QuiverVision

CONTEXTUALISATION:

• Location: Classroom

• Target age: 6-7 years old ( First grade)

• Target language level: Begginer / Pre-A1 to A1)

LEARING OBJECTIVES (SWBAT):

• Students will be able to use body-part terminology, colours, and simple adjectives (large, small, happy, sad,..)

• Students will be able to use a minimum of three to four words to characterise a charecter.

• Students will be able to ask and respind to straightforward questions: IS it? Does it have? What colour is it?

• Students will be able to recognise the right character and listen to their classmates descriptions.

Pre-task

Students are shown a cartoon that has already been coloured and animated in QuiverVision as a warm-up activity. Simple English questions like "What colour is it?" "Is it big or small?" or "What can you see?"  are asked to them, encouraging children to answer with brief phrases like "It is blue" or "It is small." Visual cards featuring colours, bodily parts, or drawing elements, together with basic ajectives like "big," "small," "long," or "short," are then used to teach important termniology.

Students play mini-recognition games in which the teacher displays a card and asks them to identify the colour or body part on it. In order to demosntrate how to express the task in full phrases, a adequate sample is coloured and animated using QuiverVision in front of the class. "The rat is orange, its eyes are large, it's happy, which is why I like it". This enables pupils to comprehend the language and sentence contruction they will employ in the primary task.

Main task

Without reavaling it to the other students, one student siently selects their drawing. Next, they use basic terms to describe the character, such as "It's red" "It is wearing a hat." "It's tiny.". Asking questions like "Is it the cat?" and "Is it the dragon?" the other pupils payclose attentiona nd attempt to identify which drawing it is. The drawing is animated in QuiverVision after their peers make accurate guesses, enabling everyone to compare the description with the real animation and remark "Yes! "I see the hat!" or "The cat is red!" In order to reinforce vocabulary and grammatical structures, the teacher leads a brief conversation at the end. Examples of questions include "What colour is the cat?" "Does it have big eyes?" and "Do you like it?" 

Optional main task:

A template is given to each student so they can colour their character. The teacher encourages pupils to utilise statements like "It has a big tail" or "The hat is red" while they colour by going over helpful terminology and structures. After every student has finished, a drawing is chosen at random and animated in QuiverVision. It can then be viewed on each student's tablet or projected onto the screen. While the others listen and ask guided questions like "What colour is its hat?" or "Is it big or small?" a volunteer student uses basic English terms to describe the character. Grammar and pronunciation are positively corrected by the instructor. To provide several pupils the chance to define and practise the language, this activity is repeated with two or three additional illustrations. 

Post-task

As the activity comes to an end. the teacher writes new words that came up during the description of the paintings on the board to reinforce the vocabulary that was learnt. The students point to the mathcing components in the illustrations while reapitinf the sentences. The worksheet is then distributed, and students are asked to colour their character, complete phrases describing it (e.g., "My character is ___," "It has ___," "I like it because ___"), and respond to questions about how it moved or what they liked best about the animation. LAstly, a few students read aloud from their workbooks to the class. The instructor ensures that every student feels inspired and sel-assured by correcting pronunication and positively reinforcing grammatical frameworks. 

INSTRUCTIONS :