Skip to main content

Exploiting simple pictures for creative language use

This is an extremely simple, zero preparation and fun idea for creating conversation lessons with high intermediate or advanced level classes. You take a simple picture featuring one or more people and use it as the basis for some imaginative storytelling. Here is an example with suggested questions - I'll write them in English so you could adapt them for any language.


What's her name?
What's his name?
Where are they? What country? What town?
What's their relationship?
Did they meet recently?
Are they work colleagues?
How old are they?
What are they eating?
What are they talking about?
What is she like as a person? What's he like?
What are their interests?
Why do they look so happy?
How did they meet? When? Long ago?
If they are married, have they been married before?
What were they doing before they met at the restaurant?
What are they going to do next?
What do they do for a living?
What do they think of their jobs?
Have they always done that?
What did they used to do?
Do they have any guilty secrets from their past?
Have they been on holiday together? Where? When?

Now, how the conversation develops depends on just how imaginative your students are. You would do well to tell the students at the outset to be as daring as possible. They may take you in some interesting directions; or you may need to prompt them to use their imaginations a bit more by suggesting some more outrageous ideas, e.g. he has two wives, she is a spy, he is an ex convict, they are having an affair, and so on.

I would probably do this a teacher-led task, but with some classes you hand out a list of suggested questions and get the students to work in pairs or small groups. This would lead to a variety of stories which can be compared later on.

When you do this type of activity students come up with different scenarios. This can generate further debate. If you are leading the lesson, you may have to lead them along what seems like the most fruitful linguistic and creative path.

It's easy to encourage the use of different time frames - past, present and future - and to go on from speaking to writing or more listening. For example, you could make up your own back story to the couple, describe it in TL to the class, whilst they take notes, then feed back the account to a partner or the whole class.

How about getting them to write an imagined dialogue between the couple, once their story is established? Or how about getting the students to find their own picture and build an imaginative story around it, either spoken, written or both.

All in all, you can end up with a low prep lesson which generates bags of spontaneous TL input and output along with some creative fun. It's the kind of lesson which makes a change from grammar bashing or another text on that same old topic!

Comments

Post a Comment

Popular posts from this blog

New GCSE resources on frenchteacher

As well as writing resources for the new A-levels, I have in recent months been posting a good range of materials to support the new GCSEs. First exams are not until 2018, but here is what you can find on the site in addition to the many other resources (grammar exercises, texts, video listening etc).

I shall not produce vocabulary lists since the exam board specifications now offer these, with translations.

Foundation Tier 

AQA-style GCSE 2016 Role-plays
AQA-style GCSE 2016 Photo card conversations
AQA-style GCSE 2016 Photo card conversations (2)
100 translation sentences into French (with answers)
Reading exam
Reading exam (2)
How to write a good Foundation Tier essay (ppt)
How to write a good Foundation Tier essay (Word)

Higher Tier 

AQA-style GCSE 2016 Photo card conversations (Higher tier)
AQA-style GCSE 2016 Photo card conversations (Higher tier) (2)
20 translations into French (with answers)
Reading exam (Higher tier)
How to write a good Higher Tier essay (ppt)
How to write a…

What teachers are saying about The Language Teacher Toolkit

"The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence." (Ernesto Macaro, Oxford University Department of Education)

"I absolutely love this book based on research and full of activities..  The best manual I've read so far. One of our PDs from the Australian Board of Studies recommended your book as an excellent resource.  I look forward to the conference here in Sydney." Michela Pezzi, Teacher, Australia, Facebook)

"Finally, a book for World Language teachers that provides practical ideas and strategies that can actually be used in the classroom, rather than dry rhetoric and theory that does little to inspire creativity in ways that are engaging for both students and teachers alike." (USA teacher, Amazon review)

5 great zero preparation lesson ideas

When the pressure is on and there are only so many hours on the week, you need a repertoire of zero preparation go-to activities which promote input and/or practice. Here are five you might well find useful.

1. My weekend

We know that listening is the most important yet often neglected skill for language learning. It's also something some pupils find hard to do. To develop listening skill and provide tailored comprehensible input try this:

You tell the class you are going to recount what you did last weekend and that they have to make notes in English. The amount of detail you go into and the speed you go will depend on your class. Talk for about three minutes. If you spent the whole weekend marking, you can always make stuff up!

You then make some true or false (maybe not mentioned too) statements in the target language about what you said in your account. Class gives hands up (or no hands up) answers. This can then lead into a simple pair work task where pupils make up their own tru…

Three AQA A-level courses compared

I've put together my three reviews of worthy A-level courses which you might be considering for next September. They are all very useful courses, but with significant differences. The traditional Hodder and OUP book-based courses differ in that the former comes in one chunky two year book, whilst OUP's comes in two parts, the first for AS or the first year of an A-level course. The Attitudes16 course by Steve Glover and Nathalie Kaddouri is based on an online platform from which you would download worksheets and share a logon with studenst who would do the interactive parts (Textivate and video work). The two text books are supported by interactive material (Kerboodle) or an e-text book.

Attitudes16





An excellent resource which should be competing for your attention at the moment is the Attitudes16 course which writers Steve Glover and Nathalie Kaddouri have been working on for some time. You can find it here at dolanguages.com, along with his excellent resources for film and li…

The Language Teacher Toolkit review

We were delighted to receive a review of The Language Teacher Toolkit from eminent applied linguist Ernesto Macaro from Oxford University. Macaro is a leader in the field of second language acquisition and applied linguistics. His main research interests are teacher-student interaction and language learning strategies pupils can use to improve their progress.

Here is Professor Macaro's review:
The Language Teacher Toolkit is a really useful book for language teachers to either read all the way through or dip into. What I like about it is that the authors Steve Smith and Gianfranco Conti are totally upfront about what they believe to be good practice but back it up with research evidence. So for example the ‘methodological principles’ on page 11 are supported by the research they then refer to later in the book and this approach is very similar to the one that we (Ernesto Macaro, Suzanne Graham, Robert Woore) have adopted in our ‘consortium project’(http://pdcinmfl.com). The point i…