English Tasks
English Tasks
Embedded Files
The E-LIVE task descriptions serve as comprehensive guides and adaptable templates for educators, originally designed and validated for either primary or secondary education levels. Despite their initial focus, many of these tasks can be seamlessly adapted for use at different educational levels. Teachers looking to initiate an intercultural virtual exchange can employ these tasks as they are, or customize them according to their specific teaching goals and preferences. This flexibility empowers educators to craft learning experiences that are both engaging and impactful for their students.
All tasks can be downloaded and customised thereafter.
Tasks for Primary Education
Guess what!
Guess what!
Level: A1/A2
Synchronous communication (BBB)
Summary of activities: The learners are attributed a school item in a specific colour. During the live interaction, learners question each other to try to guess which card displaying a school item in a specific colour the remote partner has.
Monster mascots
Monster mascots
Level: A1/A2
Synchronous communication (BBB)
Summary of activities: The learners interact to decide upon the body parts (colour, number) of a monster. Individually, each learner draws the monster and suggests a name. A second interaction allows the group to decide upon on the best monster to represent their group and their monster mascot’s name.
Guess who!
Guess who!
Level: A1/A2
Synchronous communication (BBB)
Summary of activities: The learners prepare short identification cards to introduce themselves to a partner. These are exchanged in the pre-task phase between schools. During the live interaction, learners introduce themselves in small groups and their partner school peers record information on a listening grid to compare information with the ID cards and guess the name of the partner school’s class member.
Tasks for Secondary Education
Our schools
Our schools
Level: A2 - B2
Synchronous communication (BBB)
Summary of activities: The students prepare a presentation and conversation about their school (pre-task). They have a videocall in groups of 2-3 students and discuss their experiences, differences and similarities between their school systems (task). They write a shared conclusion and post it on Padlet (post-task).
Would you like to visit my school?
Would you like to visit my school?
Level: A2 - B1
Asynchronous communication (Padlet)
Summary of activities: The students prepare a video presentation showing their school. They share them in Padlet and react to the videos created by their international peers.
The perfect school
The perfect school
Level: A2 - B2
Synchronous communication (BBB)
Summary of activities: After finishing the "Our Schools" task, students engage in a video call in groups of 2-3 to craft a presentation outlining their vision of the perfect school (the task). Following this, they present their jointly created ideal school in class as part of the post-task activities.
Organising an international party
Organising an international party
Level: B1 - C1
Synchronous communication (VR)
Summary of activities: The students will meet in pairs in the VR environment and will organise an international get together (in pairs). As a pre-task they will familiarise themselves with the VR space and think about their own culture. There will be a joint evaluation afterwards.
Discovering culture(s) and stereotypes
Discovering culture(s) and stereotypes
Level: B1 - B2
Synchronous communication (BBB)
Summary of activities: The students introduce themselves, exchange cultural information in a respectful way, reflect on what they have learned and discuss how this experience challenged or confirmed their preconceived notions.
Snakes and ladders
Snakes and ladders
Level: B1 - C2
Synchronous communication (BBB & Genial.ly)
Summary of activities: The students play the classic game 'snakes and ladders' where each square of the game is a question to get to know their partner better.
Introductions
Introductions
Level: A2 - B1
Asynchronous communication (video)
Summary of activities: The students will create a video where they introduce themselves and ask questions in small groups.
Getting to know each other
Getting to know each other
Level: A2-B1
Asynchronous communication (Word and Padlet)
Summary of activities: Students produce a short text describing themselves and commenting on their partners’ texts.
Green schools
Green schools
Level: B1
Asynchronous communication (Flip-platform)
Summary of activities: The students in each class share commented photos of different aspects of their school or project that highlight sustainable development. The recordings are shared with the peers, who will react via the Flip-platform to compare.
Our very own sports
Our very own sports
Level: A2
(A)synchronous communication (AI, Padlet, FrameVR, TwinSpace, BBB)
Summary of activities: Students share interests about sports, play online sports games (E-Sports) together, research sports rules and -history to invent new sports together.
Top chef
Top chef
Level: B1
Synchronous communication (Padlet, FrameVR)
Summary of activities: Students present (and vote for) various existing recipes on Padlet, learn how to present in FrameVR and learn how to prepare the chosen food.
Discussing a topic
Discussing a topic
Level: A2-B1
Asynchronous communication (BBB)
Summary of activities: The students meet on BBB and introduce themselves face to face (previously they had introduced each other asynchronously on Padlet in a previous task)
Students deliver a presentation on the topic of “measures to keep our environment safe”.
Students exchange information about the topic “favourite books and films”: this can be done through an interview or in informal conversation.
My Christmas
My Christmas
Level: A2-B1
(A)synchronous communication (Padlet, BBB)
Summary of activities: In the first phase, learners will share their unique Christmas experiences by uploading visuals (pictures and videos) of their holiday celebrations to Padlet. This will create a global gallery where students can explore and appreciate diverse traditions from the learners participating in the exchange. They can then react to the visuals shared by their international peers, expressing what they find interesting, surprising, or inspiring about each other's customs.
In the second phase, international groups will meet up in BBB (BigBlueButton) for videoconferences to discuss specificities, differences, similarities, and clarify any questions related to the shared Christmas experiences.
Festivities: Fallas vs. Kings Day
Festivities: Fallas vs. Kings Day
Level: B1-B2
Synchronous communication (Padlet, FrameVR)
Summary of activities: Students in class will form groups to prepare the task. Each group will then research and prepare a multimodal document about their chosen national festivity: King's Day for Dutch students or Fallas for Spanish students. The document (a poster or PPT) should include detailed information, relevant images, and links to multimedia resources that effectively convey the cultural significance and celebration details.
Once the documents are completed, students will join a virtual exchange session using BigBlueButton. During this session, each group will share the key information of the festivity and will discuss similarities, differences, likes, and dislikes between the two festivities. This latter phase is key to prepare for the next virtual exchange session, where they will create an intercultural festivity together.
Co-creating an international festivity
Co-creating an international festivity
Level: B1-B2
Synchronous communication (BBB)
Summary of activities: Students should review their notes from the previous task where they discussed similarities and differences between King's Day and Fallas.
Based on their notes, students should identify key elements from each festivity that they want to incorporate into the intercultural festivity. Consider traditions, customs, activities, and symbols.
Students will work together to brainstorm ideas for a virtual festivity that blends these elements. This may involve creating a new name for the festivity, designing a logo, planning activities, and determining the virtual setting.
They will present the co-created festivity to their classmates.
My life, my customs
My life, my customs
Level: A2
Synchronous communication (Padlet, FrameVR, BBB)
Summary of activities: Students exchange personal information.
Organising a joint trip
Organising a joint trip
Level: A2 and up
Synchronous communication (video conferencing tool)
Summary of activities: In the preparatory phase in class, learners will share their vacation preferences, seek common ground, and agree on a 10-day holiday plan. This plan will include possible dates, ideas over destinations, activities, accommodation, and budget considerations.
During the virtual exchange phase, learners will participate in a virtual exchange session with their international peers, discussing and finalising their holiday plan.
In the post-activity phase, learners will prepare and present a presentation outlining their holiday plan to the rest of the class, sharing insights from their virtual exchange experience and collaborative planning process.
City people
City people
Level: A2 and up
Synchronous communication (BBB, video conferencing)
Summary of activities: Participants reflect on their favourite and least favourite cities. They discuss the cities they have lived in and the cultural activities that take place during the year. At the end, they choose the two best cities to live in and justify their choices.
People and dates
People and dates
Level: A2 and up
Synchronous communication (video conferencing)
Summary of activities: Participants discuss historical events and important people from their countries, as well as significant moments in their lives. In addition, they share experiences about things they believe should be done at least once in a lifetime.
People and houses
People and houses
Level: A2 and up
Synchronous communication (video conferencing)
Summary of activities: Participants prepare for a fictitious house exchange with their partner. They describe their houses, their relationship with neighbours, and the rules of living together. They also discuss the qualities of a good flatmate.
Sport, sports, sports!
Sport, sports, sports!
Level: A1-A2
Synchronous communication (video conferencing)
Summary of activities: Students research information about sports that are popular in their countries and focus on the ones that are original and only played in their country and community. After this, students exchange their information. Taking into account that information and their creativity, they must create a sport from scratch.
Who am I?
Who am I?
Level: A2 and up
Asynchronous communication (emailing)
Summary of activities: Students write informal/ formal emails to their peers and get to know each other.
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