Daily Routines: Writing and correcting listening exerciseUploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)
This class of first year middle school learners of English in France (age 11-12) has been working on a listening comprehension exercise on the topic of daily routines. Learners have already listened to an audio file about "Melissa" and her daily routine (from the AudioLingua website), after which they came to the board one by one and filled in the blanks with verbs to complete existing sentences. The teacher then corrects these written answers out loud on the IWB with the participation of the entire class.
The lesson objectives include talking about one's daily routines in the simple present, focusing on spelling and in particular the third person 's' or 'es'.
Target language: English
Resource language: English
Native language of learners: French
Age range: 11+
Language level: A2 - Lower Intermediate
Educational context: Secondary Education
IWB Features: Writing/pen tool (inc. handwriting recognition)
Teaching methods: Plenary (reflection), Individual activity at IWB
Language area: Speaking, Spelling, Writing
IWB board used: eInstruction / Interwrite
This time it's more like grammar and writing. Writing because they have to go and of course write down as correct as possible what they heard. So that's one difficulty. And the 2nd thing is the grammar thing. We have practiced the "s" thing at the end of the verb for the present tense, orally, first activity, and now they have to remember to write it whether it's "s" or "es", we'll see as well. So that's more like a written objective.
[…] I don't have to rewrite all the grid on the other board, they have the exact same grid as they have [on their papers]. So it's easier for them to follow and to write. So that they can focus straight away on what we're doing. If I use the other board and I write down just the word they don't know which word to put where, and they don't focus on what's really important.
Ça rentre plus facilement, que si on écrit et qu'on regarde, c'est plus compliqué alors que là, on réfléchit pendant le cours. Donc ça nous aide à l'apprendre. C'est un écran alors on est plus tenté de le regarder que une feuille. C'est comme un ordinateur.
It's easier to learn like this. If we write and watch, it's more complicated, but here we have to think during the class. So that helps us to learn. And it's a screen so we're more likely to want to look at it than a piece of paper. It's like a computer.
On passe chacun notre tour, et si c'est faux, après on corrige tous ensemble. Du coup, ça nous fait tous participer, même ceux qui ne vont pas au tableau.
Everyone has their turn, and if it's wrong, we correct all together after. That way it makes us all participate, even the ones who don't go up to the board.
En anglais, c'est bien parce que quand on a le tableau, on participe. Par exemple, en français, il faut lever le doigt que l'on soit interrogé et tout. Ici aussi, mais on fait plus de l'oral.
In English, it's good because when we have the board, we participate. For example, in French we have to raise our hands and get called on by the teacher and all that. In English too, but we do more oral.
Ouais ça nous aide plus à l'oral en fait. On fait l'écrit tous ensemble. D'une part, on est tous ensemble et on travaille aussi notre oral, ça nous aide.
It helps us more for speaking in fact. We do the writing all together. On one hand, we're all together, and then we also work on our oral, it helps us
Y a des liens qui se créent avec toute la classe, on est soudé. On travaille tous ensemble on se corrige les uns les autres. C'est bien quoi.
It creates a good atmosphere, the whole class is together. We work together and correct each other. It's pretty good.
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