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There have been some posts recently questioning the validity of using GCSE-style Photo card tasks at KS3. I would like to respectfully counter this position. Quality pictures are a great stimulus for language learners of all levels, not just GCSE. Reasons are:
- Students gain practice in talking outside of the first person.
- Some fundamental structures are practised eg There is .. and the present continuous to describe activities. This offers Spanish students an authentic opportunity for practising this key tense.
- Some fundamental structures are practised eg There is .. and the present continuous to describe activities. This offers Spanish students an authentic opportunity for practising this key tense.
- Students of all abilities can described a scene using their own preferred vocabulary and structures.
- Students can use terms of conjecture.
- Not allowing any written notes, encourages students to develop a description in an authentic and spontaneous way.
- Students can use terms of conjecture.
- Not allowing any written notes, encourages students to develop a description in an authentic and spontaneous way.
- Students learn to talk outside their direct personal experience. The challenge is simply to apply vocabulary and structures to a depicted setting and/or activity. Even skiing scenes should not be off piste!
I hope that the Photo card will continue to feature in any new GCSE speaking test, but with one big difference. The entire task should focus on the ability to describe an unseen picture and there should be no follow-up questions, which currently serve as a duplication of the GC.
