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Secondary English - New Vocabulary - Jumbled Words

Uploaded by Sanderin van Hazebrouck, Pädagogische Hochschule Heidelberg (Germany)


This lower secondary classroom is working on a unit about animals. After discovering the pictures of the new animals and hearing the new words, the learners are now supposed to bring the jumbled words into the right order and match them to the correct picture. The dragging and dropping of the letters helps them with the spelling. They are using the pen to draw a line from the word to the corresponding picture.


Target language: English

Resource language: German

Native language of learners: German

Age range: 8+

Language level: A1 - beginner

Educational context: Secondary Education

IWB Features: Content marking, Drag & drop, Image

Teaching methods: Individual activity at IWB

Language area: Spelling, Vocabulary

IWB board used: Promethean

Teacher comment

Interviewer: So which strategies of second language acquisition did you use in this extract?

Teacher: Process oriented, since I went from picture to the written word. I think the whiteboard is perfect for lessons where you introduce something, even if it's grammar or vocabulary. It's perfect for vocabulary. But also for grammar, to use these process-oriented tools with the whiteboard, because they do something. And process-oriented teaching is always the best in my opinion. 

Teacher: In general I would say that the whiteboard is for all the different parts of learning. For some of them, you have the part with the words and letters they have to put together and then, you have the first part where they just have pictures and the third part where you use the word, the new word. Some of them found the words but others were not so good in finding the words. And then you have the part where they use the words when they have to find the hidden animals. So you reach out to all the different types of learners. And another thing is that ... I think it is, maybe this is a strong word, but this is their world. These 12/11-year-old kids, they grow up with computers; they grow up with this media and I think it is really important to, on the one hand, support that and to give them the chance to learn with something they already know, like this media. Of course we need other means and the old fashioned things, like writing on their own and stuff like that. But I think this is a good way to get to them and to capture their attention.

Learner comments

Schüler 4: Also, wo man, ähm, wo man dann hinschreiben, also wo dann die Buchstaben vertauscht waren und man das dann richtig machen musste. Das hat mir sehr gut gefallen.

Learner 4: I liked the part when we had to bring the jumbled letters in the correct order and write down the word.

Schüler 2: Halt für jemanden der zum Beispiel jetzt ne Brille hat, oder die vergessen hat und die Buchstaben im Buch jetzt so klein sind. Die Buchstaben an der Tafel sind dann eben größer, es können alle sehen, das ist eben besser.

Learner 2: It is easier for learners who usually wear glasses and forgot them to read the words since they are a lot smaller in the actual textbook. The letters on the IWB are bigger and everybody can see them. That is why the IWB is better.

Interviewer: Was ist denn das Beste was euer Lehrer je damit gemacht habt, also welche Aufgabe, auch von einer anderen Stunde. Was hat euch denn am besten so am Whiteboard gefallen?

Interviewer: What was the best exercise your teacher did with you using the IWB? What do you like best about the IWB?

Schüler 1: Das mit dem Buchstaben-Vertauschen fand ich.

Learner 1: The jumbled up letters.

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