Step 1

The teacher shows a presentation with 5 beautiful beaches in Greece. Students are asked to describe, compare and contrast the pictures chosen and explain which one they like best. The purpose of this task is to involve students in thinking and using language by stimulating ideas and encouraging connections with particular experiences (Hyland, 2003).

Step 2

Next, the learners are asked in pairs to fill in the gaps in the activity Useful Vocabulary. The words they have to fill in have already been taught in previous lessons. Here, they are used  in order to refresh their memory and self-evaluate their knowledge. This will help them at the next stage.

Step 3

The teacher asks them to visit the official website of the Greek Tourism Organization (www.visitgreece.gr) and navigate on the site, read the information provided and note down things that impressed them or that they considered interesting ideas in designing a holiday brochure. As Calfoglou (2004) notes reading as a source of ideas is a very useful approach when teaching writing since it can be used to illustrate good writing and elements of effective style. This could also facilitate students especially in terms of content.

Step 4

At the end of the lesson the students are assigned an online project as homework with the use of wiki. This web tool has been chosen because, as Vlachos (2006) notes, it represents today's shift from the learner – computer interaction to the interaction among learners via the computer. Working in groups, learners have to develop holiday brochures of various Greek islands during a two-week period. The teacher introduces the learners to the wiki that she has created (https://holidaybrochure.wikispaces.com/) for the specific purpose. She explains that an online dictionary (wordreference.com) can also be used to help them with unknown vocabulary.  Learners are familiar with the use of wiki since they work on projects on a regular basis. The teacher stresses once more to the students the importance of not being ashamed to show their unfinished work to others on the wiki and being willing to let others contribute changes for a better outcome (Parker & Chao, 2007).

References

Calfoglou, C. (2004). “Writing: Theory and Practice”. In C. Calfoglou & N.Sifakis Language Learning Skills and Materials, Vol. 2. Patras: HOU, pp. 137-261

Hyland, K. (2003). Second Language Writing. Cambridge: Cambridge University Press.

Parker, K. R. & Chao, J. T. (2007). “Wiki as a Teaching Tool”. Interdisciplinary Journal of Knowledge and Learning Objects. Volume 3, pp. 57-72.

Vlachos, K. (2006). “Online Networking and the Teaching of English as a Foreign Language to Young Learners: A Methodological Framework”. HUSSE Papers, Proceedings of the seventh biennial Conference. Volume II, p. 618-62: Veszprem Hungary.