Colour: matching the spoken word with the flags to practice vocabularyUploaded by Emily Hillier, Cardiff Metropolitan University (UK)
This video clip took place in the context of a lesson learning the vocabulary for different colours in French. The activity involved the learners taking turns to listen to the spoken word which was a certain colour and decide whether the spoken word matched the flag that was pulled out of the hat. The learner had to answer whether the spoken word matched the flag by selecting 'oui' [yes] or 'non' [no]. If the learner was correct they would receive automatic praise from the IWB. The other learners in the class were working individually on some pre-prepared worksheets at their desks.
Target language: French
Resource language: English
Native language of learners: English
Age range: 9+
Language level: A1 - beginner
Educational context: Primary Education
IWB Features: Image, Interactive objects, Sound
Teaching methods: Groupwork at IWB
Language area: Listening/Viewing, Vocabulary
IWB board used: Promethean
Where some of them might have started to show signs of fidgeting or boredom, they all seemed to be very well engaged by using the IWB.
Because they are collaborating with each other and they are ... in a semi-competitive environment, I think it encourages them a little bit more to try and outdo each other ... so there is a little bit more of an incentive.
Because the names of the colours that are given are not always correct, it makes them think. They are not automatically repeating the same things over and over so there is a bit more of a challenge.
To me it’s fairly self-evident that it helped them to remember because .. when we haven’t had the DVD and we have been trying to teach colours, it’s normally a longer process. They don’t normally remember them that quickly, it’s something we go over and over again. This group ... did very well and they seemed very focused and they did seem to know the colours…and knew whether they were correct... So yeah, using the IWB definitely helped that group.
The IWB helped because the children were more willing to participate in something that perhaps they would have found monotonous if they had been sitting as a class…it’s just finding a new way of introducing the same thing.
If you just had a bit of paper you wouldn’t be able to hear it.
We can see it bigger.
License - CCBYNCSA
You are free:
- to Share — to copy, distribute and transmit the work
- to Remix — to adapt the work
Under the following conditions:
Attribution — You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).
Noncommercial — You may not use this work for commercial purposes.
Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.
Every effort has been made to ensure necessary copyright permission has been gained for materials used on this website. In some instances we have been unable to trace the ownership of copyright material and we would appreciate any information that would enable us to do so.