This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the interrelatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
This experiential workshop considers dramatic techniques and games to help students to enjoy literature, to understand more and to develop competent literacy skills. The aim is to offer teachers the tools to lift the text off the page so that it becomes "live" for the students in a meaningful fashion. The kinaesthetic approach, collaborative group work, thematic studies, presentation techniques and interactive learning and teaching will be modelled. By the end of the session the participants should have new ways of approaching literature classes and a number of adaptable practical techniques for classroom use whatever the material or age of the students. The teachers should be able to make literature live for their students.
Creating Spheres of Interculturality through Paerformative ActivitySusan Hillyard
Performativity will be shown to replace more abstract conceptions of language as a structure of meaning or as a symbol system and one way of introducing the concept of spheres of interculturality into ELT. The emphasis will be on the role of language in the concrete, particular transactions of the speaking body in specific contexts and in specific moments of time. It focuses on language as action, and also on meaning as the effect of embodied processes of meaning-making.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Telling Your Story to Motivate Donors and Advocates for Your CauseRachel Kubicki
This presentation focuses on the importance of great story telling and also provides step by step instructions for creating your story. Included you will find examples, quotes for inspiration, and more. This is intended for board members, nonprofit executives, fundraisers and volunteers. The goal is to equip you with a strong story that attracts and motivates others to engage with your nonprofit.
It discusses about the storytelling. It give tips on how to tell a story. The benefits of the telling story is also discussed. IT helps you on how to select a story according to the the age of your listeners.
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed.
Techniques to teach drama in a language classroomRajeev Ranjan
Teaching Drama:
Techniques to Teach Drama in a Language Classroom
Drama is specific mode of fiction represented in performance. It is an important genre. It consists of various emotions. Drama is a potential resource to create wonderful activities to maximize language learning in the classroom with full of fun. Language learning should be a matter of fun. It is totally non-serious thing. Pupil should enjoy a drama class.
Telling Your Story to Motivate Donors and Advocates for Your CauseRachel Kubicki
This presentation focuses on the importance of great story telling and also provides step by step instructions for creating your story. Included you will find examples, quotes for inspiration, and more. This is intended for board members, nonprofit executives, fundraisers and volunteers. The goal is to equip you with a strong story that attracts and motivates others to engage with your nonprofit.
It discusses about the storytelling. It give tips on how to tell a story. The benefits of the telling story is also discussed. IT helps you on how to select a story according to the the age of your listeners.
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in school will be discussed.
Content with your Content? Why Teach Global Issues in ELT?Susan Hillyard
The first part of this paper aims to examine the concept of the globalised world from a number of different angles and poses questions related to the relevance and validity of the curriculum currently presented to EFL students. A number of methodological suggestions related to the field of education with a big E will be observed such as motivation, metacognition, learner autonomy, use of widely accessible resources and “The University of Life”. Thus the role of the teacher in ELT will shift towards that of faclitator and educator, raising awareness in self and in students of the need to become global citizens who are lifelong learners and putting the learner at the centre of the educational process. The second part of this paper examines the overriding factor of using English as a global language to examine global issues through the practice of critical, comparative and creative thinking skills. The framework for the paper is based on Robert Fisher’s thinking skills language learning model.
It has become widely understood that effective language learning involves more than the four integrated skills of ELT. The missing link is the fifth dimension ........that of teaching thinking. This PIPP will explore the cognitive processes employed by learners in a drama lesson and see how they relate to the development of higher order thinking skills. Reference will be made to Fisher's model of language learning, Heathcote's premise that drama IS education, Baldwin’s cross reference chart and Cummins´ quadrant of cognitive processes. There will be some theory and lots of activity.
This is a summary of an essentially practical session for dealing with discipline differences in the middle years. Drama is used as a means to train students in conflict resolution techniques and explore their own emotions and reactions. Fight techniques are developed, confrontations improvised and characters in crowd scenes role played.
Introduction: Are You a Manager or a Leader?Susan Hillyard
This introductory workshop for coordinators and heads of departments, compares new leadership skills with old management skills in the administrative office. We will look at existing structures and consider the current calls for change in educational settings. We will analyse the needs of organizations, the nature of the change process and question to what extent you and your school are on the change-ready paradigm. We will examine a number of theories through the reflective process and look at the notion of creative leadership.The thrust is on forging sound relationships through listening, developing a system of effective communication and modelling natural authority rather than authority by position.
This presentation explores the varieties of Content and Language Integrated Learning (CLIL) programmes that go under this umbrella term and explains the original four Cs of CLIL: content, communication, culture and cognition. The advantages and disadvantages of implementing a CLIL approach in the curriculum will be compared and some of the learning strategies to develop the cognitive domain while teaching a foreign language will be explained. The changes required in terms of professional development for teachers and changing roles for students will be explored and the efficacy of introducing a CLIL approach for bilingualism in a globalised world will be promoted.
Games for the 21st Century Creative Learner: Use it or Lose it!Susan Hillyard
This presentation, on creative games in the language classroom, will explore teacher beliefs about the nature of creativity, break down myths about creativity being difficult and only for the gifted few and will suggest strategies for getting students started on the process of creative speaking. There will be lots of strategies modelled for teachers to find their creative selves and to tap into the creative nature of all students. This will be a reflective plenary which will offer teachers food for thought for changing their classroom practice.
Story sacks for Teaching English through Drama in the Primary ClassSusan Hillyard
This presentation shows the development of a team of teachers in Special Education in Argentina in designing a StorySack each to teach English through Drama for inclusion. It explores the rationale and shows the contents of the StorySack including types of activities used in ELT.
Teaching English as a Challenge.
This experiential workshop relates the theory and practice of a programme, English in Action, teaching English through Drama, designed especially for the Ministry of Education’s Special Education department in the City of Buenos Aires, Argentina.
The specific needs and challenges of the population of the 500 students currently in the programme are outlined, from students with ADHD, phobia, emotional trauma, or dyslexia to wheel chair users and students confined to their houses or hospitals with terminal diseases.
The theory will be briefly explained, based on sound evidence, while plenty of practice will serve to illustrate the efficacy of the methodology. The participants will leave with ideas for planning the why, the what and the how of teaching English to students with a challenging range of learning difficulties.
An extensive webography and bibliography will be provided.
PLCs for a Change? Setting up and Maintaining a Professional Learning Communi...Susan Hillyard
In this workshop we will explore the meaning of “Professional Learning Communities”, analyse a number of models and consider the value of planning and launching a PLC in the context of the ICPNA school environment. We will define PLCs and why they are considered to be important, basing some of these concepts on recent theories of connectivism and trust. Leadership will be seen as a shared experience in a change-ready school. The skills for motivating and inspiring a whole school culture through reference to Maslow and McGregor will be examined while the concept of both Heads and Teachers as learners in their own right will be stressed. Finally, strategies for launching a PLC in your school will be discussed.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Model Attribute Check Company Auto PropertyCeline George
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Use it or Lose it! Games for the Creative 21st Century Learner
1. Susan Hillyard – Use it or Lose it!
Use it or Lose it!
Games for the Creative 21st
Century Learner
Speaker: Susan Hillyard B.Ed.(Hons)
Tel: 4541-3010
e-mail: ssnhillyard@gmail.com
Abstract
These presentations, on using creative games in the language classroom,
will explore teacher beliefs about the nature of creativity, break down myths
about creativity being difficult and only for the gifted few and will suggest
strategies for getting students started on the process of creative speaking.
There will be lots of strategies modelled for teachers to find their creative
selves and to tap into the creative nature of all students. The emphasis will
be on developing more competence in the speaking skills through USING
the language and developing new structures, enriching their vocabulary,
practising pronunciation with register and learning to COMMUNICATE in a
relaxed atmosphere. Cooperation will be stressed as a vital element in the
sustainable education for the creative 21st
century learner. The plenary will
offer teachers food for thought for changing their classroom practice while
the workshop will be experiential where teachers will practice the activities
through patterns of interaction.
Biodata
Susan Hillyard, B.Ed.Warwick University (U.K.) Worked in
fifteen countries. Prof. Language IV at two major ITT colleges
in Buenos Aires. Former Educational Advisor for The
Performers Theatre Now a NILE Associate Trainer, training
European teachers on intensive courses on methodology. Co-
authored a Resource Book for Teachers “Global Issues” for
OUP, and teaches on-line courses on Creativity, TKT and on
English in the World, MA TESOL, New School Uni, New York.
Member of writing team for on-line Module for Inglés, Inglês,
English: ESP for South American Teachers for the British
Council. Designed the Hong Kong, British Council Summer
School Courses for Teens and co-authored the TDI-TKT on-
line course for Pearson, New York. Executive Editor for
Development for the LACLIL on-line journal. Coordinator,
English in Action, Ministry of Education, City of Buenos Aires,
Argentina.
2. Susan Hillyard – Use it or Lose it!
Handouts
Creativity and innovation have been a key focus of attention across the
globe in recent years. This is partly due to the need to further develop
human capital.
Human capital includes those competences such as innovation and
possessing knowledge which contribute to economic performance and social
cohesion. Innovation and knowledge have been recognised as the driving
forces for sustainable growth in the
framework of the Lisbon strategy for the future of Europe.
Creativity is central to innovation. www. europublic.com (EC 2009)
Imagine a spectrum of language competency and be patient. The students
are working on many levels with this kind of interactive work and it is
unlikely they will "PERFORM" to your liking immediately. Use lots of games,
for short periods of time, as ice-breakers, warm-ups, disguised drills,
camouflaged recapitulation and community spirit development.
Always write your games on cards or in a special notebook under the
following headings: title of game, objective, instructions to students,
resources required, variations. This way you won't get stagnant and you'll
raise your own awareness to keep topping it up as the years go by.
Below are some of the games we will cover today:
Songs:
My Mummy is a Baker
There were 10 in the Bed
Whose Pigs are These?
I Went to School ……….
The Big Ship Sails…
In and Out those Pretty…
Hokey Pokey
There was a Princess
Dipping chants:
Dip, Dip, Dip,
Eaney, meaney, miney, mo
Bubble Gum, Bubble Gum……
Clapping Games:
Name to name.
Word association
Ten Things that I must …..
Oo Ee Oo Ah Ah
My mother said….
3. Susan Hillyard – Use it or Lose it!
Ball games:
Numbers
Alphabet
Months
Opposites
Tenses
Beginning /ending letters
Categories
Everything that's……
Verbal Machines:
Themes Emotions
Group Sculptures:
One word
An emotion
An event
Headlines
Proverbs
Titles
A photo
Pronunciation Exercises:
Treasure Hunt
Reading L1 in L2 accent
Foreign Newscasts
Transcripts with mistakes
Mmmmm........
Vote for it !
Sounds fun
Hangman in PS
Favourite star in PS
Voiced and unvoiced Lists
Magic e
Moods
Pot Pourri:
"Invisible" letters
1,2,3 stare…..
20 questions
Acronyms Sketch
Add-ons
Back-to-back changes
Balloon debate
Blind games
Blocking plans
Body letters
Cartoons
Changing hats
Crazy stories
Crowd Scenes
Excuse me, madam
Find Someone Who…..
Find your match!
Finish the Phrase
Fire to a …
Following games
Freeze games
Give us a Clue
Good and Evil Conscience
Guess the Leader
Hairdressers
Height order
I touch my nose…..
Interviews
Introduce your pic self
Jumping left and right
Keep talking
Make friends/argue
Mantle of the Expert
Ministry of Silly Walks
Mirrors
Moods: say it like this
Mum-in-law's name order
Numbers/Pose
of their own
Ping-pong talk
Right for Right…..
Rituals
Robots
Running commentary
Statue Measures
Statues
4. Susan Hillyard – Use it or Lose it!
Stepping out
Talk to Yourself!
Telephone conversations
The 3 faces of……
The gloves with a life
This is not a………
Tongue twisters
Two as one
Voice and Arms Demo
Watcha Know, Joe?
Where am I?
Whispers
Why?
Yes/No Interlude
Zoo story
Instructions for Teachers
A. Songs:
1. My Mummy is a Baker
(Students stand in two lines facing each other, do the actions to go with the
words and can shoot each other on the last line and fall down. Then pair up
the students and ask them to make up new verses and teach the rest of the
class.)
My mummy is a baker
Yummy yummy X2
My daddy is a dentist
Ah-ah-ah X2
My sister is a show off
Honky ponky x2
My brother is a cowboy
Turn around
Touch the ground
And
BANG!!!!
2. Whose Dogs are These?
( This song works on animal names, sounds, names of those sounds and
rhyming names of people. You can make a chart on the board with the
headings here and fill in the blanks before you teach the song. After you
have used the animals listed below you can ask Sts to work in pairs and
make up some new verses to teach the rest of the class.)
Whose dogs are these? Wuff, wuff. (make the sound of a bark)
Whose dogs are these? Wuff, wuff. (make the sound of a bark)
They are Mr. Larks
I can tell them, by their barks
And they’ve trampled
All over my garden
cats - Pughs - mews
chicks - Heeps - cheeps
frogs - Roaks - croaks
pigs - Brunts - grunts
elephants - Crumpets – trumpets
5. Susan Hillyard – Use it or Lose it!
3. There was a Princess Long Ago
(Have Sts stand in a closed circle and appoint a Princess to stand in the
centre, a fairy to enter and wave her wand, a prince on a horse with a sword
to ride around the circle and enter at the correct moment. The rest of the
students mime the actions while they sing the song)
There was a princess long ago,
Long ago, long ago,
There was a princess long ago,
Long, long ago.
And she lived in a big high tower, etc.
One day a fairy waved her wand, etc.
The princess slept for a hundred years, etc.
A great big forest grew around, etc.
A gallant prince came riding by, etc.
He cut the trees down with his sword, etc.
He took her hand to wake her up, etc.
So every body’s happy now, etc.
4. The Grand Old Duke of York
(Teach the song with the actions in a closed circle and then play it out in
marching lines as though the Duke is leading his soldiers up the hill)
Oh, the Grand old Duke of York,
He had ten thousand men.
He marched them up to the top of the hill
And he marched them down again.
Chorus:
And when they were up they were up,
And when they were down they were down;
And when they only half-way up
They were neither up nor down.
Oh, the Grand old Duke of York,
He had ten thousand men.
They beat their drums to the top of the hill
And they beat them down again.
Repeat Chorus
B. Dipping Chants
1.Dip, Dip, Dip
Dip, dip, dip,
My blue ship,
Sailing on the water,
Like a cup and saucer,
O….U……T spells OUT,
You’re IN
2. Eaney, meaney, miney, mo
6. Susan Hillyard – Use it or Lose it!
Eaney,meaney, miney, mo,
Catch a spider by his toe.
If he squeals,
Let him go.
Eaney, meaney, miney, mo.
3.Bubble Gum, Bubble Gum……
Bubble Gum, bubble gum,
In the dish.
How many wishes do you wish?
(Ask that person to state a number between 1 and 9. Count on to that number pointing
at each person as you do and that person is IT)
C. Clapping Games:
A. Slap, Clap, Snap ( or Hitch Hike)
Rules: Open your mouth, smile, speak slowly and clearly, try to modulate.
Sit in a circle with no pens or books. (nobody outside) Teach rhythm to everybody in the
Circle. Two slaps on the knees with both hands, two claps in the air with both hands,
Snap the fingers on each hand separately (so two in total) OR you can do the hitch hike
sign with thumbs up on each hand separately.
Teach everybody the sign for START: e.g. Lights, sound, ACTION/Ready,
steady GO!/One, two, three four/ One, two, three GO!/ Mouse, cat, dog/ Sofa, chair,
table/ Red, blue, green (you could discuss the code with your class and let them choose
depending on the theme of the unit)
Discuss a forfeit for spoiling the rhythm, speaking on the wrong action getting a wrong
answer, dropping the ball, speaking out of turn etc.)
Once they all have the rhythm practice: slap, clap, SPEAK, SPEAK so they get the hang
of speaking only on the snaps or Hitch Hikes.
Now introduce as many one word games as you can think of:
1. Lists:
Say the days of the week/months of the year/numbers/ clothing/
furniture/ animals/ going round the circle with each person repeating the
previous word.
e.g. T: Monday Tuesday
St 1. Tuesday, Wednesday
St 2 Wednesday, Thursday
2. Word Association:
Say any word and next St has to add a word
e.g. T: Black white
St 1: white, snow
St 2: snow, cold
St 3: cold, weather
After a few rounds try to remember the connections by going round
again but saying “ She/he/ said.......”
7. Susan Hillyard – Use it or Lose it!
3. Name Game:
T: Susan to Carmen
C: Carmen to Vanessa
V: Vanessa to Nijin
If someone says wrong name or gets out of rhythm they
swap places with the person. The chair keeps the
name......so Nijin could become Vanessa and has to use her
name, while Vanessa becomes Nijin.
4 Living Spidergrams:
Ask for “hard” vocabulary from a chapter in the novel, from a unit, from a project
T: Hallowe’en
St 1: Witches
St 2: Pumpkin
St 3: Cauldron
5.Ten Things……..Clapping game:
(Use the same rhythm but cut it to one slap, one clap and hitch hike. Choose
one person to be IT and the rest of the class counts from one to ten on the
SLAP. Giving the person time to think of the next item)
Ten boys’ names/things/ideas that I must know
Wish me luck and away I go
1. 10 ways to stay awake in a boring meeting
2. 10 items of clothing to put your girlfriend off
3. 10 foods NOT to eat when on a diet
4. 10 things men do at home which gets on Mum’s nerves.
D.Ball games:
(These games can be teacher lead or Sts can work without the teacher in the centre,
throwing the ball to each other. Make it clear.
Rules: Open your mouth, smile, speak slowly and clearly, try to modulate. No repeats.Stand in
a closed circle (nobody outside) Lay the ground rules for throwing the ball: Be accurate, gentle,
ready to catch with your hands in front of your body. Discuss a forfeit for throwing badly,
getting a wrong answer, dropping the ball, speaking
out of turn etc.)
1. Lexical sets:
T stands in middle and throws ball to Sts saying a category e.g. colours and Sts throw ball
back to T each time saying a colour. T pronounces the word clearly each time, before
throwing the ball to the next St.
8. Susan Hillyard – Use it or Lose it!
2. Changing Numbers:
1. T allocates a number to each St.
2. They say their numbers in order, throwing the number with their voices and their
bodies up to the ceiling and bouncing the number on the floor.
3. Go round twice, encouraging them to enunciate and project their numbers with
their voices. Insist on repeats if they are not working hard enough.
4. Go round once more and ask Sts to learn at least one other person’s number.
5. Now, take the ball and throw it to another student, saying their number clearly
6. St catches it and throws to another St saying their number clearly.
7. Continue until a good rhythm is established
8. Now ask Sts to change positions but keep their numbers
9. Play again
10. Ask students why they chose the numbers they chose to throw to. This generates
real reasoning and real talk.
E.Pronunciation games
Moods. Say it like this:
Create an eight or ten line dialogue, either from the course book or ask Sts to
make one up with you and write it on the board. Learn it off by heart. Then
discuss the interpretation of the icons below, saying what mood or adjective
each one represents. Hold up the cards and ask the Sts to repeat the dialogue
in a different way each time. They will naturally use the correct register,
modulation, intonation etc.
9. Susan Hillyard – Use it or Lose it!
Or you could hold up cards with the words: happy, sad, frightened, angry, fast,
slow, romantic, surprised etc
F. Presentation Games
(These games lead Sts from confidence, through fluency to accuracy skills in
presentation techniques.)
1.What d’ya know Joe?
1. Select a number of topics from your interests:
eg. Sports, music, coin collecting, mystery stories, horses, astrology……..
2. Write a list on the board
3. Ask for a volunteer or DIP (use a dipping chant)
4. Class calls out
“ What d’ya know Joe?”
5.Talk for 30 secs ( 60 secs, 2 mins) without stopping.
6. Continue with next presenter.
2.Tongue Twisters
Teach these by repeating them slowly, normal speed then fast, trying each
three times. Have Sts stand up and try to produce them on their own.)
1. She sells sea shells on the sea shore.
2. A proper copper coffee pot.
3. Jane and John jump in their jackets.
4. Susan and Sandra sleep in school.
5. Around the rugged rocks the ragged rascal ran.
6. Red lorry, yellow lorry, red lorry, yellow lorry.
7. A big black bug bit a big black bear.
8. Peter Piper picked a peck of pickled peppers. Where’s the peck of pickled
peppers Peter Piper picked?
3. Crazy Stories
(Take well known fairy stories, tales, legends and rewrite them in a crazy way.
They then read out or tell or role play their stories to the rest of the class.)
10. Susan Hillyard – Use it or Lose it!
Once upon a time there was a girl called Cinderella who lived with her FOUR
BROTHERS. They were all BEAUTIFUL. Cinderella worked in the house and her
brothers HELPED her all day long. One day an invitation arrived for them to go
to the King’s DISCO and the sisters BEGGED Cinders to go with them. Suddenly
Cinderella’s fairy GODFATHER appeared and waved his HOCKEY STICK to make
a LEATHER JACKET and a MOTORBIKE for Cinders etc etc
G. True or False games
(These games take the place of written true or false exercises and can be used
for any language items or subject/content material.)
1.Is it True for you?
Rules:
TRUE: Raise right hand
FALSE: Raise left hand
DON’T KNOW: Cross both hands on chest
Teach rhyme and have Sts join in with the actions with you until they are sure
of it. Have your list of statements ready, beginning with easy statements and
leading on to more “thinking” statements.
Right for right,
Left for wrong
Cross your heart
If you just don´t know.
Lists
Adjectives: I’m tired, I’m hungry, I’m fat,
Nouns: I’m wearing a belt/ trainers/ …
Tenses: I went out last night/I ate pizza for lunch/I’m going on holiday in…..
Likes: I like……/I hate…….
Comparisons………..is/are better than …….
Opposites……………..on is the opposite of off
Content materials: Pigs can fly/ grass is green/ dogs moo/ birds swim/there are
26 bones in the wrist/ volcanoes sometimes lie dormant/the play “Othello” was
written by Marlow etc etc
2. Jump to the Right. Jump to the Left (colours)
(This can be done with any vocabulary or structure you are studying)
1. Divide the board into 2 and write the word TRUE/CORRECT on the left side
and FALSE/WRONG on the right side.
2. Make two lines of students stretching the length of the room, looking at the
board
3. T calls out “This is RED!” while holding up a Blue Flashcard. Sts should jump
to the right or left according to whether they think it is true or false.
H. Present Continuous games
(Revise the present continuous tense and focus on those verbs which lend
themselves to mime. Write up a list on the board if you wish.)
11. Susan Hillyard – Use it or Lose it!
1.Telling lies
1. Have students sitting in a closed circle.
2. Call one to you and whisper an action in her ear e.g. eat a hamburger. Or
give the St a written command
3. Student mimes the action while the teacher says “I believe Maria is brushing
her hair?”
4. The class has to shout out “No she’s NOT! She’s eating a hamburger”
VARIATION: Students can prepare their own in groups of 3 and play them out
to the class.
2. Excuse me Madam/Sir
1. Have students sit in a closed circle.
2. Have them repeat and learn off by heart “Excuse me, Madam /Sir, what’re
you doing?” Try to make it as natural as possible.
3. T mimes an everyday activity in the centre of the circle (e.g. tying her shoe
laces) and indicates one student to enter the circle and ask the question. The T
carries on miming the tying of the shoe laces and says” I’m taking a shower”
which is a lie.
4. The teacher sits down and the St now mimes the lie.
5. The teacher indicates that a further St should enter and ask the question.
6. The student continues to mime taking a shower but tells a lie e.g. “I’m
playing tennis” which the 2nd
St must begin to mime. Go right round the circle
from left to right each side of the teacher until all the Sts have a had a turn.
3. Running Commentary
1. Have students sit in a closed circle.
2. Ask for a volunteer or DIP.
3. Have the St. mime a series of linked everyday exercises e.g. getting up in the
morning, bathing, dressing, eating breakfast, leaving the house etc etc.
4. As St mimes, the T performs a running commentary e.g. Soraya is waking
up…..she’s opening her eyes……..she’s switching off the alarm, she’s stretching
and complaining etc etc.
5. Ask for other kinds of series of actions and list them on the board.
6. Ask Sts to get into pairs. Label each other A and B. A performs the mime
while B does the running commentary then they swap over so each has a try at
both tasks.
7. T may ask if a pair wants to present to the group.
J. Miming Games
1. "Invisible" letters
1.T prepares a blank letter inside a blank envelope.
2.Teach the song “ Postman Pat”
3.Appoint a postman to run around the inside of the circle while the class sings and
he posts the letter in another Sts lap.
4.The St opens the letter and imagines the content. The St “reads” the letter expressing
with body, face and voice what the content is.
5.The T asks the class for the contents and Sts suggest e.g. she has just won the lottery.
6. Then T asks more questions probing for details e.g. how much? What will she buy? Etc.
2.Mirrors
1.Arrange Sts in pairs
2. Explain one is the mirror and one is the real live person
12. Susan Hillyard – Use it or Lose it!
3. Have the live person do a series of actions of an everyday activity while the
other “mirrors” the actions in silence.
4. T asks if they want to present their work to the class.
3.Two as One
(Rule: The pair must move and speak in sync so it seems to be just one
person……quite tricky)
1. In pairs Sts link arms and imagine they are one person who is walking down
the street and meeting a friend (another pair working as ONE).
2. He or she greets the friend and indulges in a few phrases of small talk before
moving on to meet another friend.
4.Magic Spells
MATERIALS: a magic wand, a witch’s hat (optional) and cards for visual
support (optional)
PROCEDURE: if the vocabulary items are to be introduced with this activity,
teacher will need to work as a model and students will join in. If the activity is
used for revision, teacher will work as the “witch” or “wizard”. As time goes by,
students may also play the role of witches and wizards.
The spell goes:
“I touch my nose, I touch my ear, everybody is a TIGER here!” (magic
wand helping in the “spell”) the spell may be cast on the whole group or on
individuals
“I touch my nose, I touch my ear “Marcos” is a LION here”
FOLLOW UP: you may use flashcards to check what animals you have performed
during the activity and which you have not.
You may use this activity as a warm up or follow up activity in any class;
students can learn the spell and take on the role of the witch or wizard.
5.This is not ……it’s a…………
1.Have a ball or a scarf or a hockey stick or any everyday object.
2. Sit in a closed circle
3. Start a simple mime with the ball, saying this is not a ball it’s a ……….and
mime a baby in your arms with the ball as the baby and the class must call out
the new object.
4. Pass on the “baby” to the next St who mimes the ball as a baby and says
” This is not a baby it’s a………and mimes a new object which the class should
call out.
5. Continue all around the circle until everybody has had a turn with no repeats.
6. Now ask the class to tell you as you point to each St or say their name,
“He/she said it was not a ……..He/she said it was a ………..”
6. Clay Figures
1. Have the students imagine a ball of clay the size of a tennis ball on the desk.
2. Ask them to pull and stretch and knead it to soften it.
3. Ask them to form it bit by bit into a person. They should visualize the person
deciding if it is a man, woman, girl, boy, baby, old person, profession etc etc
Decide on colour of eyes, hair, clothes etc etc and work for some minutes with
the clay. Don’t rush this part.
4. Now get Sts in pairs and ask them to show and tell everything about their
figure.
5. Now, each student rolls the clay back into a ball and they give instructions to
each other to make a new figure.
13. Susan Hillyard – Use it or Lose it!
K. Concentration Games
1.1,2,3 stare…
1.Have the Sts stand in a closed circle.
2. Teach and have them repeat the phrase ”1,2,3 Stare ……..” On the word STARE they look
around the circle and STARE at some one else
3.If they coincide then they go into the centre of the circle and greet each other as you have
taught them to do and ask a few personal questions before they return to their places.
4.Repeat as long as the interest remains.
2. Mum-in-law's name order
1. Have Sts think of the initial letter of their Mum or Mum in Law’s (or any family name)
2. Have them mingle and tell others this letter without speaking or mouthing the letter.
3. They can draw the letter in the air, draw it on each other’s backs or hands or make the
letter with their bodies but they must NOT speak.
4.Still without speaking they must get themselves into alphabetical order according to the
letter they have chosen. Check order is correct by asking each St to tell name they have
chosen.
3. Guess the Leader
1. Have the Sts sit in a closed circle in silence
2. Ask them to follow carefully and in silence your movements with your hands.
3. Lay your hands on your knees and begin to do a series of movements,
usually abstract movements, like raising your hands above your knees,
closing your fists, opening them slowly, moving your hands up towards the
ceiling and pointing with one finger etc etc Ask the Sts to follow you in
unison. Explain there should be complete silence and everybody
concentrating and working at exactly the same speed.
4. Repeat the exercise twice with T as leader, then ask for one of the Sts to
lead the exercise.
5. Ask for a volunteer (or dip) to go outside the door and to cov er their ears
while the class chooses a secret leader to lead the next round.
6. Start the next round and when concentration is good, walk out of the
classroom to fetch in the volunteer.
7. The volunteer may stand outside or inside the circlr to discern who is the
leader. It is the responsibility of the class to try to bluff and to stop her
finding out.
8. Allow 2 mins and ask for the leader’s name. If wrong give a second chance.
9. Repeat the rounds as many times as you wish.
3. Robots
1. Have the Sts sit in a closed circle.
2. Ask for a volunteer or DIP.
3. Explain this is your robot and you are the programmer. Mime some
“programmimng” movements and “teach“ the robot a simple code for simple
movements,e.g.
Forward= take one step forward and stop
Backward=take one step backward and stop
Left= turn one quarter turn to the left and stop
Right= turn one quarter turn to the right and stop
14. Susan Hillyard – Use it or Lose it!
4.Ask the ROBOT to close their eyes and to practise this series of
movements to your commands while moving the robot around the centre of
the circle.
5. Explain that the robot, with eyes closed, must move around the centre of
the circle with you giving the commands and when the robot reaches a
person that person must use a silly voice or a different character voice to
say “Good morning, how are you? Can you guess my name?”
6. Tell robot to close her eyes and tell everybody to change places.
7. Play the game and ask the robot to guess who it is.
8. Play with a number of Sts.
Extension:
1.Have Sts play the robot and programmer in pairs using only:
a) letters of the alphabet
b) animal/furniture/colour etc names
c) sounds made by the body e.g. stamping, clapping, clicking, shuffling
d) Sounds made with the voice e.g. tutting, clucking, sighing, shushing
e) Animal sounds e.g. barking, cheeping, trumpeting, mooing
2.They can all work at once and then present their invention to the class
in pairs.
3. They can go to stand at the far ends of the room and try to guide their
partner through an obstacle course made of desks and upturned chairs. The
first to meet up are the winners.
5. Changing Clothes
Have the students sit facing each other in pairs. Ask them to observe each
other carefully, making a mental note of the other’s appearance.
Tell them to turn their backs on each other and, without peeping, each must
change three things about their appearance. Tell them to turn to face each
other again and then tell each other what items were changed. If you wish
you can revise the vocabulary for clothing and accessories beforehand. You
may also want to revise the use of useful verbs like to take off, put on, to
change, to move, to alter.
Bibliography
Baldwin, P. (2004) With Drama in Mind: Real learning in imagined worlds – Network
Educational Press. Pages: 31-43, 61-70.
Boal, Augusto. 1992. Games for actors and non-actors. London: Routledge.
Bolton, G. (1998) Acting in classroom drama: a critical analysis – Trentham Books.
Pages: 53-64.
Burke, A.F. and J.C.O’Sullivan. 2002. Stage By Stage. Portsmouth: Heinemann.
Case, Doug and Ken Wilson. 1995. English Sketches: Sketches from the English
Teaching Theatre Intermediate. Oxford: Heinemann.
Cassady, Marshall. Acting Games: Improvisations and exercises. Meriwether
Publishing.
ELT & News Views. (1999) KIDS – University of Cambridge.
Farmer D. 2007. 101 Drama Games and Activities. Lulu Publishing
Fleming, M. (2001) Teaching Drama in Primary and Secondary Schools: An
Integrated Approach – David Fulton Publichers.
Goldberg, Andy. 1991. Improv Comedy. Hollywood: Samuel French.
Heathcote, D. (1984) Collected Writings on Education and Drama – Northwestern
University Press.
15. Susan Hillyard – Use it or Lose it!
Kitson, N. & Spiby, I. (1997) Drama 7-11: developing primary teaching skills –
Routledge. Pages: 33-34-35-39.
Lots of acting exercises.
McRae, John. c1985. Using Drama in the Classroom. Oxford, Eng/NY: Pergamon
Institute of English.
Muir, Frank and Simon Brett. 1982. The Penguin Book of Comedy Sketches.
London: Penguin Books.
Winston, J. & Tandy, M. (2001) Beginning Drama 4-11 – David Fulton Publishers.
Pages: 36, 43, 44-46, 85
Wooland, B. (1993) The Teaching of Drama in the Primary School – Pearson
Education. Pages: 128-130, 138-139.
Online resources
http://www.dramex.org/http://esldrama.weebly.com/resources--links.html
http://improvencyclopedia.org/
http://learnenglishkids.britishcouncil.org/en/language-games
http://www.hltmag.co.uk/may01/sart3.htm
http://prosites-eslflow.homestead.com/roleplaysdramatheatregames.html
http://www.artsonthemove.co.uk/resources/gamesmethods/games.php
http://www3.kcn.ne.jp/~msheff/booksdrama.html#games
http://groups.yahoo.com/group/EVO_Drama_2011/
http://www.dramaresource.com/games/game-of-the-week
http://tesoldrama.wordpress.com/?s=TESOL
http://englishthroughdrama.blogspot.com/
http://www.d4lc.org/