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|Students write a description that
matches a drawing they have made of a person, place, or
thing. Other students use the writing to identify the
author's drawing among all the other drawings.
Followup: The accuracy of the descriptions may be checked; students may improve each other's writing through peer editing.
Procedures for traditional classroom
|This activity, like other
communicative reading/writing activities, should be
preceded by a skill-getting sequence in which students
learn language they need in order to produce the writing,
including a reading activity using a text similar to the
one they will write. The drawing and writing may be
assigned as overnight homework. Once the drawings and
writings have been made, they are gathered and anonymized
(names scribbled out if necessary). The drawings are laid
out in a large display, and the writings are
redistributed by the teacher at random. Students read and
match the text they have received with a drawing in the
Detail: it is important that students all use plain white paper so that writings and drawings are not matched on the basis of paper color!
The activity may be followed up by class sharing of results: students can take turns reading the texts they have received aloud while other students point to the parts of the drawing that match each statement. Another followup activity could be pairwork in which students work together to correct any mistakes in the writings they have received.
Adaptations for ITV
|Adaptation of this activity is
similar to adaptation of the listening/speaking activity
"Who Drew This?" with the
added complication that not only student drawings but
also student writings must somehow be delivered across
sites, either by fax or through use of the visual
There are two basic alternatives for adaptation:
Implementation of this activity type in an ITV classroom requires special arrangements to ensure the participation of all students, such as faxing writings back and forth and using visual presenters at remote sites. In the example shown on this page, after receive sites faxed in their writings, three writings from the origination site were quickly faxed to the receive sites; meanwhile, students at the originating site received readings by random distribution. Pairs of students were asked to read together and anticipate the kind of drawing they would see based on that writing. The instructor then placed drawings on the visual presenter at the origination site one by one and asked pairs to call out when the drawing appeared that matched what they were reading, whereupon the pair was asked to read aloud so everyone could check the match. After this stage, the direction was reversed: students at the receive sites were asked to place their drawings on their visual presenters to be matched to the writings that had been faxed to the origination site.
Preparing to Confirm Results of Reading Task. The instructor alerts the technicians to the presence of a pair who has a match for the drawing on the visual presenter and requests a split screen.
Post-reading Check. The pair reads aloud the writing they have been given so that the rest of the class can check details and provide support for the reading of the on-screen pair.
It is also possible to have learners write to each other instructions on how to draw a figure, rather than descriptions of a figure they have drawn. The following videoclip shows a teacher-centered checking stage following such an activity, with the teacher displaying one of the writings and then various drawings to see if they match the writing.
Confirming Results of Drawing Task. The instructor leads the class in reading the writing, then invites them to check against the drawing.