Comparatives and Superlatives of Adjectives - Grammar - IWB for ScaffoldingUploaded by Sanderin van Hazebrouck, Pädagogische Hochschule Heidelberg (Germany)
These lower secodary learners were already introduced to comparatives. The teacher uses the IWB for scaffolding, showing three different pictures, while hiding the adjectives behind a box. The IWB drag and drop feature helps the teacher to randomly choose a word.
Target language: English
Resource language: German
Native language of learners: German
Age range: 8+
Language level: A2 - Lower Intermediate
Educational context: Secondary Education
IWB Features: Drag & drop, Hide & Reveal, Image
Teaching methods: Whole class questioning
Language area: Grammar, Speaking
IWB board used: Promethean
Teacher: I have chosen this clip because it shows how you can introduce a topic like this comparison of adjectives. The learners have a visual impulse and it's not only for the introduction. Well, it's good for the introduction, since you have this visual impulse and the learners actually see what they have to do actually. Because they see the animals and, for example, the horse is bigger than the dog. So they know what they should do. So in this case, the teacher is just a moderator. And I think this is the best way. It's a good way to dynamize the learners and provoke activity, and get them to raise their hands. This is the difference with the book or other media. I think, in my opinion they are more concentrated when they watch the whiteboard all together. They do something together and not everybody is alone, looking inside the book. Thus, they stay there and look to the front of the class. So this shows again that the IWB is something that is very good. Sometimes, I think it is better than other techniques to make an introduction, a good introduction. And I think this is very helpful not only because the learners are excited about this new technology but also because of how it works for them.
Interviewer: Could you briefly summarize why you used the IWB for this?
Teacher: There are, like always in a teacher's life, a lot of different ways to start a lesson but I think in this case you have those pictures and they don't see the adjectives yet. So the IWB is perfect for a quick and fast introduction. The learners are stimulated by these pictures and they think "Okay, it's three different sizes..." and then you take the adjectives and they know right away what's going on.
You can really focus the learners' attention on the board. Well, it is teacher-centred or IWB-centred, but otherwise it would be book-centred.
Broadly speaking, I would say that IWBs are perfect for introductions and saving your work. Especially for what you have done in previous lessons. And you can start from where you left off the previous day.
Interviewer: Gut, könnt ihr mir erzählen was ihr heute während der Stunde gelernt habt?
Interviewer: Tell me what you learnt in your lesson today?
Schüler 2: Also wir haben auch viele Sachen wiederholt die wir im normalen Unterricht schon hatten. Mit dem Whiteboard haben wir das jetzt wiederholt. Zum Beispiel diese, zum Beispiel "Max is faster than James, but Ben is the fastest". Diese Adjektive Steigerung. Das haben wir da eben wiederholt und nochmal geübt weil wir vielleicht da eine Klassenarbeit schreiben. Und damit wir das dann nochmal besser üben können.
Learner 2: Well, we repeated a lot of things that we had already learned in the normal lessons. We repeated it with the whiteboard. For example this "Max is faster than James, but Ben is the fastest". Comparatives. We repeated this and practised it because we might have a test on it. Just to remember it better.
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