TRIBENGLISH for IWB

Dear classmates,

We would like to introduce you our activity for the Interactive Whiteboard. It is titled TribEnglish and it consists on an interactive table game that can be played with the whole class. Here it goes!

Anna Alcázar, Esther Muñoz and Mireia Núñez

You can continue the reading or directly check our activity by doing click here

Time: 1 hour

Context: the game has been thought to be done in the 2nd key stage (year 3 and 4). However, it can be easily adapted to other levels. Regarding the curriculum, the activity can be used as a general revision taking into consideration the wide range of topics included. For example, it may be used as term revision or year revision.

Lesson objectives:

1. to revise vocabulary regarding jobs, emotions, animals, sports and daily routines.
2. to revise and practice grammar structures: there is / there are.
3. to create sentences in English with words given.

Description of the activity

Split the class into small groups who whill choose a name and a counter (little monsters). When its turn, a member of the group can stand up and click on the dice of the IWB. After moving its counter the number of squares indicated by the dice, a child has to press the final square. By doing that, a voice will explain them which is the task that should be done. Eg: "How many children are there in the classroom?" or "Create a sentence with the word apple".

GAME RULES AND RECOMMENDATIONS:

1. Respect classmate's contributions.
2. Agree with the team before saying the answer out loud.
3. All members of the group have to participate: agree on turns.

Regarding the material, just the interactive whiteboard is needed, as well as speakers.

Differentiation:

1. The activity deals with multiple intelligence thanks to the wide range of activities that it proposes although the linguistic one prevails.
2. The activity deals with different learning styles.
3. Cooperative learning is an effective way to ensure all members participation. Consequently, it can be said that it fosters inclusion and value of diversity.

Classroom management

It is recommended to split the class into groups in order to avoid boredom. Moreover, it will foster cooperation and acceptance of classmates abilities. Depending on the situation, the teacher can decide if just a child participates or if members of each group compete at the same moment.

Assessment

As it has been said, the activity can be used as a revision. Consequently, it may be useful for the students to assess themselves and check their level of acquisition of the contents studied. Moreover, through observation, the teacher can check children's level.

Benefits and strengths of the activity.

• Celebration of diversity. Students learn to work with all types of people. During small-group interactions, they find many opportunities to reflect upon and reply to the diverse responses fellow learners bring to the questions raised. Small groups also allow students to add their perspectives to an issue based on their cultural differences. This exchange inevitably helps students to better understand other cultures and points of view.

• Acknowledgment of individual differences. When questions are raised, students offer a wide range of responses. Each of these can help the group creating a product that reflects diversity of perspectives and is thus more complete and comprehensive.

• Interpersonal development. Students learn to relate to their peers and other learners as they work together in group enterprises. This can be especially helpful for students who have difficulty with social skills. They can benefit from structured interactions with others.

• Actively involving students in learning. Each member has opportunities to contribute in small groups. Students are apt to take more ownership of their material and to think critically about related issues when they work as a team.

• More opportunities for personal feedback. Because there are more exchanges among students in small groups, your students receive more personal feedback about their ideas and responses. This feedback is often not possible in large-group instruction, in which one or two students exchange ideas and the rest of the class listens.

We hope you enjoy it! You can check our activity by doing click here

Anna Alcázar, Esther Muñoz and Mireia Núñez