1. WHAT IS IN A
PHOTOGRAPH?
10 STEPS FOR THE INDIVIDUAL ORAL
Delinka Fabiny
American International School of Budapest
ECIS AMSTERDAM, 2013
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2. ?????????????????
???????????
“I WILL NEVER BE ABLE TO SPEAK
FOR
4 MINUTES ABOUT A PHOTOGRAPH!”
SAID A FLUENT STUDENT….
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3. WHY A PHOTOGRAPH?
WITH A REAL PHOTOGRAPH,
1.STUDENTS UNDERSTAND THAT
THE GOAL IS TO DEMONSTRATE
THE APPLICATION OF THEIR ORAL
SKILLS, AND
THEIR KNOWLEDGE ABOUT THE
TOPIC OF THE PHOTOGRAPH
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4. 2. WHAT LANGUAGE IS
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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5. 5

6. 3.HOW CAN WE PREPARE OUR
STUDENTS?
Through a varied use of
photographs in class activities
1) 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
photograph
5) stop on image from movie
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7. THE INDIVIDUAL ORAL
4. Students think about, and answer these
questions:
1) What is the topic/aspect?
2) What can I see? – general description
3) What is the message in this
photograph? – description of details
4) How is it related to the culture studied?
- link between people and objects
5) What words and expressions are
related to the topic? link to the caption, and
explain the links to the topic
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8. 5. Interpreting the photograph
Students 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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9. 6. Adding imagination
Students 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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10. 7. PERSONAL REFLECTION
Students think about, and answer the
question:
HOW DO I RELATE TO THIS
TOPIC/ASPECT?
Insist
on relevant details
Express a personal reflection,
compare and contrast with own
experience
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11. 8. CHECKING THE
PREPARATION
Students have 15 minutes to prepare 10
short notes
Students can check if their
preparation is:
A structured description
An insightful personal interpretation
and reflection with attention to relevant
details
Appropriate vocabulary, grammar and
link words
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12. 9. BEING READY FOR FOLLOWUP 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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13. 10. PRACTICE…PRACTICE
Loisirs:
interactions sociales dans le cadre des
loisirs
Légende: “Un pique-nique à la campagne…
j’aimerais plutôt manger au MacDo…”
http://fr.123rf.com/
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14. 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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15. http://www.plurielles.fr
Coutumes et traditions: alimentation
Légende: “Toujours la dinde à Noël”
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16. http://www.closevents.com/sports_aventures/saint-andre-les-alpes/.html
Loisirs: sports : légende: “Un nouveau défi, une aventure
incomparable”
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17. www.robindestoits.org
Sciences et technologie: divertissements: légende:
“Jamais sans mon portable”
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18. https://www.ligne-en-ligne.com/articles/regime-et-sante
Santé: beauté et santé, régime et nutrition:. Légende: “J’adore les g
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19. Sources
Language
B guide
Subject report 2013 French B
occ
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