Our country Expo

Welcome to this amazing new learning adventure that presents some language contents to learn and practise the English language with a wide range of  ICT resources.

In this project, you are going to learn about the basic steps to plan, design and organize an Expo promoting some places, typical food and traditions of a city/town.

papagnoc. Valencia (CC0)

Language contents

The language contents on which you will work to perform your missions and your final challenge are listed in the titles below.

Vocabulary

Geography

Places and entertainment activities in a city

Adjectives

Large numbers

The weather

Means of transport

Sustainable actions

Typical food

Festival traditions

Grammar

Present simple

Present continuous for actions in progress

Present continuous for plans

Be going to

WILL Future for predictions

Comparative and superlative adjectives

Quantifiers.

Functional language

Making suggestions on places to visit and activities to do in a city.

Accepting and refusing suggestions.

This resource brings you the chance to apply all these contents in tasks with which you are going to develop your reading, listening, speaking, writing and your oral interaction skills.

Work hard on these language contents and trace your path towards this project's final challenge: the design and organization of an Exposition promoting  a town/city/region. We bet you will do a great job!

Let's get started!

Open Educational Resource by EDIA Project - Cedec

English. Compulsory Secondary Education.

Author: María José Alcaina Fort.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)

About the project

Our project. General information

The final challenge of this project is the planning and organization of an Expo to promote tourism in your country. But before that, you need to surf different websites and overcome several missions that will help you gain knowledge and acquire strategies.

Collaborative work is highlighted in this project, which means you will mainly acquire knowledge by working in pairs or small groups. Likewise, you will also work individually on interactive activities to which you will access by clicking on the website links provided.

Do not forget that your teacher can help you whenever necessary on your way towards the big final challenge.

Stokpic. Ordenador portátil (CC0)

It is advisable that you read some information about this resource before you start working so that you learn about the tasks or missions that you will perform and the tools and applications with which you will fulfill them. You will also know about some aspects on the evaluation of your work and how to use Your learning diary. Click on the titles below for detailed information.

Your Work

The missions that you will have done at the end of this project are:

The creation and presentation of a 'four-city map'.

A city guide.

A podcast based on the description of an ideal city.

A festival programme/timeline.

The final challenge which consists of the organization of an Expo at your school to promote the best about your town/city/region.

Tools and Apps

To create, design and edit your work, you will be able to use the following apps, among others.

Cacoo, an online tool with which you will create word maps to work on key vocabulary.

Canva, which will enable you to design and create your own charts and posters.

StoryboardThat. You can use this online app to prepare the drafts for your presentations. 

Google Slides, to create slide presentations.

Google maps, to geolocate the towns and cities on which you will be working.

citycreator.com, a website that enables you to plan and design a city.

Tiki-Toki. This enables you to create digital timelines.

Audacity, A voice based learning tool.

Wevideo, the tool with which you can create and edit a video about the Expo, which may be published on a YouTube channel. If you prefer, you can find other video-editing tools at the edtechteacher.org site.

Kdenlive. Video editor

Magisto movie. Video editor for mobile phones.

Promoting your work

Notice that you will be performing several missions and we are sure that, by the end of this resource, you will be proud of your great work, which you can prepare, publish or share with the help of the online tools and apps listed below.

To publish, you will use Weebly site. An email account is required to create your own site where you will be posting all your missions. Within this site, you will create a blog entitled 'Your learning diary' in which you will be including relevant information concerning your learning process.

To share your work with other people, you will use Pinterest, a digital board where you can publish your tasks and share them with your classmates.

Throughout the project, your teacher may award you with a badge from Open Badges in case of excellent performance.

Assessment

Your progress on this project will be assessed according to the following criteria:

Teacher's evaluation: your teacher will use the assessment rubrics to evaluate your work on the missions and the final challenge. 

'Rubric to assess a digital map' (four-city map) (download in editable odt format, download in pdf).

''Rubric for assessing an oral presentation', (presentations of four-city map, city guide, ideal city map-poster and festival program/timeline) (download in editable odt format, download in pdf).

'Rubric to assess a slide presentation' (city guide) (download in editable odt format, download in pdf).

'Rubric for assessing a video in the classroom' (In case that you create a video guide) (download in editable odt format, download in pdf).

'Rubric for assessing a digital poster' (Your ideal city map-poster) (download in editable odt format, download in pdf).

'Rubric for assessing a podcast' (recording of a description about your ideal city) (download in editable odt format, download in pdf).

'Rubric for assessing a timeline' (festival program/timeline) (download in editable odt format, download in pdf).

'Rubric for assessing your digital site'  (download in editable odt format, download in pdf) This refers to your Weebly site where you will publish all your work of this and other projects.

Peer evaluation: you will assess other partners by creating your own assessment sheet with the items that you consider as appropriate or by using the assessment rubrics listed above. 

You will self-evaluate the final outcome using the document 'Rubric to assess the project Our country Expo' (download in editable odt format, download in pdf). This rubric brings together the main criteria for assessing your missions and challenge.

Teacher's observation in class will be based on your degree of participation in the project and how well you perform all the missions.

As you can see, you will get entirely involved in this project by acquiring, creating and sharing contents as well as assessing both, your own and your classmates' learning progress.

Learning diary

You will learn more meaningfully if you reflect on your work progress throughout this project. In your Weebly site, you will create a blog entitled "Our Country Expo", which will be Your Learning Diary. Here, you will answer several questions and will become aware of your efficient work and of the difficulties that you find in each mission and in the final challenge.

Final remarks.Your work on this resource will help you develop your linguistic competence as you will be presented some language aspects that you will practise in several reading, listening, writing and speaking activities. Here, you will also have the chance to develop your autonomy and to work in a collaborative way with your classmates. Besides, you can broaden your digital competence with the online tools and apps suggested to carry out your work.

Learning diary

After reading the general information about this project, we encourage you to reflect on the work that you are going to do. It is time to start creating your Learning Diary. It will help you reflect on what you are learning and, most important, what the best way of learning is.

Make a first post on your blog/diary  entitled 'About the project' and type/write your answers for the questions in Writing the post. 

Remember that if you use a Weebly website, you have the possibility to create a blog which you will entitle 'Our country EXPO'. This is going to be your Learning Diary.

Another option is to use a personal notebook where you can write down your reflections on your own learning process.

Feedback

In your post 'About the project',  type/write your answers for the questions below.

Which is the final product?

How are we going to get organized in the classroom?

What resources am I going to use and create?

What do I have to achieve to overcome the mission?

From my point of view, what aspects or tasks are the most important to be developed in this project? What do I expect to learn throughout this work project?

What doubts do I still have?

Is it clear for me how to access and manage the site where I will be publishing all my work based on this and other projects?

Do not forget it would be great if you shared these feelings and thoughts with your classmates. You will have 10 or 15 minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

What a big world!

Where is it?

Welcome to the first page of contents in which you will create a digital map based on some provinces in your country.

yas640. Mundo (CC0)

Previous activities: about places

The activities presented below will help you acquire key vocabulary and useful language to perform successfully your first mission within this project. They are your first steps towards the final challenge of this project: the planning and organization of an Expo on cities/towns in your region.

Activity 1: A worldwide view - Geography Quiz

Start this section by watching a video on Geography vocabulary. With a partner, comment on the questions below. The words and expressions underlined will lead you to relevant information. If necessary, search for more information on the Internet.

How many people are there on the Earth?

How many  continents are there?

In which continents is Spanish spoken?

Name five countries where people speak English as an official language. Where are these countries?

What's the population in Spain? Check this information on the  worldometres.info site.

How many inhabitants live in your region? And in your city/town? Enter the tools4noobs.com site and practise large numbers.

Enter the World Google map and check the location and capital city of India, Brazil, The UK, Uganda and New Zealand. Test a classmate about the capital city of three more countries.

Activity 2:  About cities - Oral interaction

Let us focus on Spain, a great country full of nice cities. Take turns with a classmate to comment on the questions below. Enter the map of Spanish cities and answer the questions that follow.

Which cities have you visited?

Where are they located? Check how to locate places on a map on the englishclub.com site.

Give reasons why you like or don't like each city. Use adjectives from the list on the passporttoenglish.com site to justify your answers.

What means of transport can you use to move around the city where you live?

Where you live, what's the weather like in summer? What about in winter time? Have a look at weather expressions on the Woodward English site.

Activity 3: City factsheet - Poster Creation

Sign in at Canva and create a poster on one of your favourite cities. Include a factsheet including its location, land surface, population, weather, public transport and official language.  Share your poster with your classmates on Pinterest. Remember to attach a photo of the city when you post it. Publish your poster on a page that you will entitle 'My digital Resources' in your Weebly site.

Extra resources

Talking about large numbers

Writing and saying large numbers

The seven continents. Animated video

Words frequently used with "cities"

Transport vocabulary

Weather vocabulary - video presentation

Make sure you can refer to key facts about cities and countries because this is going to be essential in the mission you are about to start.

At the end of this section, you will have:

Learnt about some important features from foreign countries

Practised geolocation navsat on a map.

Expressed facts and figures.

Created and presented four factsheets based on cities.

The number of people or inhabitants in a country or region.

The four corners

Your first mission consists of designing a digital map on which you will locate four different cities.  You will be working with three other students from your class. 

VHS Lahr. Extremadura (CC0)

Assessment:

Your work on the map will be assessed by your teacher following the criteria included in the 'Rubric for assessing a digital map' (download in editable odt format, download in pdf)

Your map presentation will be assessed considering the criteria in the 'Rubric for assessing an oral presentation' (download in editable odt format, download in pdf).

Remember that you can evaluate other groups' work with the same criteria in these two rubrics. If you think that some criteria are missing, do not hesitate to tell your teacher and consider them to evaluate your classmates.

Click on the titles below to get more information about your work and how to promote it.

Your work

Get together in groups of four students and agree to choose four cities from the map of Spanish provinces. Choose one city from each cardinal point, that is, from the north, the east, the south and west.

For each city, every member in the group must search for relevant information concerning the points below:

Population

Surface

Official language/-s

Weather

Transport to move around

Contrast the information you all have found and agree with your groupmates on what you should include in each city's factsheet.

Create a map with Google maps and locate the four cities. 

With a Google account, enter Google maps and create your own map entitled "Four corner map". Search in the map search bar the cities that you have selected with your group. When you find them, click on the icon that looks like a balloon to add a marker. Put your cursor over the location and click to add the marker. A screen will appear where you can title the marker, add relevant information about each city and links to websites . By clicking on the camera icon, you can add videos or photos.

Be sure to save changes.

Make your map public or send the link to your teacher.

On a fixed date, you will present your map to your classmates. Let them know about interesting facts based on your four Spanish cities. Besides, compare the cities by answering to the following questions:

Which city is hotter in summer?

Which one is colder in winter?

Which city is wetter?

Which city is more crowded?

Which has the best public transport?

Which is more interesting to visit? Why?

Tip: when preparing your presentation, revise the comparative and superlative adjectives on the dictionary.cambridge.org  site. You will further practise these forms in the Better, smarter places section of this resource.

Work promotion

Publish your map on the page 'My Digital Resources' in your Weebly site. You can share it with the rest of classmates on Pinterest. To do this, remember to accompany your post with an image.

After completing the mission, it is important that you enter the Learning diary section and reflect on your work.

Learning diary

How is it going? Open again your Learning Diary (download in editable odt format, download in pdf) on your site and create a new post on your blog with the title 'What a big world!'. Click on Writing the post and answer the questions.

Feedback

First, include the links to your resources or embed them in this post. Then, reflect about your learning process by answering some questions:

Which mission have you done in the group? What is its relationship with the project?

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Is there anything you did not understand completely?

How are you working as a group? How can your collaborative work be improved?

It would be great if you also shared these feelings and thoughts with your classmates orally. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

Around the city

Out and about

Travellers usually consider cultural and entertaining activities as well as interesting places when choosing a city to visit. In this section, you will create a guide suggesting places to see and activities to do in a city.

kirkandmimi. Prague (CC0)

Previous activities: Urban Tourism

What places in a city do you usually visit when you travel? Has your city got a lot of tourist places?. What do you usually do in these places? The activities below will help you answer all these questions and also prepare and do your next mission.  

Activity 1: A taste of a city - Vocabulary

Read the text entitled City Life. Identify the places in a city and the activities people can do there.

Do the activity suggested in step 1 to learn and practise more vocabulary on places in a city.

Step 1 - Vocabulary Activities

Take a map of your town/city (digital or in paper) and, with a classmate, find as many places from the list below as possible. Then take turns  to ask and answer questions a) and b). Use names of city places in your answers.

museum, cathedral, hospital, stadium, zoo, book shop,

theatre, baker's, market, art gallery, park, fairground,

cinema, shopping centre, church, library, clothes shop,

sports centre, school, music shop, chemist's

Find more city places on the englishwsheets.com page.

Questions

a) What places do you usually go to on weekdays?

b) Where do you go at weekends? What entertainment activities do you do in these places?

Go to step 2 to reinforce your knowledge on city places.

Step 2 - Suggesting Places

1. With a classmate, take turns to complete the sentences with names of city places.  There may be more than one correct answer.

If you are ill and want some medicine, the right place is the...

You like going to concerts and watching plays. The best place for you is the...

A friend and you want to practise tennis. Why don't you meet at the...?

You need to borrow some books for your history project. You should go to the...

You need some bread to prepare a sandwich. You can buy it at the...

At the weekend, you and your friends meet to see several exotic animals. What about meeting at the...?   

2. Speaking. Suggest your classmate a  plan for the weekend. Include in your plan  two different places to go and some activities to do there. 

Activity 2: Fun in the city

Click on the  EFL Pinterest board image and take turns with a partner to speak about what people are doing in each image. Are they in the city or in nature? For this task, you will need to revise the use and form of the Present continuous to refer to actions in progress

Writing task Write an email to a friend who is coming to visit your town. Read an email sample on the testbig.com site before you start writing. When writing, follow the steps below:

Greet your friend

Recommend the best time to travel and mention some tourist places in your city.  

Use some expressions to make suggestions. Check the myenglishpages.com site.for useful language.

Plan activities that you both can do together. Use the Present continuous for future plans or Be going to. 

Use a closing salutation.

Hand your email to your teacher for correction and publish it on the Writing page of your Weebly site.

Activity 3: Out of the track

Enter the TimeOut website and read some information on unusual things to do in London. Which place is the most interesting for you? Why?

Speaking Think of your own area/region. Search for information on places that are unusual or not visited by tourists but that can be interesting.  Take some notes about the place and tell a classmate about the information that you have found. Consider in your presentation the points below.

Refer to the place location

Describe the place and the activities that people do there.

Finish your turn recommending your classmate about the place.

Then, listen to your classmate telling you about the place they have found.

Give a response to your classmate's recommendation. You can use expressions from the readandshare.com site to accept or refuse suggestions.

It is important that you know how to locate, describe and suggest tourist places because these language functions are essential in the mission you are about to start.

Extra resources

City vocabulary. Video presentation

Locating and describing places. Vocabulary

Places in a city. Interactive activity.

Travel vocabulary. Useful expressions. 

ESL-LAB site Vocabulary on city buildings - Listening activity

Entertainment in the city- vocabulary

Making suggestions. Useful language

Unusual things to do in London.

Informal letters and emails. Format

At the end of this section, you will have:

Learnt about places and activities in a city

Practised making suggestions

Written an informal email

Created and presented a guide based on a city

A city guide

In this mission, you and your classmates are going to play the role of travel agents by designing, editing and presenting a city guide. 

ChatridelSevilla. Museo Guggenheim (CC0)

Assessment:

Your work on the city guide will be assessed by your teacher following the criteria included in the 'Rubric to assess a slide presentation' (download in editable odt format, download in pdf). If your group decides to create a video guide using a Chroma Key, your teacher will assess your work with the criteria in the 'Rubric for assessing a classroom video ' (download in editable odt format, download in pdf).

Your guide presentation will be assessed considering the criteria in the 'Rubric for assessing an oral presentation' (download in editable odt format, download in pdf).

Remember that you can evaluate other groups' work with the same criteria in these two rubrics. If you think that some criteria are missing, do not hesitate to tell your teacher and consider them to evaluate your classmates.

Read the information in the headings below to find out more accurately about what you have to do.

Your work

Get together in groups of four students and think of a town/city in your region and the places that are worth visiting. Choose one city which you all will describe in your guide. Distribute the tourist places among the members in the group.

If the city is nearby, each member in the group can go to the assigned place and take some images

There are plenty of online applications to create your guide. We suggest Book creator or Google Slides.

Consider the possibility of creating a video guide. In case you choose a city far from where you live, you can use a Chroma key and then edit the video with free images of city places that you can find on the net. The result may be awesome!.

Search for relevant information on the places: such as their history and what activties people can do there. Also, look for funny or unusual places that can interest visitors to this town/city.

Share with your group members the information you have found and agree with them on what to include in your guide.

Design the guide for travellers who are going to stay 4 or 5 days in the city.

Use both Present Continuous structures for future plans and adequate expressions to suggest these travellers an attractive activity programme in your city. Consider the examples below.

On the first day, in the morning, we are visiting the Natural History Museum. Why don't we have a pic-nic and enjoy nature? At midday, we are going to travel out of the city to watch some wonderful mountains and lakes(...)

Write a first draft of the guide script and let your classmates supervise it. Correct or suggest information in your classmates' drafts.

You will include an introduction to the city considering its location, the number of inhabitants and the weather.

Edit your guide and insert titles identifying the different places in the town/city or in its surrounding area.

Do not forget to include nice pictures and a map of your destination.

On a fixed day, you will present your city guide in front of your class group. When presenting, take turns to refer to the different places, how to get there and what people usually do in those places. You all should finish your explanation with a recommendation of the places.

Work promotion

Publish your guide on the page 'My Digital Resources' in your Weebly site. You can share it with the rest of classmates on Pinterest. To do this, remember to accompany your post with an image. 

Your work on this mission will be completely finished after answering the questions in the Learning diary section. Take your time and reflect on your learning process.

Learning diary

How is it going? Open again your Learning Diary (download in editable odt format, download in pdf)  on your site and create a new post on your blog with the title  'Around the city'. Click on Writing the post and answer the questions.

Feedback

Include the link to your resources or embed them in this post. Then, reflect about your learning process by answering some questions.

Which mission have you done in the group? What is its relationship with the project? 

Include the link to the resources that you have created (or embed them).

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Is there anything you did not understand completely?

How are you working as a group? How can your collaborative work be improved?

It would be great if you also shared these feelings and thoughts with your classmates orally. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

Better, smarter places

A portrait of two cities

Do you prefer to live in a big city, in a town or a village? Do you like the area where you live? In this section, you and your classmates are going to become architects and designers  to plan an ideal city to live.

Geralt. La Naturaleza (CC0)

Previous activities: Where is it better?

Find below three activities to prepare the mission consisting of designing and planning an ideal city. All the language contents presented here will help you carry out your mission more easily.

Activity 1: A model city

Read the information about sustainable cities on the bbc.co.uk. website. Then, watch the video on Vitoria-Gasteiz, a city declared European Green capital in 2012. With a classmate, comment on what you can see around the city. Consider the questions below for your comments.

Are there a lot of cars and traffic lights?

Has it got good public transport?

How do people move around the city?

Are there many green spaces and cycle lanes?

Is there much pollution?

Are there many tall buildings?

Add more information about services in Vitoria-Gasteiz. Use quantifiers, which you can revise on the totalenglish.com webpage,  to say what there is or there isn't in the city.

Activity 2:  Comparing cities

Maybe, you prefer a bigger city to live, like Paris or New York. Enter the Paris/New York video. and write down all the elements that both cities have in common.

With a classmate, compare these two big cities with your own city, town or village.  Use comparative and superlative adjectives, You can access the perfect-english-grammar.com site to have a thorough revision of these forms.

Take these sentences as examples: In New York , there is more traffic than in my town./The buildings in my town are shorter than in New York. / New York has got the tallest buildings.

Write down/type a list of 7 comparative/superlative sentences and publish it on the page entitled 'My writing guide' in your Weebly site.

Speaking. Which city do you and your partner prefer to live in: Vitoria-Gasteiz, Paris, New York or your own city or town? Justify your answer to the rest of the group.

Activity 3: Ideal city Marathon

Individual work. Sign in at Canva and design a mindmap  based on your ideal city. Include in the categories below the elements that you consider as ideal for your city.

Location

Types of houses/buildings

On streets

Green spaces

Sustainablity (to help you understand better this term, watch and listen to the What is sustainability? video.

When you finish your mindmap, you will present it in front of your classmates. You must know that you will have 45 seconds to talk about your ideal city. In your presentation, use WILL future sentences, as in My ideal city will have a lot of green spaces. There won't be much traffic.

Check how to use the simple future on ego4u.com.

Share your mindmap with your classmates on  Pinterest. Remember to attach a photo when you post it. Publish your mindmap on the page entitled 'My digital Resources' in your Weebly site.  

Extra resources

The best city to live and work. Informative website

Other places in a city. Illustration

My favourite city. Listening

What is a smart city? Video

Conversation questions about cities

At the end of this section, you will have:

Described a townscape

Practised large and small quantities

Compared two cities

Practised how to make predictions

Planned and presented an ideal city

some, any, a lot (of), few, little, much, many

City - a large or important town.

Town - a populated area with fixed boundaries and a local government. It is usually smaller than cities

Village - a small community in a rural area.

To understand better what sustainability is, read some children's descriptions on this term:

• Something that lasts for a long time- maybe forever

• Like a circle- it goes around and all is re-used

• Taking care of the planet and its creatures

• Something that is good for everyone

• Thinking about what you need rather than taking what you want

• Making the world a better place for the future

• Making rules we can all follow

• Taking care of the air, water, land and those who live there

• One thing leads to another, then another. Let’s make the chain good.

Source: https://globaldimension.org.uk/wllgoal/sustainable-cities-and-communities/

Changing cities

The mission in this section is based on the design and description of an ideal city. Your teacher will evaluate the use of the language contents that you have practised in the previous activities.

Geralt. De la ciudad (CC0)

Assessment:

Your work on the design of your ideal city map will be assessed by your teacher following the criteria included in the 'Rubric for assessing a digital poster' (download in editable odt format, download in pdf).

The recording of your ideal city description will be assessed considering the criteria in the ''Rubric for assessing a podcast' (download in editable odt format, download in pdf).

Please, read the instructions in the titles below to know accurately about your work and how to promote it.

Your work

Step 1: Design your ideal city

In a group of four students, look at the mindmaps that you all have created in activity 3 and agree on which one you are going to work.

In your group, make suggestions on what elements you can add to  improve the ideal city portrayed in this mindmap.

Write a draft describing what your ideal city will be like. Use key vocabulary on sustainable cities, quantifiers and future simple sentences in your description. The template entitled Planning my green city on the  sustainablelearning.com site can help you.

Distribute the categories on your city description among the members in the group. Let your groupmates supervise your work on this draft.

Enter the online tool citycreator.com,  Canva or any other tool and design your city according to your group's criteria. Save your city design (city1 map).

Take turns to record the final description of your ideal city.

Publish your podcast and share it with another group from your class.

Step 2: City exchange 

Listen to another group's description of their ideal city. In your group and in a collaborative way, design on the citycreator.com site the type of city that you imagine from the other group's podcast.

Save your new city map (city2 map) and share it with the group that recorded this city description.

Your group will receive another group's city map based on your own description.

Discuss in your group which map is better, your own map or the other group's.

With the whole class, comment on all the elements that an ideal city will have.

Take notes of all the features for an ideal city and keep them for the preparation of your stand at an Expo, With this list of features, you could make a proposal of a future sustainable city to the authorities coming to your Expo stand.

Work promotion

Publish your city1 map, city2 map and and your podcast on the page 'My Digital Resources'  in your Weebly site. You can share your work with the rest of classmates on Pinterest. To do this, remember to accompany your posts with images.

After completing the mission, remember to open your learning diary and answer the questions about how you felt while describing and designing your ideal city map.

Learning diary

How is it going? Open again your Learning Diary (download in editable odt format, download in pdf)  on your site and create a new post on your blog with the title 'Better, smarter places'. Click on Writing the post and answer the questions.

Feedback

Include the link to your resources or embed them in this post. Then, reflect about your learning process by answering the questions below.

Which mission have you done in the group? What is its relationship with the project? 

Include the link to the resources that you have created (or embed them).

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Is there anything you did not understand completely?

How are you working as a group? How can your collaborative work be improved?

It would be great if you also shared these feelings and thoughts with your classmates orally. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

Fun & food

Festival time

Spain is a multicultural country with a wide range of traditions and festivities. In this section, you will design a timeline based on a popular festival program which will include a meal with a typical dish of the town/city/region that you will promote at the Expo.

Couleur. Carnaval (CC0)

Previous activities: World festivals

The activities in this section will help you acquire knowledge about festivals and traditions around the world. The sequencing and promotion of a traditional festival will be an important part in the information about the place that you and your classmates will be promoting at the Country Expo.

Activity 1: Hogmanay

Read about the celebration of the Scottish New Year festival on the esolcourses.com site. With your classmates, comment on the questions below.

What do you do on New Year's Eve? Have some help about key vocabulary on the esolcourses.com site.

Do you eat any special food on this day? Is it sweet or salty?

What typical festivals are celebrated in your town/city? 

How long do these festivals last?

Which is the greatest day in each festival?

Activity 2:  Delicious bites

In festival time, families and friends get together to eat typical local food. Read the information below about a type of food which people usually eat in Spain during Christmas time.

It has got a lot of sugar, a lot of almonds, some eggs, a bit of vanilla flavour, some water. It is usually made in rectangular shape. Can you guess the type of food? Click on the Pixabay image to check your answer.

Search for a festivity and think of a typical dish. Do a shopping list with the ingredients that you need to prepare it. Tell your partner about quantities of each ingredient that you need (use quantifiers some, a lot of a bit of, little, etc. to refer to these quantities).

Sign in at Canva and create a recipe with the ingredients you need for your typical meal.  Share it  with your classmates on  Pinterest. Remember to attach a photo illustrating the dish when you post it. Publish your recipe on the page entitled 'My digital Resources' in your Weebly site.

Activity 3: Festivals around

Speaking. Click on the festivals' titles below and take turns with a classmate to say what you see or what you can't see in each picture. Use quantifiers and the words provided in your sentences. 

Christmas (lights, girl, snow flakes, christmas tree) 

Christmas food (grapes, cream, cakes)

Saint Patrick's Day (parade, musicians, guitars)

Saint Patrick's food (beef, egg, corn)

Fallas (fire, musicians, fireworks)

Fallas food (churros, chocolate, rice)

Carnival (float, children, costumes)

Carnival food (pizza, jam, doughnuts)

Thanksgiving Day (fun, float, pumpkins)

Thanksgiving meal (turkey, wine, apples)

Diwali (colours, people, lanterns)

Diwali food (meat, sweets, fish)

Extra resources

Festivals around the world. Reading

Chinese New Year celebration video

Festivals in the UK. Interactive activity

Summer festivals in Britain. Worksheet

Festivals and traditions. Listening

Holiday food traditions

Food and quantifiers. Listening

Quantifiers. Worksheet

At the end of this section, you will have:

Learnt about festivals and traditions

Revised food-related vocabulary

Learnt about quantifiers

Designed a timeline announcing a popular festival program

Fun for everyone

The mission you are about to start consists of planning a traditional festivity in the area/city on which your classmates and you have been working in the previous sections. Remember that your group will exhibit this festivity programme at your Expo stand as one more strategy to attract visitors.

nickgesell. Fireworks (CC0)

Assessment:

Your work on the design and the contents of a festival programme will be assessed by your teacher following the criteria included in the 'Rubric for assessing a timeline' (download in editable odt format, download in pdf).

Your programme presentation will be assessed considering the criteria in the 'Rubric for assessing an oral presentation' (download in editable odt format, download in pdf).

Please, click on the headings below and follow the instructions to do the mission accurately.

Your work

Get together in groups of four students. Decide on which festivity, typical of the area where you live, you would like to design your program.

After agreeing on the traditional festival, comment with your group members the information that you know regarding the festival dates, the activities that people do and the traditional food during these days.

Enrich this festivity celebration by searching for information on the Internet.

Consider an online tool such as  Tiki-Toki to design your celebration program/ timeline.

Get images to illustrate the program. Use free licence image banks.

Record a video explaining the ingredients of the typical food during the festival.

Distribute the information about the festival among the group members and write a draft. Let your group members supervise your draft and supervise and correct your partners'.

Agree on the design of your timeline and on the activities that are planned for people who want to enjoy the festival.

After completing your timeline/program, your group will agree with your teacher on a fixed date to present it in front of the class group.

In your presentation, consider the use of key vocabulary on celebrations and traditions, quantifiers and future tenses.

Work promotion

Publish your timeline on the page 'My Digital Resources'  in your Weebly site. You can share it with the rest of your classmates on Pinterest. To do this, remember to accompany your post with an image (it can be a snapshot of your timeline).

Learning diary

How is it going? Open again your  Learning Diary (download in editable odt format, download in pdf)  on your site and create a new post on your blog with the title 'Fun & food'. Click on Writing the post and answer the questions.

Feedback

include the link to your resources or embed them in this post. Then, reflect about your learning process by answering the questions that follow:

Which mission have you done in the group? What is its relationship with the project? 

Include the link to the resources that you have created (or embed them).

What resources have you used?

What were the most difficult aspects?

What tool was the most difficult for you to work with?

What do you think is the most important aspect you have learnt?

Is there anything you did not understand completely?

How are you working as a group? What can be improved?

It would be great if you also shared these feelings and thoughts with your classmates orally. You will have some minutes to complete this part.

Creado con eXeLearning (Ventana nueva)

Planning an Expo

Setting the stand

You have come to the final and most exciting part of your project. Here you will have the chance to plan and create a real Country Expo. Take profit of your school hall or playground to set up the stands promoting the cities and places on which you have worked. 

AnonymousTraveller. El turismo (CC0)

As you did in the other missions of the project, you are going  to work on the final challenge with three other students. Remember that you and your classmates can learn a lot by working collaboratively.

Please, follow the instructions to carry out successfully the final challenge.

At the end of this section, you will have:

Gathered all the material and resources you and your classmates have done

Designed and set a stand where you will promote several destinations

Informed the students at your school about nice places to visit

Promoted your Country Expo on the web and social networks

Welcome to our Expo!

All your expertise and knowledge will enable you to face the great challenge you are about to start: the organization and setting of a Country Expo.

larahcv. Urbano (CC0)

Assessment:

Your work on the final challenge will be assessed by your teacher with the criteria included in the 'Rubric to assess the project: Our Country Expo'  (download in editable odt format, download in pdf).

Please, follow the steps that we suggest you to complete the challenge.

Feedback

In groups of four students you are going to set a stand from where you will inform the visitors to your Expo about the cities and places on which you have worked throughout the project.

The first step is to work out the space where you will install your stand. Consider the total number of stands, calculate the area of your school hall or playground and work out the stand's area.

Coordinate with other groups and use Canva to design a flyer promoting the expo opening . Include in the flyer information about dates and contents of the Expo.

Revisit all the digital material (maps, guides,festivity programs that you and your groupmates have designed throughout this resource and print them. You will exhibit the material at your Expo stand. The most relevant and visible information at your stand should be: a map location of your city/town, images of the main tourist places, and of typical food and traditions

Make photocopies of your city guide to be distributed among potential visitors to your town/city.

Use the main ideas that your group had to plan an ideal city and type them on a flyer. Insert in the flyer an image of your city1 map (which you created in the section Better, smarter places). This will be your personal proposal on how to make your city/town a more sustainable place. In case the authorities can't come to the Expo, you can send the flyer to your town hall.

On the opening day, be ready to inform the visitors to the Expo about any  information they would like to know related to the weather, location, entertainment activities, tourist places, typical food and festival traditions of the city/town on which you have worked.

Promoting your work

You have made a great effort to complete all the missions and the challenge within this project. At this final stage of the project, we encourage you to show it to as many people as possible. The promotion of your project is a very important part of your work. Otherwise, what is the point in doing such hard work if nobody knows about it?

In order to make this possible, we present you several activities that you must / could develop. Click on the heading below and read several ideas on how to promote your country expo.

Feedback

Why don't you show all your work to your family, friends and classmates? In groups, you will prepare and develop a complete presentation of your work. The final result can be developed in the classroom or/and recorded as a video that will be uploaded on a channel.

You can put flyers on the school walls announcing and promoting the opening of the Expo.

We want you to promote it by using the social network Pinterest. Your teacher will create a board and will invite you to collaborate. Share on this board an image of your stand and the link to your city guide. You will find out the number of people that pin your post, which means they like it.

Another promotional activity can be done by using your own school web page. Your teacher will create a page entitled 'English Portfolio - 2nd Year CSE' in your school website and will include the links to your classmates' and your own Weebly site. This would be not only a good way of promoting your work within your school community, but also a way of reaching a higher number of people interested in learning English through collaborative projects.

It would be fantastic to promote and share your work among students from other European countries. Your teacher can start an eTwinning project with your classgroup. After finding a partner school in a different European country, your partner group and your classgroup could work on all the sections of this resource or part of them simultaneously. This way, you could exchange information to learn about other foreign cities, their traditions, tourist places and about what your partners' proposal is on how to make cities more sustainable places. Maybe, in the future, an exchange programme can be organized and your classgroup can have the chance to get to know more closely the city where your partner school is located.

Can you imagine other ways of promoting your work?

Learning diary - project assessment

Your participation in this project will be completely finished after you evaluate your own experience all along your learning process. 

You will create the final post entitled: "Planning an Expo. Assessing the project". Here, reflect on your work and answer the key questions below.

Feedback

What final task have you done?

What have you learnt?

Knowledge

Skills

Values & Principles

How have you learnt?

What tasks and activities have you carried out?

What has been the most original in your opinion?

What has been the easiest tasks? And the most difficult? Why?

How has my team worked? What could be improved?

Do you like this way of working in the English subject? Why?

What do you think that can be improved in other projects? What do you think that has to remain the same?

Did you have the same difficulties as your classmates in the accomplishment of the missions?

Which missions did you find the most difficult to carry out?

Has collaborative work been a positive experience to you? Why / why not?

Creado con eXeLearning (Ventana nueva)

- Didactic Guidelines -

Didactic proposal

Our Country Expo is the last resource of a set of projects entitled 'What a Digital World!' which is based on the curriculum for the 2nd year of compulsory secondary education. However, as a teacher, you can  implement this material on other levels by adapting or modifying  its contents. 

With this resource, students will become tourist promoters and will learn about the basic steps to plan, design and organize an Expo promoting some places, typical food and traditions of a city, town or region. The outputs that they produce will be exhibited for visitors to the exhibition and they will serve as  strategies to attract tourists to the places shown at each stand. 

This project will enable students to learn and develop contents, procedures and attitudes related to the basic knowledge areas of communication, multilingualism and intercultural values of the new educational curriculum. 

Download this Didactic Guideline in editable format or in PDF.

By working on this resource, students will face some individual activities, but also some collaborative tasks and a final project in which they will use all their knowledge and will demonstrate how able they are to develop and consolidate some specific and key competences in several  learning situations similar to those in which people may get involved in real life.

Our Country Expo has been designed to achieve the following objectives:

to learn while working on a project.

to encourage collaborative work, since most assignments require information sharing and interaction with other students.

to foster students' self-learning process by using IT resources.

to reinforce students' communicative skills through activities of listening and reading comprehension, but above all, through tasks in which they must produce their own oral and written messages.

The project includes several stages that students will need to go through to eventually do the final challenge based on the organization of an exhibition promoting a city, town or region. Within this learning resource, relevant language contents can be practised and a wide range of tasks  (named missions in this OER) is presented so that students get encouraged to practise and improve the linguistic skills required for their final output.

About the project is the first section of the project containing information about the channels that students will use to publish and share all their work as we think that they will be happy to showcase their outputs to both, familiy and classmates. From the wide range of websites and social networks available, we suggest that students have their own site at weebly.com, just like a portfolio, where they can post all their work and complete a Learning diary that will help them reflect on their own learning process.

Encourage students to design their site following a clear structure. Their site must contain at least these pages:

Homepage, the first and main page which must include a title, index, images and a description of the project.

My writing guide. This page will include all the student's writing tasks and tips for good writing.

Key vocabulary . Students will include here links to the wordmaps and charts that they create using key vocabulary.

My digital resources.. On this page, students will publish the links to the digital material that they will have created in their tasks like the elaboration of a digital map or the design of  a city guide.

On the other hand, students can use Pinterest to share their outcome with the people they like. Google drive apps will be also used for writing texts and preparing presentations collaborativelly. Besides, students can collect and add notes about vocabulary and grammar using online tools such as Cacoo and Canva.

The other stages of this resource are listed in the Learning Path section of this didactic guideline. In this section, we include the learning objectives  as well as the recommended timing for each stage of the project.

Curricular Framework

Competencias clave

Competencia en comunicación lingüística (CCL) 

Competencia Plurilingüe (CP)

Competencia en conciencia y expresiones culturales (CEC) 

Competencia digital (CD) 

Competencia personal, social y de aprender a aprender (CPSAA) 

Competencia ciudadana (CC) 

Competencia emprendedora (CE)

Competencias específicas y criterios de evaluación

Competencia específica 1: Comprender e interpretar el sentido general y los detalles más relevantes de textos expresados de forma clara y en la lengua estándar

Criterios de evaluación
1.1. Interpretar y analizar el sentido global y la información específica y explícita de textos orales, escritos y multimodales breves y sencillos sobre temas frecuentes y cotidianos, de relevancia personal y próximos a la experiencia del alumnado

1.2. Seleccionar, organizar y aplicar de forma guiada las estrategias y conocimientos más adecuados en situaciones comunicativas cotidianas para comprender el sentido general, la información esencial y los detalles más relevantes de los textos.

Competencia específica 2: Producir textos originales, de extensión media, sencillos y con una organización clara, usando estrategias tales como la planificación, la compensación o la autorreparación, para expresar de forma creativa, adecuada y coherente mensajes relevantes y responder a propósitos comunicativos concretos.

Criterios de evaluación

2.1. Expresar oralmente textos breves, sencillos, estructurados, comprensibles y adecuados a la situación comunicativa sobre asuntos cotidianos y frecuentes, de relevancia para el alumnado

2.2. Organizar y redactar textos breves y comprensibles con aceptable claridad, coherencia, cohesión y adecuación a la situación comunicativa propuesta, siguiendo pautas establecidas, a través de herramientas analógicas y digitales.

2.3. Seleccionar, organizar y aplicar de forma guiada conocimientos y estrategias para planificar, producir y revisar textos comprensibles, coherentes y adecuados a las intenciones comunicativas.

Competencia específica 3: Interactuar con otras personas con creciente autonomía, usando estrategias de cooperación y empleando recursos analógicos y digitales, para responder a propósitos comunicativos concretos en intercambios respetuosos con las normas de cortesía.

Criterios de evaluación

3.1. Planificar y participar en situaciones interactivas breves y sencillas sobre temas cotidianos, de relevancia personal y próximos a la experiencia del alumnado.

3.2. Seleccionar y utilizar, de forma guiada y en entornos próximos, estrategias elementales para saludar, despedirse y presentarse; expresar mensajes sencillos y breves; y formular y contestar preguntas básicas para la comunicación.

Competencia específica 4: Mediar en situaciones cotidianas entre distintas lenguas, usando estrategias y conocimientos sencillos orientados a explicar conceptos o simplificar mensajes, para transmitir información de manera eficaz, clara y responsable.

Criterios de evaluación

4.1 Inferir y explicar textos, conceptos y comunicaciones breves y sencillas en situaciones en las que atender a la diversidad, mostrando respeto y empatía por interlocutores e interlocutoras y por las lenguas empleadas, e interés por participar en la solución de problemas de intercomprensión y de entendimiento en el entorno próximo, apoyándose en diversos recursos y soportes.

4.2. Aplicar, de forma guiada, estrategias que ayuden a crear puentes y faciliten la comprensión y producción de información y la comunicación, adecuadas a las intenciones comunicativas, usando recursos y apoyos físicos o digitales en función de las necesidades de cada momento.

Competencia específica 5: Ampliar y usar los repertorios lingüísticos personales entre distintas lenguas, reflexionando de forma crítica sobre su funcionamiento y tomando conciencia de las estrategias y conocimientos propios, para mejorar la respuesta a necesidades comunicativas concretas.

Criterios de evaluación

5.1. Comparar y contrastar las semejanzas y diferencias entre distintas lenguas reflexionando de manera progresivamente autónoma sobre su funcionamiento.

5.2. Utilizar y diferenciar los conocimientos y estrategias de mejora de la capacidad de comunicar y de aprender la lengua extranjera con apoyo de otros participantes y de soportes analógicos y digitales.

5.3. Identificar y registrar, siguiendo modelos, los progresos y dificultades de aprendizaje de la lengua extranjera, seleccionando de forma guiada las estrategias más eficaces para superar esas dificultades y progresar en el aprendizaje, realizando actividades de autoevaluación y coevaluación.

Competencia específica 6: Valorar críticamente y adecuarse a la diversidad lingüística, cultural y artística a partir de la lengua extranjera, identificando y compartiendo las semejanzas y las diferencias entre lenguas y culturas, para actuar de forma empática y respetuosa en situaciones interculturales.

Criterios de evaluación

6.1. Actuar de forma empática y respetuosa en situaciones interculturales construyendo vínculos entre las diferentes lenguas y culturas.

6.2. Aceptar y adecuarse a la diversidad lingüística, cultural y artística propia de países donde se habla la lengua extranjera, reconociéndola como fuente de enriquecimiento personal.

6.3 Aplicar, de forma guiada, estrategias para explicar y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos y respetando los principios de justicia, equidad e igualdad.

Saberes básicos

A. Comunicación

Autoconfianza. El error como instrumento de mejora y propuesta de reparación.

Estrategias básicas para la planificación, ejecución, control y reparación de la comprensión, la producción y la coproducción de textos orales, escritos y multimodales.

Conocimientos, destrezas y actitudes que permitan detectar y colaborar en actividades de mediación en situaciones cotidianas sencillas.

Funciones comunicativas básicas adecuadas al ámbito y al contexto comunicativo: comparar lugares, hacer sugerencias y recomendaciones, aceptar y rechazar sugerencias, describir tradiciones y festividades.

Modelos contextuales y géneros discursivos básicos en la comprensión, producción y coproducción de textos orales, escritos y multimodales, breves y sencillos, literarios y no literarios: características y reconocimiento del contexto (participantes y situación), expectativas generadas por el contexto; organización y estructuración según el género y la función textual. 

Unidades lingüísticas básicas y significados asociados a dichas unidades tales el espacio y las relaciones espaciales,  Presente Simple vs. Presente Contínuo, tiempos verbales de Futuro: will, be going to, Presente Contínuo para planes futuros, cuantificadores / numerales, adjetivos en grado comparativo y superlativo.

Léxico de uso común y de interés para el alumnado: lugares en la ciudad, el clima, medios de transporte, características geográficas, actividades de entretenimiento, festividades y tradiciones, comida, acciones sostenibles.

Patrones sonoros, acentuales, rítmicos y de entonación básicos, y significados e intenciones comunicativas generales asociadas a dichos patrones.

Convenciones ortográficas básicas y significados e intenciones comunicativas asociados a los formatos, patrones y elementos gráficos.

Convenciones y estrategias conversacionales básicas, en formato síncrono o asíncrono, para iniciar, mantener y terminar la comunicación, tomar y ceder la palabra, pedir y dar aclaraciones y explicaciones, reformular, comparar y contrastar, resumir, colaborar, debatir, etc.

Recursos para el aprendizaje y estrategias básicas de búsqueda de información: diccionarios, libros de consulta, bibliotecas, recursos digitales e informáticos, etc.

Identificación de la autoría de las fuentes consultadas y los contenidos utilizados.

Herramientas analógicas y digitales básicas para la comprensión, producción y coproducción oral, escrita y multimodal; y plataformas virtuales de interacción, cooperación y colaboración educativa (aulas virtuales, videoconferencias, herramientas digitales colaborativas, etc.) para el aprendizaje, la comunicación y el desarrollo de proyectos con hablantes o estudiantes de la lengua extranjera.

B. Plurilingüismo

Estrategias y técnicas para responder eficazmente a una necesidad comunicativa básica y concreta de forma comprensible, a pesar de las limitaciones derivadas del nivel de competencia en la lengua extranjera y en las demás lenguas del repertorio lingüístico propio.

Estrategias básicas para identificar, organizar, retener, recuperar y utilizar creativamente unidades lingüísticas (léxico, morfosintaxis, patrones sonoros, etc.) a partir de la comparación de las lenguas y variedades que conforman el repertorio lingüístico personal.

Estrategias y herramientas básicas de autoevaluación y coevaluación, analógicas y digitales, individuales y cooperativas.

Léxico y expresiones de uso común para comprender enunciados sobre la comunicación, la lengua, el aprendizaje y las herramientas de comunicación y aprendizaje (metalenguaje).

Comparación básica entre lenguas a partir de elementos de la lengua extranjera y otras lenguas: origen y parentescos.

C. Interculturalidad

La lengua extranjera como medio de comunicación interpersonal e internacional, como fuente de información y como herramienta para el enriquecimiento personal.

Interés e iniciativa en la realización de intercambios comunicativos a través de diferentes medios con hablantes o estudiantes de la lengua extranjera.

Aspectos socioculturales y sociolingüísticos básicos relativos a la vida cotidiana, las condiciones de vida y las relaciones interpersonales; convenciones sociales básicas; lenguaje no verbal, cortesía lingüística y etiqueta digital; cultura, costumbres y valores propios de países donde se habla la lengua extranjera.

Estrategias básicas para entender y apreciar la diversidad lingüística, cultural y artística, atendiendo a valores ecosociales y democráticos.

Estrategias básicas de detección y actuación ante usos discriminatorios del lenguaje verbal y no verbal.

Our Country Expo

(Intro to resource)

About the project

What a Big World!

Around the City

Better, Smarter Places

Fun & Food

Planning an Expo

CCL
-

X
X
X
 X
X

CP
-
X
X
X
X
X
X

STEM
-

X

X

X

CD
-
X
X
X
X
X
X

CPSAA
-

X
X
X
 X
 X

CC
-

X
X
X

CE
-

X

 X

CCEC
-

X

X
X

Competencia en comunicación lingüística (CCL), Competencia plurilingüe (CP), Competencia matemática, ciencia, tecnología, ingeniería (STEM), Competencia digital (CD), Competencia personal, social y de aprender a aprender (CPSAA), Competencia ciudadana(CC), Competencia emprendedora (CE), Competencia en conciencia y expresión culturales (CCEC)

Learning Path

Section

Objectives

<Sessions

Our Country Expo

Introduce the topic to students.

 1 session

About the Project

Make students become familiar with the structure and the contents of the project and with the tools they will use to perform, publish and self-assess the tasks and the final challenge.

What a Big World!

Learn about places in a city.

Locate places on a map.

Describe the main characteristics of a place.

Design a poster about a city.

2 sessions

Around the city

Read a text about city life.

Revise vocabulary about entertainment activities.

Revise the use and form of the Present Continuous tense.

Write an email recommending places to visit and things to do in a city.

Speak about unusual places in a city.

Design a city guide.

 3 sessions

Better, Smarter Places

Compare cities.

Present (or record) some information on an ideal city.

2 sessions

Fun & Food

Read information about festivals and traditions.

Revise and practise vocabulary about food.

Describe a picture of a festivity using quantifiers.

Design and present a program based on a local festivity.

 2-3 sessions

Planning an Expo

Put together and organize all the material that students have done.

Set a stand for an exhibition at school.

Promote the places that are exhibited at the students'  stands.

3 sessions

The tasks and the final challenge in this resource can be approached from several didactic departments working in a collaborative way. Here, we suggest some ways in which different departments could contribute.

We consider Multilingualism as really important as we think that students can enrich their linguistic learning and acquire intercultural values more easily if they develop their communicative competence not only in the official language/-s from where they live, but also in the foreign language/-s that they study. A way in which both, the English teacher and the Spanish teacher can coordinate their work together is by making students gather all the key words and expressions and write them in both languages so that they identify any English linguistic loans or linguistic calques  and reflect on the big influence of the English language on the Spanish language.

      A basic strategy to identify, retain and use some key vocabulary in the right context could consist of designing mindmaps about different international festivities and write down key words  for each festivity, both in English and Spanish. 

This project has a strong relationship with the area of Social Sciences, as students will learn about geolocation, demographic features, popular festivals and traditions.

It can be connected to History since they will have to search for information on the origins and traditions of popular festivals.

Maths can also be practised when referring to the population in a city, to its surface or when working out the size for the students' Expo stall in case that they set it up in the school hall or at the playground.

Tourism is a relevant topic in this resource since students will be promoting important landmarks and activities to do in cities.

The ITC Department can help students on the use of the different tools and apps that are required to carry out the students' outputs. 

The Technology department could contribute by helping students design and build their stand for the exhibition.

If we think of what an ideal city should be like, the Science teacher could foster the students to think about a sustainable city and elicit from them ecofriendly  measures to be included in a poster to promote a "green" city.

One way or another, all the didactic departments can take action on the contents of this resource, think them over and suggest other optional tasks that facilitate students the acquisition of the linguistic contents included and the development of the key and specific competences contemplated in the curriculum of the English subject. 

Assessment

We highlight the formative character of the evaluation process within this resource. Along the project, teachers will be observing and monitoring the students' work and will use a system of rubrics to assess their performance in every task. These rubrics contain relevant criteria to detect any difficulties in the students'  competential development and, with the feedback that these tools provide, teachers can readjust contents and take action either way to help students  perform their work successfully.

The evaluation process will also have both, a diagnostic nature and a summative nature.. All in all, the students' work will be assessed throughout the whole learning process. Find below some more information about the stages in the assessment process.

At the beginning of the resource

Diagnostic assessment. Teachers can get some feedback from students by asking them some prompt questions so that they can check  the students' previous knowledge about the topic of this resource. Also, at this stage, teachers should inform students about the tools that will be used to assess their work, that is, rubrics, learning diary to assess students' own work and assessment sheets to evaluate their peers' work.

During the process

Teachers will assess their students' work by observation in class and they will use the rubrics listed below. These rubrics contain the relevant criteria to identify progress or difficulties in the students' leaning process.  Each rubric is  associated with a task in each section.

Rubric to assess a digital map. four-city map)

Rubric for assessing an oral presentation. (Presentations of four-city map, city guide, ideal city map-poster and festival program/timeline)

Rubric to assess a slide presentation. (City guide)

Rubric for assessing a video in the classroom. (In case that students create a video guide) .

Rubric for assessing a digital poster.(Students' ideal city map-poster).

Rubric for assessing a podcast.(Recording of a description about students' ideal city).

Rubric for assessing a timeline. (Festival program/timeline).

Rubric for assessing your digital site. This refers to Weebly site where students will publish all their work of this and other projects.

Apart from the rubrics, students will be able to self-assess their work by completing a learning diary  with which they can reflect on how well they are  doing.

Peer evaluation.  Throughout the project, students will be able to assess their classmates' work with an assessment sheet with the items that they consider as relevant. This assessing tool can enrich the learning process since students are required to take on a critical point of view and so they can contribute to improve their classmates' outputs.

At the end of the process

Summative evaluation. Considering that the final challenge of the project must gather the main contents that students have learnt and practiced, this OER  includes a final project rubric containing  the necessary items so that teachers check to what extent students are able to cope with the learning situation suggested in the last stage: the planning and organization of an exhibition where several cities, towns or regions will be promoted to attract visitors.

Tips for teachers

As a teacher, you may feel free to use the entire resource or just the sections that best match your teaching demands and the real conditions of your class group. Notwithstanding, if you decide to use this resource in its totality, we recommend that you consider the guidelines below before your students start working on the contents.

Info about structure & contents

Each section features the learning objectives, the contents and the activities that students must do to eventually be able to perform a task. Make sure your students know about the nature of the different tasks and of the final challenge they will be carrying out. You can devote one or two lessons to clarify the different stages throughout the resource and the tools and apps which students are required to use to produce and promote their work.

Assessment info

Raise students' awareness about how and what you will consider to evaluate their work. Focus their attention on the rubrics of the different tasks and of the final challenge so that they get to know about the way their performance will be assessed.

Encourage students to use their learnig diary so that they can reflect on how well they are performing in their learning process.This learning diary may help students themselves  detect some learning difficulties that can be overcome with reinforcement activities facilitated by the teacher.

Within this resource, students can become teachers for a while and assess their classmates' outputs by designing and completing an assessment sheet with items that provide them with some feedback about their peers' performance. After completing this assessment sheet, you can have a class discussion with your students to analize the most common errors and the main difficulties that your class group has detected while analizing their peers' work.

Info about tools

Clearly, this resource fosters the use of digital devices and includes a wide range of apps to produce and share the students' outputs. However, in case that your students or school suffer from a digital divide, we encourage you to use this resource as a guide and  make students work in an analogic way by using cardboards instead of digital posters, notebooks for writing tasks and as learning diaries or your classroom notice board, which can be used to publish and share your pupils' work.

Creado con eXeLearning (Ventana nueva)

- Credits and download -

Title | Our country expo | What a digital world!
Coordination | Centro Nacional de Desarrollo Curricular en Sistemas no Propietarios (Cedec)
Authorship | María José Alcaina Fort
License | Creative Commons BY-SA 4.0

This content was created with eXeLearning, your free and open source editor to create educational resources.

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Information on licensing and use

This open educational resource has got a CC BY-SA license and therefore it can be used, downloaded, modified and adapted, as long as the name of the creator is provided, and in case of being transformed and publishing a new version, it must be done under the same CC BY-SA license as the original.

The following text can be used to acknowledge authorship in case of modification of the resource:

This material is an adaptation of the original resource "Our country Expo" from Cedec's  EDIA project.

Creado con eXeLearning (Ventana nueva)

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Help us improve this resource and take the EDIA Project questionnaire on this OER. Thanks for contributing.

Licensed under the Creative Commons Attribution Share Alike License 4.0

Creado con eXeLearning (Ventana nueva)