Login Register

Colour: matching the spoken word with the flags to practice vocabulary

Uploaded by Emily Hillier, Cardiff Metropolitan University (UK)

Description

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. 

 

details

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

Teacher comment

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.

Learner comments

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.

Disclaimer

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.

Related items

Team

Coordinator

Partners

iTilt

About Us

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.