Grocery list (Task 1)
Learners should work in pairs (Learner A-B). Each learner receives a different worksheet: Learner A receives the Worksheet Grocery List A in Language A. Following the scenario instructions on the worksheet, Learner A should relay information related to food and practise polite question forms in Language B. Using the Worksheet Grocery List B, Learner B listens carefully to the information introduced by Learner A in Language B and then B selects the fruit and vegetables just mentioned by Learner A and writes them down in Language B.
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Themes: FoodShopping
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
Educational levels: ISCED 1 (Primary education)
CEFR language proficiency level: A1A2
Languages involved in the task:
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishFinnishGreek
Italian menu (Task 43)
Learners perform a number of mediation activities as they go through the process of reading the menu, choosing, and ordering food and drinks for each member of their family while on holiday in a foreign country. The activities aim at developing learners’ skills in selecting information from a source text and relaying it into a target text in another language.
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Themes: Food
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2B1
Languages involved in the task: Italianlanguage of schooling
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishItalian
Lost dog (Task 4)
The aim of this activity is to practise a specific vocabulary, introduce learners to different text media, and raise intercultural awareness. Learners read a short text in Language A about a friend’s missing dog and they then have to create an Instagram post and a “lost dog” flyer in Language B.
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Themes: Pets/ animals
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2
Languages involved in the task:
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishEstonianFrenchGermanGreekPolishSwedish
Proper use of face masks (Task 6)
Learners are expected to relay information and explain data about the correct use of face masks with the help of poster diagrams, and also to produce an approximate translation.
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Themes: COVID-19
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingExplaining data (e.g. in graphs, diagrams, charts, etc.) in speech / in writingTranslating a written text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2B1
Languages involved in the task:
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishMaltese
Maths family connect sessions (Task 11)
Learners are asked to relay information and explain data from a poster about Maths evening classes for learners accompanied by their parents.
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CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2B1
Languages involved in the task:
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishItalian
T-shirt design competition (Task 12)
Learners perform a number of mediation activities as they go through the process of getting to know about a language t-shirt design competition and prepare a final presentation of their work. The task aims at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.
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Themes: Teen lifeAfter school plans
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Processing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2B1
Languages involved in the task: Italian
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishItalian
The Earth’s spheres (Task 41)
This task focuses on written mediation (filling in a table). The main activities aim at:
a) developing learners’ skills in selecting information from a source text (a scientific text), b) organising relevant information in specific groups, c) summarising messages in a target language, and d) developing the mediation strategies of paraphrasing, providing synonyms, and distinguishing major from minor information.
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CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageAmplifying a dense textStreamlining a text
Educational levels: ISCED 2 (Lower secondary education)
CEFR language proficiency level: A2
Languages involved in the task:
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishGreek
A newcomer in our class (Task 89)
Learners welcome a newcomer from Poland in our class. They learn how to describe classroom rules to the newcomer by using the imperative form of verbs (affirmative or negative form) and the appropriate nouns and adjectives. They practise their skills in comprehending a short text in Language A and producing meaning in Language B.
The task plan consists of six steps, each containing three stages. Communicating classroom rules to a peer in another language is a common practice which can be taught in the classroom with steps 1-4, in the first part of the task plan. The second part (step 5) involves collaboration and creativity, as learners make their own posters for the school’s classrooms. In the final part (step 6) they reflect upon their multilingual experience, producing short texts which will be published on the school’s blog.
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Themes: Languages
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediating text:Relaying specific information in speech / in writingProcessing text in speech / in writing
CEFR-CV Common European Framework of Reference - Companion Volume
scales for mediation strategies:
Adapting languageStreamlining a text
Educational levels: ISCED 1 (Primary education)
CEFR language proficiency level: A2
Languages involved in the task: Polishhome language
Language of the teacher's material: English
Language(s) of the student's material(s): EnglishGreek