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.
Doc1=/Portals/1/documents/ICT/teaching-materials/2.5. French_Une-vie-saine_11-18_A2_Diff-skills.pdf?ver=VB_2VnKy4SaHMARD_yYfVA%3d%3d
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
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.
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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
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.
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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
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.
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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.
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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
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.
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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
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.
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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
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.
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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
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.
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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.
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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
“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.
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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
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.
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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
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
Doc1=/LinkClick.aspx?fileticket=C3oYZDNaG20%3d&portalid=1&language=en-GB
Doc2=/LinkClick.aspx?fileticket=lxmsdd8cQoc%3d&portalid=1&language=en-GB