Alibi is a 2-class activity that is a favorite among my students. It can get complicated, especially the first couple of classes you try it with, and it requires a lot of cooperation with your JTE, but if you're able to do it, it's so much fun!
In this speaking activity, students either have to create alibis for a crime or think about how to investigate a crime to see which group is guilty.
Alibi is an activity designed for classes sized around 30-40 students. It is possible to do with around 20 students, but it can be more difficult to manage time and group sizes. But there must be 6 groups.
Class 1 - Crime 1: Getting students acquainted with vocabulary and how the activity works
The class starts by handing out group worksheets facedown. (I like to shuffle the worksheets so students are in groups at random.) Students aren't to look at worksheets yet. [Slide 1]
Then, proceed to start the presentation to introduce vocabulary, purpose of activity, material preparation, and reading of Crime 1. [Slides 2-10]
After reading Crime 1, students can look at their worksheet. Tell the students not to share what their worksheet says. I usually give students about 5 minutes to read over their worksheets, ask about words, and translate. If students are worried about 5 minutes not being enough time, assure them that they'll have more time to look once they're in groups. [Slide 11]
After students get a chance to get a brief overview of their worksheets, tell students that have "Investigator" at the top of their paper to come and explain they are Investigators and what they should do (indicated in the presentation). Tell Investigators where they should go. (My students either go to the hallway or another vacant classroom.) Also, double check students' worksheets to make sure that they are actually Investigators and not Group 1-5 and that Investigators take their pencils, worksheets, and tablets/dictionaries with them when they leave. [Slide 12]
After investigators have left, students can get into the groups indicated on the top of their worksheet. Tell students that their worksheet indicates whether their group is innocent or guilty. Tell them not to share this information with other groups, but they can share this within their own groups. Then explain how Guilty and Innocent works. (And don't look at just the Guilty group when explaining Guilty.) [Slides 13-14]
Next, you can hand out the Crime Time Table and explain it. [Slide 15] *You can give these worksheets to Investigators, too, if you think it will help them. Some classes I do, some I don’t.
I then leave the crime up on the board for students to reference as needed. [Slide 16]
Determine how much time your students need to create their alibis. During Crime 1 for my classes, I usually give 15-20 minutes.
After time is up, invite Investigators back into the class and make sure groups put their notes away. [Slide 17]
Allow Investigators to do their work. Give them a certain amount of time. I usually use the last 5 minutes to allow Investigators to discuss what they’ve learned from interrogations and make a verdict together. I also allow this portion to be in Japanese. Then let the Investigators announce to the class who they think is guilty. [Slide 18]
Then announce who the guilty group is. [Slide 19]
Class 2 - Crime 2: Activity All Class
Hand out worksheets like class 1/Slide 1. [Slide 20]
Read Crime 2 and Extra Information to class. Then allow students to review their worksheets secretly. [Slides 22-23]
Divide the class into the appropriate groups like Slides 12-14. [Slide 24]
Leave Crime 2 on the board for students to read. [Slide 25]
After giving however much time students need to prepare their alibis (for class 2, I usually give 25-30 minutes), invite the Investigators back in and make sure groups put away their notes. I usually give Investigators 5-7 minutes before class ends to discuss their findings and announce who they think is guilty. [Slides 26-27]
Announce who the Guilty group is. [Slide 28]
Feel free to change this in any way you need to fit your classes. My JTEs and I also changed things as needed for individual classes. For larger classes, we made 2 investigator groups. This is also the third iteration of this activity as we worked together to make it move more smoothly.
For our classes, the only time English was required was during investigation and we made sure to tell students this. We also assured students that correct grammar is not needed nor expected during this activity. This helped to reduce students’ worries about the activity.
This activity is a great way for your students to practice talking as well as be creative. It allows them to figure out how they should investigate or how to create a cohesive story together. Alibi can also make for a fun, albeit slightly chaotic, speaking test.
I also apologize if some of the files upload a bit wonky.