Secondary English - Vocabulary - IntroductionUploaded by Sanderin van Hazebrouck, Pädagogische Hochschule Heidelberg (Germany)
The teacher started the lesson with a vocabulary repetition supported by pictures. The children were supposed to name the animals "I can see a cat" and use the pen tool to write down the name below the picture. Afterwards, the teacher stared to discuss the habitat of these animals in order to introduce the children to some new wild animals.
Target language: English
Resource language: German
Native language of learners: German
Age range: 8+
Language level: A1 - beginner
Educational context: Secondary Education
IWB Features: Image, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Speaking, Vocabulary
IWB board used: Promethean
Interviewer: So where do you see the potential of the IWB in this task?
Teacher: I think if you, or the kids do that on their own, it would take too much time. This is just for everybody to have the repetition. This is the vocabulary of the animals they know. First, it's fast and second is that they like to work with the whiteboard. You have some action in this part of the lesson. They stand up and move around. I also think that this is one of the big advantages of the IWB that you can have another method actually in your lesson. Yes, it's an active part. All of them, or at least some of them, are active and they walk around and they have this new medium.
Interviewer: And they still have to talk.
Teacher: That's it, and they talk to each other, and I let them talk to each other. Even there are some German words. But they see something, together they have this visual stimulus and they talk to each other what comes to their mind. And it's not just a repetition of vocabulary, it's also a repetition of, or well, they put this in categories, the animals, and that's on the way on the new vocabulary, since that was on wild animals.
Schüler 1: Ja, es ist dann viel leichter, weil zum Beispiel jetzt bei dieser Aufgabe da wo die Bilder waren und man musste dann sehen was, also schreiben was das ist, das ist dann viel einfacher als zum Beispiel wenn man jetzt sagen würde, "Was ist eine Schlange in Englisch?" oder so.
Learner 1: Yes it is easier to see the picture and then write down the word as it would be if you just ask the question "What is snake in English?"
Schüler 1: Also weil dort haben wir es ja auch zusammen gemacht. Und wenn es da im Buch irgendwie steht, sagen die Lehrer dann zum Beispiel "Ja, macht jetzt mal irgendwas - A oder so" und da sind halt die Buchstaben vertauscht. Und wenn jetzt dann zum Beispiel ein paar Kinder das nicht wissen, halt das nicht so gut können, dann haben wir es hier an der Tafel halt zusammen gemacht und das ist dann besser.
Learner 1: I liked that we did the activity together so it was not a problem if we mixed up the letters.
Schüler 1: Zum Beispiel manche Schriften, also manche Kinder schreiben zum Beispiele jetzt nicht so gut oder schreiben ganz klein, und dann kann man das auch besser sehen.
Learner 1: Some children have a handwriting that is difficult to read or write very small and on the IWB it is easier to see.
Schüler 4: Ja, wenn man da auch die Bilder da sieht, dann ist das einfacher.
Learner 4: Yes when you see the pictures it is easier.
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