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An aural gap-fill pair task

Aural gap-fill pair task (about 10 minutes to complete)

Instructions for the teacher

Here's a simple brief, low preparation pair work task with a focus on listening. Partner A is given a gapped text at the right level (about their current level of competence with little or no new vocabulary). There should not be many gaps, say about one missing word every sentence or two. Partner B has a list of words which can fill the gaps, but the words are not listed in the same sequence the gaps will be heard. You could add distractor words to the list (words which will not be used). See the examples below.

Partner A reads aloud at a slow-ish pace the text, pausing when there is a gap. Partner B then chooses a word from their list which could plausibly fill the gap. Partner A then re-reads the sentence to include the new word supplied by Partner B. Then partner A reads on to the next gap, and so on. If the text is relatively short, I'd suggest that when Partner A re-reads, they go back to the start of the text. In this way Partner B gets to hear the input several times, and partner A gets several opportunities to read aloud. You may need to insist on this point to avoid students rushing.

When the text is finished and all the gaps filled, the pair can discuss the answers briefly together. Or the teacher can display a correct version on the board. The whole task may take no more than five minutes, so you could supply a couple more examples.

The partners can then swap roles.

So this is effectively a simple oral/aural gap-fill task with options which could be used as a starter, filler or plenary. Gaps could be chosen on the basis of key vocabulary content words (focus on lexical retrieval) or, say, grammatical features such as verb tense (focus on grammatical parsing). Both lexical retrieval and parsing are important elements in the listening process. If gaps are placed near or at the end of sentences, students can also bring their predictive skills into play, anticipating what word is likely to come next.

See the next two pages for cards.

Example 1

Partner A's text

Pendant mes vacances l'année dernière à Barcelone j'ai fait beaucoup de _______. Par exemple, je me suis baigné dans la piscine, j'ai fait les magasins et j'ai visité des ________ avec mes parents. Un jour il y avait un grand marché dans la ville et j'ai acheté un T-shirt et des sandales pour la _______. Il a fait beau presque tous les jours, sauf un jour où il y a eu beaucoup de _______. Ce jour-là on n'a pas pu aller sur la plage. Pour moi le meilleur moment était quand on a visité le parc aquatique. Je suis allé au moins vingt fois sur le ________. L'année prochaine je voudrais bien retourner en _______, parce que les gens sont sympas et il y a du soleil tous les jours.

………………………………………………………………………

Partner B's word list – you cannot use all these words

monuments
soleil 
Espagne 
toboggan
plage
hotel 
vent
France 
choses



Example 2

Partner A's text

Quand j'étais toute petite j'allais à l'école primaire près de chez moi. Je ______ beaucoup avec mes camarades de classe, par exemple nous jouions à cache-cache dans la cour. J'adorais mes maîtresses et je ne voulais pas vraiment _____ au collège. Maintenant je vais au collège et je ______ beaucoup. Je fais beaucoup de matières différentes et en plus il y les devoirs à ______ tous les soirs. C'est pénible. L'année prochaine je ______ en seconde au lycée. Ce sera un peu différent, je crois. Je vais me concentrer un peu plus sur les maths et les sciences.


………………………………………………………………………

Partner B's word list – you cannot use all these words

jouais
concentre 
passerai 
faire
concentrer 
fait 
travaille
passais 
travaillais 
joue

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