Listening activities speed dating

I would recommend mixing two typical ESL activities (one minute topics and time´s up! The activity requires two people, one person to speak and the other to take notes and score.The speaker should speak for one minute about a specific topic, such as travel. Or we can also talk about education: “The last course I did”, “My next course”, “A terrible course I have done” or “The best course I have ever done”.She recalled that the class was hesitant to stand up and walk around in front of other students in their character’s skin, because as Freshman they were barely comfortable in their own skin. Some of them were so method, they had trouble coming out of character. So she came up with this idea she called “World’s Most Invasive Character Speed Dating” The purpose of speed dating is, of course, to find a compatible match, but the purpose of our activity was to provide students with ready-made questions and a limited time rotation process to interact with another person as their character. As they made the rounds in the speed dating cycle, they reported, they were forced to react, not as themselves, but how they imagine their character would react. The only material needed is a vocabulary list and a stopwatch.

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The "Interviewers" begin asking the questions while the "Interviewees" answer.

Such incident is a killer of training energy and tempo, so setting the rules and boundaries in advance might be a good idea. Over the years of training, co-training and even attending workshop as a learner, I’ve witnessed and experienced different uses of this Speed Dating. If you want, you can prepare a list of questions for the learners to ‘squeeze’ them out of their ‘dates’ in less than 30 seconds. Each learner will take a seat in front of these coaches.

At times, learners get creative and used their own methods to get those information such as using video or voice recorder or simply hand the information cards over to their partners to fill up. Each learner is given a good 5 minutes to ask the coaches anything regards to a particular subject matter.

The objective of this lesson is to allow students to explore their character in a safe environment in order to understand the motivations and back story of the point of view character. Students commented that they were surprised when they started to answer as their character.

The Setup: When Serena was a sophomore, my students participated in a character development activity where students had to walk across the room or tie their shoes or order coffee or drive a car in the skin of their character. As Serena and I talked about her lesson plan, she recalled that the activity wasn’t very successful for her because she didn’t really know her character yet, and she wasn’t quite sure how they would walk or talk or drive a car. “As the activity went on, I built up my character and got more and more into it,” commented one student.

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