1. Dictogloss and theinteractivewhiteboard Interactivestudents, fairlyinactive technology – exactly as a language classshouldbe Tom Walton

3. interesting

4. suitable for your learners (topic, difficulty...)And one that will lead on to something else (discussion, a piece of writing...)

5. Dictogloss and theinteractivewhiteboard A: Dictoglosswithoutan IWB…

6. Dictogloss and theinteractivewhiteboard Stage #0A If the text has a suitable title, read out title and get learners to predict what the text is going to be about

7. Dictogloss and theinteractivewhiteboard Stage #1A Read the text to your learners at natural speed

8. Dictogloss and theinteractivewhiteboard Stage #2A Allow any comments and/or questions about the text and the language it contains

9. Dictogloss and theinteractivewhiteboard Stage #3A Read it out again, this time allowing the learners to make any notes they wish

10. Dictogloss and theinteractivewhiteboard Stage #4A Allowanyfurtherquestions and commments…

11. Dictogloss and theinteractivewhiteboard Stage #5A Put the learners in pairs and get them to reconstruct their version (one per pair) of your text from their notes. The content should be the same, but the words used may be different… Each pair should produce one written version between them.

12. Dictogloss and theinteractivewhiteboard Stage #6A Compare their versions with the original version, "noticing" and commenting on any language differences…

13. Dictogloss and theinteractivewhiteboard B: Dictoglosswithan IWB…

14. Dictogloss and theinteractivewhiteboard Stages #1B to 4B With an IWB in the classroom, follow the first four stages as already seen. Then...

15. Dictogloss and theinteractivewhiteboard Stage #5B (1) While the other pairs are writing the texts on a piece of paper, have one pair produce their version on half of the IWB screen...

16. Dictogloss and theinteractivewhiteboard Stage #5B (2) The other half of the board is taken up by a hidden version of the original text -- hidden using the coversheet tool.

17. Dictogloss and theinteractivewhiteboard Stage #6B While the IWB pair are finishing*, have the other pairs "pyramid" and thus have each two pairs agree on a single version between the four of them. *Writingonthe IWB generallytakespeoplelonger; havesomethingfortheothersto do!

18. Dictogloss and theinteractivewhiteboard Stage #7B Then have the whole class look at the IWB pair's text and agree on any changes they wish to make to it -- thus producing a single version of the text, agreed on by the entire class*. *Assumingclasssize of 12-15; thesmallertheclass, thebetterthe IWB works

19. Dictogloss and theinteractivewhiteboard Stage #8B Reveal the original text and as at Stage 6A, compare the class version with the original version, "noticing" and commenting on any differences.

21. Thetechnologyassists (butdoesn’tget in theway of) thelearning

22. It’sthelearners, nottheteacher, usingthetechnology

23. Use of thetechnology leads tomeaningfulinteraction

24. It can beusedwithvirtuallyanytext, at virtuallyanylevel

25. Itisn’t time consumingto prepare, usingonlyminimalmaterials