Login Register

Weather: speaking practice with visual support

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


In group work with a class of primary school EFL learners (9-10 years old), the teacher is using the board for visual support for extended speaking practice. The learners come to the board individually to say aloud a weather bulletin presented in words and images. The teacher provides oral support where required, and uses these performances as part of her evaluation procedures for the CER competences.


Target language: English

Resource language: English

Native language of learners: French

Age range: 9+

Language level: A1 - beginner

Educational context: Primary Education

IWB Features: Image

Teaching methods: Groupwork

Language area: Speaking, Vocabulary

IWB board used: Promethean

Teacher comment

[There's] one group with seven or eight learners and uh there are going on the IWB to read one thing and now I can evaluate [The other children are working on...] crosswords and word search [they are listening] and they also understand what's going on and they can they can learn. C'est un peu le but d'ailleurs (This is one of my goals, actually)
De toute façon euh tous sont en train d'apprendre même quand on est en train de faire autre chose […] ils sont en train d'apprendre sans s'en rendre compte parce qu'en fait ils sont pas censés écouter mais comme ils écoutent quand même […] on en profite pour et ça marche encore mieux parce que comme ils sont pas censés écouter
In any case they are all learning even when they are doing something else. They are learning without realising because in fact they're not supposed to be listening, but since they listen anyway, I take advantage of that and it works even better than when they are supposed to be listening.

Interviewer: Why do we use the IWB for this evaluation part?
Teacher: Because it's very easy for me to see if they have understood or not. It's easier for the children because they like to be heard and to read and to show the other learners.  […] C'est plus facile que si tu demandes 'Bon, maintenant je vais vous demander de lire un texte en anglais.'  Alors là ils ont l'impression de jouer, quoi.
(It's easier than if you say 'OK now I'm going to ask you to read a text in English.' Here it's as if they are playing a game, you know.)

Learner comments

Ce qui est bien c'est que l'ordinateur il est petit et que dès que l'on met sur le tableau interactif c'est l'ordinateur géant.
What's good is that the computer is small, and as soon as you put it on the interactive whiteboard it's a giant computer.

Les images on les comprend mieux, c'est pas la maîtresse qui les dessine c'est déjà créé. 
We understand the pictures better. It's not the teacher who draws them, they're already created.

License - CCBYNCSA

You are free:

  • to Share — to copy, distribute and transmit the work
  • to Remix — to adapt the work

Under the following conditions:

  • Attribution You must attribute the work in the manner specified by the author or licensor (but not in any way that suggests that they endorse you or your use of the work).

  • Noncommercial — You may not use this work for commercial purposes.

  • Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one.


Every effort has been made to ensure necessary copyright permission has been gained for materials used on this website. In some instances we have been unable to trace the ownership of copyright material and we would appreciate any information that would enable us to do so.





About Us

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.