This presentation outlines an engaging project for third-year students at an Istituto Tecnico Geometri, focusing on creating a tourist brochure about Imola. The project integrates language, digital, and professional skills, helping students transition to the second biennium. Through collaborative work, research, and creative design, students will develop a brochure that highlights Imola’s cultural and environmental attractions, enhancing their English proficiency and technical abilities.
Project Overview
Designed for 22 students, including two with dyslexia
Combines English language, digital literacy, and tourism knowledge
Focuses on Imola’s cultural and environmental attractions
Encourages teamwork, research, and creative design
Aligns with B1-B2 CEFR language proficiency levels
Learning Objectives
Develop English language skills for tourism promotion
Enhance digital literacy through brochure design
Research and present Imola’s key attractions
Collaborate effectively in small groups
Apply professional communication techniques
Prerequisites
Basic familiarity with digital tools and online research
English language proficiency at B1 level
Knowledge of Imola’s cultural and environmental highlights
Experience working in groups and using self-assessment tools
Key Activities
Diagnostic quiz to assess prior knowledge
Brainstorming session on Imola’s attractions
Research and creation of concept maps
Analysis of existing brochure examples
Design and production of the final brochure
Tools and Resources
Padlet for collaborative brainstorming and sharing
Google Forms for diagnostic assessments
Classroom for assignments and feedback
Laboratory for digital design work
Mentimeter for interactive voting and reflection
Group Work Structure
Students divided into small groups of 5
Each group researches a specific aspect of Imola
Jigsaw technique ensures all information is shared
Peer feedback and teacher guidance throughout
Brochure Design Process
Analysis of existing brochure models
Selection of the most effective design
Creation of content in English
Digital production in the computer lab
Peer review and final adjustments
Assessment and Reflection
Self-assessment using provided rubrics
Peer evaluation of brochures
Interactive voting on the best presentation
Reflection on the learning process and outcomes
Conclusion
This project successfully integrates language, digital, and professional skills, allowing students to explore Imola’s attractions while developing valuable competencies. Through collaborative research, creative design, and reflective practice, students gain a deeper understanding of tourism promotion and enhance their English proficiency. The brochure serves as a tangible outcome, showcasing their learning and creativity while preparing them for future academic and professional challenges.
