This is a simple information exchange for beginner level learners. Because the exchange includes ample visual aides (pictures), the cognitive demand is easier for the language learner and anxiety about taking part in an online exchange may be lessened.
Paired classes in different countries ‘ depict’ objects in their classrooms through the use of pictures and simple descriptions. The photos and ‘ clues’ go from abstract to more specific. The other class has to guess what the object is. Target language use depends on the language level but can range from simple descriptions (e.g. It is usually in the corner) to passive voice (e.g. It is used for … ). Question and short answers are also targeted (e.g. Is it … ?, Yes, it is, no it isn’ t). Specific vocabulary is also used (e.g. colors, classroom lexicon).
Institution reporting the task:
Universitat Autònoma de Barcelona
Language of task instructions:
None
Target Group:
Foreign languages
Level:
A1
References and acknowledgements:
None
Type:
Information exchange
Estimated Duration:
4 sessions
Topic:
descriptions
Tags:
beginner
Acknowledgements:
None
Language Configurations:
Lingua Franca
Language(s) that the task can be used in:
Dominant language production:
Writing/reading asynchronous
Target Competences:
Language competence
Specific pedagogical objectives:
Target language use
Suggested Communication Tools:
Social Networks
Suggested Resources:
There are many free visual social media platforms available. One of the most popular is Pinterest.
Instructions:
This activity is designed for beginner learners. It is often thought that beginner learners do not have the language competences necessary for online exchanges, however, because the exchange includes images, the cognitive demand is easier for the language learner and learners can feel less anxious about taking part in the exchange. Keeping the exchange asynchronous also allows the learners time to think about their posts and answers.
Outline of the activity:
Paired classes in different countries ‘ depict’ objects in their classrooms through the use of pictures and simple descriptions. The photos and ‘ clues’ go from abstract to more specific. The other class has to guess what the object is. Target language use depends on the language level but can be simple descriptions (e.g. It is usually in the corner) to passive voice (e.g. It is used for … ). Question and short answers are also targeted (e.g. Is it … ?, Yes, it is, no it isn’ t). Specific vocabulary is also used (e.g. colors, classroom lexicon).
Basic steps:
In-class preparatory session:
Each class is divided into small working groups. Each working group decides on an object that want to focus on (e.g. wardrobe, clothes pegs, computer screen, etc.). Resources are provided for students to look up the specific lexicon needed to name and describe the object.
Students use cellphones to take photos of the object, moving from extreme close-ups (making the object difficult to guess) to in-focus, easy to see angles (there should be at least five shots, with the middle-shot being a ‘ not-easy but might-could-guess’ angle).
The groups then have to write clues to accompany the pictures. These should also range from ‘ abstract’ to more concise. For instance, to accompany the first picture (close-up) of a wastepaper basket, the clue might be (It takes what no one wants).
The pictures are clues are posted in a mutually shared collaborative site that allows images and comments.
Online activities:
The exchange takes place asynchronously. On a weekly basis, the classes guess the other classes’ objects and reply to the guesses.
Typical exchange:
It comes and goes (pencil case).
Is it a door?
No it isn’ t. Guess again (the addition of personal prompts can be scaffolded by the teachers).
Each week the pictures and clues become more concrete. Once a photo is guessed, the class moves on to the next picture.
Learner Texts:
None
Document related to the task:
Criteria for Completion:
The target language can be assessed by the teacher in a final activity that requires each individual to reproduce the target language in another context. For instance, each student can produce a very short podcast that shows images and describes their favorite spot in their school, home or town/city.
Also, depending on the language level of the students and the level of trust built during the exchange, peers can correct each others' language use in the final output.
Comments and suggestions:
None
Author/copyright:
None