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    Mediation in teaching, testing and assessment
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Teaching materials database

The METLA task database contains sample (cross)linguistic mediation tasks in different languages for different contexts.

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7 teaching material(s)
Seite: 1 

A Londoner in Greece! (Task 15)

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A visitor from Mexico (Task 14)

Learners learn how to describe places through the use of adjectives, and at the same time become familiar with different text types. They practise their skills in comprehending texts in Language A and producing meaning in Language B. The lesson plan consists of five parts, each containing several steps. Communicating tourism information to people in another language is a common practise which can be taught in the classroom with steps 1-3 in the first part of the plan. The second part (step 4) involves intercultural aspects and uses a text format that learners are familiar with: a social media message. In the third part (step 5), learners can reflect on their multilingual practice. In the final two parts (steps 6 and 7), they are exposed to multimodal texts (song, video and text) and are asked to transfer information from one language to another on a relevant topic, i.e., learning foreign languages.

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Healthy diet! (Task 17)

This task focuses on written mediation. The main activities included aim at developing learners’ skills in selecting information from source texts and relaying it into a target text in another language.

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Celebrating Mother’s Day in Portugal (Task 29)

Learners are put in a role play situation: Celebrating Mother’s Day in Portugal. They go through some “adventures” to get to buy a present together with their dad, who doesn’t speak a word of Portuguese. The aim of the lesson is to activate learners’ previous knowledge and develop their mediation strategies and the skills needed to deal with informal situations encountered in daily life.

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World mythology (Task 31)

The aim of this task (which could be adapted to include Languages A-B-C) is to familiarise learners with different cultures and media texts. Firstly, the they discuss the features of myths. Then, working in pairs, they listen to a YouTube video about a myth in (Language B(/C), and do the activities (e.g., to collect new vocabulary). Next, they listen to another YouTube video or read a text about a myth with the same topic in Language A and take notes in Language B. Based on their notes, they are asked to create a short podcast in Language B. Finally, they write an article for the school newspaper where they compare the two myths and discuss in Language B (/C) how myths could be used as examples of different cultures.

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Eat and throw away - Lessons learnt from the pandemic (Task 36)

During the time of the COVID-19 pandemic, according to statistics, most people had to change their lives drastically. Many gained weight. At the same time, the use of plastic increased, with an environmental impact. This task provides the same source text on which learners will work in different languages (English, French, Spanish, Italian and German), and leaves room for the teacher to decide what language(s) will be used as Language A (language of source texts) or Language B (or the learners' end product, which is a leaflet). An additional aim is to raise learners' awareness of health and environmental issues during the pandemic, and to find some solutions to the problems.

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Social media and teenage life (Task 42)

This task focuses on written mediation. The main activities aim at: a) developing learners’ skills in selecting information from a source text (a blog entry), b) summarising messages in a target language, and c) developing the mediation strategies of paraphrasing, providing synonyms, distinguishing major from minor information.

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CEFR proficiency levels

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