CLIL lesson. Geographical features - Learners at the boardUploaded by Paul B, British Council Barcelona (Spain)
This clip is later on in the lesson where learners are being encouraged to practice their literacy skills by matching the image of the particular geographical feature (all water-related features) with its associated word, by simply drawing a line between the word and the picture. At the front of the class, there are 2 pots. Each pot contains a lollipop stick with learners' names written on it. The first pot contains the names of the learners who have yet to come to the board. The second pot contains the names of the learners who have recently come to the board. The teacher selects the first learner by pulling out a name from the first pot. In this activity, the learner selected must come to the board and draw a line between the word and the image. This learner then chooses the next learner by randomly pulling a name from the first pot. These learners are all 6 year-old native Spanish or Catalan speakers, but receive all of their schooling in English.
Target language: English
Resource language: English
Native language of learners: Various
Age range: 6+
Language level: A2 - Lower Intermediate
Educational context: Primary Education
IWB Features: Image, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Reading
IWB board used: Hitachi Starboard
One of the best aspects about having the IWB is the added enthusiasm the learners have for coming to the board and writing or drawing on it. It's something I really don't think would happen to the same extent with a normal whiteboard and the benefit of this is that they are improving their understanding of language (in this particular clip) and becoming accustomed to coming up to the board and being centre-stage. The obvious benefit for me of using this type of activity on the IWB as opposed to a normal whiteboard is that I can save the file and use it again later in the year for revision, or next year. It's great that teachers seems to be starting to understand the idea of building up a bank of resources like this that can be shared around the department. I like the fact that once I have these images, I can use them in different activities by just duplicating them - it makes the job of planning much easier. In this particular clip, you saw that I ws using the lolipop sticks to select learners and to get learners to choose which one of their peers came to the board. Because there are 2 pots, every learner gets an opportunity to come and use the board so no-one is left out and even the reluctant or shy learners come to the board and this has really helped them develop their confidence. The activity itself is a fairly simple one, but by using the board like this, it helps to focus the learners attention and I think they learn much more effectively.
Do you like using the IWB?
Learner A: Yes, very much. It's big and there are lots of funny things. It's more easier (sic) to learn the things.
Learner B: I like that we can play on the board and become teacher.
Learner C: The best is when we can see our writing and can do a lot of different things.
Did you like this activity?
Learner A: Yes. I like very much. Come to the board and write or draw a line it's funny and we learn more.
Learner B: It's nice because all the class can come and write or draw a line.
Learner C: Sometimes when I don't want to do (writing or drawing on the board), but then I come and I like (it). And I think we learn a lot about the water and different things... more than in the book because we do this kinds of activity and it's better (to learn this way).
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