This document discusses using improv games in the ESL classroom. It defines improv as spontaneous, intuitive action and explains that improv skills can be taught. Seven principles of improv are outlined: trust, acceptance, attentive listening, spontaneity, storytelling, nonverbal communication, and warm-ups. Several specific improv games are described that target these principles, including "Pass the Clap", "Name Game", and "Yes, And" storytelling. The document concludes by citing references that discuss how improv can promote collaboration and deep learning.

1. IMPROV GAMES FOR THE ESL
CLASSROOM
Charlotte Jones, M.A. TESOL
University of Central Florida,
Center for Multilingual
Multicultural Studies

2. WHAT IS IMPROV?
 Improvisation has been defined as intuition guiding action in a
spontaneous way (Crossan & Sorrenti, 1997).
 It is “. . . making the most of what you have and getting the most
out of what you make” (Keefe, 2002, p. 6), a conversational skill
that, like other social and interactive skills, can be taught.
 How is it different from stand up?

3.  It’s not stand up.

4. SEVEN PRINCIPLES OF IMPROV
1. Trust
2. Acceptance: the “Golden Rule” of improvising
3. Attentive Listening
4. Spontaneity
5. Storytelling
6. Nonverbal communication
7. Warm-ups

5. BERK & TRIEBER (2009)
 “Improvisational techniques derived from the experiences in
improvisational theatre can be adapted for the college classroom
to leverage the characteristics of the Net Generation, their
multiple intelligences and learning styles, and the variety of
collaborative learning activities already in place in a learner-
centered environment. When improvisation is reformatted as
small-group collaborative learning exercises, it can be a powerful
teaching tool to promote deep learning.” (Berk & Trieber, 2009, p.
29)
 “Effective teaching is not about us; it’s all about the students.”
(Berk & Trieber, 2009, p. 29)

6. PASS THE CLAP
 About establishing attentive listening, trust, and spontaneity.
 Gather in a circle and pass the clap from person to person.
 Rules:
 Each person must face the other person and clap simultaneously.
 You must establish eye contact!
 Notes:
 The clap can be reversed.
 It can also be sped up.

7. NAME GAME
 Establishing trust and acceptance.
 Everyone says their name and a gesture, and you pass it from
person to person.
 Rules:
 Every student must come up with a gesture to go along with their name.
 As you go around the circle, a student says their name and gesture and all
students repeat it chorally.
 Finally, you pass the names from person to person.

8. PATTERNS
 Learning objective: classification
 Rules:
 Students stand in a circle.
 The teacher picks a category under which students must choose a component
of that category, e.g. “Movies” and a student says “Empire Strikes Back”
 Works similar to the Name Game in that you pass the movie to the next
person
 Note:
 You can have multiple patterns moving through a circle at one time

9. YES, AND… STORIES
 The most classic demonstration of the “Golden Rule” of
acceptance combined with storytelling
 Rules:
 The teacher provides a topic and begins the story
 The next person must say “YES, AND…” and add another sentence to the
story
 Example: “My fifth birthday was my most memorable childhood moment.”
 Yes and I had the most delicious birthday cake ever
 You must say “YES, AND…” NO BUTS
 Notes:
 Can be completed as a whole class, as a group, or in partners
 Can also use one word or be used in writing

10. YES, AND… REVIEW GAME
 Grammar point: Rules for using articles

11. REFERENCES
 Berk, R. A., & Trieber, R. H. (2009). Whose classroom is it,
anyway? Improvisation as a teaching tool. Journal on Excellence
in College Teaching, 20 (3), 29-60.
 Crossan, M. M., & Sorrenti, M. (1997). Making sense of
improvisation. Advances in Strategic Management, 14, 155-180.