Filling in blanks in text passage to summarise new grammar point.Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)
This class of fourteen 12-13 year olds are studying English in their second year of French middle school (collge). We see their second lesson on the comparative ("bigger than," "more intelligent than"), and after a series of activities using the comparative forms based on pairs of images, the teacher invites the learners to define the English rule for the formation of the comparative. The learners fill in blanks using language practiced orally in previous activities, then the teacher elicits the rules underpinning these examples. The learners then copy these sentences into their exercise books.
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: Content marking, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Whole class questioning, Plenary (reflection)
Language area: Grammar, Speaking
IWB board used: eInstruction / Interwrite
Interviewer: If somebody else was going to teach your lesson, what advice would you give them?
Teacher: The last activity, the writing - not to get it ready. Just to wait for them to give any sentence. To write down any sentence. Because for example, the horse, I never thought they were gonna put three adjectives for one - for that animal. Maybe that's the one I should have taken.
Enquêteur : Quelle est la règle que vous avez apprise aujourd'hui? [What was the rule you learned today?]
Apprenant 1 : Que quand c'est un adjectif court, on met ER à la fin plus then
[That when it's a short adjective you put ER at the end plus then]
Apprenant 2: than
Apprenant 1 : Et quand c'est un long one eh bien on met more au début pour pas que ce soit trop long ensuite l'adjectif et après than
[And when it's a long one well we put more at the start so it's not too long and then the adjective and after than]
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