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Clothing: using sound for listening comprehension

Uploaded by Emily Hillier, Cardiff Metropolitan University (UK)


This activity took place in the context of learning the vocabulary for different items of clothing. This activity was the last activity of the lesson whereby the teacher had used an internet-based resource to play a monologue. The monologue included what the character liked to wear in different settings e.g. going to the park.  The whole class were required to take part in the listening and reading comprehension by listening to the monologue and then answering the teacher's questions about it. Subsequent to this clip, the learners were required to use the written paragraph on the IWB to model their own written descriptions of what they like to wear for different occasions.



Target language: Welsh

Resource language: English

Native language of learners: English

Age range: 10+

Language level: A1 - beginner

Educational context: Primary Education

IWB Features: Image, Interactive objects, Sound

Teaching methods: Whole class questioning

Language area: Listening, Reading

IWB board used: SMART Board

Teacher comment

This video clip was chosen because it was good to show the interaction between the whiteboard and the learner, even though no-one was using it directly.

What was on their worksheet was very similar to what was on the IWB so it was directly linking the whiteboard and the worksheet and then, by listening to it, it was all familiar to them. And they were able to see, sometimes by pointing to different things on the whiteboard, where they had to go and what they had to do.

It’s just so much quicker and you don’t have to wait until you have written everything on the board. It’s all there ready and you plan it all before the lesson so you can just get it up there straight away. You can use the other board for something else then.

Children are able to go and use it (the IWB) as much as they want especially if it is a differentiated task and one group struggles, I can take a group up to the board and they can see it for themselves and use it differently.

It’s really good when you make a mistake. In a book you have to redo it but on the IWB you can use the eraser. For self-esteem with some learners it’s quite nice that they can get something down and, once you print it out or show it, it’s perfect as opposed to a scruffy exercise book.

They don’t see it or use it at home which is nice because they can come in and use it in school.

Being able to make your own resources is ideal really. It is quite quick and easy to do when you get into the swing of it. It’s just about being aware of what is there and how to use it.

Learner comments

It’s more fun [than a normal whiteboard] because you can see what you are learning and it’s interesting they move and talk to you rather than having to listen to the teacher. 

You can go on different sites to look up different things on it and it shows the whole class rather than everyone crowding around one computer.

Because you can see what is happening it makes you understand it because it is real life you understand it more.

If you have got a word on the sheet that you don’t know how to pronounce you have the audio on it to say 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.