WRITING PRACTICE: Using Pixton to practise modal verbs and classroom language

Using Pixton to practise modal verbs and classroom language

For this activity, students created a short comic using Pixton. The aim was to practise modal verbs (should, must, mustn’t, can’t) in a meaningful context, specifically through classroom language and rules.

As an example, I have included a comic in which a classroom situation is represented: the teacher asks a student “Why are you talking?”, another student reminds him “You shouldn’t talk while the teacher is talking”, and the first student reacts internally thinking “And you mustn’t stand up…”. This type of interaction reflects real situations in the classroom and helps students use language in a natural and slightly humorous way.

Organisation of groups

Students worked in groups of two or three. I grouped them to ensure a mix of abilities so they could support each other, especially when writing the dialogues.

Sequence of tasks

First, we revised modal verbs and typical classroom expressions, focusing on rules and behaviour. Then students brainstormed possible classroom situations where these structures could be used. After that, they wrote a short script including modal verbs. Once the script was ready, they created their comic using Pixton, choosing characters, settings and expressions. Finally, they revised their language and completed the final version.

Learning objectives

The main objectives were to practise modal verbs in context, improve students’ ability to write short dialogues, and reinforce classroom language. Pixton helped achieve these objectives because students had to match language with visual situations. For example, when creating a scene where a student is talking in class, they naturally used structures like “You shouldn’t talk” or “You must listen”, which made the use of modals more meaningful and memorable.

Creativity and imagination

Creativity was encouraged by allowing students to invent their own classroom situations, often adding humour or exaggeration. For example, some students created funny scenarios where classmates corrected each other or reacted in unexpected ways, including thought bubbles to show what characters were really thinking.

What students enjoyed most / least

Students especially enjoyed designing the characters and creating the story, as well as using humour in their dialogues. Some students found the tool slightly challenging at the beginning, but they quickly became more confident after a short explanation.

What I would change next time

Next time, I would provide a model comic at the beginning to give students a clearer idea of the expected outcome. I would also dedicate a bit more time to exploring the tool before starting the task.

Sharing the finished projects

The finished comics were shared with the whole class, and some of them were projected so everyone could read and comment on them together.

Co-evaluation and discussion

Students had the opportunity to comment on each other’s comics, focusing on both the creativity of the story and the correct use of modal verbs. This encouraged reflection and allowed them to learn from each other’s work



Comentarios

  1. Isa Duque29 de marzo de 2026 a las 13:45

    I really like the overall design and purpose of this blog. It is clear that it is aimed at supporting both teachers and students in the English learning process. The way you combine explanations, activities, and digital tools shows a strong effort to make learning more dynamic and engaging. In particular, I find it very positive that you include tasks that integrate different skills, such as reading, listening, and critical thinking, rather than focusing on isolated grammar exercises.
    Another strong point is the use of technology to enhance learning. Tools like Edpuzzle or timeline activities help students interact with content in a more meaningful way and encourage active participation. This kind of approach is very motivating and can help students develop autonomy in their learning.
    As a possible improvement, it could be helpful to include clearer instructions or step-by-step guidance for some of the activities, especially for students who may be working independently. Additionally, adding a section where students can reflect on what they have learned after each activity could further strengthen the learning process.

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