When you start a break-the-ice conversation, you aim at getting as much general information as possible about the person you speak to. You ask a lot of questions and you receive answers. You can record all this. It’s pair work in one of the languages learned by one of the 2 students. The other student is using his mother tongue and can give grammatical and lexical feedback.
Then, there can be a second stage. It s very easy for you, if youwant,to write a text about what you have learned: the life and likes of your tandem partner. You can write a biographical sketch. when ready you send your partner the biography you will have written. That can be looked upon asyour gift for taking part in the initial conversation.
Institution reporting the task:
Language of task instructions:
None
Target Group:
Level:
References and acknowledgements:
None
Type:
None
Estimated Duration:
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Topic:
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Tags:
Acknowledgements:
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Language Configurations:
Expert peers
Language(s) that the task can be used in:
Any
Dominant language production:
Speaking/listening synchronous
Target Competences:
Language competence
Specific pedagogical objectives:
| Creation of a friendly, non-threatening atmosphere in the groups |
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| Development of students interest in cultural similarities and differences |
Suggested Communication Tools:
| Asynchronous text |
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| Voice recording tools |
| Other |
Suggested Resources:
None
Instructions:
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Learner Texts:
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Document related to the task:
Criteria for Completion:
Assessment is made by the peer student using his/her mother tongue. It s more likely to be oral feedback at the end of the break-the-ice conversation.
For the written part, feedback can be given the second time the students meet online. And the peer-student can also provide the technical help and support so that the learner imrpoves his/her writing skills.
Comments and suggestions:
None
Author/copyright:
None