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Jigsaw task for listening comprehension of a description of a painting

Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)


This English teacher and trainer is preparing these masters learners for a French national university language proficiency exam (CLES, a test designed on the principles of task-based learning).  Because the learners are also pre-service primary school teachers, the professor also wants to expose them to learning technologies that will be useful in their teaching careers, and so has them use the class Smart board to support the task-based activities he has planned. 

In this activity, the teacher has prepared a page on which different sections of a painting have been scrambled like a jigsaw.  After listening to an audio description of the painting, the learners' task is to reconstruct the original painting by moving the pieces on the board.  In this extract, the learner at the board needs help with the word "feather" from the other learners.


Target language: English

Resource language: English

Native language of learners: French

Age range: 18+

Language level: B2 - Upper Intermediate

Educational context: Higher Education

IWB Features: Drag & drop, Image, Sound

Teaching methods: Individual activity at IWB

Language area: Listening/Viewing, Speaking, Vocabulary

IWB board used: SMART Board

Teacher comment

Yes in that case they are supposed to reconstruct the work of art, you know.  And at the same time they're listening to a recording.  So I'm not giving any instruction in that case. I just want them to listen... I'm just setting the scene.  They are going to listen to the recording, get some information from this recording, some clues.  And they're going to reconstruct it, ok, using only the recording, the audio.  So it's oral comprehension first, and then it's maybe some kind of - you know - it's a change you know, if you compare with other techniques.
[...] Okay, "the man has a feather in his hat".  Okay, you can guess.  So she's going to look for the feather.  Okay in fact some learners know what a feather is, other's don't. Okay, so, she went - I think she's going to, and she has to (incomprehensible), what is a feather, ok, so this is the problem. (listening to video).  Okay, so there they've understood the word "feather", so I think one of the learners is going to find it.
[...] And one of the girls knew the answer so she communicated with her, and she told her, the feather is at the bottom, ok.  so, I think now she knows what a feather is.
[...] Yes, because she DID things, she used her hands, she - she was wondering, she asked a question, I think she'll remember it.  Maybe not for the other learners, but for this one, yes.

Well I think this is the moment when the interaction started, really in my lesson.  So one of the learners didn't know how to call this object that she was looking for, what she heard on the recording, like a feather.  And she didn't know what a "feather" was, so she was a bit annoyed and the other learners helped her.  And so there was some communication. [...] This was the purpose of this exercise.  Then of course, maybe we are using the IWB here - it is useful because it is fun to move different objects, and there is something more - clearly sensual you know when you touch things, and you move then, it's like you're building your work of art.

Other comments

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