Idea for Implementation:

This quick activity encourages learners to practice spontaneous communication through a time-bound, real-world challenge in the target language.

• Perform a real-world, time-sensitive scenario for language practice
• Identify vocabulary and cultural norms fit to the task
• Reflect on the connections between gameplay and real-world communication skills.

• Timer
• Teacher or learner generated scenario prompts (e.g., ordering food, asking for directions)
• Random, whimsical props (e.g., special hats, flags, or other intriguing objects)

1. Set the Scene:

   • Inform learners that they are going to have a skit-off. They will develop a scene from a real-world scenario that relates to your present content. Something like "You’re at a train station and need to find your platform” should work perfectly for Novice learners. Something like “You have to debate a new environmental law” would be more appropriate for Advanced learners.

   • Explain that each group will be assigned a prop that every person has to use in a compelling way in their skits.

2. Prepare Learners:

   • Set a 10-minute timer.

   • Learners have until the timer goes off to plan their skit and how they will use their prop. They may each write up to 10 words on a notecard to guide them in their skits, but they should not write scripts.

3. Play the Game:

   • Learners perform tasks using the target language.

   • As they perform tasks, provide five points to each group for every time they use the prop in a creative way.

   • Ask the group to rank each skit as they watch on their own sheet of paper. They cannot rank their own skits.

   • After the skits are complete, ask learners to pass in the rankings.

4. Reflect:

   • Discuss what made for learners’ favorite skits and how the props supported meaning making.

5. Follow-Up:

   • The next day, let learners know which group earned the most points by combining the points you awarded with the overall class rankings. With respect to the rankings, the top skit should get 20 points, and the rest of the points should be distributed based on the number of groups you have (if there are four groups, the team in second place would receive 15 points, the team in third place would receive 10 points, and so on).

   • Ask for learners’ feedback on what they learned from the experience related. Encourage them to think about the strengths they think they demonstrated and strategies for continuing to develop those strengths.