I made this activity up in class and it worked well! Really creative, loads of interesting language, and also a good way to practice ‘used to’ for describing past appearance.
Students work in pairs
Everyone has some scrap paper (or the back of their handout). Tell students they have 1 minute to draw their partner. 1 minute only.
So, Student A has drawn student B, right? Now, Student As swap drawings with each other. Student Bs swap too. They have one minute to add loads of random features onto each drawing. Random things like strange tattoos, unicorn horns (!), I don’t know… anything they want. Then they give the sketch back to the original artist.
Pause for some laughter
So, Student A now has a distorted sketch of their partner, Student B. Tell them that this is what their partner looked like 10 years ago. Back then, Student A and Student B were old schoolmates… They haven’t seen each other in ages!
The materials from one of our in-house, pre-int lessons the other day reviewed so/such (a) in the context of travel / holidays / hotels, that sort of thing.
The task was ‘describe a place you’ve visited or hotel you’ve stayed in, and shoehorn in some such a nice place/so lovely style phrases’. It was alright. Apart from that none of the students seemed that bothered about each other’s stories, none of them felt much like using a ‘so/such a’ phrase, and none of them really needed to either. But hey, that was the lesson aim, so I kind of had to run with it…
I spent some of the task time listening/assisting/etc, and the rest zoning out thinking ‘if I’m supposed to get learners using this language then I’m failing – so what other tasks have a got up my sleeve?’
I scribbled down (i.e. typed out on the IWB) a dialogue like this…
Harry the Hippo is a fun guessing game to use in the class. It can be adapted for practicing various grammar structures. I can’t remember where I first played the game or who taught it to me, but I’m sure it’s well-known by many TEFLers! (more…)
Here are a few fun activities for practising time markers used with the present perfect. There’s a review of these markers in a B1 level teen coursebook we’re using (Gateway, Macmillan). I found the meaning/rule activity in the book useful, but the practice tasks following it were a bit boring so I made up a few more.
Time markers practised: already, for, just, never, since, yet
Students write one sentence for each time marker. They should personalise this.
I’ve never been to Laos
I haven’t done my homework yet
Students self-correct / peer-correct sentences with a partner. You could draw attention to possible errors (e.g. are the time markers in the right place?) or typical errors you know your learners make (e.g. *I’ve never been yet), just for a bit of direction
Students change partners. They keep their sentences a secret. They read each sentence to their partner, but replace the time expression with the sound ‘BEEP’. Their partner guesses the missing word by repeating the complete sentence, like this….
A newly-qualified CELTA teacher has asked me for advice about how to deal with functional language. So… this is one of my approaches to teaching functional language! The example is from a lesson I did last weekend about the World Cup. The target language was phrases for making suggestions/giving advice, along with agreeing and disagreeing with the advice. (more…)