For example, in an educational drama and roleplay game called “Cross the Rhine River!” the target topic is swimming. Each student has a ball, “ You’ll swim across the river by dribbling your balls. The piranha and sharks (a few classmates) will try to bite you (steal your ball). If the piranhas bite you, yell “Help!”. Then, the lifeguard will throw you a life buoy. Catch it! Swim to the other shore. If the sharks catch you, you’ll drown and you’re out!” Vocabulary words, such as ‘players, dribbling and catch’ are changed to’ swimmers, swimming and bite’.
Grammar is a natural consequence of this teaching method. If the participants, for example, are individually exposed to the words “swim”, “across” and “the river”, the message “Swim across the river!” becomes intelligible. So then, it is understood that the imperative verb comes first, the preposition comes next and the noun comes last.
Our visual methodology has bonus written material for our students at the beginning of each session. The target vocabulary (words and phrases), alongside their translation, is given to each participant in a classwork handout. A post exercise test is also given for the lesson’s positive reinforcement and it’s conclusion.