Skip to main content

Listen and colour in task




This is one of the 220-ish listening activities we describe in our book Breaking the Sound Barrier: Teaching Language Learners How to Listen. In the view of listening put forward in the book, we refer to the various micro-skills which go into being a skilled listener. This notion is based on the work of researchers such as John Field, whose work was one of the inspirations for our book. Listening involves using knowledge of the phonological system of the second language, its vocabulary (both words and phrases) and its grammar, not to mention knowledge of intonation patterns and general rules of discourse. These skills are combined to help the learner decode the spoken message. In addition, we describe in detail the approach we call "Listening as Modelling" which aims to make listening an enjoyable, feasible task, one focused on learning how to listen rather than being tested for comprehension.

Of all the micro-skills when we listen (and read), it's lexical retrieval which is the most important - the capacity to pick out and understand words and phrases in the stream of sound. You have to know vocabulary. So Chapter 4 of the book focuses on what we know about vocabulary acquisition and describes a large number of specific, low-preparation activities which help develop the skill of lexical retrieval.

One of these tasks is called "Listen and colour in". It requires the students to know and pick out vocabulary as you describe a scene to the class. The picture above (from pixabay.com) is ideal or this near-beginner task since it allows you describe a scene using quite simple vocabulary, along with a set of simple prepositions or prepositional phrases (on top of, next to, under, between, behind). All the teacher needs to do is describe the scene slowly and carefully, using as much repetition as needed, while students colour in the image. To help with th activity you could pre-teach any new words before the task begins. You could even leave a glossary of some of the words on the board. Once the image is coloured in, you can ask the class questions about the image to recycle the language they have been hearing. You could do this using simple either/or or true/false questions if you want the focus to be on listening rather than spoken production.

To help prepare for this low-prep task, you just need to find an appropriate picture, then, using the Format tool in Word, transform the picture into black and white, so that students have to add the colour. You can use the original picture as your guide. Students will need a clear printed copy of the picture and a set of coloured pencils.

Pictures such as the above work well. Just check the appearance of the picture when it is put into black and white.

Classes with enough knowledge could do this as a pair work exercise, but I think the task is best done with the teacher giving a good model of the target language.

Voilà!

Comments

Popular posts from this blog

What is skill acquisition theory?

For this post, I am drawing on a section from the excellent book by Rod Ellis and Natsuko Shintani called Exploring Language Pedagogy through Second Language Acquisition Research (Routledge, 2014). Skill acquisition is one of several competing theories of how we learn new languages. It’s a theory based on the idea that skilled behaviour in any area can become routinised and even automatic under certain conditions through repeated pairing of stimuli and responses. When put like that, it looks a bit like the behaviourist view of stimulus-response learning which went out of fashion from the late 1950s. Skill acquisition draws on John Anderson’s ACT theory, which he called a cognitivist stimulus-response theory. ACT stands for Adaptive Control of Thought.  ACT theory distinguishes declarative knowledge (knowledge of facts and concepts, such as the fact that adjectives agree) from procedural knowledge (knowing how to do things in certain situations, such as understand and speak a language).

The 2026 GCSE subject content is published!

Two DfE documents were published today. The first was the response to the consultation about the proposed new GCSE (originally due in October 2021) and the second is the subject content document which, ultimately, is of most interest to MFL teachers in England. Here is the link  to the document.  We are talking about an exam to be done from 2026 (current Y7s). There is always a tendency for sceptical teachers to think that consultations are a bit of a sham and that the DfE will just go ahead and do what they want when it comes to exam reform. In this case, the responses to the original proposals were mixed, and most certainly hostile as far as exam boards and professional associations representing the MFL community, universities, head teachers and awarding bodies are concerned. What has emerged does reveal some significant changes which take account of a number of criticisms levelled at the proposals. As I read it, the most important changes relate to vocabulary and the issue of topics

La retraite à 60 ans

Suite à mon post récent sur les acquis sociaux..... L'âge légal de la retraite est une chose. Je voudrais bien savoir à quel âge les gens prennent leur retraite en pratique - l'âge réel de la retraite, si vous voulez. J'ai entendu prétendre qu'il y a peu de différence à cet égard entre la France et le Royaume-Uni. Manifestation à Marseille en 2008 pour le maintien de la retraite à 60 ans © AFP/Michel Gangne Six Français sur dix sont d’accord avec le PS qui défend la retraite à 60 ans (BVA) Cécile Quéguiner Plus de la moitié des Français jugent que le gouvernement a " tort de vouloir aller vite dans la réforme " et estiment que le PS a " raison de défendre l’âge légal de départ en retraite à 60 ans ". Résultat d’un sondage BVA/Absoluce pour Les Échos et France Info , paru ce matin. Une majorité de Français (58%) estiment que la position du Parti socialiste , qui défend le maintien de l’âge légal de départ à la retraite à 60 ans,