Cartoons - Drag & Drop of Labels to Support SpeakingUploaded by Sanderin van Hazebrouck, Pädagogische Hochschule Heidelberg (Germany)
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.
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: 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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