Login Register

Using pictures and text on the board to support oral production using a new grammatical structure

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


This class of fourteen 12-13 year olds are studying English in their second year of French middle school (college). We see their second lesson on the comparative ("bigger than", "more intelligent than"), and the teacher is using inductive methods to elicit the comparative forms based on pairs of images before inviting the learners to define the English rule for the formation of the comparative. In this activity, the learners use the images and text they have previously organised and produced to create comparative sentences of the type "Alan is bigger than John". We see that this brand of board has a pen with a built-in erase function making it easy to correct mistakes without recourse to the toolbox. More importantly, the teacher exploits unanticipated learner suggestions ("nice" as well as "fast" and "quick" to describe the horse in comparison with the tortoise) in order to elicit more complex utterances during this production phase of the lesson.



Target language: English

Resource language: English

Native language of learners: French

Age range: 12+

Language level: A2 - Lower Intermediate

Educational context: Secondary Education

IWB Features: Image, Writing/pen tool (inc. handwriting recognition)

Teaching methods: Individual activity at IWB

Language area: Grammar, Speaking

IWB board used: eInstruction / Interwrite

Teacher comment

Teacher: I didn't expect them to say small and big here. I thought they were going to think of expensive and cheap. But they didn't, they thought of small and big. So I accepted that. If I had done it myself, you know, I would have waited for the adjectives. If they didn't write themselves, I would have thought, OK, I'm gonna write. And I would have taken the adjectives I need. The learner would would have told me small and I would have said "OK, yeah that's good, and what else?" And I wouldn't have written it. [With the IWB] they did. So I thought, ok, whatever they give me, that's alright. So let's take what they give.

Interviewer: So you used the board for that because it allowed them to have a bit of freedom.

Learner comments

Apprenant 1: Il y a un bouton sur le stylo, faut appuyer et effacer […] Ca gomme mais il faut garder appuyer je pense.
[There's a button on the pen, you press and erase.  It erases but you have to keep it pressed down, I think]
Apprenant 2 : Oui il faut garder appuyer, faut appuyer sur le tableau [Yes, you keep it pressed down and press on the board]
Enquêteur : Et après quand on lache ça reprend l'outil qu'il y avait avant c'est à dire l'encre [And then when you release it, you have what you had before, in this case the ink]



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.

Related items





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.