Resource Booklet DramaGames...

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Humming Birds

Resources for using Drama, Rhymes, Songs and Games to teach English as a Second Language

Humming Birds was a series of pilot lessons facilitated by practitioners from the Theatre Royal Plymouth, Open Doors and Plymouth Adult and Community Learning Service to try out drama approaches to language learning. This resource is a series of ideas and activities for use in the classroom arising from those sessions.

The Theatre Royal Plymouth’s Creative Learning programme provides opportunities for people of all ages and backgrounds to learn about and through the arts. We believe that creativity and the arts can make a big difference to people’s lives and help to create healthy and happy communities. We deliver much of our programme at grass roots level and in partnership with others.

Open Doors International Language School is a faith-based charity that primarily serves those living in Plymouth and the travel to work area of Cornwall, where English is their second language. Started in 2001 as an entirely voluntary organisation, ODILS has developed into a thriving Social Enterprise serving people within the UK and overseas. Students can learn English, maths or learn how to become teachers themselves.

Plymouth Adult and Community Learning Service (PACLS) provides a wide range of training programs from one day workshops in leisure subjects to work-based learning qualifications supporting those who wish to improve their skills for work as well as those who want to learn for personal interest and well-being. The courses are delivered in a variety of venues in Plymouth and are therefore accessible to all.

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Why Drama?

Drama provides an active, stimulating, fun and creative context in which to develop language learning and practice. Students are encouraged to explore communication through imagination and creativity and to express themselves through language, movement, action, song, dance and role play. The “as if” situation creates opportunities to try out different ideas, emotions, appropriateness and adaptability which are all ways of communicating.

Learning and teaching through drama gives a context for listening and talking through meaningful dialogue and mirrors real social interaction and communication which crosses language, social and cultural boundaries. Through the drama learners share moments that involve emotions, facial expressions, gesture, movement and interaction. Drama provides a fun way into learning and allows the class to work together to discover new approaches and to support each other, take risks, build on each others’ strengths and grow in confidence.

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Activities are divided into:

Games – are useful for breaking the ice, learning without trying, preparing for learning, creating a fun team work atmosphere, breaking up a lesson, trying out what has been learned.

Songs - a great way to learn anything is to put it to music - song words tend to be learned really easily - some people may be nervous about singing in front of others but these songs are simple and easy to sing with memorable melodies and repetition. A guitar or percussion instruments can help but just voices are fine.

Rhymes - simple rhymes that emphasise the rhythm of language - add movement and these are perfect for kinaesthetic learners.

Role plays - provide meaningful situations for trying out dialogue.

Improvisations - provide a context for language and mirror real social interaction allowing learners to practise in an “as if” situation.

Stories - provide a context for listening and an opportunity to participate. The use of puppets adds a visual dimension which aids learning.

The activities are designed to be taken and fitted with other activities to create a drama based lesson or to be taken and slotted into other lessons as supplementary activities. Some sample lesson plans with different themes can be found at the end. A typical two hour lesson might be divided in the following way:

10 mins warm-up activities

20 mins movement rhythms

30 mins vocabulary game

10 mins BREAK

10 mins role play

30 mins situational improvisation

15 mins wind down and evaluation

5 mins SPARE! (always useful…)

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List of Activities:

Rhythm warm-up 5 Rhyme warm-up 6 Sculpture warm-up 7 Rhymes and actions 8 Fruit Salad 9 Shopping Basket Memory Game 10 What’s in my pantry? 11 Funny Faces 12 Happy Hair brushing and Angry Fishing 13 Guess Who? 14 My Family 15 Parts of the Body (I), (II) & (III) 16 - 18 Improvisation - “A Doctor’s Appointment” 19 Improvisation - “I have an Illness” 20 Hunt the Mushroom - Directions 21 Three in a Row - Directions 22 Please look after my Pumpkin soup 23 Sitting Down Drama 24 Alibi 25 Story Circle 26

I’m sorry I’m late… 27

Pronunciation practice 28

Practising conditionals 29

Goodbye Rhyme 30 Sample Lesson Plans 31 - 35 Evaluation ideas 36 - 37 Credits 38

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Rhythm warm-up

Learning aim:

To involve everyone, to create confidence, to learn names and to learn how to greet people.

Activity:

Work in a circle, start the activity with a rhythm clap : clap knees, clap hands, click fingers twice - get this rhythm flowing around the circle then add names, i.e. clap, clap, name, e.g. clap, clap, Laura - all participants repeat each other’s names. Next time around add “My name is…... and third time around, add “nice to meet you”. Once participants have mastered this as a group then ask them to move around the room introducing themselves to each other.

Resources: None

Differentiation ideas:

This rhythm warm-up can be used to learn different vocabulary or phrases, e.g. colours, clothes, days of the week, etc...or phrases such as “How are you?” or answers to questions posed by the facilitator, e.g. I am Polish, I am eighteen, I love drawing, I live in Plymouth…

Extension activities:

Ask participants to take it in turns to ask and answer questions to the rhythm around the circle.

Also see:

Welcome rhymes, Goodbye rhymes

Rhythm video

Double click the icon to

watch video

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Rhyme warm-up

Learning Aim:

To welcome everyone, to learn some greetings, to involve all participants.

Hold hands in a circle and move around repeating the rhyme with appropriate actions.

Hello Everybody

Good morning my friends

Welcome Welcome

To you and to me

Hello.... Morning...... Hello Hello Hello

Up is the sky

Down is the earth

Here are my friends

And here am I Two eyes to see

Two ears to hear

Two feet to walk and run

Here are my hands

Give yours to me

Good morning everyone

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Sculpture warm-up

Learning aim:

To encourage pair work and movement and learn simple nouns. A fun warm-up activity to break the ice.

Activity:

In pairs the students are given names of objects such as chair, bus, tree, etc….One student models the other student to become that object and then the class guess the noun they have been given

Resources:

List of words - see examples below


Could be presented in topics, e.g. furniture, nature, transport, objects, animals.


Questions asked by other students - open or closed - e.g. how big are you? Are you made of wood?

Additional Comments:

Sculpting/miming can be done individually, in pairs or in groups.

Also see:

table boat train bus chair

vase tree flower bed lamp

book bird umbrella bicycle walking stick

door giraffe needle teapot elephant

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Rhymes and actions

Learning aim: To gain familiarity with words and phrases through simple rhymes with associated actions

Activity: Leader demonstrates rhyme and movements clearly once, and then asks participants to join in on the second time and the third time.

Resources: Various rhymes with different subjects - see below

Differentiation ideas: For early learners take each rhyme one line at a time

Extension activities: Ask participants to learn the rhymes, to make up their own, to repeat quickly.

Also see:

Here are Grandma’s spectacles And here is Grandma’s hat And here’s the way she folds her hands And puts them in her lap Here are Grandpa’s spectacles And here is Grandpa’s hat And here’s the way he folds his arms And takes a little nap

Clap Clap hands 123 Put your hands upon your knee Lift them high to touch the sky Clap Clap hands and away they fly

Head, shoulders, knees, and toes, knees and toes. Head, shoulders, knees, and toes, knees and toes. And eyes and ears and mouth and nose. Head, shoulders, knees, and toes, knees and toes

My nice red rosy apple has a secret midst unseen You’d see if you could slip inside five rooms so neat and clean In each room there are living two pips so black and bright. Asleep they are and dreaming of lovely warm sunlight. And sometimes they are dreaming of many things to be How one day they will grow up and be an apple tree

Five ripe blackberries on the bush I see Oh good said the blackbird there’s just enough for me One two three four five But hiding under a leaf – what do I see But a big juicy blackberry just waiting there for me

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Fruit Salad

Learning aim:

To learn different clothes items and different colours.

Activity: The group sit in a circle with one person in the middle who says, “Anyone who….” and then adds something true about themselves, e.g. is wearing black socks. All those wearing black socks have to change places with the person in the middle trying to find a chair and not be left as the person in the middle.

Resources:

Chairs


This game can be adapted to things people do or like, e.g. anyone who goes to Church, catches a bus to class, etc….or anyone who likes singing, likes walking, likes fish pie, etc….depending on what the theme of the lesson is.


This can be made more complicated in terms of language learning by extending to past tense, “Anyone who went to the shops yesterday” and future tense “Anyone who is going to…..”

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Shopping Basket Memory Game

Learning aim:

Quantifiers (e.g. a packet of biscuits, a carton of juice), the use of 'some' (with uncountable nouns) and shopping/food vocabulary

Activity: Students sit in a circle.

The practitioner starts the activity by saying, "Yesterday I went shopping and I bought a packet of biscuits" and passes the shopping basket to the next student. That student repeats that phrase and adds something to the list, e.g. "Yesterday I went shopping and I bought a packet of biscuits and a carton of orange juice". This continues with each student remembering what has already been 'bought' and adding something to it themselves. Items using 'some' can be encouraged, e.g. some sugar, some coffee.

The activity is a memory game because learners have to remember what's been said and also builds their knowledge of vocabulary related to shopping/food. The game continues around the circle until it becomes too difficult to remember!

Resources:

A shopping basket (preferably the traditional, wicker type)


The activity can be made easier by using one word terms, e.g. eggs, bread. It can be made more difficult by adding adjectives such as a box of free-range eggs.


Other activities involving shopping, food or countable/uncountable nouns. For example, you could say for the first round students can only use countable nouns (a bottle of wine) and on the next round only use uncountable nouns (some wine).

Additional comments:

Students can help each other to make it less threatening or competitive

Also see: What’s in my Pantry

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What’s in my pantry?

Learning aim:

To learn food vocabulary and to learn use of some and any.

Activity:

Learners divide into two teams with one pantry each. Learners to use the following phrases to find out what is in each other’s pantries

● “Have you got any....?.” ● “Yes I have some…...” ● “No, I don’t have any”

Resources:

● Create two pantries to be separated by a screen

● bring food items from home Extension activities:

The game can be extended to include cooking i.e.

“I’m making .... and I haven’t got any.....”

Also see:

Shopping Basket Memory Game

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Funny Faces

Learning Aim:

Learn emotions

Activity:

Start the activity in a circle - tutor holds up a card and mimes the emotion whilst saying the word. Do this with all words to pre-teach the words. Then ask participants to each take a word and mime to the others - the rest of the group guesses which word they have.

Resources:

Cards with the following words:

Happy

Sad

Hot Cold

Tired

Bored

Angry

Surprised

Frightened

Confused


Follow this with: “Happy Hair brushing and Angry Fishing” (see below)

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Happy Hair brushing and Angry Fishing

Learning Aim:

Learning vocabulary for emotions and actions

Activity:

Two sets of cards are face down in the middle of a circle of students.

A Student takes one card from each pile. One pile has 10 emotions (e.g. happy, sad, hot, cold, tired, bored, angry, surprised, frightened and confused). The other pile has 10 actions (e.g. brushing your hair, fishing, riding a bike, playing the guitar, washing your face, brushing your teeth, writing a letter, cooking dinner, riding a horse, reading a book). The student then has to mime the combination of the two cards.

Resources:

Two sets of pre-made cards


The vocabulary can be related to what the students have recently learnt. Students can work in pairs for morale.


Students can make their own cards

Additional comments:

The cards can be used separately or in combination. Ensure that the vocabulary is understood, if not pre-teach before commencing the activity.

Also see: Funny Faces

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Guess Who?

Learning aim:

● Revise clothes, colours and description adjectives

● Practice saying “Is s/he wearing?” Has s/he got?”

Activity:

● Tutor to decide who the “unknown person” will be

● Give instructions to the game with an example

● Make sure everybody asks questions Learners ask Learners to ask questions until they find who the person is i.e.

● “Is s/he wearing glasses?”, “Has s/he got blond hair?”

Resources:

None


Students can work in pairs to help each other, or can be divided in 2 or more teams


As a variation to the above, play “Celebrity Guess Who?” Use a number of celebrity photos


This activity can be adapted to become “Guess my pet”, “Guess my job” etc.

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My Family

Learning aim:

To learn family terms and relationships

Activity:

The group is divided into small groups of between 4 and 6 people and asked to create a family photograph with each one of them representing a member of the same family. They may use props to help. The photograph image is then staged for the other groups to look at and interrogate. Questions are then asked about the family: Are you the mother? Who is your daughter? How old are you?

Resources:

Various hats, glasses, walking sticks, toys, shawls, etc….


For early learners you will need to pre-teach family terms. Questions can be extended to include likes and dislikes and how family members get on with each other which can be fun as participants enter into the drama they are creating.


Depending on the ability of the group, the question “Who is ....?” can be asked so they can use the 3rd person

Activity can be expanded to allow learners who can, to give extra information

The frozen photograph can be moved forward so that participants stage a small scene around their make-believe family.

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Parts of the Body (I)

Learning aim: To learn the names of the Parts of the Body

Activity 1: Body Drawings

● Pre-teach the main parts of the body. ● Divide the learners in groups

● And supply each group with a large piece of paper, longer than the height of a person.

● A member of each group to lie down on

the paper. Draw around the person. ● Add facial features (eyes, nose etc) ● Use the cards provided to name each body

part ● Compare results and correct as required

Resources:

• Wall lining paper • Felt tips

• Two or more sets of cards with the names of body parts written on them


● For beginners use cards with basic body parts

● Give the cards to a less able learner so they can get first chance to name the parts of the body they know


• Expand further with internal organs (heart, stomach etc), nails, thumb etc.

• Use the sheet the paper again for learners to name in writing the parts of the body and/or dress it with hats, shoes, scarves etc. which they will also name


● Try this again with the teams competing against each other

Activity and

photographs, courtesy

of Judit Braidford who

took the body drawing

to her Spanish class

after the CPD at TR2.

It made a great activity

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Parts of the Body (II)

Learning aim: To learn the names of the Parts of the Body

Activity 2: Post-it Person

● Divide the learners in groups

● In their groups learners to “stick” each post it

to the appropriate part of the body

● See which group is the fastest & compare results

Resources:

Two or more sets of post-its, each with one the name of a part of the body written on it (2 for each ear, eye etc.)


Give the post-its to a less able learner so they can get first chance to name the parts of the body they know


If there are very able learners in each the can be given blank post-its so they can write themselves the names of each part of the body

Additional Comments: Try the following action rhyme

Up is the sky Down is the earth Here are my friends And here am I Two eyes to see Two ears to hear Two feet to walk and run Here are my hands Give yours to me Good morning everyone

Also see: See also activities 1 and 3

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Parts of the Body (III)

Learning aim:

● To revise the names of six of the most basic Parts of the Body , colours and clothing

● To answer the question “What are you wearing?” ● The answer should be: “I’m wearing ..... + adjective + noun

Activity 3: Body Building Game

● Divide the learners in two groups ● Each learner in the group to throw the die

● Answer the question

● Pick up the card with corresponding number ● Annotate the body

● If the same number comes on the die again, or if the

question is not answered correctly, the process will be repeated with another learner

● The team who completes 1st is the winner

Resources:

● 2 Floor Dice ● 2 Drawings of featureless bodies on the whiteboard

● 2 packs of cards with the following words written and numbered 1-6: eye, ear, nose, mouth, arm, leg



If learners already know clothes and colours, you can revise these by providing an array of clothes and give instructions such as: “put the red sock in your left hand”, “put the yellow blouse on your head” etc.


● Play “Simon says” ● Do “Head and Shoulders”

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Improvisation - “A Doctor’s Appointment”

Learning aim:

● Book a doctor’s appointment on the phone. ● Revise both cardinal and ordinal numbers

● Revise dates and days of the week

● Practice Alphabet

Activity:

Learners to work in pairs, sitting back to back

Each learner to become alternately a receptionist and a patient

Points to be covered:

● Ask for an appointment for self or somebody else

● Give name

● Spell name

● Date

● Time

● Is it an emergency? ● Date of Birth

● Address

● Post code

Resources:

Pen & Paper to write date and time of the appointment, to confirm understanding


Less able learners will book an appointment for themselves


More able learners can book an appointment for somebody else and therefore use the 3rd person

Also see: “I have an Illness”

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Improvisation - “I have an Illness”

Learning aim:

Learn how to say what you suffer from & practice using the 3rd person

Activities I, II & III:

I. Teach the class the words “ache” & “it hurts”. Then practice as follows first as a whole group and then in smaller groups

• Each learner in turn to pick up a card

• Look at the ailment in the card • Mime it • Other learners to guess what the person is suffering from

II. Rhythm - activity in a circle

• First learner says an illness they suffer from: i.e., I have a headache

• All circle to repeat: Name (of learner) has a headache

• Continue practicing around the class

III. Role play / improvise a visit to the doctor

Resources:

Activity I: Little cards with ailments + miming

Activities II & III: None


• Extend ailment vocabulary and ways to say what a person is suffering from

i.e., temperature, fever etc. • Pretend to talk about your child and use the third person


Repeat the above activity but visiting the Chemist, learn the names of different types of medicine i.e. tablets, syrup, cream etc

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Also see: “A Doctor’s Appointment” A visit to the doctor

Hunt the Mushroom – Directions

Learning aim:

To practise giving and understanding directions.

Activity:

One learner to leave the room whilst the others hide the “mushroom” or “thimble” or other suitable small object which fits the theme of the lesson.

Participants then give instructions to the other to find the fruit. If enough in the class then divide learners into two groups with two fruits to add an element of competition

Resources:

A suitable object to hide


Allow learners with least vocabulary to give the simplest directions


Depending on the ability of the group, use prepositions such as: above, across, among, behind, below, between, inside, near, next, underneath.

Also see: Three in a row - Directions

Double click the icon to

watch video

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Three in a row – Directions

Learning aim:

To practise giving and understanding basic directions

Activity:

● Form groups of 3 (2 looking one way +1 the opposite way) ● From the 1st two looking at the same direction, the 1st makes a

move i.e., takes two steps forward. The 2nd observes the actions and says what s/he sees. The one looking the other way listens and follow instruction.

Resources:

None


Start with the very instruction. i.e., 2 steps forward etc.


Use verbs like move, turn, take, bend


The activity can be used to revise parts of the body.

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Please look after my Pumpkin Soup

Learning aim:

● To learn names of food. To learn “Please look after.” ● Listening skills

Activity:

Invite each learner to pretend they are holding something they like to eat or drink carefully in their hands (a bowl of soup, a cup of coffee, a fish stew, etc...)

● Around the circle each learner tells the others what they are holding, “I have a bowl of pumpkin soup, I have a cup of milky coffee, I have a dish of fish stew, etc…)

● Learners walk around the room exchanging food using the vocabulary, “Please look after my ....” and they will receive the item the other person is holding using the same vocabulary

● At the end of the activity it is fun to return the food to its original owner and discover what has been found/what has been gained! You will probably have 3 cups of coffee and have lost the pumpkin soup!

Resources:

None


For beginners you might choose one item, e.g. a tomato, some cheese, an apple, a pizza, etc.) More advances learners can describe their food in more detail with ingredients, country of origin, ways of preparing, etc...


This activity can be adapted to learn a variety of vocabulary, e.g. looking after pets, looking after special objects etc and can be extended to longer descriptions of what is being looked after. It can also be extended to learning possessives, e.g. this is MY soup, that is her coffee this is his stew, this is Mary’s fish, etc….

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Sitting Down Drama

Learning aim:

To extend communication and find ways of introducing oneself and others.

Activity:

Learners sit in a circle and the leader begins by saying “We are all here today because we all live in the same block of flats and yesterday one person from the ground floor flat went missing - we are all here to share what we know. My name is Tom and I live in an upstairs flat. I met Sarah yesterday morning as she was walking her dog and I was on my way to work. Who are you and how did you know Sarah?” Continue around the circle with each learner adding to the story.

Resources:

None


Learners can be told who they are and a little about themselves or given role cards.


Questions can be asked and challenges made to make this exercise more complicated.

Also see: Alibi

Street view used as a prompt for “Sitting down drama”

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Alibi

Learning aim: To extend communication and ask/respond to questions. Grammar Point: Past continuous tense (e.g. I was watching the TV) Activity: There was a robbery in the street yesterday evening but who commited the crime? Two students leave the room and become the detectives. Whilst outside they decide what questions they are going to ask the others. The rest of the students have to come up with their alibis and decide who commited the crime... They make up a story about what they were doing, e.g. “I was walking the dog at 7 o’clock”. When the detectives come back into the room they ask questions to check the alibis, e.g. what were you doing at 7pm yesterday? At the end of the interrogation they decide who the thief was. Resources:

None


Learners can be given a role play card with an alibi. Higher level learners can fabricate a more elaborate alibi.


Learners can create their own crimes.

Also see:

Sitting down drama.

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Story Circle

Learning aim:

To listen and to understand sentence structure and use joining words. Activity:

Participants tell a story around the circle using one word each.

One participant begins with a word, e.g. Once; The; A; Suddenly; and

the

next person adds a word which could follow on, e.g. upon; woman;

huge;

there....and then the next participant adds the next word, e.g. a;

decided; bear; was.....and so on around the circle - words need to be

added quickly to maintain the pace and the sense of the story.

Resources:

None

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I’m sorry I’m late…

Aim:

An amusing way to deal with late students.

Activity:

When a late student comes in the teacher tells him/her that the group has just made up a story and he needs to guess what the story is about and whilst doing that he is asked to leave the class for 2 min. Meanwhile the teacher explains to the rest of the group that the student will create the story himself by asking yes/no questions and writes the following note on the board:

cons. – yes

vow. – no

y – don’t know, which means:

If the question ends in a consonant say - yes

If the question ends in a vowel say – no

If the question ends in “y” say – don’t know

The student is asked to come in and to ask yes or no questions to the group. The group answers the questions according the above ‘code’ and a story is created.

Resources: none

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Pronunciation practice

Aim:

Pronunciation practice

Activity: Divide the class in 3 groups and give each group a rhyme to say in chorus (it is preferable to have the three rhymes displayed on the board). Give time to students to practise. Then ask all of them to say their rhyme together. The group that finishes first wins.

One bottle of beer, Two bottles of beer, Three bottles of beer, Four bottles of beer, Five bottles of beer, Six bottles of beer, Seven, seven bottles of beer London is on fire London is on fire Bring in engines Bring in engines Fire! Fire! Fish chips and vinegar, Vinegar, vinegar Fish chips and vinegar, Pepper, pepper, pepper, salt

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Practising conditionals

Aim: to practise using the conditional tense (e.g. If I were….)

Activity: This works well with higher level groups.

Ask the students to imagine that they are:

* An old worn out boot

* An antique mantelpiece clock

* A lost kitten

* Beautiful mirror

* An old coat with two lost buttons

* A pot plant on a windowsill

The question you ask a student: How would you feel if you were…..?

Students have 5 min. to think and come up with a story.

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Goodbye Rhyme

To finish the session involving everyone in a rhythmic closure and with a simple rhyme which can be learned and everyone can feel confident in joining in. See below for an example which can be adapted to include other languages and phrases.

Goodbye everybody

Auf Wiedersehen

Au revoir

Bon Soir

Till we meet again.

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Humming Birds – Lesson Plan 1

Timing minutes

Tutor Activity Materials & Resources

Learner Activity

15

Rhythm Warm-up – work in a circle

None

(Refer to activity)

20

Emotions a. Start the activity in a circle b. Divide in groups

3 sets of cards

● Circle ● Group activity

10

Grandma’s Hat - activity in a circle Here are Grandma’s spectacles....

Rhyme printout in case it’s needed

(Refer to activity)

10

Break

45

Families – Improvisation

Props:

a. Group activity b. Present each family

5

Quiet activity

None

10

Clap Clap hands - activity in a circle Activity to include the children from the crèche

Rhyme printout in case it’s needed

(Refer to activity)

32


Timing minutes


Learner Activity

5 Rhyme Warm-up – activity in a circle Hello Everybody

None (Refer to activity)

5 Rhyme Warm-up – activity in a circle Up is the sky


15

Body Parts - vocabulary

Wall lining paper Felt tips 3 sets of cards

(Refer to activity)

15 Post-it Person - vocabulary 3 sets of post-its

(Refer to activity)

10 Body Building Game – activity in 2 groups

2 Floor Dice 2 packs of cards

(Refer to activity)

10 Break

10 Fruit salad - activity in a circle

Chairs arranged in a circle

(Refer to activity)

15 Whole Group “Guess Who”


5 Head and Shoulders


5 Simon says None (Refer to activity)

10 Rhyme – activity in a circle Five little monkeys jumping on the bed


5 Rhyme – activity in a circle Miss Polly had a dolly who was sick, sick, sick.

None

(Refer to activity)

33


Timing minutes


Learner Activity

5 Rhyme Warm-up Hello Everybody………..




5 Rhyme – activity in a circle Five little monkeys jumping on the bed


5 Simon says None (Refer to activity)

15 Ailments – activity in 3 groups

Little cards with ailments

(Refer to activity)

5 Rhythm: Activity in a circle I have + an illness

None

Each learner, in turn, to say what illness “they suffer from” All circle to repeat: Name + has + illness

15 Call the doctor’s surgery – activity in pairs

Pen and Paper (Refer to activity)

10 Break

40 A Doctor’s waiting room and a Chemist


10 Rhythm – activity in a circle

None Each learner to make a statement of their choice with the rhythm i.e., I’m taller than ..., I’m from... The whole circle to repeat on the 3rd person Continue with the next learner



34


Time minutes


Learner Activity

5 Rhyme Warm-up Up is the sky

none (Refer to activity)

20 Body Parts - vocabulary

Paper Felt tips 3 sets of cards

(Refer to activity)

15 Shopping Basket Memory Game

Basket

(Refer to activity)

15 What’s in my Pantry

Bring food items from home

(Refer to activity)

10 Hide the Mushroom – Directions

Wooden fruit (Refer to activity)

10 Break (Refer to activity)

15 Three in a row – Directions , Body parts

None

(Refer to activity)

20 Pictionary – 2 team activity

White board Felt tips Words to use for drawing

The teams will compete against each other in guessing the most words from the drawings

10 Ginger Bread Man

Story (Refer to activity)

10 2 Rhymes – activity in a circle My nice red rosy apple…………… Five ripe blackberries on the bush I see…...

None

(Refer to activity)

35


Time minutes


Learner Activity

5 Rhyme Warm-up Up is the sky…...


20 Body Parts – Race to finish

Wall lining paper Felt tips 3 sets of cards

(Refer to activity)

15 A Doctor’s waiting room and a Chemist


10 Fruit salad Chairs arranged in a circle

(Refer to activity)

5

Simon says


5 Head and Shoulders None (Refer to activity)

10 Seasonal Songs Pre-teach the Chorus Dashing through the snow……. …….Jingle bells, jingle bells…... Five mince pies in the baker’s shop

None Learners to follow the lead, repeat the actions and words as much as possible

15 Break with Mince Pies & Evaluation

10 Seasonal Songs I'm a little snowman…... Incy Wincy spider ………...

None Learners to follow the lead, repeat the actions and words as much as possible

20 Angry Fish

Emotion cards Verb cards

(Refer to activity)

5 Good Bye - Rhyme None (Refer to activity)

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Evaluation Ideas

It is always a good idea to do some front-end evaluation so you know your starting-point.

Front-end evaluation may be done by tutor assessment or asking participants to rate themselves which gives an idea of their confidence as well as their capability.

A good front-end, mid-term and end point activity is to ask learners to stand in a space in the room which demonstrates to what extent they agree or disagree with the following sentences - one end of the room will denote strongly agree and the other strongly disagree with points on the continuum in between.

Sentence examples - you will know what you want to find out so adapt to suit:

I feel confident trying out my English

I can manage day to day situations in English

I am nervous about trying to have a conversation outside of the classroom

I enjoy learning English

I have fun learning English

English lessons help me out in everyday situations

My English lessons help me try out different approaches to communication

Evaluation can be built into each lesson and can be part of the lesson.

Some ideas:

• Smiley faces, glum faces, puzzled faces - participants draw a face next to each section of the lesson to show whether they feel happy with that section, puzzled and still need more input or unhappy - they just didn’t get it!

• Around the circle - each participant chooses a word or a sentence to say how they feel about today’s lesson.

• Writing activity: on a large piece of paper participants write words that they recall particularly from the lesson - this could be done as a spoken activity too.

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• Still image - in pairs participants create a still image to show the most memorable bit of the lesson - the others guess which bit they are trying to portray.

• A temperature gauge which each participant marks on every week to show how they feel they are improving.

Written evaluation suggestions:

For the participants:

Date: What did you do and why?

Today I really enjoyed…

What do you want to work on or improve in the next lesson?

Today we......

Next time I want to…..

What did you find difficult?

How well did you feel you did?

Anything else you want to say?

Today I didn’t understand…..

Today I learned…...

For the tutors:

Evaluation / Comments:

What went well: What needs changing:

What should we build on next week: Additional Notes:

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Credits

This resource was made possible through funding from: Plymouth Adult and Community Service (PACLS) and The Theatre Royal, Plymouth.

It was written by Laura Hetherington, Karen Griffiths and Poly Nott and was based on a series of workshops run with ESOL learners from a variety of backgrounds cultures and countries in Autumn 2013.

Resource Booklet DramaGames...

Documents

Transcript of Resource Booklet DramaGames...