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WHAT IS IN A WHAT IS IN A PHOTOGRAPH?PHOTOGRAPH?

10 STEPS FOR THE INDIVIDUAL ORAL

Delinka FabinyAmerican International School of Budapest

ECIS AMSTERDAM, 2013

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“I WILL NEVER BE ABLE TO SPEAK FOR4 MINUTES ABOUT A PHOTOGRAPH!”SAID A FLUENT STUDENT….

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WHY A PHOTOGRAPH?WHY A PHOTOGRAPH?

WITH A REAL PHOTOGRAPH,

1.STUDENTS UNDERSTAND THAT THE GOAL IS TO DEMONSTRATE THE APPLICATION OF THEIR ORAL SKILLS, ANDTHEIR KNOWLEDGE ABOUT THE TOPIC OF THE PHOTOGRAPH

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2. WHAT LANGUAGE IS 2. WHAT LANGUAGE IS NEEDED?NEEDED?DURING THE COURSE,STUDENTS BUILD A WORD BANK

OF WORDS AND EXPRESSIONS LINKED TO THE TOPIC AND ASPECTS STUDIED IN CLASS.

STUDENTS CAN FOR EXAMPLE USE A GRAPHIC ORGANIZER (INSPIRATION)

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3.HOW CAN WE PREPARE OUR 3.HOW CAN WE PREPARE OUR STUDENTS?STUDENTS?Through a varied use of photographs in class activities1) timed oral (1 minute)2) individual speaking activity (the girl’s monologue)3) dialogue (girl and parents arguing about traveling alone)4) group work: students discuss the photograph5) stop on image from movie

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THE INDIVIDUAL ORALTHE INDIVIDUAL ORAL4. Students think about, and answer these questions:1) What is the topic/aspect?2) What can I see? – general description3) What is the message in this photograph? – description of details4) How is it related to the culture studied? - link between people and objects5) What words and expressions are related to the topic? link to the caption, and explain the links to the topic

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5. Interpreting the 5. Interpreting the photographphotographStudents focus on the meaning of the photograph, and think about the questions:Who?Where?When?Why?How?Consider the position of people (girl/adults) – What effect does this produce?

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6. Adding imagination6. Adding imaginationStudents think about, and answer the questions:

What emotions are present? (one would think that…)What will happen after? (I wonder if….)What is perception and what is reality?What is in the bag? (It looks as if…)

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7. PERSONAL REFLECTION7. PERSONAL REFLECTION

Students think about, and answer the question:HOW DO I RELATE TO THIS TOPIC/ASPECT?

Insist on relevant detailsExpress a personal reflection, compare and contrast with own experience

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8. CHECKING THE 8. CHECKING THE PREPARATIONPREPARATIONStudents have 15 minutes to prepare 10 short notesStudents can check if their preparation is:A structured descriptionAn insightful personal interpretation and reflection with attention to relevant detailsAppropriate vocabulary, grammar and link words

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9. BEING READY FOR FOLLOW-9. BEING READY FOR FOLLOW-UP QUESTIONS – DISCUSSIONUP QUESTIONS – DISCUSSION

Students anticipate follow-up questions from the teacher (discussion = 6 minutes)

What is the effect?...How do you interpret?...Why?....

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Loisirs: interactions sociales dans le cadre des loisirsLégende: “Un pique-nique à la campagne… j’aimerais plutôt manger au MacDo…”http://fr.123rf.com/

10. PRACTICE…PRACTICE

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http://www.laspid.com/blog/index.php/archives/date/2007/09/page/2

Diversité culturelle: diversité des populations.Légende: “Où sommes-nous?”

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http://www.plurielles.fr

Coutumes et traditions: alimentation

Légende: “Toujours la dinde à Noël”

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http://www.closevents.com/sports_aventures/saint-andre-les-alpes/.html

Loisirs: sports : légende: “Un nouveau défi, une aventure incomparable”

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www.robindestoits.orgSciences et technologie: divertissements: légende: “Jamais sans mon portable”

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https://www.ligne-en-ligne.com/articles/regime-et-sante

Santé: beauté et santé, régime et nutrition:. Légende: “J’adore les gâteaux…”

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SourcesSources

Language B guideSubject report 2013 French Bocc