Sous-comité de la Montérégie - Anglais, langue seconde

Repertoire of Interactive White Board (IWB) activities

for ESL Elementary Levels

2012-2013

Production Team:

Elementary 1st cycle: Suzanne Guay and Maripier Roy (CSVDC)

Elementary 2nd cycleNadia Laurendeau, David Anderson (CSMV), Gwenn Gauthier (CSST) and Hélène Laforest (CSSH)

Elementary 3rdcycle: Cynthia Shannon (CSVT), Julie Proteau and Patricia Finnerty (CSP);

Secondary 1st cycle: Hélène Fradette, Sophie Charpentier (CSDGS)and Elisabeth Léger (CSVT)

Secondary 2ndcycle: Karen Lyons (CSMV), François Hudon (RECIT), Tanja Vaillancourt, André Montmarquette (CSSH) and Nathalie Côté (CSDHR).

Elementary cycle 1 Year 2
The Best About Colours
Interactive White Board Activities
Material needed: Red is Best(book by Kathy Stinson) with the Notebook and/or Activinspire software
Thumble Books
(
Create a free 30 days trial account. Click on storybooks and select the book Red is Best
ESL Games (
Learning chocolate (
Flashcards: (
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
Competencies
C1 To act on understanding of texts / Criterion
Evidence of understanding of texts
Evidence of understanding of oral messages
Related content
Vocabulary related to clothing and colours / Cultural product:
Red is Best story
Period 1
Material needed: flashcards (colours). You also need an internet connection.
If you can, try to dress yourself in a specific colour of your choice. Ask the students if they like the colour of your clothes today. Tell them that this is your favourite colour. Then introduce the flashcards of colours (IWB - Best - Best About Colours - Flashcards Colours.ppt).

Display the flashcards on the board. Go over each colour asking the students to raise their hand if it’s their favourite colour. Write the total under each colour to find out which colour is the favourite in the class. Then introduce the story “Red is best” by showing the cover page and having the students guess what colour is the favourite of the little girl.
At this point using a projector with or without the interactive whiteboard, play a game on colours from the ESL games Plus website to consolidate the vocabulary seen previously. You can choose from these four:




Take this opportunity to review the functional language related to game playing (It’s your turn, good job!,etc).
Period 2
Material needed: flashcards (colours and clothing), book Red is best
Before reading the book, introduce the new vocabulary using the black and white flashcards on clothing. Then associate the colours with the different pieces of clothing(IWB - Best About Colours - Flashcards Clothing Black and White.pdf/.doc), to show the sentence structure adjective+noun (example: red+skirt). Model with the students in order to make sure they understand the concept (a red skirt, yellow mittens, a green jacket, blue boots, etc.)
Read the book and check for understanding by asking students what colour they like the best.
Ex: Susan, what colour do you like the best?
Period 3
Material needed: flashcards (colours and clothing). Appendix 1(one copy per student).
Ask the students if they remember the story from the previous class and what colour the girl liked the best.Tell the students that they are going to watch an animated version of the story.Tumble Books website: online version of the book Red is best
Once they listened to the story, ask if they remember what clothing items were mentioned and which colour the momsuggested for each piece of clothing. Put all the clothing and colour flashcards on the board.
You could play a game to review colours and clothing. All students should stand up. The teacher says for example “if you have a blue t-shirt sit down” until all students are sitting down.
For the next activity, open the notebook version of the black and white clothing flashcards:
(IWB - Best About Colours - Colours Flashcards.notebook)
Go the last page, which has all the images of the clothes on the same page. You can give a copy of this handout to each student. (IWB- Best About Colours - Appendix 1 - Handout Clothing)Ask a student to come to the whiteboard and to colour or circle a piece of clothing in a certain colour. Use the crayon tool to colour the clothing. For example: Colour (or circle) the mittens in green. As the student is doing it on the whiteboard, the rest of the students do it on their paper version. This is a good way to verify understanding.
If time permits you could play games on the ESL Games Website (
Period 4
Material needed: Appendix 2(one copy per student)
For this activity you need an interactive board and the Smart Notebook software. Open the dress up notebook file (IWB - Best About Colours - Dress-up.notebook)and tell students they will help dressing up the boy and the girl. Ask a student to come to the board and then give one instruction per student. To complete the activity they need to use the crayons from the board (this could also be done with the mouse of the computer).
Ex: Draw a blue skirt on the girl, draw blue pants on the boy, etc. Do so until the girl and the boy are fully dressed.
Tip: If you want your students to be able to fill in the clothes with the fill option. Outline the clothing by doing an uninterrupted line that is completely closed.
Hand out the worksheet (IWB - Best About Colours - Appendix 1 - Handout Clothing.pdf) to students. Redo the activity while students follow your instructions to dress up the girl and the boy on the handout.
Verify understanding. This activity could be used as an evaluation task:
C1-To act on understanding of texts
Elementary Cycle 2
Hop On!
Interactive White Board Activities
Material needed: Hop On! (LES); interactive white board (IWB) with the Notebook software
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
Overview
Here is a list of interactive activities specifically designed for the LES Hop On!. Each activity corresponds to a task from the learning and evaluation situation.
  • Secret Code Practice Tic Tac Toe
  • Survey
  • Cut and Paste Memory Game
  • Cut and Paste Model
  • Guessing Game Correction
  • Guessing Game Hangman
  • Guessing Game Posters
  • Rap Styles
  • Brainstorm
  • Board Game
  • Review Game Jeopardy

TASK 1: Secret Code Practice Tic Tac Toe
This interactive document allows students to practise vocabulary and functional language needed for Task 1 (IWB - Hop On - Task 1 - Secret Code Practice Tic Tac Toe)
  1. Choose a student to be the game master. Name two students to be the players. They must tell the game master where to place the X or O. For example, place the X in the top left position. The game master then places an X in the correct position.
  2. To reset the game, Select Edit > Reset Page. A dialog box appears, prompting you to confirm the reset.
  3. Change students till all have a chance to either play or to be the game master.
* Careful, do not save when closing the game.
TASK 2: Survey
This interactive task is the same activity as the paper version of the LES. Instead of colouring a bar graph, students respond directly on the board by touching and dragging the image to create a line of images.(IWB - Hop On - Task 2 - Survey)
TASK 3: Cut and Paste
There are 2 different IWB documents that go with this task.
  1. Use the interactive document IWB - Hop On -Task 3 Cut and Past Memory Game to help students consolidate the vocabulary related to various means of transportation. In this task, students match the picture with the vocabulary word. This document contains two pages that include 20 vocabulary words (ten per page). Invite a student or a team of students to play the game. After each game, click on the reset button to play again. The tiles are reset randomly so every game is different. Teams can compete against each other by comparing the number of attempts used to complete the game.
  2. When presenting the paper version of the task, model the activity using the interactive document IWB - Hop On - Task 3 IWB Cut and Paste. You can also usethis IWB document tocorrect with the students.

TASK 4: Guessing Game
There are 3 different IWB documents that go with this task.
  1. Use the interactive document IWB - Hop On -Task 4 IWB_Posters to present the 8 different means of transportation at once and to highlight key words.
  2. Use the document IWB - Hop On -Task 4 IWB_Guessing Game to model and correct the activity.
  3. Use the document IWB - Hop On - Task 4 IWB_Guessing Game Hangman to review the vocabulary. It is played like Hangman except when the student guesses a correct letter, the soccer ball goes into the net. If students are stumped, they can ask for a clue or they can buy a vowel. Reset the game to start a new one.

TASK 5: Rap Styles
This interactive document (IWB - Hop On - Task 5 - Rap Styles)allows you to randomly choose a rap style for each team of students. Simply click on the needle (clocklike hand) and see where it stops.
TASK 6: Brainstorm
Before doing Task 6 ZOOOOOOOOOOOM, use the document IWB - Hop On - Task 6 - Brainstorm to brainstorm possible ideas with your students. As you may want to keep the ideas the students come up with, save the document under the name of the group you are working with. This way, the document will be available as a resource while students complete the task.
TASK 8: Board Game
Use the document IWB - Hop On - Task 8 - Board Game.
Option 1
Form teams. Each team chooses a game token and selects a team captain who will “roll the die” by touching it. The captain moves the team's token to the appropriate space on the board game. The captain then reads the instruction, if any, written in that space. The other team members answer.
Option 2.
Allow one team to play the game at the IWB while the other teams work on paper copies of the board game. If there's enough time, teams can alternate.
Note: Use the voice option of the die by connecting speakers to the white board. The voice option allows students to hear the numbers out loud.
Task 8: Review Game Jeopardy
This interactive Jeopardy board is a good way to review and reinvest what students have learned in this LES(IWB - Hop On - Task 8 - Review Game Jeopardy). When you are finished playing, do not save the file and the game will be ready for the next time you wish to use it.
You can play with the whole class, or have 6 students play at the board (3 teams of 2) while others play the traditional board game.
Elementary Cycle 3
The World of Clowns
Interactive White Board Activities
Material needed: The World of Clowns (LES) IWB with Notebook and/or Activinspire software
Link to website:
General guidelines when using an interactive white board in class:
Always try the activities before using them in class.
We recommend you use the Full Screen option for optimal viewing of each activity.
Be careful when closing the interactive activities. Clicking on Save will destroy the original version of the activity. If you wish to keep a version of any of the completed tasks, make sure to save it under a different name. For example: Survey_group 402.
We recommend storing the various templates in a special file called DO NOT USE THIS FILE and use a copy of the file.
Related content: Clothing, physical descriptions, feelings, adjectives, verbs, etc. / Cultural product: Clowns
Activity 1: Clown Wardrobe
After labelling the words in the activity on the 1st page of the student book, students could practice the vocabulary using IWB - Clowns - Act. 1 Clown Wardrobe.
Instructions: Students read the word above the picture and click on the appropriate object.

Activity 2: Describe the Clowns
After completing activity 1, students practice the vocabulary using the Describe the clown activities.
Version A : Students slide the vocabulary words on the appropriate clown.
IWB - Clowns - Act. 2 Describe the Clown 1.notebook
IWB - Clowns - Act. 2 Describe the Clown 2.notebook
IWB - Clowns - Act. 2 Describe the Clown 3.notebook
IWB - Clowns - Act. 2 Describe the Clown 4.notebook
IWB - Clowns - Act. 2 Describe the Clown 5.notebook
Version B : Highlight the vocabulary that best describes the clowns (5 templates). The last two templates can be used to write words that best describe the clown in the picture. Students are asked to use verbs, adjectives and/or words. Each picture could also be used for a colour dictation activity.
IWB - Clowns - Act. 2 Highlight Description.flipchart
Version C : Match the rolling description to the appropriate clown.
IWB - Clowns - Act. 2 Moving Descriptions.notebook
Activity 3: Cut up Sentences
Students unscramble the words to form a complete sentence.

IWB - Clowns - Act. 3 Cut Up Sentences.flipchart
Activity 4: Meet Some Real Clowns!
Read the texts about the two clowns. Compare Auguste and Hobo and complete the Venn diagram or the grid on the IWB.

IWB - Clowns - Act. 4 Grid Auguste Hobo.notebook
IWB - Clowns - Act. 4 Venn Auguste Hobo.notebook