Adapted by:
Artemisszió Foundation
Learning activities, suitable for helping students to get into the habit of using elements of their environment to support their language learning process with urban exploration.
- Group size limits: from 6 to 12 learners
- Time required: 2,5 - 3 hours
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Learn & Gain:
- Learners explore their surroundings guided by their senses to enhance their language knowledge, develop their vocabulary, and improve their speaking and intercultural skills.
- The exercise concludes with drawing a subjective map in groups and presenting it to one another.
Language skills developed
- Reading comprehension
- Spelling
- Written expression
- Speaking skills
- Pronunciation
- Listening comprehension
- Vocabulary skills
- Syntax/Grammar
other extra-linguistic and communication skills developed
- Creativity
- Artistic/Craft skills
- Spacial awareness
- Non-verbal expression
- Cultural awareness
- Intercultural skills
- Self-confidence
- Observation
Materials and tools needed
- Flipchart and markers
- Notebooks and pens for participants
- A map of the area
- A set of pre-made questions for the outside exploration part
- Printed task descriptions (preferable for clarity during the activity)
Step-by-step
Step 1 – Introduction
Get to know each other and learn basic vocabulary for personal introductions.
- Begin with three introductory rounds to build confidence and use new vocabulary in context:
- Name: “Hi, I’m …”
- Name + nationality: “Hi, I’m …, I’m from …”
- Name + nationality + favorite color: “Hi, I’m …, I’m from …, my favorite color is …”
- For complete beginners, write all new words (greetings, nationalities, colors) on the board.
- Keep the exercise short to allow sufficient time for the outdoor exploration.
Step 2 – Introduction to Urban Meditation
- Briefly explain the meditation process.
- Lead a short guided meditation (for beginners using the common language)
- Close your eyes, focus inward, notice your senses.
- Reflect on your morning, how you traveled here, and what you observed in the city.
- Notice your body, breathing, and emotions.
- Slowly open your eyes when ready.
- Purpose: Centering attention, becoming mindful, and tuning into surroundings.
Step 3 – Exploring the Room and Preferences
- Express and ask for likes – preparing for the outdoor activity.
- Educators use a simple sentence to encourage learners to explore the room and find objects they like: “What do you like here?”
- Learners can respond with one word – educators write the new words on the board.
- Introduce vocabulary for senses to engage all sensory experiences.
- Focusing on preferences engages learners and supports language retention
Step 4 – Exploring the Surroundings (Outdoor Task, ~30 min)
Practice language skills through interaction with the environment. (Materials: Map, pen, paper, printed task description, pre-made questions.)
- Highlight that learning happens outside the classroom by observing the city, reading signs, listening, and interacting with people.
- Provide folders with: task descriptions, a map, and 10 guiding questions.
- Suggested tasks:
- Use senses to experience the environment:
- Something visually appealing
- Something with a pleasant smell
- Something pleasant to touch
- A sound or voice you like
- A place where you feel comfortable
- Explore written language in the environment:
- Find a sign you understand
- Find a sign you can guess the meaning of
- Find a sign you don’t understand
- Explore spoken language:
- Note down an overheard conversation
- Optionally interact with a local, ask their name, and learn something about them
Tip: Encourage learners to draw or take photos if unsure about words. The goal is observation, engagement, and practice.
Step 5 – Map Drawing
Strengthen connections with surroundings and practice vocabulary.
- Return to the training room and review notes from the outdoor activity.
- Form small groups with an educator to support language questions.
- Learners draw a subjective map showing what they observed, including objects, signs, and places.
- Groups present their maps to others using simple sentences and vocabulary.
Step 6 – Final Recap and Feedback
- Reflect on learning and the workshop experience.
- Invite learners to share feedback and discuss what they learned.
- Encourage reflection on the learning process and engagement with the environment.
Potential risks and challenges
- Time management: The activity involves several steps; without clear limits, parts of the process (e.g., meditation, exploring, feedback) may take too long. The facilitator should keep the pace balanced.
- Focus drift: It is important to keep learners focused on exploring the surroundings and engaging their senses. There is a risk of slipping into grammar explanations, but this should be avoided since it is not the aim of the activity.
- Group size: With larger groups, managing pair work and outdoor exploration can become challenging. Clear instructions and grouping are essential.
- Learner confidence: Some participants may feel shy about interacting with strangers or unsure about describing their sensory experiences. Encouragement and offering alternatives (drawing, taking notes in their first language, taking photos) can help.
recommendations for educators
- Check out in advance the area where the exploration will take place to ensure it is safe and accessible.
- Prepare or adapt a set of guiding questions (the ones provided can be used in most settings without modification).
- Bring and organize all necessary materials (maps, pens, paper, task descriptions, folders).
- Ensure that all participants are engaged and supported.
- Encourage learners to take risks with language, reassuring them that mistakes are part of the process.
- Provide support when learners struggle with vocabulary or comprehension, but avoid over-explaining.
