Section

• Google My Maps

  Main aim : Describe the daily life of a foreign student with “Google My Maps” Final output : Map  Number of connected class : 2 or more Language : – Synchronous sessions : English – Other sessions : English or native language         Target audience’s level : 4 – 5 English level : A1-B2   Duration : 2-3h  Professional sector : Adaptable to different sectors Pre-requisite :  Basic vocabulary in English  Tools needed : Internet Connexion /Computer device/ Video conference system Context : As alternative or complement (before) of physical mobility
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• 1
  Section
  1

  STEP 1 : PRESENTATION – Basculer

  Characteristic : Obligatory 
  Mode : in classroom and in synchronous for the first meeting with the other class
  Duration :  1h 
  Language : English + native language 
   

  • OBJECTIVES :

     

    – Present the learning sequence (the objectives, the steps, etc.)

    – Present the other class

    – Inform about using « My Maps » 

    – Acquire the professional vocabulary in the chosen language in order to promote communication and exchange between apprentices
  • DESCRIPTION :

     

    In classroom :

    1-Presentation of the learning sequence, of Google « My Maps ».

    2- Groups formation (2,3 apprentices per group)

    Each group can be paired with 1 or different partner schools. 

    3- Creation and Access to the groups accounts Demonstration/Application (creating a map, looking for directions, adding spots, picture and text.)

    
    In synchronous by visioconference :
    

    4- Meeting with the other class by visioconference (brief presentation of the class)

    
    In classroom :

    5- Remind of the vocabulary concerning the thematic and asking questions

     

  • ROLE OF THE TEACHER :

     

    Before step 1 :

    – Make groups pairing with partners.( Can work with several partners form different countries.)

    During step 1 :
    – Role of information, explanation and technical help

    Step 5 :

     – English teacher (for linguistic preparation)

     

  • EQUIPMENTS/TOOLS :

     

    – Internet connexion (wifi)

    – 1 My Maps account per group

    – 1 laptop/tablet ou smartphone per group

    – 1 videoconference system (Skype for example) in order to meet the partner class.

     

     

• 2
  Section
  2

  STEP 2 : DISCUSSING AND COLLECTING INFORMATION – Basculer

  Characteristic : Obligatory
  Mode : synchronous with the other class
  Duration : 1h
  Language : English

  • OBJECTIVES :

     

    – Asking questions, discussing, collecting information

    – Find out places on the map and information related to them

    
    

  • DESCRIPTION :

     

    In classroom :

    1-In small groups, the apprentices prepare questions to ask to the partner class in order to get some information about places of their daily life (school, companies, accommodation, restaurant, administration, transports etc.).

    
    By visioconference :

    2-They try to get as much of information as possible in order to write a text of presentation for each place.

    3-They identify the places on the map and add spots.

  • ROLE OF THE TEACHER :

     

    Role auditor

    If necessary : technical help for the visioconference

  • EQUIPMENTS/TOOLS :

     

    – Internet connexion (wifi)

    – 1 visioconference system (skype, adobe connect, etc…)  
    – 1 laptop/tablet ou smartphone per group

    
    

• 3
  Section
  3

  STEP 3 : CREATION OF THE MAP – Basculer

  Characteristic : Obligatory
  Mode : synchronous and asynchronous
  Duration : 45’
  Language : english + native language
  

  • OBJECTIVES :

     

    – Create a “route” on My map

    – Ask further information, check details

    – Ask for validation

    – Prepare an oral presentation

     

  • DESCRIPTION :

     

    In classroom, in synchronous :

    1 – In small groups, the apprentices create a route with all the useful spots they found out in the discussion with the partner class (the aim is to be able to present a typical day and route of a student from the partner country)

    
    In asynchronous, by mail or chat :

    2  – The apprentices ask the partner apprentices for some more information by mail or chat to the partner student (for example pictures to personalize the map)

    3 – They ask the partner students by mail to validate the final map

    
    In classroom, in synchronous :

    4 – They prepare an oral presentation in English of the map.

    
    

  • ROLE OF THE TEACHER :

     

    The teacher remains available to his students during their group work. It intervenes if they have any questions or if they need help.

    
    

  • EQUIPMENTS/TOOLS :

     

    – Internet connexion (wifi)

    – 1 My Maps account per group

    – 1 laptop/tablet ou smartphone per group

    – an email account or chat tool (messenger)

     

     

• 4
  Section
  4

  STEP 4 : ORAL PRESENTATION – Basculer

  Characteristic : Obligatory
  Mode : synchronous or asynchronous
  Duration : 45’
  Language : english

  • OBJECTIVES :

     – Present orally the route on the map
    

  • DESCRIPTION :

     

    Synchronous (by videoconference) or asynchronous (by video sent mutually)

    Each class presents orally its route on the personalized map.

    Debriefing between the two classes or in each class

    
    

     

  • ROLE OF THE TEACHER :

     

    During the presentation : Observer/Tutor
    For the debriefing: Animator

     

  • EQUIPMENTS/TOOLS :

     

    – 1 laptop

    -1 video-projector

    – Internet connexion

     

• 5
  Section
  5

  STEP 5 : FEEDBACKS AND EVALUATION – Basculer

  Characteristic : Obligatory
  Mode : in classroom or in synchronous with the other class(es)
  Duration : 15’
  Language : english or native language

  • OBJECTIVES :

    – Make feedbacks, comments
    

    – Evaluate the learning sequence
    

  • DESCRIPTION :

     

    In classroom :

    – Oral debriefing

    – Filling the evaluation grid

     

  • ROLE OF THE TEACHER :

    Before step 5 :

    The teacher prepares the appreciation grid (paper distribution or online by Google form or surveymonkey…)

    During step 5 :

    – The teacher has a role of pollster : he listens his apprentices feedbacks and can also ask questions.
    

  • EQUIPMENTS/TOOLS :

    For situation 1 – if the survey is online

    – Internet connexion (wifi)
    

    – 1 laptop/tablet ou smartphone per apprentice