465+
CEFR level: B2C1
Skills: SpeakingReadingWritingVocabulary
Duration: 90-120 minutes
ICTREVTeachingMaterialID=30
Creators=Iria, Marios, Eliana, Avgi (Cyprus)
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 26-64 65+
CEFR=B2 C1
Outcomes=- learning vocabulary about money/payment methods;
- developing critical thinking;
- expressing one’s opinion;
- producing an essay/article.
Skills=Speaking Reading Writing Vocabulary
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity focuses on learners aged 11-18, 19-25, 26-64, and 65+. It seeks to enhance critical thinking, vocabulary about money/payment methods, and the ability to express opinions. Using Mentimeter, Wordwall, and Tricider, the activity is conducted over two 45-minute lessons and involves brainstorming, vocabulary enrichment, reading comprehension, and article production.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.4 English-reading-vocabulary - Cashless society_190525_20052025_085328.pdf?ver=axncsURO2iTjk04iPSvyAw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.4 English-reading-vocabulary - Cashless society_190525_20052025_085332.docx?ver=gExGZzGa6q-ZWItKQsMiQw%3d%3d
“Different strokes for different folks” - Suiting learners’ needs through ICT tools
Created by Catrin Müller, Steve Kallis, Sabine Beyer, Eva Gross (Germany)
This learning activity targets teacher trainees and focuses on raising awareness of various learner types in the EFL classroom. Using Padlet and TaskCards, trainees practice linguistic structures and create relevant activities, developing a variety of learning arrangements and expanding their teaching repertoire.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 19-2526-6465+
CEFR level: Teacher trainees
Skills:
Duration: 120+ minutes
ICTREVTeachingMaterialID=27
Creators=Catrin Müller, Steve Kallis, Sabine Beyer, Eva Gross (Germany)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=19-25 26-64 65+
CEFR=Teacher trainees
Outcomes=- Raising trainees’ awareness for different types of learners in EFL classroom and how to meet their diverse needs;
- Developing intelligent practice of (new) linguistic structures or application to content that is currently relevant to the trainees.
Skills=
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity targets teacher trainees and focuses on raising awareness of various learner types in the EFL classroom. Using Padlet and TaskCards, trainees practice linguistic structures and create relevant activities, developing a variety of learning arrangements and expanding their teaching repertoire.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.1 English-[teacher-diff.template] - Different strokes for different folks_190525_14122025_082108.pdf?ver=FgvGP3ovNHLUv80yDXWPfQ%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.1 English-[teacher-diff.template] - Different strokes for different folks_190525.pdf_14122025_082108.docx?ver=i7P7YJ-fbMyPYDGEG88NKQ%3d%3d
“Many people think that it is better to eat organic food. What is your opinion?”
Created by Euripides Karaolis & Andry Hadjicharou
This activity thematizes whether it is better to eat organic food. It caters to different age groups and focuses on speaking skills and using the tools Padlet, Tricider, and Mentimeter. It involves expressing opinions and understanding the concept of organic food. Its duration is some 80 minutes.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-1819-2565+
CEFR level: B1
Skills: Speaking
Duration: 60-90 minutes
ICTREVTeachingMaterialID=25
Creators=Euripides Karaolis & Andry Hadjicharou
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 65+
CEFR=B1
Outcomes=- Expressing opinions;
- Understanding the concept of organic food;
-Comparing organic and non-organic food.
Skills=Speaking
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity thematizes whether it is better to eat organic food. It caters to different age groups and focuses on speaking skills and using the tools Padlet, Tricider, and Mentimeter. It involves expressing opinions and understanding the concept of organic food. Its duration is some 80 minutes.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.3 English-oral skills - Many people think that it is better to eat organic food_190525_14122025_080656.pdf?ver=YdsiGVe9DTfIizjMoIHlIg%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.3 English-oral skills - Many people think that it is better to eat organic food_190525_14122025_080657.docx?ver=YCNsLlyISOVQZj46VdqQ0A%3d%3d
Na Palagružu!
Created by Ljiljana Bilbija, Perica Vujić, Diana Njegovan, Željko Predojević (Croatia)
Ova aktivnost za učenje namijenjena je učenicima hrvatskog jezika različitih dobnih skupina na razinama B2 i C1. Uključuje upoznavanje s hrvatskim dijalektizmima Palagruže, istraživanje ovog otoka pomoću Google Mapsa, izradu brošura o njemu u Canvi te korištenje Story Dicea i Classroomscreena za vođeno pripovijedanje.
View details
Activity designed for: Croatian
Document language: Croatian
Age group: 11-1819-2526-6465+
CEFR level: B2C1
Skills: SpeakingGrammarIntercultural
Duration: 120+ minutes
ICTREVTeachingMaterialID=24
Creators=Ljiljana Bilbija, Perica Vujić, Diana Njegovan, Željko Predojević (Croatia)
Creators=
LangTarget=HR
LangTeacher=0
LangStudent=HR
Age=11-18 19-25 26-64 65+
CEFR=B2 C1
Outcomes=- razvijati komunikacijske vještine
- vježba glagolskih vremena
- učiti o kulturnoj baštini, upoznati učenike s dijalektološkom raznolikošću
Skills=Speaking Grammar Intercultural
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Ova aktivnost za učenje namijenjena je učenicima hrvatskog jezika različitih dobnih skupina na razinama B2 i C1. Uključuje upoznavanje s hrvatskim dijalektizmima Palagruže, istraživanje ovog otoka pomoću Google Mapsa, izradu brošura o njemu u Canvi te korištenje Story Dicea i Classroomscreena za vođeno pripovijedanje.
Doc1=/Portals/1/documents/ICT/teaching-materials/5.1 Croatian [different skills] - Palagruža _20052025_084457.pdf?ver=pF6AwCQEEH6XLygqQ3m1kw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/5.1 Croatian [different skills] - Palagruža _20052025_084514.docx?ver=B2xy2QYdyZZgyJtmvZpaZw%3d%3d
Improving translation to Spanish through subtitling
Created by Dragana Novović, Dragana Radunović and Tijana Kostić (Montenegro)
In this activity, Spanish learners are asked to create a video in Montenegrin named “Europe in Montenegro” for the EDL and then translate the audio content into Spanish video subtitles. It uses Clipchamp and Classroomscreen and involves different language skills.
View details
Activity designed for: MontenegrinSpanish
Document language: English
Age group: 11-1819-25
CEFR level: B1B2C1C2
Skills: ListeningReadingVocabularyInteractionPlurilingual
Duration: 120+ minutes
ICTREVTeachingMaterialID=22
Creators=Dragana Novović, Dragana Radunović and Tijana Kostić (Montenegro)
Creators=
LangTarget=ME ES
LangTeacher=0
LangStudent=EN
Age=11-18 19-25
CEFR=B1 B2 C1 C2
Outcomes=- Translating to Spanish in real-time;
- Learning and improving usage of ICT tools (Clipchamp, Classroomscreen), which are useful for several purposes;
- Improving vocabulary acquisition (contextual learning);
- Enhancing listening, writing and translation skills (active listening and translating in real-time);
- Developing cultural awareness and contextual usage (Cultural Context);
- Increasing motivation and engagement (enjoyable learning, self-paced and group learning);
- Advancing listening and reading coordination (matching sounds to words and automatic word recognition);
- Establishing correlation with several subjects such as mother tongue learning, literature, history, geography, civil education, European integration, and media literacy;
- Fostering teamwork, collaboration;
- Sharing common experiences and awareness of Montenegro’s European legacy.
Skills=Listening Reading Vocabulary Interaction Plurilingual
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, Spanish learners are asked to create a video in Montenegrin named “Europe in Montenegro” for the EDL and then translate the audio content into Spanish video subtitles. It uses Clipchamp and Classroomscreen and involves different language skills.
Doc1=/LinkClick.aspx?fileticket=W7gvwdUP74k%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=6DvVtQdW4pM%3d&portalid=1&language=en-GB
Où est Etienne? - À la recherche de notre ami canadien
Created by S. W., M. K., J. H., L. S. (Switzerland)
Diese Aktivität für Schüler (11–18 Jahre) der Sekundarstufe verbessert ihre Französischkenntnisse. Sie analysieren Etiennes Videovorstellung, beschreiben ihn auf Französisch, erstellen ein Phantombild und ein Vermisstenplakat. Anschließend präsentieren sie ihre Ergebnisse, bewerten die Genauigkeit und reflektieren Präventionsmaßnahmen.
View details
Activity designed for: French
Document language: French German
Age group: 11-18
CEFR level: A2
Skills: ListeningSpeakingReadingWritingInteractionMediation
Duration: 60-90 minutes
ICTREVTeachingMaterialID=21
Creators=S. W., M. K., J. H., L. S. (Switzerland)
Creators=
LangTarget=FR
LangTeacher=0
LangStudent=FR DE
Age=11-18
CEFR=A2
Outcomes=Mündliche und schriftliche Sprachkompetenz anhand einer spannenden, lebensnahen Aufgabe üben; Verwendung und Kennenlernen mehrerer neuer Tools.
Skills=Listening Speaking Reading Writing Interaction Mediation
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Diese Aktivität für Schüler (11–18 Jahre) der Sekundarstufe verbessert ihre Französischkenntnisse. Sie analysieren Etiennes Videovorstellung, beschreiben ihn auf Französisch, erstellen ein Phantombild und ein Vermisstenplakat. Anschließend präsentieren sie ihre Ergebnisse, bewerten die Genauigkeit und reflektieren Präventionsmaßnahmen.
Doc1=/Portals/1/documents/ICT/teaching-materials/2.3. LA_French (in DE)_60-90_MultiSkill_Où est Etienne À la recherche de notre ami canadien_06052025_103606.pdf?ver=S2_X5ep3E9QGffU4gTbK6A%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/2.3. LA_French (in DE)_60-90_MultiSkill_Où est Etienne À la recherche de notre ami canadien_06052025_103605.docx?ver=S2_X5ep3E9QGffU4gTbK6A%3d%3d
“Voices of War: The Siege of Troy” - An Interactive Game
Created by Alexandra Diamantopoulou, Evangelia Gkantidou, Vagia Sereti, Efthymia Tsiouri (Greece)
This is an interdisciplinary activity for Ancient Greek Literature and English as a second language ESL, in the form of an online game using ChatGPT.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: B1B2C1
Skills: ReadingWritingVocabularyInterculturalInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=20
Creators=Alexandra Diamantopoulou, Evangelia Gkantidou, Vagia Sereti, Efthymia Tsiouri (Greece)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=B1 B2 C1
Outcomes=By the end of the lesson, students will:
- Use authentic language in meaningful contexts, including cultural references and idioms.
- Develop productive (writing, speaking) and receptive (reading, listening) language skills.
- Engage in contextualised, collaborative learning.
- Personalise their learning through creative decision-making.
Skills=Reading Writing Vocabulary Intercultural Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This is an interdisciplinary activity for Ancient Greek Literature and English as a second language ESL, in the form of an online game using ChatGPT.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.10. English_Diff-skills_B1_Voices of War - The Siege of Troy - An Interactive Game_06052025_103512.pdf?ver=UVOfGt9zZ0kAJ6zeLoFUSg%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.10. English_Diff-skills_B1_Voices of War - The Siege of Troy - An Interactive Game_06052025_103512.docx?ver=zFsW29Tdh-epjkUjCUA__g%3d%3d
How well do you know me?
Created by Artemis Anagnostopoulou, Anna Varna, Stavroula Lagou, Sofia Syrmakesi, Georgia Tsouma (Greece)
This learning activity is to be held at the end of an Erasmus+ meeting, thought for 25 students (hosts and visitors) divided into five groups. Each group choosing a member to describe in 50 words, focusing on their unique traits. They then convert the text to audio using TTSMaker, upload it Padlet, and allow peers to guess and comment on the identities.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: A1A2
Skills: ListeningSpeakingReadingWritingVocabularyInterculturalPlurilingual
Duration: 30-60 minutes
ICTREVTeachingMaterialID=19
Creators=Artemis Anagnostopoulou, Anna Varna, Stavroula Lagou, Sofia Syrmakesi, Georgia Tsouma (Greece)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A1 A2
Outcomes=- Learning how to describe.
- Guessing by hints,
- Use of ICT.
- Development of writing skills in English.
- Negotiation skills.
- Critical thinking and argumentation skills.
- Creating bonds between pupils.
- "Netiquette": no offensive descriptions.
Skills=Listening Speaking Reading Writing Vocabulary Intercultural Plurilingual
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity is to be held at the end of an Erasmus+ meeting, thought for 25 students (hosts and visitors) divided into five groups. Each group choosing a member to describe in 50 words, focusing on their unique traits. They then convert the text to audio using TTSMaker, upload it Padlet, and allow peers to guess and comment on the identities.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.8. English_Diff-skills_A1-2_How-well-do-you-know-me_06052025_103325.pdf?ver=RDWTvgqWtgShEm8EePM2Pw%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.8. English_Diff-skills_A1-2_How-well-do-you-know-me_06052025_103325.docx?ver=0VTKzmyrDnjNmicZPFWn_A%3d%3d
Enchanted Haikus
Created by Iasonidou Fostira, Syvaka Triantafyllia, Kostelidou Anastasia, Natsi Chaido, Kourtidou Stavroula (Greece)
This activity is designed for A2-level students to practise basic sentence structure, along with the vocabulary of the seasons and weather, while developing their creativity through writing haikus. Using the theme of classic tales, students will explore moments from well-known stories like Little Red Riding Hood and transform key scenes into simple haikus.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: A2
Skills: ReadingWritingVocabularyPronunciationIntercultural
Duration: 90-120 minutes
ICTREVTeachingMaterialID=18
Creators=Iasonidou Fostira, Syvaka Triantafyllia, Kostelidou Anastasia, Natsi Chaido, Kourtidou Stavroula (Greece)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=A2
Outcomes=- Understand and write haikus following the 5-7-5 syllable structure.
- Explore creative writing by turning story moments into simple, meaningful poetry.
- Use digital tools to create multimedia presentations of their haikus.
- Engage in self- and peer evaluation to reflect on their work and the work of others.
- Familiarization with seasons and weather vocabulary.
Skills=Reading Writing Vocabulary Pronunciation Intercultural
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This activity is designed for A2-level students to practise basic sentence structure, along with the vocabulary of the seasons and weather, while developing their creativity through writing haikus. Using the theme of classic tales, students will explore moments from well-known stories like Little Red Riding Hood and transform key scenes into simple haikus.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.9. English_Diff-skills_A2_Enchanted Haikus_06052025_103251.pdf?ver=qDw51Z0x0G-a01lCLq728A%3d%3d
Doc2=/Portals/1/documents/ICT/teaching-materials/1.9. English_Diff-skills_A2_Enchanted Haikus_06052025_103251.docx?ver=aS2m-PibLzgk55idtx-avA%3d%3d
Podcast zu deinem Idol
Created by Livia Angehrn, Selen Ergün, Susan Benz (Switzerland)
Lehrende erstellen einen Podcast über ihr Idol und verbessern dabei ihre Recherche-, IT- und Sprachkompetenzen. Sie nutzen Tools wie Answergarden, Padlet, Word, DeepL Write, Audacity und YouTube. Geeignet für Altersgruppe 11+, Niveau A1-C2, über 5 Lektionen.
View details
Activity designed for: All languagesGerman
Document language: German
Age group: 11-1819-2526-6465+
CEFR level: A1A2B1B2C1C2
Skills: ListeningSpeakingReadingWritingInteractionMediation
Duration: 120+ minutes
ICTREVTeachingMaterialID=17
Creators=Livia Angehrn, Selen Ergün, Susan Benz (Switzerland)
Creators=
LangTarget=All languages DE
LangTeacher=0
LangStudent=DE
Age=11-18 19-25 26-64 65+
CEFR=A1 A2 B1 B2 C1 C2
Outcomes=Anwendung verschiedenster Tools, Recherchekompetenz, IT-Kompetenz, Sprachkompetenzen, eigenes Produkt herstellen, mündliche Kompetenzen.
Skills=Listening Speaking Reading Writing Interaction Mediation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Lehrende erstellen einen Podcast über ihr Idol und verbessern dabei ihre Recherche-, IT- und Sprachkompetenzen. Sie nutzen Tools wie Answergarden, Padlet, Word, DeepL Write, Audacity und YouTube. Geeignet für Altersgruppe 11+, Niveau A1-C2, über 5 Lektionen.
Doc1=/LinkClick.aspx?fileticket=EL7DDUZxDnQ%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=uTM9X7xpvS0%3d&portalid=1&language=en-GB
Eine Geschichte präsentieren (z. B. ein Märchen, ...)
Created by Nicole Schallhart, Barbara Krebs, Colette Guye, Nina Mitterer (Switzerland)
Diese Lernaktivität zielt darauf ab, die Sprechfertigkeit und Kreativität durch die Präsentation einer Geschichte zu verbessern. Die Lernenden beschäftigen sich mit dem Leseverständnis, bereiten ihre eigenen Lesepräsentationen vor, erstellen Bilder mit Hilfe von KI und fügen diese später zu einem interaktiven Kalender zusammen.
View details
Activity designed for: All languagesGerman
Document language: German
Age group: 6-1011-1819-25
CEFR level: A1A2B1B2C1C2
Skills: ListeningSpeakingReadingVocabularyPronunciation
Duration: 120+ minutes
ICTREVTeachingMaterialID=16
Creators=Nicole Schallhart, Barbara Krebs, Colette Guye, Nina Mitterer (Switzerland)
Creators=
LangTarget=All languages DE
LangTeacher=0
LangStudent=DE
Age=6-10 11-18 19-25
CEFR=A1 A2 B1 B2 C1 C2
Outcomes=- Sprechen: Die Lernenden können ihre Sprachfähigkeiten auf verschiedenen Niveaus verbessern mit Hilfe, z.B. Lautstärke, Deutlichkeit, Flüssigkeit, Rhythmus, Intonation, Stimmung.
- Kreativ: Die Lernenden können passend zur Geschichte mit KI-Bilder einen Kalender erstellen, welcher in der Schule aufgehängt werden kann.
Skills=Listening Speaking Reading Vocabulary Pronunciation
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Diese Lernaktivität zielt darauf ab, die Sprechfertigkeit und Kreativität durch die Präsentation einer Geschichte zu verbessern. Die Lernenden beschäftigen sich mit dem Leseverständnis, bereiten ihre eigenen Lesepräsentationen vor, erstellen Bilder mit Hilfe von KI und fügen diese später zu einem interaktiven Kalender zusammen.
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Weathering the words: Talking about forest fires and extreme weather
Created by Alexandra das Neves, Carolina Machado, Lurdes Seidenstricker (Portugal)
In this lesson, A2/B1 learners will explore the vocabulary of extreme weather, focusing on forest fires. Through interactive video activities, discussions, and creative tasks, students will develop practical language skills for discussing real-world environmental issues
View details
Activity designed for: All languagesGerman
Document language: English
Age group: 11-1819-2526-6465+
CEFR level: A2B1
Skills: ListeningSpeakingReadingWritingVocabularyInteraction
Duration: 120+ minutes
ICTREVTeachingMaterialID=14
Creators=Alexandra das Neves, Carolina Machado, Lurdes Seidenstricker (Portugal)
Creators=
LangTarget=All languages DE
LangTeacher=0
LangStudent=EN
Age=11-18 19-25 26-64 65+
CEFR=A2 B1
Outcomes=1. Understand and use key vocabulary related to extreme weather and forest fires, including words like <<Waldbrand>>, <<trocken>>, and <<Feuerwehr>>.
2. Comprehend and respond to simple spoken and written texts on the topic of extreme weather, including a video about extreme weather events.
3. Engage in basic discussions about the causes, consequences, and prevention of forest fires, using appropriate vocabulary and structures.
4. Complete written tasks such as gap-fill exercises and short texts about extreme weather, demonstrating control over the new vocabulary.
5. Create and present a poster or infographic on the topic of forest fire prevention, applying the vocabulary and concepts learned during the lesson
Skills=Listening Speaking Reading Writing Vocabulary Interaction
Duration=120+
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this lesson, A2/B1 learners will explore the vocabulary of extreme weather, focusing on forest fires. Through interactive video activities, discussions, and creative tasks, students will develop practical language skills for discussing real-world environmental issues
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Identificação e caracterização do avatar
Created by María Rubio Ruiz, Maria Fernanda Rodrigues António, Carlota Maria Lameiras Felizardo Madeira, Carlos Miguel Carapinha Paixão Mendes Pereira (Portugal)
Nesta atividade, os alunos vão praticar a compreensão e expressão escrita e oral de temas relacionados com a identificação e caracterização pessoal. Pode ser utilizada em alunos de nível A1 de LV1/LV2. Partindo de um exemplo inicial (apresentação do avatar) os alunos, em pequenos grupos, devem criar o seu próprio avatar e a apresentação correspondente.
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Activity designed for: All languagesFrench
Document language: Portuguese
Age group: 11-18
CEFR level: A1
Skills: ListeningWritingVocabularyGrammar
Duration: 90-120 minutes
ICTREVTeachingMaterialID=13
Creators=María Rubio Ruiz, Maria Fernanda Rodrigues António, Carlota Maria Lameiras Felizardo Madeira, Carlos Miguel Carapinha Paixão Mendes Pereira (Portugal)
Creators=
LangTarget=All languages FR
LangTeacher=0
LangStudent=PT
Age=11-18
CEFR=A1
Outcomes=a) Vocabulário e Expressões
- Utilizar corretamente pelo menos 6 palavras ou expressões relacionadas com a descrição física.
- Empregar adequadamente 4 adjetivos para descrever traços de personalidade na língua escolhida.
b) Gramática
- Conjugar corretamente os verbos "ser/estar" e "ter" na primeira e terceira pessoa do singular no presente do indicativo.
- Aplicar corretamente a concordância de género e número entre substantivos e adjetivos.
- Construir frases simples seguindo a estrutura básica: sujeito + verbo + complemento.
c) Compreensão Oral
- Identificar informações principais (nome, idade, nacionalidade) numa apresentação oral simples.
- Reconhecer pelo menos três características físicas mencionadas num áudio curto.
d) Produção Escrita
- Escrever um parágrafo coerente com, pelo menos, 30 a 50 palavras para descrever um avatar.
- Incluir na descrição escrita: nome, idade, nacionalidade e características físicas e psicológicas.
e) Competências Digitais
- Criar um avatar digital usando uma ferramenta online.
- Inserir uma imagem num documento de texto digital.
- Salvar e compartilhar um documento digital com texto / áudio e imagem.
Skills=Listening Writing Vocabulary Grammar
Duration=90-120
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Nesta atividade, os alunos vão praticar a compreensão e expressão escrita e oral de temas relacionados com a identificação e caracterização pessoal. Pode ser utilizada em alunos de nível A1 de LV1/LV2. Partindo de um exemplo inicial (apresentação do avatar) os alunos, em pequenos grupos, devem criar o seu próprio avatar e a apresentação correspondente.
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Halloween Escape Room
Created by Ana Xavier, Carla Mota, MJ Soares, Maria Teresa Barbosa (Portugal)
This learning activity is a guide to creating a Halloween Escape Room, fostering intercultural bonds, and allowing students to use prior knowledge (fairy tales, writers…) or do some research. It is meant to be motivational, fun and mind-challenging activity for students aged 11 to 18.
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Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: B1B2
Skills: ReadingVocabularyInterculturalInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=12
Creators=Ana Xavier, Carla Mota, MJ Soares, Maria Teresa Barbosa (Portugal)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=B1 B2
Outcomes=Intercultural Competence - recognise different intercultural realities:
● relate their culture of origin to other cultures, being flexible regarding their point of view and cultural value system
● question stereotypes towards other peoples, communities and cultures
● develop civic and ethical attitudes and values in line with multicultural understanding
Reading comprehension
● interpret explicit and implicit information in different types of text
Written interaction
● understand messages and identify appropriate responses, mobilising prior knowledge
Strategic competence
● work in groups, showing emotional intelligence in familiar and new situations
● interact with others, asking for clarification and/or repetition, accepting constructive feedback in order to achieve the proposed objective
● conduct research autonomously
● carry out self and peer-assessment activities
Skills=Reading Vocabulary Intercultural Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=This learning activity is a guide to creating a Halloween Escape Room, fostering intercultural bonds, and allowing students to use prior knowledge (fairy tales, writers…) or do some research. It is meant to be motivational, fun and mind-challenging activity for students aged 11 to 18.
Doc1=/Portals/1/documents/ICT/teaching-materials/1.7. LA_English_60-90mins_Red-Int-Voc-Med-Int_B1-B2_HalloweenEscapeRoom_06052025_102521.pdf?ver=Psgwi_3P5n1pVjm4SBN_VQ%3d%3d
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Teenage Depression Awareness & Online Support Site Creation
Created by Samira Mahmutović, Amra Džukljan, Jelena Jovićević, Ilza Hodžić (Montenegro)
Through this activity, students will get familiarized with the causes, symptoms, and impacts of teenage depression and, together learn effective strategies for identifying, addressing, and seeking help for themselves or others. They will also develop skills to promote emotional well-being and supportive environments.
View details
Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: Teacher traineesA2B1B2C1C2
Skills: ListeningSpeakingReadingWritingVocabularyPronunciationInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=11
Creators=Samira Mahmutović, Amra Džukljan, Jelena Jovićević, Ilza Hodžić (Montenegro)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=Teacher trainees A2 B1 B2 C1 C2
Outcomes=- Understanding the causes: Students will understand the factors contributing to teenage depression, including biological, social, and environmental influences.
- Promoting emotional well-being: Students will learn how to foster a supportive and positive environment for themselves and others.
- Encouraging collaboration: Students will learn how to collaborate to find the solution and help the ones in need.
- Developing writing and oral skills.
Skills=Listening Speaking Reading Writing Vocabulary Pronunciation Interaction
Duration=60-90
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=Through this activity, students will get familiarized with the causes, symptoms, and impacts of teenage depression and, together learn effective strategies for identifying, addressing, and seeking help for themselves or others. They will also develop skills to promote emotional well-being and supportive environments.
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"If I Were an Avenger, I Would Be..."
Created by Ana Cristina da Costa Nunes, Ana Sofia Fernandes Veigas, Helena Maria da Mota Lopes (Portugal)
In this activity, learners look at an Avengers movie trailer to understand how characters’ personality traits are presented in a short time span. Learners use creative writing to imagine themselves as superheroes and practise descriptive writing and character development.
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Activity designed for: All languagesEnglish
Document language: English
Age group: 11-18
CEFR level: B1
Skills: WritingVocabulary
Duration: 30-60 minutes
ICTREVTeachingMaterialID=10
Creators=Ana Cristina da Costa Nunes, Ana Sofia Fernandes Veigas, Helena Maria da Mota Lopes (Portugal)
Creators=
LangTarget=All languages EN
LangTeacher=0
LangStudent=EN
Age=11-18
CEFR=B1
Outcomes=- Identify different personality traits
- Use creative writing to describe themselves or others
- Practise descriptive writing and character development
- Practise peer-reviewing
Skills=Writing Vocabulary
Duration=30-60
Timing=
Notes=
Challenges=
Assessed=
Suggestions=
Post=
Comments=In this activity, learners look at an Avengers movie trailer to understand how characters’ personality traits are presented in a short time span. Learners use creative writing to imagine themselves as superheroes and practise descriptive writing and character development.
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Fun with Sounds
Created by Aleksandra Spalević, Dragana Bozović, Marija Radović, Milica Radenović (Montenegro)
This activity focuses on improving pronunciation through a short video, practice, and peer feedback. Students watch a video, practice pronunciation, learn keywords then record and share their videos, complete a dialogue using keywords, and act out the dialogues for collaborative learning.
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Activity designed for: All languagesGerman
Document language: English
Age group: 6-1011-1819-2526-6465+
CEFR level: A1A2B1B2
Skills: ListeningSpeakingReadingVocabularyPronunciationInteraction
Duration: 60-90 minutes
ICTREVTeachingMaterialID=1
Creators=Aleksandra Spalević, Dragana Bozović, Marija Radović, Milica Radenović (Montenegro)
LangTarget=All languages DE
LangTeacher=0
LangStudent=EN
Age=6-10 11-18 19-25 26-64 65+
CEFR=A1 A2 B1 B2
Outcomes=<ul><li>Recognizing and differentiating basic German sounds: students will be able to identify and distinguish common vowel and consonant sounds in German;</li><li>
Improving pronunciation of familiar vocabulary: students will practise pronunciation of key vocabulary words and phrases they have learnt;</li><li>
Applying pronunciation in a conversational context: Students will engage in short dialogues or role-playing activities to practise clear pronunciation in communication.</li></ul>
Skills=Listening Speaking Reading Vocabulary Pronunciation Interaction
Duration=60-90
Timing=timing
Notes=Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum.
Challenges=Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum.
Assessed=Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum.
Suggestions=Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum.
Post=Lorem ipsum dolor sit amet, consetetur sadipscing elitr, sed diam nonumy eirmod tempor invidunt ut labore et dolore magna aliquyam erat, sed diam voluptua. At vero eos et accusam et justo duo dolores et ea rebum.
Comments=This activity focuses on improving pronunciation through a short video, practice, and peer feedback. Students watch a video, practice pronunciation, learn keywords then record and share their videos, complete a dialogue using keywords, and act out the dialogues for collaborative learning.
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