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!
I found ‘Phonological Theory in Classroom Practice’ the most useful module on the DipTESOL. It really encourages you to try out new activities and integrate phonology into your lessons. During the final assessment for the module (which is a 30-minute interview), the examiner asked me a fair few questions on phonology in my own practice. I came out of the interview thinking this:
‘Phew, I’m glad I actually tried all that stuff out in class so I had something to talk about!’
My advice is to experiment with phonology based activities a lot during the course. Below I’ve listed a few tips to help you integrate phonology into your practice. These are all based on my experience during the 9 month distance DipTESOL course. It’s only a small insight into this topic, but I hope it gives you a few ideas. (more…)