Daily routine: using symbols and images to support speaking in a gameUploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)
This EFL class of first year middle school learners (aged 11-12) plays speaking games between two teams focused on daily routines and frequency adverbs. Using a name sorter embedded in the board, a learner is selected to begin the game. In the first part, using symbols and images they reveal by erasing on the board, learners must say a complete sentence connected to their routine in order to gain a point. In the second part of the game, the learner at the board chooses from a selection of images representing frequency adverbs, then mimes an action, and lastly writes down a time. A teammate must then make and say a sentence using these 3 components in order to gain a point. The teacher encourages the class to comment and correct where appropriate.
Target language: English
Resource language: English
Native language of learners: French
Age range: 12+
Language level: A2 - Lower Intermediate
Educational context: Secondary Education
IWB Features: Hide & Reveal, Interactive objects, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Grammar, Speaking, Vocabulary
IWB board used: eInstruction / Interwrite
This time it's a speaking activity. I really like the fact that I don't have to use French, at all. And it's kind of random, they can't see the elements, the verbs, the adverbs - the words, they can't see the words before they come to the board. And they're surprised. And they like to use the rubber. And, so in this part they can't choose, but then, when we're in the second step, they get to choose what they want. They choose an adverb, they mime an action, and they choose a time from the clock.
I think it helps them with their syntax because they have a problem with word placement and frequency adverbs. And that was my objective. It's not really communication. The communication is between them when they correct each other. But this is not communication. It was just a way to help them create a sentence.
Enquêteur : Qu'est-ce que vous avez aimé dans l'utilisation du TBI aujourd'hui? [What did you like about using the IWB today?]
Apprenant : Ca nous apprend un peu plus vite [It teaches us more quickly]
Apprenant 2 : En s'amusant aussi, ça apprend en amusant [And in a fun way, it teaches by entertaining us]
Apprenant 3 : On retient mieux les choses [We remember things better]
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