Introduction
♡ Have you ever learned a new english word in a funny game? Or heard the pronunciation of a word you had difficulty speaking while you was watching your favorite series? I bet you did! ♡
♡ This is the time to share and search about that cool experience. In this webquest, we'll remember funny moments that generated learning, realizing that the learning process doesn't have to be boring. ♡
Task
The proposed task for this experience is to interview your colleagues, in order to make them remember the experiences they had learning while having fun. The idea is that all students can participate in the dynamic both as an interviewer and as an interviewee, so they can share their experiences and research those of colleagues.
The teacher will provide links to current music video clips, so that students can access and watch them in order to hear the pronunciation and understand the meaning of possible unknown words. This process will be done to ensure that all students will have at least one experience to remember when they are interviewed.
Process
♡ first step:
The teacher will present the chosen videos to the students, asking them to try to focus on words they didn't know yet. After this process, the teacher will raise the discussion focus of the class: do students remember situations where learning was fun?
♡ second step:
After raising the debate, the teacher will propose the central activity. It is interesting for students to split into pairs, so that one can interview the other. It is worth remembering that it is always interesting that, after completing this basic activity, the teacher can encourage students to circulate among the other pairs, in order to exchange results of their research.
♡ third step:
Remember that the interview must be done orally, but always accompanied by a written record made by the interviewer, with both the questions and the answers. This record must be given to the teacher by the end of the class.
♡ fourth step:
At the end of the class, the teacher may ask students to write recounting the experience of interviewing and being interviewed. At that moment, imagination can flow: the teacher can ask for the report to be written in the form of a letter to a family member or friend, to the teacher himself, to the student from the past, among several options for textual genres and readers.
Evaluation
| Activities | 1 point | 2 points | 3 points | Total points |
| collaborative work | showed disinterest and let his/her partner do the work alone. | collaborated with his/her partner, answering the questions and interviewing his/her pair | collaborated with his/her partner, circulated through the classroom and engaged positively with his colleagues and with the teacher, showing himself/herself to be open to dynamics. | |
| doing the interview | asked virtually no questions and did not allow his colleague to share the experience. | asked few questions, or very shallow questions that didn't allow much interaction. | got interested by the dynamic and helpful, listening to the colleague and collaborating with planned questions | |
| answering the interview | ignored the proposed dynamic | answered the questions only with "yes" or "no" | tried to develop a dialogue, paid attention to the questions and tried to answer in a way to resume their experiences and help their pair | |
| written production | did not fulfill the writing proposal or did not perform this step of the activity | wrote in a short and neat way | tried to develop a reflective text about the proposed activity, fulfilling the objectives established for writing |
Conclusion
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I hope all students have taken advantage of the opportunity to realize that the learning process doesn't have to be boring. Students are also expected to have enjoyed the experience of researching and producing within the classroom.
Here we have possible video clip links to be used in the dynamic:
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