Help students discover their Erasmus city

This activity would be best implemented in the semester before the students go on Erasmus placement when they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement city and university prior to arrival.

Learning context

On completion of the task, students will be familiar with everyday contexts in their host city and university. They will develop their online research skills, especially relating to their stay abroad.

This task can be introduced in the classroom and students can work individually or in groups. Presentations can be made in class time or online.

Procedure

1. This task should be assigned to students who have already been offered an Erasmus placement. It should be given in the semester before the students leave.

1. In class, students (in groups of four) brainstorm the types of information that they will need about their destination city. The teacher collects the ideas in a PowerPoint or similar. This can be done in the target language. Examples might be:
  – transport and travel (airport location, trams, buses, underground, buying tickets);
  – accommodation (prices, university accommodation, flat shares, single apartments);
  – food and drinks (types of restaurants, tipping culture, bars); sport and leisure; etc.

1. The teacher introduces the ideas of searching for relevant information on the web. (Activity: Search Literacy…. what is it? will help students to develop their search literacy.

1. The language-specific sections provide some useful websites that can get the students started.

1. The teacher introduces tools for presenting information: Padlet, Powtoon, Prezi, etc.

1. Students work alone or in groups with the students who are placed in the same city to produce a presentation on everyday life in their Erasmus city.

Presentations can be made in class or online. A forum would be useful where the students could upload their presentations and their fellow students could comment on their work.

Suggestions for assessment

Students should receive a grade on their assignment. Suggestion for assessment may be:

1. Quality of target language used

1. Innovation in presentation

Usefulness and accuracy of information sourced

During or after their Erasmus stay, students could review their presentation and make amendments based on their actual experiences. They could critically assess their perceptions of and assumptions about their host city.

Source/attribution: DigiLanguages Author: Emma Riordan

This activity would be best implemented in the semester before the students go on Erasmus placement when they have already chosen/been assigned their destination. It will give them the opportunity to explore their placement city and university prior to arrival.Learning contextOn completion of the task, students will be familiar with everyday contexts in their host city and university. They will develop their online research skills, especially relating to their stay abroad.This task can be introduced in the classroom and students can work individually or in groups. Presentations can be made in class time or online. Procedure<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>This task should be assigned to students who have already been offered an Erasmus placement. It should be given in the semester before the students leave. </li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>In class, students (in groups of four) brainstorm the types of information that they will need about their destination city. The teacher collects the ideas in a PowerPoint or similar. This can be done in the target language. Examples might be: 
– transport and travel (airport location, trams, buses, underground, buying tickets); 
– accommodation (prices, university accommodation, flat shares, single apartments); 
– food and drinks (types of restaurants, tipping culture, bars); sport and leisure; etc.</li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>The teacher introduces the ideas of searching for relevant information on the web. (Activity: <a href=”/search-engines/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”/search-engines/”>Search Literacy…. what is it?</a> will help students to develop their search literacy. </li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>The language-specific sections provide some useful websites that can get the students started.</li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>The teacher introduces tools for presenting information: <a href=”https://padlet.com/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://padlet.com/”>Padlet</a>, <a href=”https://www.powtoon.com” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://www.powtoon.com”>Powtoon</a>, <a href=”https://prezi.com/” target=”_blank” rel=”noopener noreferrer” data-mce-href=”https://prezi.com/”>Prezi</a>, etc.</li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>Students work alone or in groups with the students who are placed in the same city to produce a presentation on everyday life in their Erasmus city. </li>
</ol>
</li>
<li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>Presentations can be made in class or online. A forum would be useful where the students could upload their presentations and their fellow students could comment on their work. </li>
Suggestions for assessment Students should receive a grade on their assignment. Suggestion for assessment may be:<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>Quality of target language used</li>
</ol>
</li>
<li style=”list-style-type: none;” data-mce-style=”list-style-type: none;”><ol><li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>Innovation in presentation</li>
</ol>
</li>
<li style=”font-weight: 400;” data-mce-style=”font-weight: 400;”>Usefulness and accuracy of information sourced</li>
During or after their Erasmus stay, students could review their presentation and make amendments based on their actual experiences. They could critically assess their perceptions of and assumptions about their host city.Source/attribution: DigiLanguages Author: Emma Riordan

Issue: *

Your Name: *

Your Email: *

Details: *