Comment il s’appelle?

2. Comment il s’appelle? Quel âge a-t-il? Il est comment? Qu’est-ce qu’il a comme famille? Il a des animaux? Oú est-ce qu’il habite? Oú est-ce qu’il travaille? Qu’est-ce qu’il aime faire? Qu’est-ce qu’il n’aime pas faire? Qu’est-ce qu’il porte? Qu’est-ce qu’il aime manger? Qu’est-ce qu’il a à la main? Il parle avec qui?

10. Plenary • In which ways was your pair work successful? • Did ‘reading images’ produce more language than you think you would have otherwise produced? • Was (if yes, how was) this a good strategy to use in a revision lesson?

11. In what ways was your pair work successful? • Our pair work was good because I came up with questions that he had the answers to. • We worked well together – we both gave. • We communicated well and used everybody in the group. • We worked well, as we came up with a lots of questions that were answered by the other partners. It was hard as it was complex French, in a short time. • We picked out good points from the picture. • We both contributed. • We tried to think of everything but we still couldn’t get everything they asked. • We worked well as we were sensible, we got a lot of work done and we could successfully improvise to answer questions as the pictures were very clear but we could have thought of more things without the image though. • We’re good friends so we worked well together and got a lot of stuff together. • It wasn’t successful because Richard mucked about a bit at the beginning. But the rest of the time we did well. • We answered most of the questions.

12. 2. Did ‘reading images’ produce more language than you think you would have otherwise produced? • No, it just helps us to revise. • Yes, we got most of our ideas from the picture. • Reading images did extend our production of more language because you have to invent things because you don’t have much info except for the pictures. • Yes it did. • We think it produced about the same amount of language. • Yes, kind of. • Reading images did bring out more language that I thought it could. It is good because you have to think creatively to come up with good questions. • Yes, because it meant we could use a wider vocabulary. • Yes it did produce more language • I think it worked well using creativity and I think it produced more vocabulary than normally. • I don’t think it worked for me personally but it was challenging. • No, because we found it a boring way of doing anything.

13. 3. Was (if yes, how was) this a good strategy to use in a revision lesson? • Creativity was a big part of the task, but the French limited my vocab. • We didn’t think so. • Having just a picture aroused a lot of questions which challenge my vocabulary. • It was a good strategy to use in a revision lesson because it helped think about a random range of questions. • This was a good way to revise because Revision can sometimes be boring but doing it this way keeps me more interested and I work better if it is interesting. • It was too complicated. We think that we need bigger vocabulary books to write more complex sentences. We needed more time. • It was a good strategy to use because it helps us remember. • Yes, it was because it enabled me to think harder. • Yes, I think this was good to use for a revision lesson. • Yes, it’s a good strategy because there is more than 1 answer. • It was good to use in a revision lesson because it enabled us to practise for when we have to do speeches with only pictures in front of us. • It was ok, but there was so much to revise, it was quite difficult.