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Using a table for vocabulary work to collaborate on the analysis of a movie scene

Uploaded 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 analysing 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 one learner to share the outcome of pair work conducted away from the board with the rest of the class; the teacher then fills in information suggested by different learners, using the "extend page" feature to gain extra writing space.




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), Other

Teaching methods: Individual activity at IWB

Language area: Speaking, Vocabulary, Writing

IWB board used: eInstruction / Interwrite

Teacher comment

So this is what they had to do.  On Part One, who are the characters?  Give their names and say how they are related.  And on Part 2, they had to pick out all the words referring to Chris' and Karine's reactions. And I felt that there were a lot of them. And so what I was hoping, was that - because it was reactions - that indeed they would get that the reactions were in the stage directions.  Appalled, mocking, and then as they said, repeating.

Learner comments

Apprenant : Mais y a aussi l'ambiance de la classe qui est pas pareil.  L'année dernière j'étais dans une classe où on était 35, et on connait pas forcément tout le monde et tout, et on hésite plus à passer au tableau
[There's also the atmosphere in the class which is not the same.  Last year I was in a class of 35 learners.  So you don't always know everybody and so you hesitate to go up to the board.]
Enquêteur : Vous êtes entre vous donc c'est mieux.  Donc ce n'est pas tellement le TBI c'est juste le fait que c'est un groupe qui est plus petit
[Ÿou know each other well, so it's better.  Maybe it's not the IWB so much as a smaller class?]
Apprenant:  Mais aussi c'est vrai que le fait d'écrire avec le stylo comme ça c'est pas pareil [But it's true that writing with the pen isn't the same]
Apprenant 2 : C'est quand même plus marrant ça détend l'atmosphère [It more fun and it makes the atmosphere more relaxed]
Apprenant 1: Ca détend plus [It lets us relax]
Apprenant 2 : Ca décontracte [There's less tension]
Enquêteur : Oui parce que aussi des fois quand ça marche pas trop [Yes because there are also time when it doesn't really work]
Apprenant 2 : Ca fait rire tout le monde donc au moins  [Everyone laughs at least]

Other comments

Interviewer: It's interesting because you've been working on the apostrophe and you spent quite a lot of time talking about that, and there's another one in this episode.  This is her first chance to produce the possessive, when not thinking about the form, but rather thinking about her own meaning. And she said trigger the children_ reaction. There's no "s" there at all.  So you have to ask yourself whether it is just a pronunciation problem or whether the structure is really not acquired.

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