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Expressing ability: Adverb placement using drag & drop

Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)


These EFL learners in a first year middle school class (aged 11-12) are putting sentence elements into the correct order to produce statements such as "Santa can draw very well."  (In the learners' native language, French, adverbs can be placed before the main verb; in this exercise, the English adverbs must be placed after the verb.)  This learner has created the sentence: "Santa can very well draw."  The teacher invites the class to correct; one learner suggests "Santa very well can draw," then another learner volunteers the correct answer, "Santa can draw very well."  The learner at the board makes the correction and repeats the sentence.

[The teacher is using Sankoré software on an eInstruction (InterWrite) IWB.]



Target language: English

Resource language: English

Native language of learners: French

Age range: 11+

Language level: A2 - Lower Intermediate

Educational context: Secondary Education

IWB Features: Drag & drop

Teaching methods: Individual activity at IWB

Language area: Grammar, Pronunciation, Speaking

IWB board used: Open Sankore

Teacher comment

It's another type of activity we can do.  And it's different from the other one.  This one [...]it's more for reading comprehension, and production.  Because they have first to understand the words.  And then to put them back in order.
[...] We could cut little pieces of paper, but I'd rather use the board.
[...] Because we can see that they all wanted to put the adverb before the verb.  So I think that this is a way that they can really manipulate the language.  I think it really helps to understand where the adverb goes.
[...] I want them to correct their mistake, to understand what the problem is.

Learner comments

Comme tout à l'heure, on prenait les mots et on les déplaçait où on voulait.
As before, we took the words and we could put them where we wanted.

Ce qui est bien aussi, c'est que, par exemple, on aurait pu faire la même activité sur ce tableau mais ça n'aurait pas été pareil. On aurait les mots en désordre, elle aurait effacé les mots. Et là c'est mieux.
What's good to, is that for example, we could have done the same activity on this [normal] whiteboard, but it wouldn't have been the same.  We would have had the words mixed up, she would have erased the words.  This way [with the IWB] is better.

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iTILT is a European project on Interactive Technologies in Language Teaching which focuses on the use of interactive whiteboards in the communicative language classroom. If you have comments or questions about this project please contact us.