Body Parts: using internet resource to practice vocabularyUploaded by Emily Hillier, Cardiff Metropolitan University (UK)
This video clip was taken from a lesson learning the different names of body parts in Welsh using the context of illness . In thi. . Ind. cf. In thic . In this clip the teacher used a resource from the NGfL (National Grid for Learning) website. The whole class were required to look at which part of the body the arrow was pointing to and select the correct word from the collection of words floating around the screen. Once the learner had selected the correct answer the activity continued with the arrow randomly pointing at various body parts.
Target language: Welsh
Resource language: English
Native language of learners: English
Age range: 7+
Language level: A1 - beginner
Educational context: Primary Education
IWB Features: Interactive objects, Sound
Teaching methods: Individual activity at IWB
Language area: Reading, Vocabulary
IWB board used: SMART Board
It was good for the children because they had to read quite quickly. They had already learned the body parts using a variety of teaching methods but they had to read and recognise the body parts and it was instant success if they got it right. And it was fast and fun.
We have done [a similar activity] different ways. I had initially taught the words using flashcards so it was a way of reinforcing in a fun way. You try and vary the way you teach the children otherwise they get bored. I think this one helped them to read quickly. With the flashcards you can control the speed and it is a slow method for initial language acquisition but once they acquired that it was good fun for them to speed up and do it quickly.
Learner 1: I like all the different things you can do on it.
Interviewer: Like what?
Learner 1: When all the words are floating around, I liked that.
Learner 2: I enjoyed the one when there was an arrow pointing to a part and there were loads of words floating around. You had to try to get it and some people couldn’t get it and if you were wrong it would give a ‘boom’ and if it was right it would go in the box.
Interviewer: Why did you enjoy that particular activity?
Learner 2: Because it’s fun when you catch them. It’s like a rollercoaster and if it’s going too fast you can’t catch it.
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