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Cartoons - Drag & Drop of Labels to Support Speaking

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

Description

In this intermediate classroom the learners learn how to describe a cartoon by using specific descriptive sentence structures.

Prior to this activity, the learners have used the spotlight tool of the IWB software to discover the individual parts of the cartoon. Now that they see the whole picture, they are supposed to use specific phrases to describe the picture, e.g. "On the left hand side..." instead of "I can see..., I can see..."

In a next step they will add speech and thought bubbles to the picture in order to express the message behind the cartoon.

details

Target language: English

Resource language: German

Native language of learners: German

Age range: 14+

Language level: B2 - Upper Intermediate

Educational context: Secondary Education

IWB Features: Drag & drop, Hide & Reveal, Image

Teaching methods: Individual activity at IWB

Language area: Speaking, Strategies

IWB board used: Promethean

Teacher comment

Teacher: What I like here is that they don't know which label they are drawing out from the side. Because then they are forced to get rid of it and remember "Ah, what was it?" I think the content of all those labels is quite easy. As we could see in the sequence before, most of the time they use the same structure. "I can see, I can see, I can see". And now they get some means of describing something. And they can remember what they already know and maybe acquire new knowledge. And also discuss. I remember that there was a moment where they were discussing where does it belong - to the right or to the left. So I think this is a good way to show the drag and drop tool by using labels. And what I also like here is that everybody is free to come to the front. And they are a bit curious which label they are taking and how to cope with the situation, as all the others are observing what they are doing. This is what I like when a lot of learners are active and participate. You can show that it is not always the teacher’s job to be active working with the board. The learners can do it too. You, as a teacher, only have to prepare the material but the rest should be done by the learners. 

Interviewer: Could you specify what the learners learned in this excerpt?

Teacher: I think they have to remember the structures they know from the past school years and they also get some new information of how to express what is on the surface of the picture or of a cartoon here. In the fifth grade they learned "I can see this... I can see that...“. In the sixth grade they learn "at the bottom" and "at the top" of the picture. And now they have learned the words for the structures and positions. I think you have to collect all those chunks and have them on one single flipchart.

It's the beginning for the structure of a cartoon. You describe the picture, then think about the message and then form your own opinion about it.

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iTILT is a European project on Interactive Technologies in Language Teaching which focuses on the use of interactive whiteboards in the communicative language classroom. If you have comments or questions about this project please contact us.