Pets:using the annotation tool for listening comprehensionUploaded by Emily Hillier, Cardiff Metropolitan University (UK)
This activity took place in the context of a lesson on learning vocabulary of different types of animals which may be kept as pets . Previous to this clip the learners had practiced pronouncing the different names of animals in Welsh. This clip shows one learner asking what pets the other learner has and recording the answers on the IWB using the pen tool for the whole class to see. The teacher had demonstrated the activity on the IWB by completing the first row of answers. After this clip the learners worked in pairs at their desks to practice asking and answering the same questions as shown in the clip.
Target language: Welsh
Resource language: English
Native language of learners: English
Age range: 6+
Language level: A1 - beginner
Educational context: Primary Education
IWB Features: Image, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Listening, Speaking
IWB board used: SMART Board
Using the IWB in this clip is a good way of demonstrating the main activity in the lesson so you are modelling what the children need to be doing; you’re setting the expectation so they have a clear understanding of what they need to do. And then to support those children who are less able to show them exactly what they need to do. Once you model the activity the children can then get involved to go through and do the activity aswell.
Using the IWB to model acitivities is particularly useful for visual learners and allows me to share my expectations of the activity and ensure all children have a clear understanding so that they were able to go and do the activity.
We do lots of dragging and we have pens so we get to write on it.
I like learning the questions like ‘oes ci gyda fi?’ because our teacher puts everything on and she tells us what the question is and she breaks the sentences down for us by saying this word says ‘oes’, this word says ‘ci’ and so on.
This clip highlights the importance of using the IWB to model an activity to the whole class. Therefore the IWB is only being used as a stimulus for real talk, not constrained by the vocabulary on the IWB.
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