Projecting digital text and drawing diagrams to support listening and reading comprehensionUploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)
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. Here they are answering questions from their textbook based on a scene from Sean Penn's 2007 movie "Into the Wild", after having viewed the video clip and studied the corresponding extract from the script. The IWB allows the teacher to project digital text with space for the learners to use the pen to draw and annotate a family tree in this collaborative task.
Target language: English
Resource language: English
Native language of learners: French
Age range: 15+
Language level: B1 - Intermediate
Educational context: Secondary Education
IWB Features: Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Reading, Writing
IWB board used: eInstruction / Interwrite
They had questions in the book. The first question in the book was "Who is who?" or something like that. They had to just say Billie's the mother, Walt's the father, etc. And they didn't have a family tree to do, but I asked them to just draw it up to show who the parents are. [In class, my goal was to] go over the homework, a sort of class effort to correct. But not necessarily leaving a written trace, it was more instantaneous.
It's a very good example of them helping each other without me intervening too much.
Interviewer: What's the class like?
Learner 1: The atmosphere?
Interviewer: No no the room
Learner: OK so there are many tables and when we come in, on the right there is a magic board
Interviewer: A magic board? […] OK, and the atmosphere then?
Learner 2: It's good
Learner 1: It's a good class!
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