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Picture-based speaking lesson sequence with pre-activity, main activity, and post-activity phases

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description

The article describes a recurring lesson structure in which each session had "three main parts: pre-activity, main activity, and post-activity". Warm-up questions activated prior knowledge, the main activity used picture sequences with comprehension checks, brainstorming and prediction, and the post-activity moved into pair and group speaking tasks such as dialogues, discussions and role plays drawn from Top Notch 2.

Design Implications

Context

Requirements

  • Sessions require sets of sequencing or contrasted pictures selected to match the lesson topic and learners' proficiency level

Constraints

  • Developed and tested with female intermediate learners at a private institute; the article warns the result may not be replicable to other Iranian educational curricula

Target Learners

  • female intermediate EFL learners aged 16-20

Learning Goals

  • L2 speaking proficiency
  • fluency and participation in oral communication tasks

Claims

Examples

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Key Sources

  • Afraz, S., Taghizade, L., & Taghinezhad, A. (2018). The Usefulness of Pictorial Aids in Developing Female Iranian Intermediate EFL Learners’ Speaking Proficiency. International Journal of Education & Literacy Studies, 6(1). https://doi.org/10.7575/aiac.ijels.v.6n.1p.38
Page metadata
Field Value
type design
id picture-based-speaking-lesson-sequence
title Picture-based speaking lesson sequence with pre-activity, main activity, and post-activity phases
description The article describes a recurring lesson structure in which each session had "three main parts: pre-activity, main activity, and post-activity".
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — afraz-2018

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