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Highlighting text for collaborative pronunciation and vocabulary work

Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)

Description

One learner reads the words in one column of the word list aloud, while another uses the highlighter to indicate pronunciation problems. The class then explain and correct the errors: here we see problems with the initial vowel in "item" and the past tense suffix in "drowned." This class comprises thirteen 16-17 year-old high school EFL learners in the year before they take their school-leaving qualifications (première L). Class activities aim to prepare them for a final English exam based on reading and writing skills on literary and cultural topics related to the English-speaking world.

 

details

Target language: English

Resource language: English

Native language of learners: French

Age range: 15+

Language level: B1 - Intermediate

Educational context: Secondary Education

IWB Features: Content marking

Teaching methods: Individual activity at IWB

Language area: Listening, Pronunciation, Speaking

IWB board used: eInstruction / Interwrite

Teacher comment

They read, listen, highlight. I don't have to worry about either photocopies or scratch paper or whatever, meaning the board saves a lot of paper here. It's always the same list, or a similar kind of list, it's just words that come up, that have been big problems in class, so, yeah, it's saving paper and saving time.

It's a good illustration of a thing that the learners are doing by themselves, where I intervene only to just encourage or correct a little bit, but they're the ones doing the inter-correction.  The teacher input is minimal.

They can be highlighting, rather than me, listening and correcting. They are reading, they are highlighting, eventually they are trying to figure out where they can do a little bit better on it.  Listening carefully to avoid recurring errors with syllables that are always a problem.  And that's why I like those 2 examples /draÊŠned/ and /itÉ›m/. Just sounds that they are going to systematically be tempted to do the wrong way - and try to get them to recognize the fact that "ah, there's the problem".  You've got to be careful there.

Learner comments

Apprenant 1 : Je trouve que ce qui est bien c'est que on peut souvent prendre des documents qu'elle a elle sur sa session sur son ordinateur et les transformer, les réutiliser, marquer des choses en plus dessus
[What I think it good is that we can often take documents that she has on her computer and transform them, reuse them, mark extra things on them]

Apprenant 2 : Au lieu de photocopier et d'écrire
[Instead of photocopying and writing]

Apprenant 1 :  C'est plus libre que sur le papier
[It's freer than on paper]

Screenshots

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License - CCBYNCSA

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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.