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Emphasize that this is a communicative role-play activity and NOT a reading exercise. Batman then puts Penguin in a choke hold and begins to yell at him asking him where the bomb is. Speed Dating Participants Enjoy 1 Free Drink.
Review difficult vocabulary e. Is Tony Stark a mate in the extended Marvel universe? Which Avenger would Venom eat the face of first?
Step 2: Bring the groups together. Batman then walks away and Lois Lane comes to the table. An error on this event page. They cannot use any of the characters on the board. Conclusion This activity can be modified for different proficiency levels. This event is one of the many pre-events planned before Alto Hyderabad Comic Con 2016. The females remain seated. Review difficult vocabulary e.
- The lesson plan that follows requires students to imagine that they are a caped crusader attending a party with other superheroes. During the activity, the students will have 10 dates with 10 different superheroes.
One strategy that can facilitate oral communication and inject authentic language situations into a classroom is role-playing activities. The lesson plan that follows requires students to imagine that they are a caped crusader attending a party with other superheroes. The learners create an original profile for their character and discuss this information in a speed dating session. During the activity, the students will have 10 dates with 10 different superheroes. Each date lasts three minutes. At the end of the event, the learners will select a suitable match for their character and make a brief report to their classmates. Preparation Step 1: Before the class, print out the lesson handouts Appendix A — Appendix D. Step 2: Reconfigure the desks in the classroom into a long line. The male superheroes will sit on one side and the female characters on the other. Step 3: Create MALE and FEMALE cards. Provide each group with two superhero cards see Appendix A. The groups must identify the superheroes and their special powers. The teams tape their cards to the board and brainstorm two more superheroes. Step 2: Bring the groups together. Each team will make a brief report to their classmates. Step 3: Explain that the students must create an ORIGINAL superhero character. They cannot use any of the characters on the board. Select student volunteers to read the items on the profile card. Review difficult vocabulary e. Step 5: The learners select a MALE or FEMALE card from a bag Note: If a female student selects a MALE card, she must create a male character. Step 6: Give the students a profile card template see Appendix C. The learners have 20 minutes to complete their profile cards. They must also sketch a picture of their superhero after the information on the profile card is completed. This will help the students remember their dates and select a partner when the activity is finished. Step 8: Explain the rules of the game. Each date is three minutes. Remind them that they are the superheroes i. The participants shake hands, introduce themselves, ask and answer questions. The male superheroes stand up and go to their next date. The females remain seated. Step 9: Before the activity commences, the instructor will model a speed date with a student volunteer. Emphasize that this is a communicative role-play activity and NOT a reading exercise. The learners get back into their original group and make a report that highlights the best match for their character. Conclusion This activity can be modified for different proficiency levels. Lower level learners might need more time to complete their character profile cards. This task can be assigned for homework and the speed dating game can take place during the next class. Most importantly, however, it allows learners to utilize authentic language in a realistic context. Appendices The appendices are available below. Where do you want to go? All materials on this site are © 1996-2018 by JALT and their respective authors. For more information on JALT, please visit the.
