Skip to main content

A Portrait d’enfant video listening worksheet

You may know already that I’m a fan of the ‘Portrait d’enfant’ short videos made by Arte. Below is an example of a worksheet I made last year. The activity promotes careful listening and is an eye-opener for students, showing as it does the life of a child in a context quite different to their own. This resource would suit Higher GCSE pupils (roughly CEFR A2). A high-achieving Y9 class would also get a lot from this.

So, in sum, lots of interesting comprehensible input, careful language processing and intercultural understanding. This ticks some good boxes.

You could play this video from the front, with lots of pauses and repetitions, or students could do it on their own if they have the resources at home. I would have done this in class, since this enables you to deal with questions, add detail or provide extra commentary or repetition.

Portrait d’enfant : Mohammed, Bédoin de Pétra  2m 53


https://www.youtube.com/watch?v=Tqk-6h_RBOo (recommend playing at 0.75 speed)


Écoutez et complétez les phrases en utilisant des mots dans la case. 


 ____________________________________________________________________

animaux       temps        depuis         apprend           touristes         monde         vend       normal         aider        viennent               calme         sacrifices            montagnes        prépare      famille         tous            montre          mangent             mains          gens

 

1. Mohammed habite un village à Pétra ________1984.
2. Presque ________ les Bédoins habitent ici.
3. Il y a des ________ partout (everywhere) dans son village.
4. Chez lui, ça c’est ________.
5. Il a une grande ________ : sept frères et deux sœurs.
6. Sa mère ________ un plat typiquement bédoin.
7. Le ________ de préparation est une heure trente.
8. On mange le riz avec les ________.
9. Mohammed nous ________ des dromadaires rouges.
10. Les dromadaires font des courses (races) et des balades pour les ________.
11. Il a 31 chèvres qui ________ de l’herbe (grass).
12. Les chèvres pâturent (graze) dans les ________.
13. Pétra est une des Sept Merveilles (wonders) du ________.
14. Les visiteurs ________ du monde entier.
15. Sa mère a un magasin qui ________ des bijoux (jewelry), par exemple.
16. Mohammed va au magasin deux fois par semaine pour ________ sa mère.
17. Il ________ l’anglais avec les touristes.
18. Ils sont sur la montagne des ________.
19. Les ________ y sacrifiaient (used to sacrifice) des moutons.
20. C’est son endroit (place) favori, parce que c’est ________.

 

Vous pouvez regarder la vidéo une autre fois avec les sous-titres.

 

 


Réponses


1.​Mohammed habite un village à Pétra depuis1984.

2.​Presque tous les Bédoins habitent ici.

3.​Il y a des animaux partout (everywhere) dans son village.

4.​Chez lui, ça c’est normal.

5.​Il a une grande famille : sept frères et deux sœurs.

6.​Sa mère prépare un plat typiquement bédoin.

7.​Le temps de préparation est une heure trente.

8.​On mange le riz avec les mains.

9.​Mohammed nous montre des dromadaires rouges.

10.​Les dromadaires font des courses (races) et des balades pour les touristes.

11.​Il a 31 chèvres qui mangent de l’herbe (grass).

12.​Les chèvres pâturent (graze) dans les montagnes.

13.​Pétra est une des Sept Merveilles du Monde.

14.​Les visiteurs viennent du monde entier.

15.​Sa mère a un magasin qui vend des bijoux (jewelry) , par exemple.

16.​Mohammed va au magasin deux fois par semaine pour aider sa mère.

17.​Il apprend l’anglais avec les touristes.

18.​Ils sont sur la montagne des sacrifices.

19.​Les gens y sacrifiaient des moutons.

20.​C’est son endroit (place) favori, parce que c’est calme.

Comments

Post a Comment

Popular posts from this blog

What is the natural order hypothesis?

The natural order hypothesis states that all learners acquire the grammatical structures of a language in roughly the same order. This applies to both first and second language acquisition. This order is not dependent on the ease with which a particular language feature can be taught; in English, some features, such as third-person "-s" ("he runs") are easy to teach in a classroom setting, but are not typically fully acquired until the later stages of language acquisition. The hypothesis was based on morpheme studies by Heidi Dulay and Marina Burt, which found that certain morphemes were predictably learned before others during the course of second language acquisition. The hypothesis was picked up by Stephen Krashen who incorporated it in his very well known input model of second language learning. Furthermore, according to the natural order hypothesis, the order of acquisition remains the same regardless of the teacher's explicit instruction; in other words,
4 comments
Read more

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).
Post a Comment
Read more

12 principles of second language teaching

This is a short, adapted extract from our book The Language Teacher Toolkit . "We could not possibly recommend a single overall method for second language teaching, but the growing body of research we now have points to certain provisional broad principles which might guide teachers. Canadian professors Patsy Lightbown and Nina Spada (2013), after reviewing a number of studies over the years to see whether it is better to just use meaning-based approaches or to include elements of explicit grammar teaching and practice, conclude: Classroom data from a number of studies offer support for the view that form-focused instruction and corrective feedback provided within the context of communicative and content-based programmes are more effective in promoting second language learning than programmes that are limited to a virtually exclusive emphasis on comprehension. As teachers Gianfranco and I would go along with that general view and would like to suggest our own set of g
2 comments
Read more